oral language book a - lioncrest · • a double-page spread varying in visual content, e.g...

Engage Literacy Oral Language Book A – Teaching Notes 1

OverviewThe Oral Language Books provide opportunities for the children’s oral language to develop in the following areas:

• vocabularyenrichmentandword-building

• sentence-structureskills(elementsofspeech—singularandpluralnouns,verbsandverbtenses)

• receptiveandexpressivelanguageskills(includingfamiliaritywithpronouns,conjunctions, sequencing words, spatial language,languageofquantityandsize,ordinalexpressions,inclusionandexclusionlanguage)

• behavioursexpectedwhenusingthebookandpractisingoralcommunication,e.g.lookatsomeonewhentalkingtothem;useappropriatebodydistance;askforclarification;practiserephrasing and taking turns

• questioningandansweringskills,e.g.usequestionmatrix—who,what,when,why,where.

Multiple literacies TheOralLanguageBooksareamulti-modalapproachtodevelopingliteracythroughadiverserangeofstimuluspictures.Themulti-modalliteracycomponentscoveredare:

• linguistic—throughvocabularydevelopment

• visual—throughdiscussingandanalysingthe(visuals)picturestoenhanceliteracyconcepts

• gestural—throughtheanalysisofbodylanguageandfacialexpressionsinthedifferentscenarios that are presented

• spatial—throughdiscussinglayout,positionandsizeofobjectsthatarepresented.

Multiple purposeThebookscanbeused:

• todeveloporallanguageskillsinstudentswhohave English as their first language

• todeveloporallanguageskillsinELL/ESLstudents, where English is their second language

• todeveloporallanguageskillsinstudentswhohavealanguagedisorder.

Anumberofskillswillbetaughtthroughtheuseof:

• adouble-pagespreadvaryinginvisualcontent,e.gscene/diagram/images

• extensiveteachingnotesrelatingtoeachdouble-pagespread

• aninteractivewhiteboard.

Essential skills and knowledgeThe Oral Language Books cover a range of essential skills and knowledge:

• grammaticalconcepts

• skillstoextendvocabulary

• thinkingbeyond

• behavioursexpectedwhentalkingtoothers

Grammatical concepts

• nouns

• singularandpluralnouns

• genderlanguageandpronouns(I,me,we,us,you,they,he,him,she,her)

• verbsandverbtenses

• adjectives

• adverbs

Skills to extend vocabulary

• convergentcategorisation(e.g.allthesevehicles have a steering wheel)

• divergentcategorisation(e.g.pouchedanimalsincludekangaroos,koalasandpossums)

• spatialvocabulary(e.g.prepositions:in,on,under, near)

• languageofquantityandsize(e.g.more,less,many,few,large,small)

• sequencing:

– orderingeventsincategoriessuchasdaily,weeklyoryearly

– orderingeventsintimeordersuchasfirst,next,then,after,before,today,yesterday

Thinking beyond

Familiaritywiththefollowingwillstimulatechildren’s language:

• inferringofemotionsandevents

• recognisingcauseandeffect

Behaviours expected when talking to others

Explainanddemonstratetochildrenhowimportantitistolookatsomeonewhenyouaretalkingtothem.Say,When someone is talking to you, it is good manners to look at them. Ask childrenhowitmakesthemfeelwhentheyhavesomethingtosayandthepersontheywanttosayittowillnotlookatthem.

• Explainanddemonstrateorrole-playtheappropriateuseofbodylanguagetoshowthatyouareinterested.Ask,How should we sit or stand when someone is talking to us?

• Explainanddemonstrateorrole-playtheappropriatedistanceforconversation.(Keepanarm’s-lengthdistancebetweenthespeakerandthelistener.)Ask,How does it make you feel if someone is standing too close?

• Explainanddemonstrateorrole-playhowchildrencanaskforclarificationiftheydonotunderstandwhatisbeingsaid,e.g.Could you please say that again?

• Explainanddemonstrateorrole-playtheimportanceoftakingturnswhenspeakingor listening, and when asking or answering questions.

• Explainanddemonstrateorrole-playhowtorephrasewhatisbeingsaidtomakeitclearer,e.g.Do you mean . . . ?

Oral Language Book ATEACHING NOTES written by Anne Giulieri consultant: Jay Dale

Please note:thefollowingTeachingNotesrelatetoboththeprintedBigBookandthedigitalBigBookspreads.Theyarealsoavailableatwww.hinklereducation.com.au

Double-page Spread Language Concepts (relate to all spreads)

Beach(pp.2–3) Nouns,verbsSingulars/pluralsGenderlanguage(e.g.she,he)Pronouns(e.g.I,me,they,us)VerbtensesAdjectivesAdverbsConvergent categorisationDivergent categorisationSpatiallanguage(e.g.prepositions—in,on)Languageofquantityandsize—e.g.more/less,

large/smallSequencingevents:* daily,weekly,yearly* timeorder—e.g.first,next,then,after,before,

finally,later;today,yesterday,etc.Inferring—emotionsandeventsCause and effect

Toy Box(pp.4–5)

School Playground(pp.6–7)

Pets(pp.8-9)

Ant’s Journey(pp.10–11)

Sandpit(pp.12–13)

Bedroom(pp.14–15)

Farm(pp.16–17)

Big and Little(pp.18–19)

People(pp.20–21)

House(pp.22–23)

2 Engage Literacy Oral Language Book A – Teaching Notes

Beach (pp. 2–3)

Grammatical conceptsNouns/Verbs

• Havechildrenlookatthepicture.Ask,What things can you see in the picture?

• Pointtoeachitem(e.g.bucketsandspades,surfboard,jetty,canoe,speedboat,yacht,post,ladder,umbrellas,beachshelters,towels,waterskis,boogieboards).Ask,What are these called? What are they used for? Where else would you find them? What do they look like? What colour are they? What are they made of? When would you use them? How would you use them?

• Pointtoeachindividualitem(e.g.grass,smalltrees,branches,roots,lifesavingtower,cliff,concretepath,pebblepath,dolphin,whale,fish,starfish,crabs,seaweed,swimmers,surfers,waves,sanddune,sun,clouds,birds,sand,sandcastles,shells,holes,mounds,sandbank,adults,children,grandparents,babies).Ask,What do you call this/these/them? What are they?Categoriseitems,e.g.animals,plants,people,landandsky.

• Pointtothesandcastle.Ask,What is it made of? Where else can you find sand in this picture?

• Pointtoanindividualsurfer.Ask,What do you call him/her?(surfer)Pointtoagroupofsurfers.Say,What do you call them?(surfers)

• Pointtotheanimalsinthepicture(whale,dolphins,fish—littleandlarger,birds,starfish,crabs).Ask,Where do these animals live? How do these animals move? What do these animals eat?

• Pointtothepeopleonthebeach,inthewater,inthespeedboat,ontheladder,ontheboogieboard,onthesurfboard.Ask,What are they doing?(e.g.running,walking,swimming,surfing,skiing,climbing,fishing,building)

• Pointtothefish,dolphinsandbirds.Ask,What are they doing?(e.g.swimming,diving,flying)

Singulars/plurals

• Pointtotheobjectsintheborderaroundthepicture.Askchildrentofindtheseobjects,aloneorgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtoatowelandsay,I can see one towel. Point to a group oftowelsandsay,I can see a few towels. Sometimes we add ‘s’ to the end of words to show that there is more than one. Sometimes we do not have to add ‘s’ to the ends of words to show that there is more than one. Point toonefishandsay,I can see a fish. Point toagroupoffishandsay,I can see several fish.Discussothersingular/pluralwords,e.g.dolphin/dolphins,boat/boats,person/people,fish/fish.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.onlyone,asinglefish,manyfish,lotsoffish,plentyoffish,aschooloffish.

Gender language and pronouns

• Pointtothedifferentpeopleinthepicture(adults,children,babies)andask,Who are they? What do you call them?Pointoutthatwhattheyarecalleddependsonwhethertheyaremaleorfemale(e.g.mum,dad,mother,father,grandma,grandpa,nonna,poppa,sister,brother,Mrs,Mr,Miss,boy,girl,man,woman).

• Discusstimeswhenwewoulduse‘she’.Say,We use ‘she’ when we are talking about a female.Modeltheuseof‘she’.Pointtothegirlwhoisswimming.Say,She is swimming in the water. What is she doing?Repeatfor‘he’.

• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothetwochildrenbuildingasandcastle.Say,They are building a sandcastle. What are they building?Repeatfor‘them’and‘they’.

• Invitechildrentothinkoftimeswhenwemightuse‘him’,‘her’or‘them’.

Verb tenses: past, present, future

• Pointtopeopleandanimalsandmodelverbtense,e.g.say,Look at the boy who is building a sandcastle. Look at the boy who built a sandcastle. Look at the boy who will build a sandcastle later on.

• Askquestionsrelatedtoverbtense,e.g.After the boy has finished building his sandcastle, what will he say to his mum so that she knows it is finished?(e.g.Mum,Ibuiltasandcastle!)Say,Look at the little girl who swims in the ocean every day. Look at the little girl who swam in the ocean this morning. Look at the little girl who will swim after lunch. Continue modellingandquestioningforremainingpeopleandanimals.

Past Present Future

the dolphin swam

the dolphin swims

itisswimming

the dolphin willswim

he ranhe runshe is running

he will run

thebirdflewthebirdfliesitisflying

thebirdwillfly

theydrovetheydrivetheyaredriving

theywilldrive

IwalkedIwalkIamwalking

Iwillwalk

thechildbuiltthechildbuildssheisbuilding

the child will build

Adjectives

• Pointtovariouspeople,animalsoritemsinthepictureandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green),quantity(e.g.alot,more,less,few,fewer),size(e.g.big,small,tiny,huge)ortexture(e.g.rough,smooth,bumpy,soft).

Adverbs

• Brainstormwordsthataddtothemeaningoftheverbspreviouslydiscussed,e.g.quickly,slowly,happily.

