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Language and Communication Sequences three pictures showing a practical activity  This resource has been viewed by a moderator.


To understand and use sequences of three pictures in the context of doing something practical

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Early years skill:Writing
Early years typical range:30-50m
P-scales/Curriculum skill:English Writing
P-scales/Curriculum level:P7
TAP skill:Expressive Language
TAP level:TAP42
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
Practical sequences

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences (with suggested steps to make pictures for):

Putting on a jumper (get jumper, put head through, put arms through);

Drinking a drink (jug and cup, pour water into the cup, drink it)

Peeling and eating a piece of fruit (fruit, peel fruit, eat it)

Going to the door and lining up

Sitting down and eating dinner

Drawing a picture (pencil and paper, child drawing, finished picture)

Bubbles (unscrew lid, remove wand, blow bubbles)

Looking at a book (get it, open it, look at it)

1. Carry out the activity without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the child to do the sequence, tell them what to do by showing them a picture for each part of the sequence;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of someone blowing bubbles without having given you the step for opening the bubbles container, try to blow the bubbles anyway (and act being disappointed when you don't get any bubbles).

At this level children may often be able to learn particular sequences of pictures without understanding that they relate to a sequence of actions, these activities are designed to address this issue.

Seeing how the sequence goes wrong if the wrong picture is chosen (in step 4) will encourage the child to work out which should have been the right picture without you needing to give any further feedback.

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