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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....
1. Show the children the pictures of the facial expressions 2. Talk about what the 'feeling' is that corresponds to the picture 3. Talk about other words that mean the same as the feeling words (e.g. happy/ glad, angry/ mad) 4. See if the children can think of any other feeling words 5. Describe a situation and get the children to identify the appropriate feeling 6. E.g. 'you saw a spider in the...
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...
1. Explain to the children that you are going to play Simon Says and practise doing things 'before' or 'after' something else. 2. Play the game, giving instructions such as 'pat your head before you jump', 'After you clap your hands, turn around'. Write the instruction on your whiteboard as you give it (use simple drawings if a child has reading difficulties). 3. Show the children the whiteboard...
Present the first picture in the sequence to the child. Describe the situation to the child and ask him/her what they think is going to happen. Encourage the child to discuss any prediction and discuss any other options that might happen. Once you have discussed this outcome then show the second picture. Put the cards in a pile. Get the child to choose a picture and then read out the situation to...
Blow some bubbles to get the child's attention / Blow a balloon up and then let the air out to make a noise. Get ready to do the activity again, but wait for the child to indicate that they want some more. Start the tower off with two bricks, hold another brick where the child can easily see it and say 'Another one?' Respond to any slight sound from the child or movement from the child in the...
1. Try actions that the child might enjoy, for example squeezing out the sponge, pouring water over their hands, flicking a little bit of water towards the child; 2. Stop and wait; 3. Look for any sign that the child might want the action repeated, this could be looking, smiling, a slight movement. For some children the only indication they might make is not moving their hands away; 4. Repeat the...
Sit down with your child. Call your child's name to encourage them to look at you. Hold up the cloth between yourself and your child so that you cannot see each other's faces. Make a noise to help your child anticipate what will happen, e.g. "ooooo". Pull the cloth down and say "boo" maintaining eye contact with your child. Wait for a response, e.g. your child smiling and then say "more" and...
1. Sing songs with simple actions like 'Row row the boat' (with rocking). 2. When the song is very familiar pause after (or during) the song and encourage the child to indicate that they want the song to continue by looking at you, smiling, or pulling on your hands to continue rocking. 1. Choose sensory toys that your child enjoys. 2. Turn on the toy, give it to the child, let him hold it for a...
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