Skills to extend vocabularyConvergent and divergent vocabulary

Thefollowinglistsuggestshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,youcanshowhowwordsandwordconceptsarelinked,e.g.ratherthandiscussingeachseaanimalinisolation,talkabouthowtheyareallseacreatures;ratherthandiscussingtheboat,canoeoryachtinisolation,suggestthattheyareallformsoftransport.Discusssimilaritiesanddifferencesbetweenthem.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Transport—canoe,speedboat,yacht,car,

• Yacht—sails,rudder,portholes,mast,hull,stern

• Speedboat—steeringwheel,engine,seats,lifejackets

• Food—sandwiches,apples

• Apples—stem,flesh,skin,seeds,round,core

• Sandwich—bread,butter,filling,crust

• Plants—scrub,bushes,trees,seaweed

• Tree—leaves,branches,bark,stem,nuts,flowers

• Plants—leaves,branches,roots

• Cliff—steep,rocks,grass

• Pathways—footpath,road,concrete,sand

• Jetty/pier—canoe,yacht,bollards

• Canoe—oars,lifejackets,plastic,wood

• Sea/ocean—dolphin,whale,fish

• Dolphin—eyes,snout,fin,tail,pod

• Swimmers—groups,pairs,singles,bathers,bikinis,boardshorts,Speedos,rashvests,swimsuit

• Watersport—skiboat,tyretube,boogieboards,surfers

• Beach—sandcastles,buckets,spades,sanddune

• Beach—shells,seaweed,holes

• People—young,old,adults,children,babies

• Baby—nappy,little,crying,dummy

• Beach—umbrellas,beachshelter,beachtowels

Spatial vocabulary and prepositions

• Brainstormspatialvocabularywithchildren(e.g.up,down,on,under,over,in,out,through,around,behind,infrontof,between,past,nextto,farawayfrom).

• Pointtovariouspartsofthepicturethatdemonstratespatialconcepts,e.g.thepaththatleadsdowntothebeach.Say,Let’s have a look at how the people get down to the beach. Tracealongthepathwayanddiscussdirectionallanguagewithchildren(throughthegate,downthepath,overthegrass).Ask,Can you see any other people/animals that are going over/down/through something?

• Pointtotheladderonthejetty.Tracethemovementofthechild.Say,Let’s have a look at how the girl got to the ladder.

• Say,Look at the fish. What did the fish swim past?Orsay,The fish are swimming past the surfer.


• Pointtoadolphin.Tracethemovementofthedolphinonthepage.Say,Let’s have a look at where the dolphin has been. Trace along the pathwayandusedirectionallanguagewithchildren(inthewater,overthewater,throughthewater).Ask,Can you see any other people or animals that are going in/over/through the water?Repeatspatialmodellingandquestioningforotherpeopleandanimals.

• Pointtotheyachtatthejettyandtheyachtoutatsea.Ask,Why is this yacht bigger? Why is this yacht smaller?Say,Things are often drawn smaller to show they are a long way away.

Language of quantity and size

• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,larger,wider,taller,more,less.Askchildrentofindexamplesinthepicturetomatchthesewords,e.g.pointtotwodifferent-sizedsandcastlesandsay,This sandcastle is bigger than that one. Repeat with shells,canoes,fish,people,dolphins,birdsandfamilies.

Sequencing vocabulary

• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,morning,afternoon,night,beginning,middle,end.Lookatdifferentaspects of the scene and discuss the sequence ofeventsthathavehappenedorwillhappen.Say,What is the first thing these people did when they arrived at the beach? What is the first thing you would do when you arrive at the beach?Pointtothegirlwalkingintothewater.Say,What do you think this girl will do next?

• Discussthemeaningsof:first,next,then,before,after,finally.Usingthepicture,askquestionsthatdevelopsequencingvocabulary,e.g.pointtothepictureoftheboywiththeice-creamstandingnearthewaterandask,What do you think the boy will have to do before he gets in the water? Why?Pointtothebeachscene.Ask,If you went to the beach, what would you do first—build a sandcastle or go for a swim? Why?

Thinking beyondInferring

• Pointtothepictureandsay,This is a picture of the beach. What do you think is happening in this picture? What do you think this man will do next? What could the dolphin do next? What do you think the weather is like? How can you tell? Pointtothegirlwiththebucket.Say,This girl has a bucket. What do you think she will do? Pointtothebabyontheblanket.Ask,Why is the baby crawling?

Cause and effect

• PointtothemanwhohasjustfallenoffthesurfboardAsk,Why do you think he fell off?

• Pointtothesandcastlethatisnotcompletelybuiltyetandthesandcastlethathasbeenbuilt.Discusswhathascausedthemtolookthisway,e.g.say,This sandcastle is not finished because the children need to put more sand on.

• Pointtowherethewavesmeetthesand.Ask,Would you build a sandcastle here? Why/Why not? What might happen if you did?

Toy Box (pp. 4–5)


• Havechildrenlookatthepicture.Pointtothetoyboxandask,What is this called?

• Invitechildrentolookatthetoyboxandsurroundingtoys.Ask,What things can you see in and around the toy box?

• Pointtoindividualitemsinandaroundthetoybox.Ask,What is this called? What does it look like? What colour is it? What is it made of? Does it make a sound? What would it feel like? How would you play with it? When would you play with it? Where would be the best place to play with it? Do you have one of these at home? What would be your favourite toy in the toy box? Why? Can you play with this toy by yourself? Can you play with this toy with a friend?

• Selectatoyinthepicture(e.g.adoll)anddiscussitsparts(e.g.hair,face,clothes).

• Pointtoseveralitemsthatbelonginthesamecategory(e.g.alltheanimals).Ask,What do you call this/these? What are they? Categorise themaccordingtowhereyouwouldfindtheminreallife(e.g.onafarm,aspets,inthepast);howtheymove;whatfunctiontheywouldhaveinreallife;howyouwouldplaywiththem.Brainstormwordstodescribethem(e.g.farmanimals,pets,tame,wild,four-legged,canfly).

• Pointtoatoy(e.g.aplasticdinosaur).Ask,If you were playing with this dinosaur, what could it do?(e.g.eat,run,walk,fight,climb)

• Pointtoadifferenttoy(e.g.adoll).Ask,If you were playing with this doll, what could it do? (e.g.eat,sleep,walk,cook,goshopping)

• Pointtoothertoysandasksimilarquestionsrelatedtoverbs(doingwords).

Singulars/plurals

• Pointtotheobjectsintheborderaroundthepicture.Askchildrentofindthesametypeoftoyinandaroundthetoybox.Findanitemandmodelcorrectsingular/plurallanguage.Pointtoatruckandsay,I can see a truck. Point to allthetrucksandsay,I can see trucks.Say,Sometimes we add ‘s’ to the end of words to show that there is more than one. Discuss and modelwhen‘s’isnotaddedtotheendofwords(e.g.twofish,threedeer,fourmice,fivemen).Say,Sometimes we do not have to add ‘s’ to the ends of words to show that there is more than one.Discussothersingular/pluralwords,e.g.doll/dolls,dinosaur/dinosaurs,book/books,car/cars,block/blocks,teddy/teddies,cup/cups.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.onlyonedoll,afewdolls,manydolls,lotsofdolls.


• Pointtothegirlandboyinthepicture.Say,If I ask you what toy he played with, am I talking about the girl or the boy? If I ask you what toy she played with, am I talking about the girl or the boy? How do you know? What other words are there for a person who is a male?(e.g.dad,father,grandpa,poppa,brother,Mr,man)

What other words are there for a person who is a female?(e.g.mum,mother,nanna,nonna,sister,Mrs,Miss,woman)

• Discusstimeswhenwewoulduse‘she’.Say,We use ‘she’ when we are talking about a female.Modeltheuseof‘she’.Pointtothegirl.Say,She is going to play with the toys. Repeat for‘he’.

• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothegirlandboy.Say,They are going to play.


• Pointtoparticulartoystohelpwithmodellingverbtenses,e.g.buildingblocks.Ask,If you were playing with these blocks, what would you be doing?(buildingatower,makingatower)Ask, If you had finished building, what could you say?(Ibuiltatower.)Ask,If you plan to build something later, what could you say?(Iwillbuildatower.)Continuemodellingandquestioningforremainingtoys.

Past Present Future

IswamIswimIamswimming

Iwillswim

IranIrunIamrunning

Iwillrun

IflewIflyIamflying

Iwillfly

IdroveIdriveIamdriving

Iwilldrive

IwalkedIwalkIamwalking

Iwillwalk

IbuiltIbuildIambuilding

Iwillbuild

IcookedIcookIamcooking

Iwillcook

IcuddledIcuddleIamcuddling

Iwillcuddle

IdressedIdressIamdressing

Iwilldress

IplayedIplayIamplaying

Iwillplay

Adjectives

• Pointtovarioustoysandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green),quantity(e.g.alot,more,less,few,fewer),size(e.g.big,small,tiny,large)ortexture(e.g.rough,smooth,bumpy,soft).Ask,Can you find a toy in or around the toy box that would be soft/hard? Which toy do you think might be the biggest toy? How can you tell?

Adverbs

• Brainstormwordsthataddtothemeaningoftheverbspreviouslydiscussed,e.g.quickly,slowly,cleverly.



Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,youcanshowhowwordsandwordconceptsarelinked,e.g.ratherthan discussing the trucks or cars in isolation, talk abouthowtheyareallformsoftransport.Discusssimilaritiesanddifferences.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Dolls—rag,porcelain,plastic,girl,boy

• Body—eyes,mouth,hair,arms,legs,tummy,bellybutton,ears,nose,freckles,dimples

• Transport—cars,trucks,trains,fireengine

• Cars—wheels,tyres,windscreen,seats

• Trains—steamengine,locomotive,wheels

• Books—pages,words,paper,blurb,title,illustrator, spine

• Artequipment—packetofcrayons,scissors,glue

• Crayons—colouring,drawing

• Scissors—cutting,sharp,handle,grip

• Puzzles—shapepuzzle,wood

• Boardgames—SnakesandLadders

• Plasticanimals—cows,pigwithpiglets,horses,ducks, dog, cat

• Cows—udder,milk,moos,legs

• Ducks—swim,feathers,beak,webbedfeet,tail

• Horses—gallop,trot,canter,mane,tail,saddle,stirrup, horseshoe

• Animals—legs,eyes,eat

• Plasticdinosaurs—green,teeth,legs

• Teddies—fur,eyes,nose,ears

• Toyfood/cookingset—plasticfood,spoon,knife, fork, plates, cups

• Fairytalecharacters—RedRidingHood,Goldilocks,threebears,wolf,threelittlepigs

• RedRidingHood—redcape,basketofgoodies,skipping, girl


• Brainstormspatialvocabularywithchildren(e.g.up,down,on,under,over,in,out,through,around,behind,infrontof,between,past,nextto,farawayfrom).

