The materials you had in the lesson.

Picture prompts for the activities that were carried out.

Piece of card to stick the prompts onto as you do the activities in the lesson.

1. As you do the lesson, each time you do an activity, get the prompt card for the activity and put it on the card - so that the activities appear there in the same order that you did them;
2. At the end of the lesson get the students to say what activities they did;
3. Ask them which came first, then which was next, and which was next again (etc.);
4. Use the prompt cards if students are having difficulty recalling the sequence.

Breakfast food and implements, rough sketches or photos of each stage in the sequence to use as prompts.

Ideas for sequences:

Toast

1. Get the bread
2. Open the packet
3. Take out two slices
4. Put them in the toaster
5. Push down the lever
6. Wait for it to pop up
7. Take it out
8. Spread butter on them
9. (Spread jam on them)
10. Eat

Note: you can simplify the sequence - e.g. bread - toaster - spread butter. Or you could make it more complex.

Make a cup of tea

1. Fill the kettle with water
2. Switch it on
3. Wait
4. Put the teabag  the cup
5. Pour in the water
6. Wait
7. Take out the teabag and put it in the bin
8. Add milk
9. Drink

As with the toast, you can simplify this or make it more complicated!

1. Ensure that the student already knows how to do the activity - for example that they are able to make toast and spread it.
2. Get them to tell you what to do/show you what to do: initially start with a simplified sequence with 3 or 4 steps (see ideas on the left);
3. Respond to what the student indicates that you should do - but look confused if it won't work - for example if they ask you to put cold water in the tea (yuk!) to help encourage them to correct themselves: use the pictures or photos if necessary.
4. Over time, see how much of the sequence they can describe without any prompts. 

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences (with suggested steps to make pictures for):

Putting on a jumper (get jumper, put head through, put arms through);

Drinking a drink (jug and cup, pour water into the cup, drink it)

Peeling and eating a piece of fruit (fruit, peel fruit, eat it)

Sitting down and eating dinner

Drawing a picture (pencil and paper, child drawing, finished picture)

Looking at a book (get it, open it, look at it)

1. Carry out the activity without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the child to do the sequence, tell them what to do by showing them a picture for each part of the sequence;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of someone blowing bubbles without having given you the step for opening the bubbles container, try to blow the bubbles anyway (and act being disappointed when you don't get any bubbles).

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences:

Clean teeth: get toothpaste, open lid, get brush, squeeze toothpaste onto brush, put lid back onto toothpaste, brush teeth, spit out, put brush under water, repeat, clean brush, put brush away.

Wash hands: turn on tap, rinse hands, put soap on hands, scrub hands, rinse under water, turn tap off, dry with towel.

Brush hair: get brush, brush hair, put brush away.

Deodorant: get deodorant, take off lid, spray at appropriate area, put lid back on, put away.

1. Carry out the sequence without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the student to do the sequence, showing them a picture for each part of the sequence as they do it;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of scrubbing your hands before the tap is turned on/before you have the soap, try to do this - but appear confused when this doesn't work.