Primary (5-11yrs)
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The children have a lotto board each. You pull out a card, or have them take turns to pull out a card. If they have that action, they must say it or act it out to claim the card. The child who fills their board first wins. Take a picture of an action, say or act out what it is, and post it Put cards in the box, take turns to fish for a picture, say/sign what is fished out. One person hides a...
Sing a welcome song or gently tap a drum and say the names of children as you welcome all the children to the group or use a puppet to welcome children with a wave etc. You may like to set out rules about 'Good Listening'. Draw them so children can access them easily and remind themselves easily. You may like to use taped crosses on the floor to show where each child should sit for the group You...
1. This game is best played in pairs; 2. Introduce the game by turning over a picture so the child/children can also see it; 3. Show them how to copy the picture using the materials: describe the picture using two word phrases as you do it; 4. Turn over another picture for a child to have a go; 5. Once you are sure the children understand how to make their "picture", turn over another card but...
1. Model making a figure run. Say 'Look. The boy's running!' , 'Look. Daddy's jumping!' etc. 2. Give the child the figures. Can he/she make the figures do the actions? 3. Help him/her label the actions and form sentences by saying 'Daddy's jumping/ sleeping/ running' etc. 4. Ask the child 'What's daddy doing?' You want the answer 'Daddy's running' or 'Dad run' etc. If the child does not provide...
Start by playing with the cutlery and play food. Eat some food yourself and say ' eating banana/apple/bread' etc Let the child play with the food. As he/she eats say 'Eating banana/apple/bread' etc Take a photo of the child eating/You eating/soft toys eating etc. Look at the photo on the camera and say 'Look.......eating apple etc.' Print the photo and put in a book. Show the child the book. Can...
Watch the child playing with an animal in the sand or water and comment on the play at the two word level e.g. 'dog's swimming' or 'cat's hiding' or 'horse gone' Copy the child's activity and comment on what you are doing e,g, child makes dog jump........you make dog jump and comment by saying 'Dog jump!' Blow bubbles and say 'more bubbles', pause and hold the wand up expectantly...........will...
Allow the child to play with the toys freely with the minimum amount of help or intervention; Using one or two keywords only comment on what the child is doing. For example teddy's got the apple; the bricks fell over; Fred's swinging. For example with the clothes and furniture pictures activity: Introduce the pictures first. (The child should already know the names of the objects you use). Mix...
Play a dressing up game; Put a hat on your head and say 'look.... Mary's hat'; Then let the child choose a hat and (you) say 'look.... Mohammed's hat'. Continue the idea above with a selection of soft toys and clothing. When a toy is dressed comment e.g. "Look... tiger's shoes". If the child knows colours or big/little ask him to help tidy up e.g. 'Put the red hat in the bag' and 'put the big...
When the child is familiar with a book, point to pictures and ask questions using a short phrase e.g. 'Where's Spot?','Who's that?', What's that?'. You want a two word answer e.g. 'under bed' etc. Take photos of the child, an adult and a peer each - wearing a hat - jumping in the playground - having a drink - colouring a picture etc. Stick into a scrap book. Share the book with the child. Comment...
Take it in turns to take an object out of the bag; Name or sign the object. Variation: Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn. The child gets a picture which they say or sign the name of before showing the others. One child sits at the 'shop'. Another is asked to go and buy an object. 1. Take a picture of...
1. Put a range of pictures of actions in front of the child. 2. Check the child can pick up/point to the action you name. 3. Ask the child to have a really good look at the cards. 4. Ask the child to close their eyes or turn their back. 5. Take one card away. 6. Ask the child to uncover their eyes and say what's missing. 1. Take a card and look at it without showing the child. 2. Mime carrying...
Give a commentary on what the child is doing, for example "Dolly's drinking", "Mohammed is pushing the car", "the car crashed!". The child listens and does the actions, then the child indicates what actions you or another child should do. Children take it in turns to tell what others in the group should do, for example 'clap', 'jump', 'sit down'. Check the child's understanding of the verbs you...
This activity is described as if it is using one of the first four toys, but you can adapt it to the toys you have available. 1. Set up the equipment for the activity (e.g. make the marble run). 2. Give the child one item (ball, car, marble etc.) only, and take one for yourself. Put the others away out of reach and out of sight. 3. Say, "it's [your own name]'s turn". 4. Demonstrate how to do the...
For example for the marble run: 1. Hold a marble at the top of the run; 2. Say "ready steady go" (using a sign for "go" at the same time) and let the marble go; 3. Repeat a few times; 4. Now: say "ready steady" (but don't say "go") and wait, if the child makes any noise (or sign), interpret that as "go" and say and sign "go" clearly letting the marble go at the same time; 5. If after a time the...
1. Choose a suitable song, that is already familiar to the child, and prepare a range of suitable pictures to represent each verse. You need a different picture for each verse. 2. Choose two or three verses and select the correct pictures. 3. Spread the pictures out where the child can see them. 4. Pick up one of the pictures (e.g. a cow) and give it to the child. 5. Sing the corresponding verse...
Use toy clothes and a teddy/dolly. Put the teddy in front of the child and a choice of two clothing items e.g. hat and shoes. Say' Teddy wants shoes.' Help the child to select shoes and allow the child to dress the teddy or help if needed. Repeat 'Teddy's shoes...........shoes'. Continue with different clothing items. When the child is familiar with some clothing names give the child more items...
1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. Offer the child an undesirable item and wait for the child to reject this. Then offer an item you know the child likes - either food or a toy - say 'Do you want this?' The communicator adult models acceptance by smiling, nodding and saying 'Yes'. The helper adult gently takes the child's head and...
1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. The communicator adult offers the child a short play with the toy and then says 'finished'. 3. The communicator adult offers the child the undesirable food item - what ever you know the child dislikes - and says 'do you want this?'. The communicator adult models 'No' and shakes her/his head and...
1. Play a barrier game: each person in the game has an identical outline drawing; one person, whose drawing is hidden behind a barrier gives instructions to the others to modify their pictures (e.g. colour some things in, draw objects in particular places). 2. Give a confusing instruction so that the others need to ask for clarification. For example, ask them to colour something that is not on...
Tell the children that this activity is to practise using longer sentences. Introduce the words on the flashcards and explain that these help us to make longer sentences. Sequence the cards into the right order as a group. Choose one of the target words and place that flashcard near the pictures. Have the children think of a sentence (two if necessary) about the pictures, which uses the target...
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