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Language and Communication tell an adult what happened  This resource has been viewed by a moderator.

Description:

Children to be able to report to an adult what happened when they were out of the room

Early years skill:not specified
Early years typical range:not specified
P-scales/Nat. Curriculum skill:English Speaking
P-scales/Nat. Curriculum level:L1c
TAP skill:Language Expression
TAP level:TAP52
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
Naughty puppet

"What happened?" prompt (e.g. from Black Sheep Press Narrative Pack)

Large hand puppet (such as "Molly" from LDA) or large rag doll or soft toy.

Classroom equipment

1. Stick the "What happened?" prompt on the board.

2. Produce the puppet and introduce it to the children.

3. Explain that you are going to practise talking about what happened, and that Molly (or whatever you call the puppet) will help the children to do this.

4. Explain that Molly is sometimes a bit naughty.

5. At this point, the other adult makes an excuse and leaves the room.

6. While the second adult is out of the room, make Molly do something naughty (e.g. take rubbish out of the bin, hide something in the cupboard, kick someone, jump on the furniture, or play with the light switch etc.)

7. The second adult returns to the room (send a child to collect them if necessary).

8. When the second adult comes back, ask the children to explain what happened while they were out of the room.

9. Steps 5-8 can be repeated a number of times if necessary.

10. The children can write up what happened in their literacy books.

This works best as a group activity.

This activity compliments the "What happened?" work from the Black Sheep Press Narrative Pack.

You need two adults for this activity - or alternatively you could have two puppets. One of the puppets goes away whilst the other one does something a bit naughty. The children then have to tell the puppet who went away what happened.

Having the children describe what happened to a person who didn't see is more natural than asking them to talk to someone who also saw the event. It gives them a reason to communicate.

To start with, have Molly do one or two things while the adult is out of the room. As the children become more used to the activity, increase this number. This gives them more to remember.

If working with a mixed ability group, the more able children can be asked to use the language of sequencing (e.g. "first", "second", "then", "next", "last" etc.)

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