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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...
Give the child first 2 then 3 pictures to sequence appropriately. Share talking about the pictures first then see if the child can put them in order. Ask the child about the first picture e.g. 'Look.... who is this' 'Look.... what's happening?' etc. Can the child answer? Give a prompt if needed. Stick the pictures into a scrap book. Can the child show an adult or peer and comment on the pictures...
1. Make sure the child knows the concept of 'same' and 'different' (if not, this can be taught using objects, or pictures of objects). 2. Choose 2 letters that do not look or sound similar (e.g. s and m). 3. Put one of each letter in front of the child. 4. Hold a second copy of one of the letters, and say 'Look, this is the same as this'. Put the letter down next to its pair. 5. Give the child...
1. Define child's sitting space with carpet tile or tape. Always use the same space for big book time. (This might not be necessary for all children). 2. Start with short periods of shared sitting and listening to a story and build up to longer times. Using an egg timer may help to establish the idea of good sitting initially. When good sitting is established the timer can be removed. 3. If...
Use a recent event and the 'wh' recall sheet and fill this out with the child e.g. a trip to the swimming bath - fill in a word or two to describe when the event took place, who went, what the event was and where it took place. The event can then be recalled by reading across the columns. This technique can be used to recall a recent book or game in the playground, or cooking lesson. Sequence the...
Use a camera to take everyday photos of the child sitting running eating etc. Include photos of objects and familiar adults in the child's school life e.g. the dinner hall, the playground, groups of scissors/ pens/ school teacher etc. Make a book of the photo one to a page. Point to photos and comment using 2/3 word phrases. Ask simple questions about the photos e.g. 'Who is that?', 'What is...
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