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Sequence pictures of familiar routines or a story 
Description:
For child to put together a short sequence of pictures to show an activity or event they have been involved with.
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| Early years skill: | Writing |
| Early years typical range: | 40-60+m |
| P-scales/Curriculum skill: | English Writing |
| P-scales/Curriculum level: | P8 |
| TAP skill: | Expressive Language |
| 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 |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Stories using miniatures Play people, bricks, etc. as required Can be done 1:1 or in a small group Suggestions for stories: 1. dad, mum, baby, bike, bricks: dad: bye bye baby, bye, bye mum, etc., gets on bike, drives into bricks, falls off; 2. helicopter rescue: helicopter comes and rescues those on an island; 3. dog eats picnic when others aren't looking; 4. fire!: children spot a fire in a building - make a story about what they do next; 5. swim across crocodile infested river. | 1. Show the child a story with the miniatures; 2. Get child to redo the story using the miniatures; 3. With the child make simple drawings for each key part of the story (the drawings do not need to be works of art); 4. Cut the pictures up and get the child to put them back in the right order; 5. Check if the story still works if you follow the sequence of pictures. The stories can also be physically acted out. | Children can get automatic feedback from this - if the pictures are in the wrong order the stories won't usually work - for example the brick tower can't be knocked down if the picture for it being built hasn't yet been used. Look puzzled when you can't do this bit of the story giving the child the opportunity to try and rectify the problem by re-ordering the pictures. |
| Any activity sequence in the classroom For example: 1. getting materials required for an activity; 2. lining up; 3. making a drawing; 4. a simple game you play; 5. going to assembly; 6. turning on and listening to a tape recorder/CD/MP3 player; 7. Switching on a computer and doing something on it; 8. opening a pot of bubbles and blowing them; 9. making a sandwich; 10. (a little more complex): playground games such as 'had', 'hide and seek', 'football' Materials as required. | 1. Do the activity; 2. With the child make simple drawings for each key part of the activity (the drawings do not need to be works of art); 3. Cut the pictures up and get the child to put them back in the right order; 4. Try to follow the sequence of pictures to see if it works. | Children can get automatic feedback from this - if the pictures are in the wrong order the sequence won't usually work. Look puzzled when a bit of the activity can't be done giving the child the opportunity to try and rectify the problem by re-ordering the pictures. |
| Books Familiar book Photocopied pictures | As a reward you could allow the child to colour or stick, or to make a book out of pictures to take home. | |
| Picture sequencing Published sequencing cards (e.g. LDA cards) Or worksheets with 3-4 picture sequences (Black Sheep have some ready made ones) | If the child is finding it difficult, remind the child of what is happening in each picture. If the child puts the pictures in the wrong order, tell the story as it is (e.g. The boy gave the flowers to his mum, then he saw the flowers in shop, then he bought the flowers.) Ask the child if the story makes sense. If the child is still finding it hard, tell them what the first picture is. You could ask the child to think about what might happen next in the story. | |
| Photocopied pictures from a familiar story | As above | |
| Photo shoot! Photos of the child doing an everyday activity (i.e. a sequence of them) |
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