User login
before after then in sentences 
Description:
The child will understand and start to use the time order concepts 'before', 'after', 'then' in sentences.
!! Support Commtap's free resources !!
It costs money to run a free website: our server costs alone are £400 per month. Last year we had 40,000 visitors to the site from whom we received only £40 in donations. We are not currently receiving any other income. At this rate, we will run out of money in the next few months and the site will be forced to close.
Please make a minimum donation of £5 to keep the site going. Thank you
| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | Maths Shape Space and Measures |
| P-scales/Curriculum level: | L1b |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP56 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Timetable Game A blank timetable for a school day (or week) Flashcards with lessons and other school day activities on them (e.g. assembly, playtime, literacy, history etc) Pen and paper or whiteboard | 1. Explain that you are going to give instructions and the children should take it in turns to listen to you and put the right things on the timetable. 2. Give an instruction, using 'before', 'after' and 'then'. E.g. 'Before lunch I have numeracy and then handwriting. After lunch I have ICT.' 3. Note down what you have said on paper or a whiteboard so that the children can check later. 4. Have the children take it in turns to put the things on the timetable in the order you have said. 5. Let them check it against your notes. | Give the children a chance to give instructions too. |
| Simon Says Imagination! | At first you should choose to either work on 'before' or 'after' or 'then'. Once the children respond to each concept appropriately when used individually, use them contrastively, i.e. mix instructions containing 'before' with others containing 'after'. Initially you may need to provide plenty of model responses yourself; you may need to build up the sentence to show how they work: for example say 'jump on the spot', then 'touch your head after you jump on the spot'. Make sure the child listens to the whole instruction. Make sure that you give each instruction in one go, and not as several short ones. | |
| Barrier games Pictures to colour Pens OR Blank paper Pens OR Sets of objects | It can be difficult to see what order children do the steps in, so watch carefully. They may be able to number what they do too, but after they have finished the instruction as it's too much to remember all at once. Make sure the children cannot see each others sheets to copy! You can use blank paper and have them draw things rather than colour what is already there. Or you can use objects to make a pattern and the children must make the same as yours. | |
| Picture sequencing to descriptions Sets of pictures (one for each child) E.g. food pictures, clothes pictures, activities, or topic related words. | Have the children take turns giving a description too. |
Google ads on this page are provided by Google Adsense - and their presence does not imply any endorsement by Commtap. Report a problem with an ad on this page. Log in (for free) to avoid seeing Google ads.