User login
two part instructions with before after 
Description:
To follow two part instructions that include 'before' 'after'
| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | English Listening |
| P-scales/Curriculum level: | L1a |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP60 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info; Secondary (11-16yrs) info |
Before doing this activity, children should be able to: understand before and after separately (see: before and after in time); follow two part instructions (for example: follows two related instructions).
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Simon Says Prompt card with 'before' and 'after' on it (optional) Whiteboard Whiteboard marker | 1. Explain to the children that you are going to play Simon Says and practise doing things 'before' or 'after' something else. 2. Play the game, giving instructions such as 'pat your head before you jump', 'After you clap your hands, turn around'. Write the instruction on your whiteboard as you give it (use simple drawings if a child has reading difficulties). 3. Show the children the whiteboard so that they can check if they got the action right. | Use simpler instructions before trying harder ones. So, give the actions in the order the child will do them, before giving them in a different order. E.g. 'clap your hands before you nod your head' 'after you clap your hands, nod your head' If the child can do this try 'Before you clap your hands, nod your head. 'Nod your head after you clap your hands.' |
| Barrier Worksheet Copy of a worksheet picture to colour in for each person Coloured pens or pencils (if possible, the same set of colours for each person. It could just be 3 or 4 colours) Prompt card with 'before' and 'after' | Again, use simpler instructions, where the steps are in the order the child must do them, before more difficult ones where the child must do them in a different order (see above). | |
| Listen and draw Paper pencils Prompt card with 'before' and 'after' | Again, use simpler instructions, where the steps are in the order the child must do them, before more difficult ones where the child must do them in a different order (see above). |
Support Commtap to keep it online
Thank you for visiting Commtap.
Commtap needs £5,000 per year to cover its basic running costs, we only have £1,000 left. Please make a donation now.
Please read this message as it is extremely important.
- Visitor donations mean we can continue to host over 1,000 free activities to support speech, language, and communication development.
- Visitor donations mean we can continue to provide free resources to address a wide range of communication needs, including limited speech or language, interaction challenges, and needs associated with conditions such as developmental language disorder, autism, and cerebral palsy.
- Visitor donations mean we can continue to provide resources to support the work of speech and language therapists, teachers, teaching assistants, parents, and carers.
It costs £5,000 a year to cover Commtap's basic day-to-day running costs. We have £1,000 left.
Right now, less than 1% of Commtap's visitors pay anything towards the running of the site.
We know that not everyone is able to afford to pay to access these resources, however, if you can, please make a minimum donation of £10 to keep the site going.
Thank you
Google ads on this page are provided by Google Adsense - and their presence does not imply any endorsement by Commtap. Report a problem with an ad on this page. Log in (for free) to avoid seeing Google ads.