• Pointtovarioustoysindifferentpositionsinandaroundthetoybox;discussandaskquestionsabouttheirlocation.Pointtothesmallcurly-haireddollwiththebowinherhairandask,Who is this doll beside/near/between? Point to thedinosaurthatispokingoutfrombehindthetoybox.Ask,Is this dinosaur behind or in front of the toy box? Or ask, Where is this dinosaur? Repeat spatial location questions with other toysinandaroundthetoybox.


• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,middle-sized,baby-sized,larger,wider,taller,more,less.Askchildrentofindexamplesinthepicturetomatchthesewords,

e.g.pointtotwodifferent-sizeddollsandsay,This doll is bigger than that one. Repeat with othertoys.


• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,next,first,last,finally.Discussthesequenceofplaythatthechildrenmightuse.Ask,What is the first thing you would do if you were going to read the book near the toy box? What is the next thing you would do? What is the last thing you would do? Point to adoll.Say,If you were dressing this doll in different clothes, what is the first thing you would do? What is the next thing you would do? Then what would you do? What is the last thing you would do?


• Pointtothegirlandtheboyandask,Do you think it is their toy box? Why?

• Pointtothetoysandinvitechildrentotalkaboutwhattheywoulddoiftheywereeitherthegirlorboyinthepicture.Ask,What toy would you play with? How would you play with it? What different games would you make up? Why are the books in front of the toy box? Why is Little Red Riding Hood in the toy box? Where might the wolf be?

Cause and effect

• Pointtothedifferenttoysinandaroundthetoyboxandbrainstormcause-and-effectscenarios.Ask questions such as, What could happen if you used these blocks to build a very tall tower? If you used the blue and red crayons together, what colour could you make?

School Playground (pp. 6–7)


• Havechildrenlookatthepicture.Ask,What is this a picture of?Say,This picture is of a playground. What things can you see in the picture?(e.g.adults,children,girls,boys,slide,ladder,bridge,pole,monkeybars,tunnel,shop)

• Pointtoeachitemorgroupofitems.Ask,What is this called? What is it used for? Have you ever played on one? How do you play on/with it? Where else would you find it? What does it look like? What colour is it? What is it made of?

Singulars/plurals

• Pointtochildrenonthepage.Askchildrentofindthem,eitheraloneorgrouped,inthescene.Modelcorrectlanguage.Pointtoonegirlandsay,I can see one girl.Pointtoagroupofgirls.Say,I can see some girls. Sometimes we add ‘s’ to the end of words to show that there is more than one.

• Discussotherwaysandwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manygirls,agirl.

• Pointtotheswings.Say,I can see one swing here and I can see another swing here. Point to one swing and ask, What is this?(swing)Pointtobothswingsandask,What are they called? (swings)


• Pointtothepeopleonthepage.Ask,Who are they? What do you call them? Discuss gender language(girl,boy,mother,father,man,lady,woman,Mr,Mrs).

• Discusstimeswhenwewoulduse‘she’.Say,We use she when we are talking about a female.Modeltheuseof‘she’whilepointingtoafemaleonthepage.Repeatfor‘he’.

• Discussandmodeltimeswhenyouwoulduse‘they’.Pointtothechildren.Say,They are playing on the playground. Point to a group of children.Ask,What are they doing?


• Pointtothechildren.Say,What are the children doing?

• Askquestionsrelatedtoverbtenseabouttheequipmentandactivitiesintheplayground.Forexample,pointtoandaroundtheslide.Lookatthechildwhoiswaitingforaturn.Say,This boy is going to slide down the slide. Look at the childwhoisgoingdowntheslide.Say,This girl is sliding down the slide. Look at the child who hasjustfinishedslidingdowntheslide.Say,This girl has slid down the slide. Point to the childrenatvariousplacesonthemonkeybars.Lookatthechildwhoiswaitingforaturn.Say,This boy is going to swing across the monkey bars. Look at the child who is swinging across themonkeybars.Say,This girl is swinging across the monkey bars. Look at the child who isclimbingdownthemonkeybars.Say,This boy has swung across the monkey bars. Point to the children at various stages in the tunnel and ask, What is the boy/girl doing?

• Continuequestioningandmodellingverbtenseasthechildrenhighlightitemsinthepicture.

Past Present Future

she swung she swingsshe is swinging

she will swing

he slid he slideshe is sliding

he will slide

sheclimbed sheclimbssheisclimbing

shewillclimb

he crawled he crawlshe is crawling

he will crawl

she spun she spinsshe is spinning

she will spin

heplayed heplaysheisplaying

hewillplay

she walked she walksshe is walking

she will walk


Adjectives

• Pointtovariousitemsandbrainstormwordsthatdescribetheitem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow,orange,grey,black,purple,white,brown,pink),quantity(e.g.some,afew,alot),size(e.g.big,small,tiny,large)ortexture(e.g.rough,smooth,bumpy,soft).Forexample,ask,What colour are the monkey bars? How do monkey bars feel? What colour are the swings? What does it feel like when you are on a swing? What does it feel like when you are inside a tunnel? How do you feel when you are up high?

Adverbs

• Brainstormwordsthatcoulddescribetheactionschildrenuseonaplayground.Ask,Do you like to swing quickly or slowly? Do you go down the/a slide fast or slow?


Thefollowinglistsuggestshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,youcanshowhowwordsandwordconceptsarelinked.Discusssimilaritiesanddifferencesbetweenitemsorpeopleintheplayground.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupavocabularybankofrelatedwords.Herearesomeexamples:

• People—adults,children,boys/girlsplaying,teachers

• Playground—insideplaygrounds,outsideplaygrounds

• Playground—slide,swing,monkeybars,tunnel,shop,spinningwheel,platform,pole

• Slide—down,slippery,plastic

• Tunnel—round,dark,long,plastic

• Ladder—rungs,metal/steel/rope

• Bridge—wooden,wobbly,high,low

• Pole—round,slippery,metal

• Monkeybars—metal,rungs

• Shop—wall,counter,money,buy,sell,pretend

• Platform—metal,wooden,high,flat

• Swings—metal,plastic,seats,ropes,tyre-swings

• Round-about—round,around,flat,spin,twist,turn


• Brainstormspatialvocabularybydiscussinghowthechildreninthepictureareplayingontheplayground(e.g.up,down,on,under,over,in,out,through,behind,near,infrontof,between,past,around,across,nextto,inside,outside).

• Pointtoitemsinthepicturewhereparticularspatiallanguageisrelevant.

– For‘down’,pointtoanddiscusstheslide,pole,ladderandswing.

– For‘up’,pointtoanddiscusstheswingsandladder.

– For‘across’,pointtoanddiscussthebridge,platformandmonkeybars.

– For‘through’,pointtoanddiscussthetunnel.

– For‘in’,pointtoanddiscussthetunnel.

– For‘behind’,pointtoanddiscusstheshop.

– For‘infrontof’,pointtoanddiscusstheshop.

– For‘between’,pointtoanddiscussthepoles.

– For‘over’,pointtoanddiscussthebridgeandplatform.

– For‘under’,pointtoanddiscusstheplatformandbridge.

– For‘past’,pointtoanddiscussthechildrenwalkingpasttheshop.

– For‘nextto’,pointtoanddiscussthechildrenwhoarenexttothetunnel.

– For‘near’,pointtoanddiscussthechildrenwhoareneartheslide.

• Usethepicturetodemonstrate/describespatiallanguage.Say,If you had to play on all the things in the playground, use your fingers to show where you would go.Modelforchildren,walkingyourfingersacrossthepictureasyoutalk,e.g.I would go up the ladder and then down the slide. I would go over to the swings and have a swing. Then I would go to the round-about. I would get on and go around and around. I would get off and go over to the pole. Then I would go down the pole. Choose children towalktheirfingersthroughtheplaygroundandencouragethemtousewordstoshowwhattheyaredoing.

Language of size

• Discusswordsrelatedtosizebydiscussingchildrenonthepage.Pointtoagroupofchildren and ask, Who is bigger/smaller/taller/shorter?


• Discusswordsthatrelatetowhenthechildrenaregoingtoplayontheequipment,e.g.before,after,first,next,then,later,last.

• Lookatthepictureanddiscussthepossiblesequence of events that has happened or will happen.Forexample,pointtoagirl/boyandsay,When this girl/boy is finished playing on this, what do you think she/he will do next? What do you think this girl/boy did before they played on this?


• Pointtothepictureandsay,This is a picture of a playground. What do you think this girl/boy is going to do? Why? Look at this girl/boy. How do you think he/she feels? How do you know? Do you think this girl/boy is finding this easy or hard to do? Why? Why is the girl sliding down? What games do you think you would play in the shop? Why?

Cause and effect

• Pointtothepictureandsay,Why is the swing up high? Why is the child at the top of the slide? Point to other children in various positions and ask, Why are they here? What did they just do?

Pets (pp. 8–9)


• Havechildrenlookatthepictures.Ask,What pictures can you see?

• Say,This shows some of the pets people have. What is a pet? Do you have a pet cat? Do you have a pet fish? Do you have a pet bird? Do you have a pet dog? Do you have different kinds of pets that are not in these four pictures? What are they?

• Sharethenamesofchildren’spets.Brainstormotherpossiblepetnames.Discusswhytheyaregoodnames.

• Pointtothepictureofthepetfish.Ask,What can you see?(fishtank,reeds,fish,pebbles/rocks, treasure chest, filter, shells) Ask, Where would you find a fish tank? Where else could you find fish?

• Pointtothepictureofthepetdog.Ask,What can you see?(kennel,lead,collar,foodbowl,waterbowl,bone,toy,ball,bedding,brush)Ask,What are these used for? What other things could you have if you had a pet dog?

• Pointtothepictureofthepetcat.Ask,What can you see?(scratchingpole,foodbowl,waterbowl,toy,ball,kittylitter,bed,playarea)Ask,What are these used for? What other things could you have if you had a pet cat?

