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two part instructions with before after 
Description:
To follow two part instructions that include 'before' 'after'
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| 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). |
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