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First next middle last in sentences 
Description:
To follow 'first, next, middle, last' in sentences.
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| Early years skill: | Understanding |
| Early years typical range: | 40-60+m |
| P-scales/Curriculum skill: | English Listening |
| P-scales/Curriculum level: | P8 |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP48 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier Worksheets A picture to colour - enough copies for everyone doing the activity, and for the adult too. Colouring pens / pencils A big book or folder to make a barrier | 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, 'middle', or 'last'. E.g. if you have a picture of a robot you could say: 'First colour the robot's head blue and next colour two shoes red.' Or 'colour the middle robot red and blue.' When you have all finished that instruction, hold up your picture, so the children can check if they got it right. | Make sure the child listens to your whole instruction before s/he starts to carry it out. There is automatic feedback in this activity, as the child will be able to see from your picture if s/he got it right. If s/he got it wrong, s/he will be able to see what the instruction actually was. Topic vocabulary from e.g. a science topic or a history topic could be used, and simple worksheets created using software such as Clicker or Communicate in Print (see www.commtap.org for links to suppliers of this software). |
| Barrier Patterns 2D shapes in several different colours Something to use as a barrier | If the child is struggling, break your instructions down into shorter chunks. Make sure the child listens to your whole instruction before s/he starts to carry it out. You can use almost anything to make patterns - compare bears, mini beast pictures/models, small world toys etc. Pictures of topic vocabulary could be printed out and cut to make cards. The barrier pattern could then be made using a pattern of pictures. E.g. 'fire, fire, bucket of water, diary, diary' (linking to the Fire of London topic). | |
| Simon Says Imagination! Cue sheet for 'first', 'next', 'last', 'middle' (optional) | If the child is struggling, make your instructions shorter. Make sure the child listens to the whole instruction before doing it. It may help to have a cue sheet with 'first', 'next', 'middle', 'last' written on it and a diagram or symbol. | |
| Origami A very simple origami shape. See: http://www.origami-instructions.com/origami-for-kids.html http://www.tammyyee.com/origami.html Paper for folding. Cue sheet for 'first, next, last, middle' (optional) | If the child is struggling, make your instructions shorter. Make sure the child listens to the whole instruction before doing it. It may help to have a cue sheet with 'first', 'next', 'middle', 'last' written on it and a diagram or symbol. Model the instructions as you say them. |
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