• Pointtothepictureofthepetbird.Ask,What can you see?(bird,perch,cage,mirror,bell,seed, water container, seed container) Ask, What are these used for? What other things could you have if you had a pet bird? Where else can you find birds?

Singulars/plurals

• Pointtotheanimalsanddiscusssingular/plurallanguage.Pointtothebirdinthecageandsay,Here is a bird.Pointtobothbirdsinthepictureandsay,Here are the birds. Sometimes we add ‘s’ to the end of words to show that there is more than one.Discussothersingular/pluralwords,e.g.bird/birds,dog/dogs,cat/cats,bowl/bowls.

• Discusstheword‘fish’.Say,It doesn’t matter if there is only one or lots of fish, we just say: Here are some fish. Here is a fish.


• Pointtothepicturesandaskquestionsrelatedtoverbtenseaboutwhattheanimalsaredoing,whattheycouldhavedoneandwhattheycoulddo.Continuequestioningandmodellingverbtenseasthechildrenhighlightitemsinthepicture.


Past Present Future

thebirdchirped

thebirdwaschirping

thebirdchirpsthebirdis

chirping

thebirdwillchirp

the dog barked

the dog was barking

thedogbarksthe dog is

barking

the dog will bark

the cat meowed

the cat was meowing

thecatmeowsthe cat is

meowing

the cat will meow

thebirdflewthebirdwas

flying

thebirdfliesthebirdisflying

thebirdwillfly

the fish swam

the fish was swimming

thefishswimsthe fish is

swimming

the fish will swim

IplayedIhaveplayed

IplayIamplaying

Iwillplay

IchasedIhave

chasedIamchasing Iwillchase

it ranit was

running

it runsit is running

it will run

it walkedit was

walking

it walksit is walking

it will walk

it scratchedit was

scratching

it scratchesit is scratching

it will scratch

it ateit was eating

it eatsit is eating

it will eat

it drankit was

drinking

it drinksit is drinking

it will drink

it sleptit was

sleeping

it sleepsit is sleeping

it will sleep

it hidit was hiding

it hidesit is hiding

it will hide

Adjectives

• Pointtovariousanimals/objectsinthepictureandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow,orange,grey,black,purple,white,brown,pink),quantity(e.g.some,agroup),size(e.g.big,small,tiny,large)ortexture(e.g.rough,smooth,bumpy,furry,fluffy,scaly,slimy,soft).Forexample,pointtothefishandask,What do you think the fish would feel like? Why? Pointtothebirdandask,What do you think the bird would feel like? Why? Choose children todescribeananimalonthepageandasktheotherchildrentoguesswhichanimaltheyaredescribing.


Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughmodellinganddiscussion,youcanshowhowwordsandwordconceptsarelinked.Discusssimilaritiesanddifferencesbetweentheitemsonthepage.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Pets—animals,cat,dog,fish,bird,turtle,lizard,pony,mice,rabbit,guineapig

• Fish—bowl,reeds,pebbles/rocks,treasurechest, cave, rock, filter, shell, fish food

• Fish—tail,fin,eyes,gills,mouth

• Dog—kennel,lead,waterbowl,foodbowl,bone,softtoys,ball,bedding,brush,collar,puppies, litter

• Dog—ears,eyes,nose,snout,ears,furry,fluffy,paws, nails

• Cat—scratchingpole,ball,waterbowl,foodbowl,kittylitter,enclosedplayarea,collar,kitten, litter

• Cat—whiskers,nose,claws,sharp,ears,eyes

• Bird—perch,cage,mirror,bell,seed,watercontainer, seed container, swing, cuttlefish

• Bird—feathers,wings,claws,talons,beak,tail


• Brainstormspatialvocabularywithchildrenbydiscussinglocationofanimalsanditemsinthepictures(up,down,on,under,over,in,out,through,behind,infrontof,between,past,nextto,faraway,inside,outside,near).Ask,Where is the bird?(Itisontheswing.)Where is the big orange fish?(Itisabovethecave.)Where are the other fish?


• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,morning,afternoon,night,first,next,then,later,last.Lookatthepictureanddiscussthepossiblesequenceofeventsthathavehappenedorwillhappen.Forexample,say,When would you walk a dog? Why? When would you feed your pets? Why? What would happen after you put food in the fish tank?


• Pointtothepicturesandsay,Why do dogs bark? Why do cats scratch? Why is there a bowl/lead in the picture of a dog?

• Ask,Can you think of some different pets people could have?List/discusstheadvantagesanddisadvantagesofhavingthistypeofpet.Ask,What do fish need to live? Why do dogs have kennels? Why might cats need scratching poles? Why do you need a litter box if you have a cat?

Cause and effect

• Pointtothepicturesandsay,What would happen if the bird’s cage door was left open? What would happen if the water bowl was empty? What would happen if there was no litter tray? What would happen if the fish tank had no water in it?

Ant’s Journey (pp. 10–11)


• Havethechildrenlookatthepicture.Say,What things can you see in this picture?

• Say,This picture shows the journey of an ant. What do you think is happening in the picture?

• Pointtoeachiteminthepicture.Ask,What is this called? What can it be used for? Where else would you find it? What is it made of?

Singulars/plurals

• Askchildrentofindobjects,aloneorgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtooneantandsay,I can see one ant.Pointtoagroupofants.Say,I can see lots of ants. Sometimes we add ‘s’ to the end of words to show that there is more than one. Discussothersingular/pluralwords,e.g.pot/pots,nest/nests,tree/trees,bush/bushes.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.gmanyants,oneant,agroupofants,lotsofants.


• Pointtotheantonthetableandsay,What is the ant doing?Askquestionsrelatedtoverbtenseaboutthejourneyoftheantasitishappening(presenttense),relatingtowhathashappened(pasttense)andexplainingthejourneythatitmighttake(futuretense).Forexample:The ant crawled under the hose. The ant is crawling under the hose. The ant will crawl under the hose.Continuequestioningandmodellingverbtense as the children highlight events in the picture.

Past Present Future

the ant went the ant is going the ant will go

the ant sleptthe ant was

sleeping

the ant sleepsthe ant is

sleeping

the ant will sleep

the ant atethe ant was

eating

the ant eatsthe ant is eating

the ant will eat

the ant carried

the ant was carrying

the ant carriesthe ant is

carrying

the ant will carry

the ant crawled

the ant was crawling

the ant is crawling

the ant will crawl

the ant climbed

the ant was climbing

theantclimbsthe ant is

climbing

the ant will climb

Adjectives

• Pointtovariousitemsandbrainstormwordsthatdescribetheitem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow),quantity(alot,afew,more,fewer,less,many),size(e.g.big,small,tiny,large),texture(e.g.rough,smooth,bumpy,soft)orsmells(e.g.


sweet).Forexample,pointtoanantandsay,This ant is small. How can you tell it is small? What other things in the picture are small? What things are large? How can you tell? How do you know this? What things in this picture are green?Pointtothesugarinthebowl.Ask,What does sugar feel like?Givechildrensomesugartofeel.Discusswhatitfeelslike.

Adverbs

• Brainstormwordsthatcoulddescribetheant’sjourney.Say,The ant could move: quickly, slowly, fast.Pointtoaplacetheanthasbeen.Ask, How do you think the ant moved when it was here?


Thefollowinglistsuggestshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughmodellinganddiscussion,youcanshowhowwordsandwordconceptsarelinked.Discusssimilaritiesanddifferencesthatoccurbetweenitemsinthepicture.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Underground—nest,ants,dirt,sleep,live

• Nest—high,dirt,grain,soil,live,colony

• Ant—small,minibeast,bites,nips,legs,eyes,body,threebodyparts

• Garden—grass,dirt,soil,bushes,trees,log,flowers, plants, hose, tap, water, pot plants, dog kennel, dog,

• Water—pond,puddle,lake,river,creek,ocean,rain

• Flowers—petals,leaves,stem

• House—window,kitchen,table,sugar,food

• Humanleg—foot,shoe,knee


• Pointtothedottedantpath.Ask,What do you think this is for?Say,It shows us the track the ant took to get to the sugar. Let’s have a look at what the ant did.

• Tracealongthedottedpathanddiscussspatiallanguagewiththechildren,e.g.up,down,in,out,over,under,in,through,around,between,nextto,infrontof,behind,into,across,beside,near,ontopof,faraway.

• Pointtoindividualitemsonthepagewheretheanthastravelledandpromotediscussiontoreinforcespatiallanguage.Forexample,pointtothe outside of the ant’s nest and ask, What did the ant do when it was here? The ant went out of the nest. Continue questioning for the entire journeytheantmade.


• Discusswordsrelatedtoquantityandsize,e.g.big/bigger,small/smaller,large/larger,high/higher,wide/wider,tall/taller,more,less.Askchildrentofindexamplesoftheseinthepicture.Forexample,pointtothepotsinthegardenandask, Which one is bigger? Which one is smaller?

Sequencing order vocabulary

• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,first,next,then,finally.Lookatthepictureanddiscussthesequence of events that have happened or couldhappen.Pointtotheantatthesugarandsay,Where was the ant before it climbed up the table leg? What was the first thing the ant crawled over? Where did the ant go after it went under the hose?


• Pointtothepictureandsay,This is a picture of an ant’s journey to find some food. What do you think the other ants might do? Why? What pathway do you think they might take? Why? Is there another pathway that could have been taken? Do you think this would have been a better way? Why? What do you think the ant will do next? Why?Pointtotheantatthesugar.Ask,What might happen to the ant now? Point to thehumanleg.Ask,What could this person be doing? What might he/she do next?

Cause and effect

• Pointtothepictureandsay,Why did the ant travel to the kitchen?Pointtothehose.Ask,What could happen if this hose was/is turned on?Pointtotheant’snest.Discusshowants’nestsaremade.Pointtoanant.Ask,What might this ant do? Where might it go?

Sandpit (pp. 12–13)


• Havechildrenlookatthepictures.Say,On this page there are six pictures. Let’s count them.

