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Page 45 of 917 results
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1. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. 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. Explain that you are going to record them reading a book for a younger child to listen to. 2. Either provide or help them choose a suitable book (see left, under resources). 3. Explain that they have got to make it sound exciting, to keep the younger child interested. (You may want to model someone reading in a boring way and someone reading in an exciting way.) 4. Tell them they will have as...
1. Check that the child knows all the letter names. Teach any they are unsure of. 2. Point to the chart and ask the child to read the alphabet with you. 3. Give the child one set of letters and ask them to make their own rainbow using the chart as a guide: 4. Ask the child to close their eyes and tell you the order. 5. Set out the the letters the child is able to recite in alphabetical order...
1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child the questions verbally. 4. Focus on questions where the child looks for the answer in the picture and just uses a little background knowledge (the LfT level A questions). E.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is a X? etc.
1. Read through the cards with the player(s). 2. Place the cards face down. 3. Players take it in turns to pick up a card, say the word, throw the dice and move around the board. 4. Winner is the first person to finish. 5. Repeat the game after reading through all the cards again or selecting a particular word or words to focus on. 6. Discard easy words and add new words gradually. 1. Select the...
1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child questions verbally focusing on questions where the child must use what they can see in the picture and also some wider context to answer the questions; for example: 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?' ("LfT level B" questions).
1. Child / adult read aloud through a selection of lines of text. 2. Child identifies which are complete and make sense (i.e. which lines are full sentences) and which are not. 3. Child sorts the lines of text into two groups - ones that are complete sentences and ones that are not. 4. Adult models re-reading the lines and adding the punctuation - full stops only at the ends of the complete...
Explain that one person will be the person to hunt the treasure (the 'pirate' if appropriate!). The other children will hide the object and think of an instruction of where to look. The person hunting closes their eyes / goes out of the room. Hide the object, and think of an instruction to give a clue of where to look. Make sure the hiding place is not too easy, so that the instruction is long...
Explain that this activity is to practise listening, so the child must listen carefully. You will only say the instruction once. Give the child / children a sheet (one for everyone) and take one yourself. Put the barrier up, so that the child cannot see your picture. Give an instruction telling them to colour part of the picture, and colour it yourself. Make sure the instruction has at least 4...
Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be around 100 words long (a couple of paragraphs) and/or contain between two and four things that happen. (Use shorter chunks if this is too long for the child). Ask the child to retell the chunk you have read. The child could also be asked to reconstruct the story using drawing, using miniatures (...
Have all the children sit in a circle on the mat; Put the chair in the middle of the circle with one child ( 'the dragon') sitting on the chair wearing the blindfold. Put the egg under the chair; Choose another child to quietly creep forward and steal the dragon's egg; Get all the children to put their hands behind their backs and the dragon to remove the blindfold and guess who has the egg;...
1. Explain that Sammy and Marvin are going to have a picnic. 2. Have the child give them the food following your instructions. 3. Give instructions using 'before' and 'after' e.g. 'give Sammy an apple before you give one to Marvin'. 4. Select the pictures of the food you mentioned, and put them with the pictures of Sammy and Marvin in the right order (for who should have got the food first and...
Explain that this activity is to practise listening, so the child must listen carefully. You will only say the instruction once. Give the child / children a sheet (one each) and take one yourself. Put the barrier up, so that the child cannot see your picture. Give an instruction telling them to colour part of the picture, and colour it yourself. Make sure the instruction uses 'first', 'next, '...
1. Read the book to the child - make sure they can see the pictures - (note this is NOT a reading activity - the child does not need to read the book); 2. As you go through the book, say what each person is doing and what they are going to do on the next page, for example "Daisy is wearing a hat", "Sam is going to put a hat on"; 3. Next time round, ask questions like "who is wearing a hat?", "who...
Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be around 50 words long (a paragraph) and/or contain between two and three things that happen. (Use shorter chunks if this is too long for the child). Ask a question relevant to the key information in the story. For example, suppose this was part of the story: "Lucy rode her red bicycle down the...
Activities to develop understanding of 4 key word instructions (nouns/verbs/adjectives/prepositions)
2. Put the 2 soft toys in front of your child, and put a plate and box/basket in front of each one. 2. Select four or five pairs of pictures (i.e., big and small apple, big and small burger etc.) and spread them out - putting the big and small pictures next to each other. Say the name of each picture as you put them out. 3. Ask your child to put an item of food on the doll's or teddy's plate or...
Give sequences of one then two instructions, for example: 'Run to the post then turn around', 'Jump then run to the window', 'Throw the yellow ball', 'Jump three times then turn around' Variations: Have a fixed set of instructions, for example turn around, throw the ball, run to the post, jump in the hoop. Let the children take it in turns to be the teacher, giving the other children the...
1. Set up a tea party together and talk about it using 2/3 word phrases e.g. "teddy's got the cup" and "dragon's got the banana"; 2. Play at drinking and eating etc.; 3. Show the symbol for "who" and ask "Who has the banana?" To start with give the model answer "Look.........teddy's got the banana"; 4. As the child gets used to this type of response give fewer clues e.g. "Look, ... t....." etc. 1...
When the child is familiar with a book and the possible answers to likely questions 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 and an adult and a peer each - Wearing a hat - Jumping in the playground - Having a drink - Colouring a picture etc. Stick into a...
1. Put three or four pictures in front of the child; 2. Make sure the child understands the names of the items in the pictures (e.g. ask them to "find the apple"); 3. Ask the child to colour or cut out one of the items (for example "cut out the fish", "colour the house"); 4. Guide or prompt the child if they are having difficulties working out what to do; 5. After a few goes, you can give the...
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