If your child is on the SEND Register you will already know what their current targets are. If you are unsure then please contact your class teacher via Parenthub who will be able to help with this.
www.twinkl.co.uk is an excellent website offering a huge range to resources to support you and your child whilst at home. They are currently offering one month of free access to all of their resources. When you sign up you will need the discount code UKTWINKLHELPS
Reading – suggested activities for teaching target words
I say, we say, you say
Look at the shape of the word: said
Find words within the word, e.g.: weather: we, eat, at, the, he, her
Identify/highlight the tricky part of the word, eg silent letters; 'ou' saying 'u' etc
Compare how the word looks to how it sounds
Clap out syllables (hel-i-cop-ter)
Mark out syllables (understanding that each syllable contains a vowel sound)
Make the word using tactile letters
List words that rhyme with your word
Look up/discuss the meaning of the word
Highlight the root, prefix and suffix (head, body and tail)
Make a picture card reminder
Roll & Read: number each word, 1-6 and roll a dice; the pupil reads the corresponding word – how many words correct in one minute/two minutes?
Roll & Read 2: word dice
Spin a word – how many words can be read correctly in one minute/two minutes?
Tiddly Winks (using probe sheet)
Catch & Read: words are written and numbered on a large whiteboard. A ball is thrown to the child and a number said; the child reads the corresponding word.
Tracking activities (see attached sheets)
Mark sound buttons (regular words)
Find the words in a word search
Here are some video links to support you and your child with phonics at home:
https://www.youtube.com/watch?v=iguS4kxvx0k Phase 3 Sounds
https://www.youtube.com/watch?v=_KJcEILxOYI Phase 5 Sounds
https://www.youtube.com/watch?v=ri4u0TjAZ38 Phase 2 and 3 tricky words
https://www.youtube.com/watch?v=3NOzgR1ANc4 Phase 4 Tricky Words
https://www.youtube.com/watch?v=DbcZnb2iz1c Phase 5 Tricky Words
Suggested activities for pupils who benefit from a sensory diet:
Swaddling/wrapping with blankets.
Pillows/cushions/other soft items to squeeze, wrap and nestle.
Hiding games – making cosy dens, hiding under duvets, blankets, cushions.
Rolling games – roll balls (could be a gym ball), rolling pins, cushions over your child applying comfortable pressure.
Massage and cuddles – talk to your child about what they find comforting and comfortable, this could include squeezing hands and feet.
Play tickling games.
Carrying heavy items – laundry baskets, using the vacuum, sweeping might work.
Transporting toys and games in back pack or carrier bag/box.
Wall press-ups, floor press-ups.
Organising cupboards – moving tins, full plastic bottles, bags/packets of dried foods.
Using a gym band for resistance.
Fine motor – hand movements:
Fidget spinners, fiddles, toys with buttons.
Making and using play dough (baking can also provide multi-sensory input)
Rolling rubber bands up and down different objects – could be small bands on fingers, on kitchen roll tubes, rolled up paper. You could make this fund by making it a race.
Using pegs – pegging out washing, placing pegs around the top of an open box or along a washing line – again you can make this a race, you could make patterns and change the size of pegs.
Threading – beads, cotton reels, buttons, sequins, threading hamma beads onto dried spaghetti
Weaving – using card attach elastic bands or tie string or thread to make a simple weaving board and weave threads in and out to make different patterns.
Using tweezers to pick up beads or small objects.
Provide chewy foods – take the opportunity to introduce new foods with different textures e.g. raw vegetables
Offering chew toys.
Sucking/blowing through straws.
Blowing bubbles you can play bubble popping games, count how many bubbles you can blow, who can blow the biggest bubble.
Blowing up balloons – you could have balloon races – blow up a balloon, let it go and see who’s is the first to land.
Swings, rocking chairs or rocking toys.
Trampoline for bouncing.
Wheeled ride on toys.
Listening to music – tapping along with the rhythm, singing songs to go with daily routines.
Reciting poems and rhymes, joining in with repetitive and rhythmic stories.
Opportunities to make sounds and rhythms using wooden spoons and pans, tapping sticks together, tap rhythms on their knees, play copy the rhythm, stamping rhythms.
Kaleidoscopes and glitter tubes. You can make glitter bottles by filling a plastic water bottle with glitter/sequins and water – shake and watch the glitter settle (it is a good idea if you are able to glue the lid on)
Coloured cellophane – you can make stained glass windows and pin at the window to see the colours.