• Lookatthepicturefeaturingthesandcoveroverhalfthesandpit.Ask,What is this a picture of? What can you see in this picture?(sand,sandpit,cover,sandtoybox,boy,girl)Pointtothe sandpit and ask, What is in a sandpit? Point tothesandpitcover.Say,This is a cover for the sandpit. Why do you think sandpits have covers? Where do you find sandpits? Who plays in sandpits? Why is it called a sandpit? Point to thesandtoyboxandask,What is this called? Point to the lid and ask, What is this called? Pointtothegirlandtheboy.Ask,Where is the girl? Where is the boy?

• Lookatthepicturefeaturingonlythelittlegirlinthesandpit.Choosechildrentocomeandpointtoobjectsinthepicture(cover,sandpit,sandtoybox,littlegirl,littleboy).Ask,What is this called?Pointtothetoyboxandask,What can you see in the sand toy box?

• Lookatthepicturefeaturingthelittleboyplacingtheredbucketinthesandpit.Pointtothelargebucketinthesandpit.Say,This is a bucket. What can you use a bucket for? Can you see another bucket?Pointtotheboyandask,What is he holding?Pointtothespadebesidethegirl.Say,What is this called? What is it used for? Can you see another spade?

• Lookatthepicturewheretheboyandthegirlhavemadeonlyonesandcastle.Pointtothesandcastle.Ask,What is this called? What is it made of?Pointtothegirl.Ask,What is she using to help her fill her bucket with sand? Point totheboy.Say,This boy is kneeling down. He is on his knees. He is patting the sandcastle. Can you show me what patting means?

• Lookatthepicturewheretheboyandthegirlhavemadelotsofsandcastles.Pointtothechildren.Ask,What are they doing? Point to the redandyellowbuckets.Say,These buckets are empty. They have no sand in them.

• Lookatthepicturewheretheboyandthegirlarestandingontheedgeofthesandpit.Pointtothechildren.Ask,Are these children happy or sad? How can you tell? Are the children standing up or crouching down?

Singulars/plurals

• Pointtotheitemsinthepicture.Askchildrentofindtheobjects,bothaloneandingroups,inthepictures.Findanitemandmodelcorrectlanguage.Pointtoonebucketandsay,I can see one bucket.Pointtothegroupofbuckets.Say,I can see buckets. Sometimes we add ‘s’ to the end of words to show that there is more than one.Discussothersingular/pluralwords,e.g.bucket/buckets,spade/spades.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manybuckets,onebucket,achild,children.


• Pointtothechildreninthepicture.Ask,Who are they? What do you call them? Discuss gender language(sister,brother,female,male,boy,girl).

• Discusstimeswhenwewoulduse‘she’.Say,We use ‘she’ when we are talking about a female.Modeltheuseoftheword‘she’whenpointingtothegirl.Repeatfor‘he’.

• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothechildren.Say,They are playing outside. What are they doing?


• Pointtothechildrenandsay,What are the children doing?

• Askquestionsrelatedtoverbtensebycomparingthepictures.Forexample,lookatthepicturefeaturingthelittleboyplacingtheredbucketinthesandpitandask,What do you think the children are going to do with the spade?(dig).Lookatthepicturewheretheboyand the girl are standing on the edge of the sandpit and ask, After the children have finished playing, what are they going to do?(e.g.jumponthecastle)Continuequestioningandmodellingverbtenseasthechildrenhighlightitemsinthepicture.Forexample:What have the children made? What are they making?


Past Present Future

sheplayedshe has

played

sheplayssheisplaying

shewillplay

hemadehehasmade

hemakesheismaking

hewillmake

shejumpedshe was

jumping

shejumpssheisjumping

shewilljump

he dughe was

digging

he digshe is digging

he will dig

theyplayedtheywere

playing

theyplaytheyareplaying

theywillplay

theymadetheywere

making

theymaketheyaremaking

theywillmake

theyjumpedtheywere

jumping

theyjumptheyarejumping

theywilljump

theydugtheywere

digging

theydigtheyaredigging

theywilldig

• Pointtovariousitemsinthepicturesandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow,orange,grey,black,purple,white,brown,pink),quantity(e.g.some,afew),size(e.g.big,small,tiny,middle-sized,large)ortexture(e.g.rough,smooth,bumpy,soft,grainy).

• Discusshowsandfeels.Collectsomesandandplaceitinacardboardbox/bag(e.g.feelybox).Askchildrentoclosetheireyesandfeelit.Encouragethemtotalkabouthowitfeels.

• Discussthecoloursofthespades(purple,green)andbuckets(red,yellow,purple).Askchildrentoidentifysimilarlycolouredobjectsintheclassroom.Discussothercolournames.

• Pointtothegirl.Ask,What colours are on her top?(pinkandwhite)Say,When the colours are like this we call it ‘stripy’. Can you think of an animal that looks like a horse that has stripes? (zebra)

Adverbs

• Brainstormwordsthatcoulddescribehowthechildrenarebuildingthesandcastle,e.g.slowly,quickly.Ask,How do you think the children are going to jump onto the sandcastles?


Thefollowinglistsuggestshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughmodellinganddiscussion,youcanshowhowwordsandwordconceptsarelinked.Discusssimilaritiesanddifferencesbetweentheitemsinthepictures.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Sandpit—sand,cover,outside

• Sand—soft,hard,grains,grainy,sandy,beach,sandcastle,yellow

• Sandcastle—large,firm,small,round

• Cover—plastic,blue

• Sandtoybox—sandtoys,toys,wood,lid

• Sandtoys—spade,bucket

• Spade—plastic,small,middle-sized,large,tool

• Bucket—water,sand,carry,container,plastic,metal,handle,tool

• Children—girl,boy

• Girl—tall,stripytop,clothes,hair,face,eyes,nose,mouth

• Boy—shorter,plaintop,clothes,hair,face,eyes,nose,mouth


• Brainstormspatialvocabularybydiscussinglocationofitemsandmovementthatoccursinthepictures(up,down,on,under,over,in,out,through,behind,beside,infrontof,nextto,outside).Forexample:

– Thesandtoyboxisnexttothesandpit.

– Thesandpitisoutside.

– Thespadeisbesidethelittlegirl.

– Thebucket(hasbeen)wastippedupsidedowntomakeasandcastle.

– Thesandisputinthebucket.

– Thesandcameoutofthebuckettomakeasandcastle.

– Thesandisbeingputinthebucket.

– Thesandcastleisgoingtocomedown.

– Thesandpitwasunderthecover.


• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,larger,wider,taller,more,least,full,empty,heavy.

• Lookatthepictures.Say,Look at the buckets. How many buckets are there? Which bucket is smaller? What is another word for ‘small’? (little,tiny)Which bucket is bigger? What is another word for ‘bigger’?(large,huge)Pointtothemiddle-sizedbucket.Ask,How would you describe this bucket?Discussothertimeswhentheword‘middle-sized’isused?(fairytales,e.g.Goldilocks and the Three Bears)

• Encouragechildrentocomparethebuckets.Forexample:Thepurplebucketisbiggerthantheredbucket.Theyellowbucketisbiggerthantheredbucket.Theredbucketissmallerthanthepurpleandyellowbuckets.

• Lookatthepicturefeaturingthelittleboyplacingtheredbucketinthesandpit.Ask,Which bucket has the most sand in it? Which bucket has more sand? Which bucket has the least sand in it?Discuss‘full’and‘empty’.

• Comparethesandcastlesinthelasttwopicturesinthesequence.Ask,Which sandcastle is bigger/higher/taller?

• Lookatthegirlandtheboy.Ask,Who is taller? Who is shorter? How can you tell?

• Lookatthebuckets.Discussconceptof‘wider’.Ask, Which bucket is wider? How can you tell? Discussconceptof‘heavy’.Ask,Which bucket of sand would be the heaviest? Why?


• Discusswordsthatrelatetothesequenceofeventsinthepictures(first,then,next,after,finally,intheend,last,before).Say,Look at all the pictures and try to work out which one comes first. Can you tell me which picture comes next? Why? Repeat until the sequencehasbeendiscovered.Throughoutthisdiscussion,askchildrentosharethecluestheyusedtohelpthemworkouttheorder.Say,What clue in the picture did you use to help you? Discusstheorderofthepictures—first,second,third,fourth,fifth,sixth.Explainthatfirstmeansnumber1,secondmeansnumber2,andsoon.Point to the pictures and ask questions using sequencingvocabulary:Which picture happened first? How do you know?Pointtopicture1andask, What did the children do when they first got to the sandpit? Which picture happened next? How do you know? Which picture happened next? How do you know? Which picture is the last picture? Why? How do you know? Point tothepicturewheretheboyandthegirlarestandingontheedgeofthesandpit.Ask,What do you think will happen next? Why? How do you know?


• Pointtolastpictureinthesequenceandask,Why are the children smiling? What are they just about to do? What will happen when they do it? Point to the sandpit cover and ask, Why would you need a sandpit cover? What does it do?Pointtothesandtoybox.Ask,Why do the children keep their toys in the sand toy box? What other types of sand toys could they keep in their sand toy box? Point to the large sandcastle.Ask,Why is it big?

Cause and effect

• Lookatthepicturewheretheboyandthegirlhavemadeonlyonesandcastleandask,Why is the yellow bucket empty?

• Pointtothechildrengettingreadytojumpinthelastpictureinthesequence.Ask,What will happen to the sandcastle after the children jump?

Bedroom (pp. 14–15)


• Havechildrenlookatthepicture.Say,What is this a picture of? What things can you see in the picture?

• Pointtoeachitem/groupofitems(e.g.beds,pillows,sheets,quilts/doonas,cupboard,shelves,blankets,books,ornaments,trophy,pictures,mirrors,toys,floor,carpet,toybox,schoolbags,window,curtains,lightswitch).Ask, What is this called? What is it used for? Where else would you find it? What does it look like? What colour is it? What is it made of?

• Pointtotheclothes(e.g.shirts,pants,shorts,T-shirts,jumpers,sandals,boots,skirts,dresses,scarf,socks,underpants,pyjamas.)Ask, What are these called? What are they for? What are they made of? Where do they go on your body?


Singulars/plurals

• Pointtotheitemsintheborderaroundthepicture.Askchildrentofindtheseobjects,aloneorgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtooneshirtandsay,I can see one shirt. Point to a groupofshirtsandsay,I can see some shirts. Sometimes we add ‘s’ to the end of words to show that there is more than one. Discuss othersingular/pluralwords,e.g.T-shirt/T-shirts,shoe/shoes,sock/socks,truck/trucks,jumper/jumpers,coat/coats,book/books.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manysocks,onesock,apairofshoes,oneshoe.


