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understand verb plus noun 
Description:
Child will understand sentences containing a verb followed by a noun, for example "Fred, throw the ball!"
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| Early years skill: | Understanding |
| Early years typical range: | 16-26m |
| P-scales/Curriculum skill: | English Listening |
| P-scales/Curriculum level: | P5 |
| TAP skill: | Understanding of Language/Comprehension |
| TAP level: | TAP30 |
| 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 |
|---|---|---|
| Colour or cut Simple outline drawings, e.g. pictures of food, everyday objects, or pictures related to the current class topic Coloured crayons or pens Safety scissors | 1. Put three or four pictures in front of the child; 2. Make sure the child understands the names of the items in the pictures (e.g. ask them to "find the apple"); 3. Ask the child to colour or cut out one of the items (for example "cut out the fish", "colour the house"); 4. Guide or prompt the child if they are having difficulties working out what to do; 5. After a few goes, you can give the child a go at telling you what to do. | If the activity is too hard, you can make it easier by only having one picture out (so the child only needs to understand one word - "colour" or "cut"), or by only asking the child to colour in pictures to start with. When the child gets it right (whether they needed prompting/help or not) give strong positive feedback using the words/sentence you are working on, e.g. "Mary's colouring the house!" You can also support the child's development of this skill by using signs (e.g. Signalong/Makaton) with the underlined words. |
| Physical Education Various PE activities, for example ball and beanbag or Crawl tunnel or bench or mats etc. | 1. Give the child instructions to do various things using an action followed by a place to do that action, for example: - crawl/walk on the mat/bench - throw/kick the ball/beanbag. 2. After a few goes, let the children have a go at telling each other what to do. | Make sure the child understands the names of the various objects or actions you are using. Other children who understand the language can be used as a model to help the child understand what to do. If the activity is too hard, you can start off by only having one place to go to, but two possible actions; or only using one action word with two possible places to do it. When the child gets it right (whether they needed prompting/help or not) give strong positive feedback using the words/sentence you are working on, e.g. "Sadia's jumping on the mat!" Try to make sure that there is always a choice of at least two possible actions (e.g. walk or jump) and two possible places to do the action (e.g. hoop or mat). You can use key word signs (e.g. Signalong/Makaton) to support the child's understanding. This activity should be adaptable to many gymnastic type activities. |
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