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Activities to develop sentences containing a subject + verb + object 
Description:
These activities are to help develop your child to start building sentences containing a subject, e.g. 'the man', 'the cat', an action/verb, e.g. 'is eating', and an object, e.g. 'a sandwich', 'the ball'.
It is useful to model sentences in daily situations for your child to hear, e.g. 'The man is driving the car', 'I am washing the clothes'. If your child uses a simpler version of a sentence, e.g. your child says, 'man jumping bed', you repeat back the full sentence for your child to hear, e.g. 'the man is jumping on the bed'.
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| 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 |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Tea party - Soft toys - Play food and kitchen items - Optional camera | 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. You take photos of the child, you, or the soft toys eating/drinking different items. 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. |
| Posting | 1. Print and cut out the action cards. 2. Place them face down in a pile. 3. Explain to your child you are going to post some letters and talk about the picture on the letter. 4. Take turns at choosing a picture card and making the sentence on the card. | 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. |
| Dice Game | 1. Print and make up the dice. 2. Explain to your child you will be using the dice to make some different sentences. 3. Take turns to roll all 3 dice and use the pictures to build a sentence. 4. Fill in the smaller words on the sentence that are not included on the dice, e.g. Dice rolls - man eating cake, you model 'The man is eating the cake'.
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