• Pointtothechildreninthepicture.Ask,Who are they? What do you call them? Discuss gender language(e.g.sister,brother,female,male,boy,girl).


• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothechildren.Say,They are playing outside. What do you think they will do when they come inside?


• Pointtothechildrenandsay,What are the children doing?Askquestionsrelatedtoverbtensearoundtheword‘play’.Forexample:After the children have finished playing, what are they going to do? When are you going to play outside? What games are you going to play outside?Continuemodellingverbtenseasthechildrenhighlightitemsinthepicture.Forexample:Thechildrenweresleepinginthebed.Thechildrensleptinthebed.Theywillsleepintheirbedstonight.

Past Present Future

theyplayed theyareplaying theywillplay

theyslept theyaresleeping theywillsleep

theycleaned theyarecleaning theywillclean

Adjectives

• Pointtovariousitemsinthepictureandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow,orange,grey,black,purple,white,brown,pink),quantity(e.g.some,alot),size(e.g.big,small,tiny,large)ortextures(e.g.rough,smooth,bumpy,soft).Ask,What colour is this dinosaur? How do you think it would feel? Is there another toy that could feel the same? Why? Point to a pillow and ask, What do pillows feel like? What does your pillow feel like? What do you think this pillow would feel like?

Adverbs

• Brainstormwordsthatcoulddescribethechildren’sactions.Ask,Do you wake up quickly or do you wake up slowly? If you had to clean this room would you do it quickly or slowly? Why?


Thefollowinglistsuggestshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughmodellinganddiscussion,youcanshowhowwordsandwordconceptsarelinked,e.g.ratherthanjustdiscussingeachitemofclothinginisolation,youcandiscussthattheyareallclothes.Discusssimilaritiesanddifferencesthatoccurbetweenthem,e.g.thosethathavebuttons.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Beds/bedding—pillows,sheets,quilts,blankets

• Pillow—fluffy,smooth,soft

• Cupboard—doors,hangingrail,coathangers,shelves, clothes, shoes

• Coathangers—plastic,metal

• Clothes—shirts,trousers,pants,shorts,T-shirts,jumpers,shoes,coat,skirts

• Shoes—sandals,gumboots,schoolshoes,going-outshoes,laces,buckles

• Blankets—wool,warm

• Storage—cupboard,drawers,toybox

• Drawers—socks,underpants,scarf

• Drawers—wood,knobs,handles

• Socks—large,small,coloured,warm,smelly

• Underpants—underwear

• Scarf—cold,warm,woollen,fluffy

• Bookshelf—books,statues,ornaments,trophies

• Books—title,pages,hardcover,story,illustrator,author

• Picturesonwall—hanging,frame

• Mirror—glass,reflection

• Toys—doll,dinosaurs,teddybears,truck

• Floor—carpet,warm,rug,floorboards

• Emptytoybox—wood,storage

• Schoolbags—lunchbox,books

• Window—curtain,pane,glass

• Lightswitch—on,off


• Brainstormspatialvocabularywithchildren,discussingthelocationofitemsintheroominrelationtootheritems(e.g.up,down,on,under,over,in,out,through,behind,infrontof,between,past,nextto,faraway,inside,outside,near).Ask,What is between the beds? Where is the orange dinosaur? Are the children inside or outside? What is next to the bookshelf? What is in front of the toy box? What is under the bed? What is on top of the bed? What is next to the basketball trophy? What could you put on the bed if it was cold? Why are the toys out of the toy box?

• Usethepicturetodemonstratespatiallanguage.Say,Using your finger, point to where you would go in this bedroom. Start at the bed. If this was your bed, show me where you would go in your room. Encourage language such as: I would get out of bed, and go over to the bookshelf. Trace movementsaroundtheroomwithyourfinger.Usespatiallanguagetodescribemovementasyoutrace.


• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,larger,wider,taller,more,less.Askchildrentofindexamplesinthepicturetomatchthesewords,e.g.pointtothetwoteddybearsandask,Which one is bigger? Point to thecupboardandask,Are there more shirts or skirts?


• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,morning,afternoon,night,first,next,then,later,last,finally.Lookatthepictureanddiscussthepossiblesequenceofeventsthathavehappenedorwillhappen.Say,When would the children have been in bed? When did they get up? What did they do before they went outside? What will they do before they come inside? What could the children do next? Do you think they will clean their room after they have had a play outside? What do you think they will clean first? Why? What will happen at night-time?


• Pointtothepictureandsay,This is a picture of a bedroom. What do you think has happened in this room? What do you think the children will do next? What bed does the girl sleep in? Why do you think this? What bed does the boy sleep in? Why do you think this? Point to the basketballtrophyandask,Whose trophy do you think this is? Why do you think this? Why are there two blankets in the cupboard? What could they be used for? Why is the toy box empty? What do you think has happened? When do you think the toys will be put back in the toy box? Who do you think will do it? Why aren’t the beds made? What time of day do you think it is? Why are there two beds in the room?

Cause and effect

• Pointtotheclothesandask,What clothes can make you warm?Pointtotheslip-onsandalsand ask, If you wore sandals in the snow, what would happen?Pointtothebluestripedpyjamatopwithbuttonsandask,What do buttons do?

Farm (pp. 16–17)


• Havechildrenlookatthepicture.Say,What is this a picture of? This picture is of a farm. What things can you see in the picture?

• Pointtoeachitem/groupofitems(e.g.pond,stable,pigpen,chickencoop,paddocks,farmhouse,milkingshed,farmshed).Say,We can find these on a farm. What can you see in the picture?

• Pointtothepondandask,What does a pond look like?Discussitemsandanimalsfoundinandaroundapond,e.g.ducks,reeds,swans,water.Askchildrentoidentifytheitemsbytouchingorpointingtothepicture.Ask,Can you show me where the reeds/ducks/swans are? What do ducks/swans do? How do ducks/swans move? What do ducks/swans eat? What sounds do ducks/swans make?


• Pointtothestableanddiscusswhatastableis.Discussitemsandcreaturesfoundinthestable,e.g.horses,ponies,saddles.Askchildrentoidentifytheitemsbytouchingorpointingtothepicture.Ask,Can you show me where the horse/pony is? What is the difference between a horse and a pony? What do horses/ponies do? How do horses/ponies move? What do horses/ponies eat? What sounds do horses/ponies make? Can you show me a saddle?Pointtothesaddle.Ask,What do you use saddles for?

• Pointtothepigpenanddiscusswhatapigpenis.Discussitemsandcreaturesfoundinthepigpen,e.g.pigs,piglets,feedtrough.Askchildrentoidentifytheitemsbytouchingorpointingtothepicture.Ask,Can you show me where a pig/piglet is? How do pigs/piglets move? What do pigs/piglets eat? What sounds do pigs/piglets make? What do pigs/piglets like to do?

• Pointtothecowsinthepaddock.Discussitemsandcreaturesfoundinthecowpaddock,e.g.cows,balesofhay,watertrough.Askchildrentoidentifytheitemsbytouchingorpointingtothepicture.Ask,Can you show me where a cow is? How do cows move? What do cows eat? What sounds do cows make? What do cows like to do?

• Pointtothepaddocksanddiscusswhatapaddockis.Ask,Can you show me how many paddocks are on this page? What is around the edge of the paddocks?(fence)Why? Point to the gates and ask, Why do paddocks have gates?

• Pointtothemilkingshedanddiscusswhatitis.Ask,What is in the shed? Point to the cow’s udder.Discussthatthisiswherethemilkcomesfrom.

• Pointtothechickencoop.Discussitemsandcreaturesfoundinachickencoop,e.g.chickens,nests,eggs.Askchildrentoidentifyitemsbytouchingorpointingtothepicture.Ask, Can you show me where a chicken/nest/egg is? What do chickens do? How do chickens move? What do chickens eat? What sounds do chickens make?

• Pointtothefarmshed.Discussitemsfoundintheshed,e.g.tractor,hay.

• Sing‘OldMacDonaldHadaFarm’,usinganimalsthatareinthepicture.Role-playanimalbehaviour.Say,Pretend you are a chicken. How would you move? What noise would you make?

Singulars/plurals

• Pointtoitemsintheborderaroundthepicture.Askchildrentofindtheseitems,aloneorgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtoonecowandsay,I can see one cow.Pointtoagroupofcows.Say,I can see cows. Sometimes we add ‘s’ to the end of words to show that there is more than one.

• Discussothersingular/pluralwords:duck/ducks,chicken/chicken,horse/horses,piglet/piglets.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manycows,onecow,herdofcows.


• Pointtotheanimalsinthepicture.Ask,What do you call them?Discussgenderlanguage(e.g.bull/cow,ram/ewe,rooster/hen,drake/duck,stallion/mare,boar/sow).

• Discusshowthechildrenwouldknowwhichpigisafemale.Discusspigletssucklingtogetmilk.

• Discusstimeswhenwewoulduse‘she’.Say,We use ‘she’ when we are talking about a female.Modeltheuseoftheword‘she’whenpointingtothefemaleanimal.Repeatfor‘he’.

• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothecows.Say,They are in the paddock.Pointtotheducks.Say,They are in the pond.Pointtothefarmers.Say,They are the farmers.


• Pointtotheindividualanimalsandsay,What are the animals doing?

• Askquestionsrelatedtoverbtense.Forexample:What is this pig doing?(Thepigisrollinginthemud).What is the little girl going to do?(Sheisgoingtoridethehorse.)Continuequestioningandmodellingverbtenseasthechildrenhighlightitemsinthepicture,e.g.When this girl has finishing riding the horse you would say, ‘The little girl rode the horse’.

