Primary (5-11yrs)
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Page 43 of 917 results
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1. Talk about what miming is (i.e. pretending to do something without talking); 2. Show the children a mime of you pretending to eat an item of food; 3. Let the children take turns taking a picture and miming how they would eat it; 4. Let the other children in the group try to 'guess' what the food is. 1. Talk about what miming is (i.e. pretending to do something without talking); 2. Show the...
1. Explain that you are going to do _____ (your activity), and then write down what you did so that someone else would know how to do it. 2. Show the children the framework, so they can be thinking about the steps in the activity. 3. Do the activity. 4. Have the children record what they did, in a sequence of steps. They could draw or write. Have the prompt sheet where they can see it, to remind...
Each child has an identical picture, for example a picture of a house with a car outside and a couple of people. The children cannot see their partner's drawing. They take it in turns to tell the other child to colour something in, for example 'colour the windows red', 'colour the wheels brown' and so on. (The child needs to understand two key words for each of these instructions). After each...
1.Cut out the picture cards and word cards. Explain to your child that you are going to talk about "synonyms". 2. Explain that the word 'synonym' means two different words that have the same meaning. 3. Give an example of a common synonym e.g. 'woman' and 'lady'. Show the picture card and the two written words. 4. See if you can match all the words to the correct pictures. 1. Print or...
1. Set up a race course, and talk about beginning and end. 2. Have the child help you make the worms race, and film this. 3. Watch the film clip back and have the child describe the race and who came first, next, last. 4. Put the worms on the podium in the right places, or award each worm the right medal if you have them. 1. Give the child an instruction to do three actions. 2. Film them doing...
1. Choose a scenario picture. 2. Show the children the picture and read the story to them. 3. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).
1. Put all the first cards of every sequence into one envelope, and put the past tense prompt card on the front. 2. Put all the last cards of every sequence in the other envelope and put the future tense prompt card on the front. 3. Lay out all the middle cards from every sequence in different places - on the table, on the walls, on the floor - whatever is appropriate in your setting. 4. Explain...
1. Use this at news time, or explain to the child that you are all going to take turns to talk about what you are going to do, or have done. 2. Put the sheet with the boxes labelled "....will...., "....am...." and "....have/did...." in front of the child and help the child to read the words. 3. The child can choose to talk about e.g. last weekend, or next weekend, or something in school. Talk...
Tell the children that this activity is to practise using longer sentences. Introduce 'because' on the flashcards and explain that it helps us to make longer sentences. Sequence the cards into the right order as a group. Place the flashcard near the pictures. Have the children think of a sentence (two if necessary) about the pictures, which uses 'because'. Write down each sentence. Tell the...
Use the card during classroom tasks. Introduce it as something that reminds us to ask for help when we need it. Make it a 'reward' to have the card for an activity. Tell the child who has the card for that activity, that they can ask anyone for help by showing them the card. Give them a target to use it at least once. Praise the child for using the card. During class activities, give the child an...
1. Explain to the children that you are going to see the beginning of a story or something that happened, and that they need to think about what the ending could be. 2. Show them the first 2 or 3 cards in the sequence (this depends on how many cards are in the sequence). 3. Show the question mark at the end and discuss what might happen next. 4. Help the children to think about different...
1. Have the children think about questions we can ask each other to find about each other. 2. Have the children interview each other, using the prompt questions. 3. Have them report back to the group on the child they interviewed. 1. Have the children think about questions we can ask each other to find about what someone has done over the weekend / holiday. 2. Make a list of the questions. 3....
1. Choose a word web and cover the attributes of the word with post it notes as well as the word in the centre. 2. Explain to your child/student that you will take the post it notes off one by one and they have to try and guess the word that is hiding. 3. See how quickly they are able to guess the word.
1. Explain to your child that you are going to talk about plurals - this is where there it more than one item. 2. Explain that for lots of items, we add an 's' on the end of the word to indicate more than one, e.g. 'one cat, two cats'. 3. Explain that some words use a different ending. Look through the picture cards together and talk about hte different words. 1. Print a copy of the...
1. Peg a picture on the line and ask your child to look at it - you could ask you child to choose a picture from a selection. 2. The adult says "It's story time and we are going to make up a story with the pictures" The adult starts the story by using the word on the picture. 3. Encourage your child to take the next turn by choosing a new picture and thinking how they can add to the story that...
1. Players each have a token and roll dice or use a spinner to move places on the board; 2. When a player lands on a picture of an animal they must say the starter phrase "On the way to school I saw..." and then add the name of that animal; 3. The activity can be extended by asking players to add to their story. Additional information could include adjectives (describing words - e.g. "big"),...
1. Put the pictures in order so that you can easily show them to the child one at a time; 2. Show the child the first picture in the sequence; 3. Ask them to tell you what's happening in the picture; 4. Then ask them to imagine what might happen next. To show this visually, put a card with a large question mark on it to the right of the picture; 5. When the child has suggested a sensible thing...
1. Explain that you are going to play some sentence games and need to begin by writing a sentence. 2. Start from the child's experience so that the writing will have meaning for them. For example: "Tell me what you did last night.", "Tell me about your friend." 3. If necessary, and appropriate, discuss how to add to (or enrich) the sentence with an "extra clause", or an "adverb", or "adjectives...
1. Use the first/last template to model the sequence of first and last. 2. Start with 2 picture sequences of a simple event e.g. 'rain falling' 'girl puts up umbrella'. 3. Talk about the pictures. Ask the child 'What is happening in the first picture?' Discuss the consequences of the first picture (getting wet) and what the girl does (puts up the umbrella) 4. Put the two pictures into the...
Step 1 1. Start with three cards: the three cards can make up a whole story, or be part of a longer one; 2. Tell the story with the cards introducing each card one by one; 3. Get the child to have a go at retelling the story. Step 2 Using the same cards, this time give the child the cards all mixed up - the child needs to put the cards back in the right order and tell the story. Step 3 1. Using...
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