Translucent scarves – you can play games with the scarves, explore putting them on your child’s face, looking through them, wave them around, let them float to the ground.
Listen to quiet, calm music.
Make safe den space where your child can relax and unwind.
Listen to audio books or read stories together.
Use ear defenders or headphones to block out external sounds.
Speech and language and/or communication
Suggested activities to support communication for pupils who have a speech and language and/or communication need:
Listening and attention:
Play listening games such as Simons says.
Play games like the shopping game – I went to the shops and I bought…
Singing and music activities.
Kim’s game – present a selection of images or a tray of objects. Give 1 minute to look at the tray/images and then see how many they can remember in 30 seconds.
Play hide and seek, hide the object for someone to find.
Be creative – find things that motivate the child that will make them excited to engage. For some children this may need to be multi-sensory so they have a visual, tactile or kinaesthetic element (Involving vision, touch and movement). For example you could make different mixtures like play dough, slime and even baking.
Reading with your child will also help – you can extend the length of time they are expected to sit an listen. Getting them involved in the story can support attention for longer periods.
Speech – Phonology and sound production:
Matching objects/words by initial sound – go on sound hunts. Practise making the sound in isolation and then at the beginning, in the middle and at the end of words.
Make rhyming strings – listen to nursery rhymes or rhymes in songs or poems. Identify the words that sound the same – how many words can we think of that sound the same?
Practise making the sound in isolation and then adding a vowel on the end.
Model speech correctly, for example if your child says a word or sentence and mispronounces or misses the sound they are working on, repeat what they have said modelling correct sound production.
Language – Vocabulary development:
Matching pairs/snap – use images of objects that are easy to identify to build vocabulary.
Sort beads, pegs, sequins, toys, pipe cleaners or anything that can be categorised by shape, colour or type. Use language with different levels of instruction.
e.g. 1: Put the beads in the bowl/on the plate/on the table.
2: put the red beads in/on…
Shape sorters/shape matching. This can be extended to matching letters, numerals and words depending on the child. In number children can begin to match a numeral with a set of objects or image of a set of objects – again depending on the child.
Find the odd one out – grouping shapes, objects or images by certain features and find the one that doesn’t have the matching feature. This will support language of the same and different as well as supporting the teaching of different vocabulary and concepts.
Play word association games – e.g. sock – shoe, bucket – spade. You can then increase the links by making longer and longer strings of word association e.g. hat – head – hair – brush – fur – dog – cat.
Making sentences – silly sentences, can you make the sentence make sense?
Reading a range of books and stories will also help to develop language as it will provide good language models and expose children to a range of vocabulary that they already know as well as more ambitious vocabulary.
Processing and comprehension:
Use visuals to support information or instruction giving – this could be photos, images or real objects. Break information down into small steps and give time for children to process what has been said.
It is important to continue to read a range of books and texts with children so that they hear grammar and vocabulary being modelled. There are lots of activities that can be done around a book or text – please see English home learning for some ideas.
You can also talk about TV clips or films – you might talk about what has happened. Who has done what, where something happened and then develop more challenging ideas that involve inference. For example talking about how someone felt in a particular scene and how they know that.
Children can retell stories, clips or films; this could be through sequencing pictures, drawing a picture of a particular part and talking about it or writing about it.
What happened next? You can retell part of a story or read a section and ask the child to say what happens next.
All of the above ideas can support the development of expressive language. Here are some more ideas:
Colour coding – sometimes in school we use colourful semantics to support sentence building. In colourful semantics you can use images and/or words and colour code the key vocabulary. Verbs (doing words) are yellow, nouns (names of people, including pronouns – I, we, he, she) are orange, nouns (objects) are green, and places (where) are blue.
Colourful semantics can be used to support early writing as well as language development.
Social stories – a social story is a structured way of teaching appropriate social behaviours in particular contexts. For example appropriate personal space, keeping clean and hygienic, how to take turns, how to cope if I lose a game.
Here are some links to social stories about the current situation and some links to relevant info about social stories and how to write them.
Below are some useful web links for parents that provide information, resources and support for parents of children with special educational needs and disabilities. If this applies to you please also refer to Lincolnshire’s local offer: https://lincolnshire.fsd.org.uk/kb5/lincs/fsd/home.page
Speech, language and communication: