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Language and Communication auditory recall of lists and sentences  This resource has been viewed by a moderator.


Using strategies to help improve the ability to remember information presented orally

Early years skill:not specified
Early years typical range:not specified
P-scales/Nat. Curriculum skill:English Listening
P-scales/Nat. Curriculum level:L2b
TAP skill:Language Understanding
TAP level:TAP68
Section:Primary (5-11yrs) info
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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
I went to market


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 the list.

Best if played with 4 - 8 children.

Encourage the children to repeat the list in their heads to help memory.

Encourage children to link words with the person that said them.

You can also change the types of items - e.g. I went to the pet shop, I went to toys R us, etc.

As the children improve, increase the number of items they need to remember.

Whispered Messages


As the children's skills improve, increase the length and complexity of the sentence (e.g. add in more challenging vocabulary or conjunctions to make the sentence longer).


A range of interesting items or topic vocabulary items


Pictures of topic items or items interesting to the children

Encourage the children to repeat the list in their heads to help memory.

Encourage children to link words with the person that said them or to look carefully at where the items are.

Start with 3 items on the list for the 'Magpie' and make the lists longer as the children succeed.

Judge's Decision


Instructions the puppet can do, written out on cards


Whiteboard and pen

Judge's card with 'great' on one side and 'almost' on the other.

You could let the children take turns giving instructions if they are able to give clear instructions.

Slowly increase the length of instructions.

Instruction Recall


This can be done in any situation.

Let the child know that you will ask them to do this - it does not mean they are in trouble!


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