Optional - something to record the students responses on (e.g. paper/pen) which can later be used as a prompt;

Soft ball or beanbag.

1. Go round each student, asking them what their favourite food is - write it down and/or do a very rough sketch of it as you go;
2. One student has a ball, they choose another student and say the other student's name and what their favourite food is - for example "Tom - you like burgers". They then pass the ball to that student. Use the prompt card if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

1. Go round each student in turn asking what they have done today - e.g. "what did you do this morning": ideally one or two things each.
2. Write and/or sketch something (very roughly!!) under each student's name on the sheet of paper (you can use this as a prompt later).
3. After all students have said something, pretend to have "forotten" what they'd said - ask individual students to remind you, for example "Karen, what did Abdul do?" - use the prompt sheet if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

Soft ball or beanbag

• Digital camera
• Velcro
• Laminated sheet of paper
• Stickers
• Laminated symbols for  ‘Hello’

If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.

1. Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’.
2. Explain to the people you have selected that the child is learning to greet another person and there are a number of steps to this.
3. Explain that the child will get a sticker reward for starting to say ‘hello’.
4. Ask the people you have selected to respond to the child’s greeting by making eye contact and saying ’hello’ with a welcoming gesture.
5. The steps for greeting include:
• Stopping
• Looking
• Gesturing
• Handing over a symbol of ‘Hello’
• Saying/signing ‘Hello’
6. Take photos of the people you want the child to greet and laminate.
7. Put the photos on a laminated sheet of A4 paper using velcro.
8. Next to each photo velcro on a laminated symbol of ‘Hello’.
9. As you approach the target person they need to stop and get down to make eye contact with the child and say and gesture ‘hello’. It is best to use just one word.
10. Help the child identify the person in the photos by pointing to the photo.
11. You model saying ‘Hello + name + welcoming gesture. As you do this point to the person’s photo and then point to the ‘hello’ symbol.
12. Support the child to do the same if needed.
13. The child gets a sticker for stopping / looking / gesturing / saying ‘Hello’ verbally.
14. As the child learns the routine slowly give fewer and fewer prompts for greeting targeted adults.
15. Keep giving stickers for as long as the child needs this reinforcement.

Laminated A3 sheet divided in half with a line, with an "I like" symbol on one side and an "I don’t like" symbol on the other side (symbols could be a smiley face and a sad face);

Assortment of pictures of food, animals, cartoon characters, games etc.;

Use Velcro or blue-tak to attach pictures to board.

You can also get picture symbols from the Commtap Symboliser.

1. Talk through the "I like/ I don’t like" board with the child. 
2. Start with a picture of food – as most children have clear ideas about what foods they like and dislike!
3. Choose a food picture and show the child, asking "X, do you like broccoli?" 
4. Attach the picture to the correct side of the board, depending on the child’s response.
5. Once the child has responded for 6-8 pictures, review the board. E.g “You like apples, chocolate and pasta, but you don’t like broccoli, oranges or ice-cream." 
6. Take the pictures off the board and support the child to ask another adult/ peer "Do you like..." questions.

Large plastic hoop.

Assortment of pictures of food, animals, cartoon characters, games etc. (if needed).

Cards showing a range of nouns and adjectives plus the words "the" and "is". DLTK's examples. (https://www.dltk-kids.com/)

Pencil and paper (optional)

1. Lay the word "is" on the table in front of the child. Put the word "the" to the left of this, with a gap in between them. Check that the child can read both words;

2. Put one of the noun cards into the gap between the words "the" and "is";

3. Put one of the adjective cards after the word "is";

4. Read the sentence to the child (e.g. "the monster is green");

5. Encourage the child to make up new sentences in the same manner. It doesn't matter if the sentences are silly;

6. You can use the paper to record the sentences made, or for the child to draw an appropriate picture on.

Feely bag containing a range of objects (choose objects appropriate for the children you are working with);

"is" cue card as previous activity.

Use something that the person may be visually attracted by, for example:

• Flashing light;
• Any favoured object;
• Hair band with a visually interesting item e.g. Christmas bands.

1. Work in an environment that has as little visual distraction as possible.
2. Talk to the person and attract their attention by moving around the flashing light or other object.
3. Once the person is looking at the item establish visual tracking (move it around a little so that they can follow it with their eyes).
4. When visual tracking is established bring the item up towards your eyes so that the person is looking towards your eyes.
5. If the person makes eye contact then give lots of verbal encouragement by saying "hello" smiling etc.