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Language and Communication understand words or signs for everyday actions  This resource has been viewed by a moderator.

Description:

Understand words or signs for everyday actions

Early years skill:Understanding
Early years typical range:8-20m
P-scales/Nat. Curriculum skill:English Listening
P-scales/Nat. Curriculum level:P4
TAP skill:Language Understanding
TAP level:TAP24
Section:Early Years (0-5yrs) info; 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
Do the action

Sheet containing picture symbols or pictures of four actions. For example: jump, sing, clap, sleep.

1. Tell the children to do one of the actions.

2. Repeat.

Use the picture sheet as an extra prompt to what you are asking the children to do.

You can also use key word signs with this activity.

See if the children can have a go at being the teacher and telling the others what to do.

Do the action with a toy

Sheet containing picture symbols or pictures of four actions. For example: jump, sing, clap, sleep.

Teddy or doll

Some children prefer to make a toy do the actions rather than them themselves.

Use the picture sheet as an extra prompt to what you are asking the children to do.

You can also use key word signs with this activity.

See if the children can have a go at being the teacher and telling the others what to do.

Action words in activities

Use one of the following activities:

blowing bubbles;

reading book;

PE;

...

This activity is to build up the child's understanding of the words - so do not expect the child to use the words in the activities. However to encourage the child to say the words, after having used the words repeatedly yourself - e.g. always saying 'blow' before blowing the bubbles, on occasions, just before blowing the bubbles, say nothing and wait for a little bit, then perhaps begin to say 'blow' as if needing help/being certain: if the child makes no response, just continue and say 'blow', and blow the bubbles. This method is often more effective in the long run than telling the child what to say, and is more meaningful for the child.

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