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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...
1. Tell teddy to do something, e.g. "jump" and then make him do it; 2. Do this three or four times with different actions, e.g. "run", "sleep", "sit", "lie down"; 3. Give the child the teddy and tell them to do one or two actions; 4. Take the teddy back and tell him to do an action again, e.g. "run"; 5. Tell teddy "don't run" (make sure he stays still!); 6. Tell teddy to run, then tell him "don't...
1. Print and cut out the pictures. 2. Put the bag and the trolley in front of the child. 3. Lay the shopping items out on the table. 4. Explain to your child you would like them to do some shopping and put the item in either the bag or the trolley. 5. Some examle instructions you could use: - put the carrot in the bag - put the pizza in the trolley 6. After a few turns, ask you child to give you...
1. When the child is familiar with a book point to pictures and ask questions using short phrases beginning with "Where?" e.g. 'Where's Spot?' 2. The child should either point to the appropriate place, or say the name of the place where the object is on the picture (e.g. "basket", "car"). 1. Introduce the doll/teddy/puppet. Explain that he is naughty and likes hiding things. 2. Give naughty...
1. Place the puppet on your hand and lay a few items of play food in front of you. 2. Explain that the puppet is hungry. 3. Give your child instructions, e.g. '(puppet) wants the bread', '(puppet) wants the banana'. 4. Encourage your child to give the puppet the piece of food you asked for. 5. After a few turns, swap roles and see if your child is able to tell you which food to give to the puppet...
1. Sit opposite the child at the same height and make sure you have their attention 2. Start off offering the child a choice of two song symbols. Help the child choose a song if needed and then sing the song with lots of oomph! 3. Offer the child a choice of the song symbols again and repeat the process. 4. Repeat until you have an idea of the songs the child specially likes. 5. When you sing one...
Explain that you are going to do some work on idioms. Explain that idioms are phrases that mean something different to what the words mean individually. Give a few examples that you think the student might already know (e.g. "pain in the neck", "get lost") Using the exercise book, let the student make a title page for their book, saying "Idioms Dictionary" and giving a definition of an idiom -...
Talk through the activity with the children, and how to fold the paper. Demonstrate for them. Support them to record the steps they need to take to do the activity themselves. Let them fold their own models. Review the steps they needed to do, and look at their finished models. The child should record the steps required and then carry them out. Help the child check themselves if they have done...
1. Have the children sit in a circle; 2. Introduce the game by giving a demonstration of how to play; 3. Go around the circle - each child says 'I went to market and bought...' each child has to recall the items the children before them have said and then add another item; 4. Talk about trying to help memory by repeating the information in their heads as they are waiting for their turn to recall...
Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be 100 to 200 words long (2 -4 paragraphs) and/or contain between four and six 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 (e.g....
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