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1. Share an attractive book with the child. Point to the pictures talk about what is happening in the picture, what the characters are doing etc 2. Let the child become very familiar with the book 3. Ask questions about the story and pictures and use one of the 'wh' word symbols to help focus the child's attention e.g. 'who is eating?' and show the 'who' symbol, or 'where is Spot hiding' and show...
1. Start by offering the child a choice of the 2 attractive books. Take as a choice the child reaching for a book or looking at a book. 2. Find a nice place to sit and open the book so the child can see the pages easily 3. Point to an object and name it - use lots of animation in your voice. 4. Direct the child attention if needed. 5. Use lots of repetition when you look at a book 6. Make '...
1. Cut out or photocopy 5 pictures of items the child is familiar with. E.g. animals/food items/objects or people from Peter and Jane books. 2. Print labels for the items 3. Give the child one picture and one label. 4. Put the two together - point to the print and read it.
1. Start with the child's most familiar/favoured objects. Choose 2 and the two matching pictures. Match the object to the picture and say 'Look........sock/pen/flower it's the same' 2. Can the child put the object on a picture given 2 pictures and 2 objects. 3. Reward any success. 4. Start to increase the number of objects and pictures to 3 then 4 but go slowly. 5. Play a game by putting out 3...
1. Get 2 simple books with clear pictures. Or choose flap or pop-up books. Offer the child a choice. The book the child reaches for or looks at is considered the child's choice. 2. Get comfortable with the child and look at the first picture. Use lots of animation in your voice and lift the flap or move the pop-up feature or point to an item on the page and name it at the one word level e.g. '...
1. Hold the two books for the child to choose from where the child can see but a distance apart - it is easier to make a choice if objects are not too close. 2. If necessary help the child to choose by following the child's eye gaze and then guiding their hand to that book. Say 'You want this one.' 1. Settle down with the chosen book and show anticipation in your voice and manner about the...
1. Choose a scenario. 2. Let the child read the story. 3. Ask the child questions verbally focusing on questions where the child looks for the answer in the text and just uses a little background knowledge, e.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is an X? etc. ("LfT level A questions").
1. Give out one copy of the text to pupil and keep one master copy for yourself. Put the master copy in the 'Results' envelope. 2. Explain the task is to make a comprehension puzzle for another pupil and then to become a 'comprehension detective' to improve their reading for meaning skills. 3. Give pupils time to read through the page of text independently. 4. Ask pupils to read the text through...
1. Using the pen, on each finger/thumb pad of your non writing hand, write one vowel starting with 'a' on the thumb and continuing with 'e', 'i', 'o' and finishing with 'u' on the little finger. 2. Ascertain your child's non-writing hand and write on each finger pad one of the vowels again starting with the 'a' on the thumb and finishing with 'u' on the little finger. 3. The child watches you...
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 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. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. Focus on the questions where the child must use what they can see in the picture and also some wider context to answer the questions ("LfT level B questions"). E.g. 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?
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...
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