Past Present Future

the ducks swam

theducksswimthe ducks are

swimming

the ducks willswim

she rodeshe rides she is riding

she will ride

theanimalshave eaten

theanimalseattheanimalsare

eating

theanimalswill eat

the pigs rolled

the pigs roll the pigs are

rollingtheywillroll

the chickens laid

thechickenslaythe chickens are

laying

the chickens willlay

the ducks paddled

the ducks paddle

the ducks are paddling

the ducks will paddle

theywalkedtheywalktheyarewalking

theywillwalk

the horses galloped

the horses gallop

the horses are galloping

the horses will gallop

the ducks quacked

the ducks quack the ducks are

quacking

the ducks will quack

the cows mooed

thecowsmoothe cows are

mooing

the cows will moo

the horses neighed

the horses neigh the horses are

neighing

the horse will neigh

Adjectives

• Pointtovariouspeople,animalsoritemsandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:quantity(e.g.afew,alot,some),size(e.g.big,small,tiny,large),textures(e.g.smooth,soft,fluffy,furry)orsmells(e.g.nasty,sweet,sour),colour(e.g.green,brown,white,blue,grey).Forexample,pointtothe sheep and ask, What do you think a sheep would feel like?Pointtothepaddocks.Ask,What colour is the grass? Is grass always this colour?Pointtothepond.Ask,What colour is the water? Are ponds always this colour?

Adverbs

• Brainstormwordsthatdescribehowaduckcouldswim,e.g.slowly,quickly.Askchildrentorole-playaduckmovingslowlyandaduckmovingquickly.


Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,childrencanbeshownhowwordsandwordconceptsarelinked,i.e.ratherthanjustdiscussingeachanimalinisolationyoucandiscussthattheyareallanimals.Lookateachanimalanddiscusstheirsimilarities,e.g.ducksandswansliketoswiminwater;horsesandcowscanliveinpaddocks.Discussdifferencesaswell.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Pond—ducks,reeds,swans,water

• Ducks—webbedfeet,beak,feathers

• Swans—webbedfeet,beak,feathers

• Livingquarters—house,pigpen,chickencoop,stable,paddock

• Pigpen—pigs,piglets,mud,feedingtrough

• House—roof,windows,door,rooms,kitchen,loungeroom,bathroom,chimney,fireplace

• Sheep—lamb,ram,ewe

• Sheep—woolly,jumpers,spinningwheel,spindle

• Horsestable—horses,ponies,saddles,reins,feedingtrough,hay

• Horses—pony,horse,stallion,mare,foal

• Horses—mane,eyes,tail,back,legs,hooves,horseshoe, ears, nose,

• Horses—galloping,cantering,walking,trotting

• Littlegirl—ridinghat,boots,jodhpurs

• Paddocks—cows,horses,sheep,watertrough,haybales,fence,gate

• Milkingshed—cow,bucket,stool

• Chickencoop—chickens,eggs,nests,ramps

• Chickens—rooster,hen,chicks

• Chickens—feathers,wings,beak,legs,comb,claws

• Farmshed—farmequipment,tractor,hay



• Brainstormspatialvocabularywithchildren,discussingthelocationofitemsinrelationtootheritems(e.g.up,down,on,under,over,in,out,through,behind,infrontof,between,past,nextto,faraway,inside,outside).

• Usethepicturetodemonstratespatiallanguage.Ask, Are the ducks inside or outside? Are the chickens inside or outside? What is beside the mother pig?(piglets)What is next to the horse paddock? What is between the pig pen and the milking shed? What do you have to walk past to get to the stable?


• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,larger,wider,taller,more,less.Askchildrentofindexamplesinthepicture.Pointtothehorseandtheponyandask,Which one is bigger? Which one is smaller? Point to the pig and a piglet and ask, Which one is bigger? Which one is smaller? Point to the ducks and the cows and ask, Are there more ducks or are there more cows? Point to the pigs and piglets and ask, Are there more pigs or piglets?


• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,morning,afternoon,night,first,next,then,later,last,finally.Lookatthepictureanddiscussthepossiblesequenceofeventsthathavehappenedorwillhappen.Say,What would the chickens do at night? Why? What would the farmer do in the morning? What does the little girl have to do before she rides the horse? What do the chickens do before they lay an egg? What do the farmers do after the chickens lay their eggs? What will the farmer do before she milks the cow?


• Pointtothemilkingshedandsay,This is a milking shed. What do you think happens in the shed? How long do you think it would take to fill up the bucket with milk? Look at other parts of the picture and ask, Why do you think pigs like mud? Why is the chicken coop fenced off? Why is there a ramp going from the ground up to the egg-laying area? Where do you think the ducks go at night? Why do you think they would go there? Where do you think the ducks could sleep? Why? Why might this paddock be empty?

Cause and effect

• Ask,What happens when a cow is miked? What happens when a chicken sits on its nest? What might happen if a gate in the paddock is left open?

Big and Little (pp. 18–19)


• Havechildrenlookatthepictures.Pointtoindividualpicturesofanimals.Ask,What do you call this? Where does it live? Have you seen one? Where have you seen one? Is it a big animal? Is it a little animal?

• Havechildrenlookatthepictures.Pointtoindividualpicturesofobjects.Ask,What do you call this? Where do you find it? Have you seen one? Where have you seen one? Is it big? Is it little?

• Lookatthepictures.Say,I am going to point to the pictures. When I point, say ‘little’ if it is little or ‘big’ if it is big.

• Discussthatsometimesitemscanbeconsideredlittleorbigdependingonwhattheyarebeingcomparedto.Pointtothebigandlittleelephants.Say,This elephant is little when it’s next to the big elephant, but if it is near a snake it would be big. This dog is little and this dog is big.

Singulars/plurals

• Pointtotheitemsandanimalsintheborderaroundthepicture.Askthechildrentofindtheseitems,aloneandgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtoanelephantandsay,I can see an elephant. Pointtobothelephantsandsay,I can see two elephants. Sometimes we add ‘s’ to the end of words to show that there is more than one. Discussothersingular/pluralwords:snail/snails,worm/worms,snake/snakes,plane/planes,balloon/balloons,dog/dogs.

• Discussmouse/miceassingularandplural.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manydogs,onedog.

Adjectives

• Discusstheconceptofsize.Discussotherwordsfor‘big’,e.g.huge,enormous,large,gigantic.Pointtotheitemsandanimalsanddescribethemusingthesewords.Say,This elephant is enormous. This elephant is huge. This elephant is gigantic. Ask, Is this different to saying ‘big’?

• Discussotherwordsfor‘little’,e.g.small,tiny,miniature,teensyweensy.Pointtotheitemsandanimalsanddescribethemusingthesewords.Say,This frog is small. Ask, Is this different to saying ‘little’?Say,This frog is tiny. Ask, Is this different to saying ‘little’?


Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,youcanshow how words and word concepts are linked, e.g.ratherthanjustdiscussingthelittleandbiganimals/itemsinisolation,discusssimilaritiesanddifferencesbetweenthebigandlittleitems/animals.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• Mouse—mice,whiskers,fur,cheese,mousehole,mousetrap,tail

• Snail—shell,foot,slimy,slides,spiral

• Worm—ground,holes,compost,garden,soil

• Elephant—bull,cow,calf,ears,tusks,tail,trunk,jungle,zoo

• Transport—train,boat,plane,car,bus,bike,truck,ferry,motorbike,oceanliner,containership,tram,helicopter,submarine,dinghy

• Plane—flies,pilot,wing,engine,travel,landing,airport,cabin,cockpit,cabincrew,aisle,terminal,airtrafficcontroller

• Ship—water,travel,engine,crew,oceanliner,container ship, anchor

• Train—tracks,station,steam,locomotive,driver,carriage

• Bike—wheels,handlebars,seat,bell,basket,ride

• Apple—eat,tree,applejuice,applepie,seeds,skin, core

• Orange—eat,tree,orangejuice,pip,pith,segments

• Skyscraper—building,tower,city,elevators,lifts, windows, work

• House—roof,windows,door,live,bricks,wood,storey

• Hot-airballoon—hotair,sky,float,wind,basket,inflate,vent,gas,flame

• Partyballoon—air,blowup,pop,decoration,colourful, deflate

• Dinghy—water,oars,paddle,lifejacket,rubber

• Dogs—ears,tail,wag,bones,toys,fetch,walks,bowl,bark,kennel,pet,plays

• Ant—insect,body,bites,garden,antnest

• Snake—slithers,slides,venom,fangs,bites,mouth,eyes,scales,poisonous,hibernate,eggs

• Frog—jumps,croaks,pond,lilypad,tadpole,eggs

• Ladybug—insect,body,wings,spots,antenae


• Brainstormspatialvocabularywithchildren(e.g.up,down,on,under,over,in,out,through,behind,infrontof,between,past,nextto,faraway,inside,outside).Forexample,say,A plane flies in the air. An ant lives in the ground. Skyscrapers have windows on the outside of the building. Trains run along train tracks. Apples grow on trees.


• Discussconceptofsizebycomparingobjects.Pointtothedogsandsay,Which one is bigger?

• Discussconceptofquantityinrelationtobig/little.Playlanguagegames.Selectasecretobjectoranimalfromthepicture.Thenaskthechildrentotrytoguesswhatyouhaveselectedbyaskingsizequestions,e.g.Is the . . . bigger or smaller?Theobject/animalwillberevealedaschildren ask a series of questions and through theprocessofelimination.


• Usewordssuchas‘before’and‘after’todiscusschangesthatcanoccurinobjects.Say,Before the balloon was blown up, it was little. After it was blown up, it was big.


• Discusstheconceptofsizeandhowitcanchange.Lookatthepartyballoonandask,What could make this balloon smaller/larger? Look atthelittlemouse.Ask,What could make this mouse bigger?


Cause and effect

• Pointtotheballoonanddiscuss.Ask,What makes the balloon go up? What makes the balloon go down?

People (pp. 20–21)


• Havechildrenlookatthepicture.Ask,Who can you see in this picture?(babies,toddlers,children, teenagers, parents, grandparents) Ask, Can you find a baby? Can you find a toddler? Can you find a grandparent? Repeat for all categoriesofpeopleintheroom.

• Pointtothegrandmothers.Say,What else can they be called?(e.g.grandma,nana,nan,nonna,gran,granny)

• Pointtothegrandfathers.Say,What else can they be called?(e.g.grandad,pop,poppa,pa,nonno, grandpa)

• Pointtothemothers.Say,What else can they be called?(e.g.mum,mama,mummy)

• Pointtothefathers.Say,What else can they be called?(e.g.dad,daddy,papa)

Singulars/plurals

• Pointtothepeopleintheborderaroundthepicture.Askchildrentoidentifywheretheycanfindthesepeopleinthepicture.Findapersonandmodelcorrectlanguage.Pointtoonegrandparentandsay,I can see a grandparent. Pointtotwograndparents.Say,I can some grandparents. Sometimes we add ‘s’ to the end of words to show that there is more than one. Discusssingular/pluralwords,e.g.mum/mums,dad/dads,baby/babies,teenager/teenagers,

• Discusschild/childrenassingularandplural.


