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Language and Communication use single words signs or symbols 2  This resource has been viewed by a moderator.

Description:

Use single words, signs and symbols for familiar objects

Early years skill:Speaking
Early years typical range:8-20m
P-scales/Curriculum skill:English Speaking
P-scales/Curriculum level:P4
TAP skill:Expressive Language
TAP level:TAP24
Pre/Nat. Curriculum Area:not specified
Pre/Nat. Curiculum Standard:not specified
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
Feely bag

Bag;

Familiar objects.

  1. Take it in turns to take an object out of the bag;
  2. Name or sign the object.

Variation:

Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn.

Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat).

Secret picture

Pictures of everyday objects

The child gets a picture which they say or sign the name of before showing the others.

Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat)

Shopping games

Everyday objects;

Shopping bag;

Table.

One child sits at the 'shop'. Another is asked to go and buy an object.

A picture card can be used to help the child remember what they are going to shop for.

Posting games

Pictures of everyday objects;

Post box.

1. Take a picture of an object;

2. Say or sign what it is;

3. Post it.

Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat).

Fishing game

Pictures with paper clips attached;

Magnetic fishing rods (e.g. each made out of a magnet, string and a pencil, or bought);

'Pond' e.g. a flat box.

1. Put the pictures in the box;

2. Take turns to fish for a picture;

3. Say/sign what is fished out.

Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound, or the word or sign to repeat).

Strategy: giving choices

Use this with any activity

Give the child a choice of two items to use to encourage the naming of things, e.g. 'bubbles or ball?', 'orange or blackcurrant?'

'Hide the fish'

Eight picture cards;

Small piece of paper with a fish drawn on it.

1. One person hides a piece of paper (with a picture of a fish on it) under one of the cards whilst everyone else has their eyes closed.

2. The children take it in turns to guess under which card the fish is hidden - they must say the names of the objects on the cards - they are not allowed to point.

Non directive play

Play equipment such as tea set, teddies, dolls; cars, bricks, play people etc.

Could also be done with outdoor play equipment or in any other play situation.

  1. Allow the child to play with the toys freely with the minimum amount of help or intervention.
  2. Using single key words only, comment on what the child is doing. For example 'teddy'; ... 'eating'; ... 'fall.

Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing.

Commenting in everyday situations

No specific materials. Activities could be: painting, walking around the school, play.

Use single key words relating to what the child is doing. For example as they go through the door, you can say 'door', as they paint you can say 'painting'.

Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing.

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