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Take it in turns to take an object out of the bag; Name or sign the object. Variation: Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn. The child gets a picture which they say or sign the name of before showing the others. One child sits at the 'shop'. Another is asked to go and buy an object. 1. Take a picture of...
1. Put a range of pictures of actions in front of the child. 2. Check the child can pick up/point to the action you name. 3. Ask the child to have a really good look at the cards. 4. Ask the child to close their eyes or turn their back. 5. Take one card away. 6. Ask the child to uncover their eyes and say what's missing. 1. Take a card and look at it without showing the child. 2. Mime carrying...
Give a commentary on what the child is doing, for example "Dolly's drinking", "Mohammed is pushing the car", "the car crashed!". The child listens and does the actions, then the child indicates what actions you or another child should do. Children take it in turns to tell what others in the group should do, for example 'clap', 'jump', 'sit down'. Check the child's understanding of the verbs you...
This activity is described as if it is using one of the first four toys, but you can adapt it to the toys you have available. 1. Set up the equipment for the activity (e.g. make the marble run). 2. Give the child one item (ball, car, marble etc.) only, and take one for yourself. Put the others away out of reach and out of sight. 3. Say, "it's [your own name]'s turn". 4. Demonstrate how to do the...
For example for the marble run: 1. Hold a marble at the top of the run; 2. Say "ready steady go" (using a sign for "go" at the same time) and let the marble go; 3. Repeat a few times; 4. Now: say "ready steady" (but don't say "go") and wait, if the child makes any noise (or sign), interpret that as "go" and say and sign "go" clearly letting the marble go at the same time; 5. If after a time the...
1. Choose a suitable song, that is already familiar to the child, and prepare a range of suitable pictures to represent each verse. You need a different picture for each verse. 2. Choose two or three verses and select the correct pictures. 3. Spread the pictures out where the child can see them. 4. Pick up one of the pictures (e.g. a cow) and give it to the child. 5. Sing the corresponding verse...
Use toy clothes and a teddy/dolly. Put the teddy in front of the child and a choice of two clothing items e.g. hat and shoes. Say' Teddy wants shoes.' Help the child to select shoes and allow the child to dress the teddy or help if needed. Repeat 'Teddy's shoes...........shoes'. Continue with different clothing items. When the child is familiar with some clothing names give the child more items...
1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. Offer the child an undesirable item and wait for the child to reject this. Then offer an item you know the child likes - either food or a toy - say 'Do you want this?' The communicator adult models acceptance by smiling, nodding and saying 'Yes'. The helper adult gently takes the child's head and...
1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. The communicator adult offers the child a short play with the toy and then says 'finished'. 3. The communicator adult offers the child the undesirable food item - what ever you know the child dislikes - and says 'do you want this?'. The communicator adult models 'No' and shakes her/his head and...
1. Play a barrier game: each person in the game has an identical outline drawing; one person, whose drawing is hidden behind a barrier gives instructions to the others to modify their pictures (e.g. colour some things in, draw objects in particular places). 2. Give a confusing instruction so that the others need to ask for clarification. For example, ask them to colour something that is not on...
Tell the children that this activity is to practise using longer sentences. Introduce the words on the flashcards and explain that these help us to make longer sentences. Sequence the cards into the right order as a group. Choose one of the target words and place that flashcard near the pictures. Have the children think of a sentence (two if necessary) about the pictures, which uses the target...
1. Talk about what miming is (i.e. pretending to do something without talking); 2. Show the children a mime of you pretending to eat an item of food; 3. Let the children take turns taking a picture and miming how they would eat it; 4. Let the other children in the group try to 'guess' what the food is. 1. Talk about what miming is (i.e. pretending to do something without talking); 2. Show the...
1. Explain that you are going to do _____ (your activity), and then write down what you did so that someone else would know how to do it. 2. Show the children the framework, so they can be thinking about the steps in the activity. 3. Do the activity. 4. Have the children record what they did, in a sequence of steps. They could draw or write. Have the prompt sheet where they can see it, to remind...
Each child has an identical picture, for example a picture of a house with a car outside and a couple of people. The children cannot see their partner's drawing. They take it in turns to tell the other child to colour something in, for example 'colour the windows red', 'colour the wheels brown' and so on. (The child needs to understand two key words for each of these instructions). After each...
1.Cut out the picture cards and word cards. Explain to your child that you are going to talk about "synonyms". 2. Explain that the word 'synonym' means two different words that have the same meaning. 3. Give an example of a common synonym e.g. 'woman' and 'lady'. Show the picture card and the two written words. 4. See if you can match all the words to the correct pictures. 1. Print or...
1. Set up a race course, and talk about beginning and end. 2. Have the child help you make the worms race, and film this. 3. Watch the film clip back and have the child describe the race and who came first, next, last. 4. Put the worms on the podium in the right places, or award each worm the right medal if you have them. 1. Give the child an instruction to do three actions. 2. Film them doing...
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...
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