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Language and Communication use subject verb and object in the correct order  This resource has been viewed by a moderator.

Description:

Child says a sentence containing a subject (e.g. he, she, mum) a verb (e.g. (is) draw(ing)), and an object (e.g. (a) picture with the words in the correct order (e.g. "Mum's drawing a picture" or "Mum draw picture").

Early years skill:Speaking
Early years typical range:30-50m
P-scales/Curriculum skill:English Speaking
P-scales/Curriculum level:P7
TAP skill:Expressive Language
TAP level:TAP42
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
Tea party

Digital camera

Play food, cutlery, brush, cup etc.

1. Start by playing with the cutlery and play food. Eat some food yourself and say 'I'm eating banana/ apple/ bread' etc.

2. Let the child play with the food. As he/she eats say 'Sally's eating a banana/ an apple/ some bread' etc.

3. Take a photo of the child, you, or the soft toys eating etc. Look at the photo on the camera and say 'Look! Teddy's eating an apple' etc.

4. Print the photo and put it in a book. Show the child the book. Can he/she respond when you ask 'What's happening?' You may need to model the answer for the child for example 'Teddy's eating an apple/ banana/ bread' etc.

Keep language repetitive - emphasize structure

It is OK to have silence between repeats of the phrases.

If the child makes a sentence and puts the words in the wrong order try to model the correct sentence in a conversational way rather than correcting them (e.g. if they say, 'Teddy apple eat' you say 'Oh, Teddy's eating an apple!').

You are working on the child getting the words in the right order here, don't worry if they miss out endings (like "ing") or small words (like "a"). So the child saying "Teddy eat apple" is fine for this activity.

The child may need to hear correct versions of the sentences many times before they are able to use them themselves.

Using signs with the key words (e.g. Teddy, apple, eat) can also help the child to develop this skill.

Monster/posting

1. Use a selection of early action word pictures from published materials.

2. Put 2 or 3 pictures in front of the child. Can he/she post/feed a picture to a monster after saying a sentence about the picture (e.g. 'She is brushing her hair' - or 'she brush hair')?

3. Make the child the 'teacher'. Can he/she tell you to post a card/feed the monster using a simple sentence to describe the card (e.g. 'Daddy is eating apple' - or 'dad eat apple)?

If the child makes a sentence and puts the words in the wrong order try to model the correct sentence in a conversational way rather than correcting them (e.g. if they say, 'She hair brush' you say 'Oh, she's brushing her hair!').

You are working on the child getting the words in the right order here, don't worry if they miss out endings (like "ing") or small words (like "a"). So the child saying "She brush hair" is fine for this activity.

The child may need to hear correct versions of the sentences many times before they are able to use them themselves.

Using signs with the key words (e.g. she, brush, hair) can also help the child to develop this skill.

Daily situations

No special equipment

As you go about the school talk about what you see and model appropriate sentences (e.g. 'those children are eating pudding' at dinner time, 'those boys are playing football' at play time, 'Mum's got your bag' at home time).

If the child makes a sentence and puts the words in the wrong order try to model the correct sentence in a conversational way rather than correcting them (e.g. if they say, 'he bike ride' you say 'Yes, he's riding a bike').

Dice Game

3 dice - coloured or with coloured stickers on them - orange yellow and green.

Pictures of characters, objects and verbs (6 of each)

Toys corresponding with the characters and objects.

1. Stick (with Velcro or Blu Tack) the character pictures onto the orange dice. Stick the verb pictures onto the yellow dice and the object pictures onto the green dice.

2. Have the child throw each dice in turn, and make the appropriate sentence. They then act it out with the toys.

Orange yellow and green are the colours used for subject - verb - object in the "Colourful Semantics" approach (devised by Alison Bryan in 1997).

Examples of pictures used:

Subject (orange): animals

horse, cow, dog, rabbit, cat, crocodile

Verb (yellow): jumping, kicking, eating, carrying, drawing, flying

Object (green): things:

bed, ball, plane, car, apple, cake

You can leave off one or more pictures from the dice - the child then makes up their own word if they throw the blank side.

Postcards

A character toy

Small world toys or a series of pictures

Blank post cards

Posting box

Orange, yellow, green pens.

'person / who, doing, what' prompt card

1. The character is on holiday, and sees lots of different things happening. It wants to write on a postcard what has happened.

2. Take it in turns to act out a simple action with the toys.

3. Help the child to think of a sentence to put on the postcard about this, and to write it in the appropriate colours.

4. Post the postcard!

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