• Pointtothepeopleinthepicture.Ask,Who are they? What do you call them? Discuss genderlanguage(e.g.female,male,boy,girl,man,woman,mother,father,Mr,Mrs,Miss,Master,grandma,grandpa,mum,dad,brother,sister,uncle,aunt,niece,nephew,stepmother,stepfather,mother-in-law,father-in-law,brother-in-law,sister-in-law).

• Discusstimeswhenwewoulduse‘she’.Say,We use ‘she’ when we are talking about a female.Modeltheuseoftheword‘she’whenpointingtothevariousfemalesinthepictures.Repeatfor‘he’.


• Pointtoindividualpeopleinthepictureandsay,What is this man doing? What is this lady doing?

• Askquestionsrelatedtoverbtense,e.g.After the children have finished playing, what are they going to do?Continuemodellingverbtenseasthechildrenhighlightpeopleinthepicture.Forexample:The baby is crying. When the mother feeds him, he will stop crying. He will cry if he gets hungry.

Past Present Future

theyplayedtheyplaytheyareplaying

theywillplay

theytalkedtheytalktheyaretalking

theywilltalk

theycriedtheycrytheyarecrying

theywillcry

theysattheyaresittingtheysit

theywillsit

theystoodtheystandtheyare

standing

theywillstand

theyreadtheyreadtheyarereading

theywillread

theywatchedtheywatchtheyare

watching

theywillwatch

theylistenedtheylistentheyare

listening

theywilllisten

Adjectives

• Pointtovariouspeopleandcategorisethemaccordingtotheirsizeandtheirage,e.g.young/old,tall/small/short.


Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Throughdiscussionandmodelling,childrencanbeshownhowwordsandwordconceptsarelinked,e.g.look at each group of people and categorise themaccordingtoage.Discusssimilaritiesanddifferencesbetweenthem.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• People—family,relatives,babies,toddlers,children, teenagers, uncle, aunt, cousins, parents, grandparents, nephew, niece, great grandparents, step parents

• Babies—small,dummy,milk,nappy,crawling,cots,basinets,changetables,nappybags,carseats,bottle,teat,rattles

• Toddlers—small,tantrums,pottytraining,highchair,boosterseat

• Children—school,growing,friends,chores,homework,sport

• Teenagers—highschool,jobs,homework,study,friends, sport

• Parents—mum,dad,work,housework,caring,loving

• Grandparents—older,elderly,retirement,babysitting


• Brainstormspatialvocabularytoshowwherepeopleareintheroominrelationtoeachotherandthefurniture(e.g.on,in,behind,infrontof,near,between,nextto).Say,The toddlers are in the playpen. The grandmother is on the couch. The children are in front of the couch.


• Discusswordsrelatedtoquantity,e.g.more,fewer.Askchildrentofindexamplesof‘more’and‘fewer’.Ask,Are there more babies or more teenagers?


• Discusswordsrelatingtowhenthisscenecouldhavetakenplace,e.g.morning,afternoon,night,weekend.

• Asksequencingquestionssuchas,What will the grandmother do after she reads to the toddler?


• Pointtothepictureandsay,What is happening in the picture? Why might all these people be together? What type of celebration could it be? What could happen next? Whose house could it be? Why are the toddlers in the playpen? Why is the baby crying?

Cause and effect

• Pointtotheindividualpeopleandsay,Look at his/her face/body. Why do they look like this?

House (pp. 22–23)

Grammatical ConceptsNouns/Verbs

• Havechildrenlookatthepicture.Say,What is this a picture of? This picture is of a house and garden/yard. What rooms can you see in the house? How do you know? What is in the kitchen, bedrooms/bathroom/lounge room?

• Pointtoeachobjectinsidethehouse(e.g.beds,cupboard,bookshelf,drawers,sink,fridge,table,couch,fireplace,TV,lamp,stove,microwaveoven,bath,toilet,shower,towels,basin).Ask,What is this called? What is it used for? Where else would you find it? What does it look like? What colour is it? What is it made of?

• Pointtoeachobjectoutsidethehouse(e.g.trees,flowers,bushes,path,letterbox,wheelbarrow,clothesline,barbeque,playhouse,kennel).Ask,What is this called? What is it used for? Where else would you find it? What does it look like? What colour is it? What is it made of?

•Pointtoeachobjectinside/nearthegarage(bins,bike,car).Ask,What is this called? What is it used for? Where else would you find it? What does it look like? What colour is it? What is it made of?

Singulars/plurals

• Pointtoobjectsintheborderaroundtheedgeofthepicture.Askchildrentofindtheseobjects,aloneorgrouped,inthepicture.Findanitemandmodelcorrectlanguage.Pointtoonebedroomandsay,I can see a bedroom. Point tothetwobedroomsandsay,I can see some bedrooms. Sometimes we add ‘s’ to the end of words to show that there is more than one. Discussothersingular/pluralwords,e.g.table/tables,tree/trees,towel/towels,chair/chairs.

• Discussotherwordsthatcanbeusedtoshowthatthereisoneormorethanone,e.g.manyflowers,oneflower.



• Pointtothepeopleinthepicture.Ask,Who are they? What do you call them? Discuss gender language(e.g.sister,brother,female,male,boy,girl,mum,dad,Mr,Mrs).


• Discussandmodeltimeswhenwewoulduse‘they’.Pointtothechildrenandsay,They live in this house.


• Pointtoeachfamilymember(mum,dad,boy,girl).Askquestionsrelatedtoverbtenseabouttheactionstheyareperforming.Ask,What is the boy doing? What is the girl doing? What is the mother doing? What is the father doing? Continuequestioningandmodellingverbtense.Forexample:When Dad has finished his drink, he is going to cook dinner for the family.

Past Present Future

theyplayedtheywere

playing

theyplaytheyareplaying

theywillplay

he cookedhe was

cooking

he cookshe is cooking

he will cook

sheclimbedshe was

climbing

sheclimbssheisclimbing

shewillclimb

Adjectives

• Pointtovariousitemsandbrainstormwordsthatdescribethem.Theseadjectivesmayrelateto:colour(e.g.red,blue,green,yellow,orange,grey,black,purple,white,brown,pink),quantity(e.g.some,many),size(e.g.big,small,tiny,large)ortextures(e.g.rough,smooth,bumpy,soft).Pointtothecouch.Ask,What colour is it? Is it big or small? What would it feel like to sit on it?Pointtothefridge.Ask,What colour is it? Is it big or small? What would it feel like inside?


Thefollowinglistshowshowvocabularycanbecategorisedtoextendchildren’sthinking.Childrencanbeshownhowwordsandwordconceptsarelinked,e.g.discussthefeaturesofeachitemandhowitrelatestootherthings.Discusssimilaritiesanddifferencesbetweenthem.Thisenableschildrentoextendtheirvocabularybeyondthepictureandbuildupabankofrelatedwords.Herearesomeexamples:

• House—rooms(entrance,hall,lounge,kitchen,stairs,bathroom,bedroom,laundry,basement,attic,cellar,diningroom,study,rumpusroom,veranda, pergola, porch)

• Garage—car,bikes,bins,carport,tools

• Lounge—couch,chair,TV,lamp,lamptable,fireplace,coffeetable

• Couch—cushions,seat,cloth,leather,sofa,ottoman,lounge

• Kitchen—fridge,stove,microwaveoven,sink,table,chairs

• Fridge—butter,milk,meat,fruit,vegetables,freezer,frozenfood

• Vegetables—carrots,potatoes,beans,peas,pumpkin

• Bathroom—bath,shower,basin,towels,towelrails,heater,exhaustfan

• Bath—taps,hotandcold,plug,water

• Bedroom—beds,drawers,cupboard,bookshelf,desk,lamps

• Bed—pillows,sheets,blankets,bunks,trundle,double,single,doona,quilt

• Car—steeringwheel,engine,seats,wheels,carseats,boot,bonnet,indicator

• Windows—curtains,glass,windowpane,blinds,venetianblinds,sill,latch

• Walls—lightswitches,pictures,windows

• Roof—chimney,tiles,gutter,tin,spouting,downpipes

• Letterbox—number,letters,postie,mailbox

• Backyard—clothesline,playhouse,barbeque,shed,wheelbarrow,spade,hose,trees,bushes,flowers,shrubs,dogkennel,fence,gate

• Wheelbarrow—wheels,carry

• Plants—trees,bushes,flowers,shrubs,potplant,hangingbasket

• Plants—stems,leaves,branches,flowers,nuts,seeds


• Brainstormspatialvocabularywithitemsinthehouse(e.g.up,down,on,in,out,infrontof,nextto,inside,outside).Ask,What is at the front of the house? What is on the lamp table? What rooms are downstairs? What can you see outside the house? Who is up in the play house? What could be in the fridge?


• Discusswordsrelatedtoquantityandsize,e.g.bigger,smaller,larger,wider,taller,more,less.Askchildrentofindexamplesofthisinthepicture.Pointtothelamps.Ask,Which one is bigger? Which one is smaller?

Sequencing /vocabulary

• Discusswordsthatrelatetowhenthingshappen,e.g.before,after,morning,afternoon,night,first,next,then,later,last,finally.Lookatthepictureanddiscussthepossiblesequenceofeventsthathavehappenedorwillhappen.Ask, What do you think Dad did before he went into the kitchen? What might he do after he cooks dinner?


• Pointtoitemsinthepictureandask,Why is there a barbeque in the backyard? When would the lamp be turned on? When would you look in the mailbox? Why are the clothes hanging on the clothes line? Why are the bins in the garage?

Cause and effect

• Pointtothepictureandsay,Why does Mum have a spade and pot? Point to a tap in the bathroom.Ask,What would happen if this tap was left on?Pointtothelightswitches.Ask,What happens when you turn them on?

oral language book a - lioncrest · • a double-page spread varying in visual content, e.g...

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