Set collaborative tasks such as asking a group to make a large construction model together.

· Ask a group to make up a story, plan a bus journey in the role play area together. Use a microphone, shell, hat or other object to pass round the circle at ‘news’ time. Children take turns to talk when they are holding the object, others listen. • Discuss several children’s ideas for a story or poem, model incorporating more than one idea and accounting for everyone’s contribution. · Use circle time to model negotiating skills by, for example, planning an area of the room and what to resource it with. • Encourage groups to set-up activities such as large outdoor equipment (under supervision). Stimulate talking by using materials in a surprising way, for example add real food to the home corner, or hide special objects in the sand. · Provide resources that encourage writing in the role play area such as forms, lists, tickets etc. · What would you see at – a garage, a park, a supermarket? • Describe the contents of a feely bag, or box. • Retell a story in own words. • Recounting experiences, news. • Act out simple roles. • Telephone conversations – with teacher, with peers. • Circle time – everyone encouraged to take their turn and contribute something eg. my favourite toy. • Recall time – telling the others what they have done during a session. • Storing using small world imaginative play materials e.g. zoo, farm, playmobil. · Make tape recorders available for use in their spontaneous play. • Use a tape recorder to record messages appropriate for the role play area eg. train announcements, announcements in the doctor’s surgery. One child talks about an experience, event or favourite toy, the others then ask questions to find out more about it. One of the other children retells the same event. • • Bring a special object to the circle. The first child says a word to describe it, the second says that word and adds one of their own, the third says the 2 previous words and then adds their own and so it goes on. Listen to a taped story, turn the tape off then draw some pictures to go with the main events of the story. Play Chinese whispers. Stop and go games in the hall, or outside using sounds.

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• Guess the sound. • Develop pupils’ capacity to reflect upon what they have heard by giving them time to sit quietly with their eyes closed and asking them to think about an event or character in the story. everyone with blue eyes line up for lunch. • Interpret meaning and feelings of characters through role play. paint. children’s names etc. • Simon says. closes eyes and points to the direction from which the sound is coming. • Write. • Read stories regularly and when possible have adults available to read during the session. · Practice writing patterns to well known nursery rhymes eg. dance. or create new verses to well known songs. Where did we stop? · Miss out words from rhymes and movement poems and do an action instead eg. • Nonsense sentences – spot the deliberate mistake. songs and stories as a whole class and scribe them on to a white board. parent read. • Set-up an inviting book corner with high quality books. robot to controller. • Make up poems and rhymes to a pattern. • How far does a sound travel? • How long does a sound last? • Where am I? Child sits in the middle of the room. • Clapping patterns to rhymes. • Music and movement – different movements to different tempos. • Make up songs to existing tunes. • Listen before you move eg. to rhymes and songs. • Sound lotto. ‘Jack and Jill went up the hill’. the giant’s castle. ‘Humpty Dumpty’ and ‘This is the way the farmer rides’. • Make class story and song books. Make up poems. · Say rhyme in head and stop. . • Sound effect stories. • Story tapes to listen to – children make own tapes. playing the right effect at the right point. move. head and shoulders. grandma’s cottage. knees and toes. • Listening walks. teacher read. • Matching sounds – repeating a sound made by an object or instrument. • Direction games. • Making body sounds behind a screen.• Memory games – I went to market and I bought ……. children repeat or guess. • Transform the home corner into an imaginary setting eg. the house of the three bears.

etc. • Use big books to teach the skills of handling books eg. rhyming with their names for example (see Professor Dog Troupe’s Music Tape). • Introduce new vocabulary through topic work. stick. favourite stories. poems and rhymes. information books. pop-up books. • • • • • Explore the meaning of words through stories. Sort the books in the book corner into types: • poetry. Encourage reciting of poems and rhymes to the • whole class. • Read big books. or a large paper bag with the sequence of events illustrated on smaller bags. • Riddles – What am I? • Questioning games – What am I thinking of? • Description games – using a screen – one child describes and the other tries to recreate. Arrange book sharing sessions with parents before school.Share stories. or enlarged text to share a story with a small or whole group. hand. information. . one to one. posters. pictures etc. Encourage children to care for books and put them away properly. or flannel board. using puppets for characters –finger. Visit the library. sock etc. songs. Start a class library with a system for borrowing books. • Play classification games. illustrator. Encourage children to borrow books to take home. • Display ‘new’ words on the walls. making pictures to put up on an easel. • Help children to develop a critical awareness of their favourite book. Ask pupils to talk about the books they have chosen. turning the page. • Guess the odd one out. in small groups. Make up some rhyming words. Encourage children to sort and tidy. in bigger groups. a box of items. traditional stories. or at a set time during the day. author. • Make books and stories fun by using props to illustrate a story eg. • Carry out reading interviews. • Passwords – word of the week. which can be brought out one at a time. shadow.

imaginary situations eg. Transform the home corner into real life situations eg. • • space ship. using dressing up clothes and props eg. Plan the role play area with the children. stimulus + response songs. • ‘Show and tell’. • Devise a phone message. under the sea. • Model roles for them to copy. Encourage children to talk about their feelings at circle time (Box of feelings). • · Make up stories to act out in the role play area. desert island. (eg. Use review and circle time to talk about activities • or news. shop. • Use photos and pictures to discuss people’s facial expressions and body language. a message in a bottle with a problem to solve.Encourage the use of ‘please’ and ‘thank you’ at snack time. Discuss the classroom code of behaviour and reasons for making rules and how people might feel when they are broken. whole class). 1-1. • Act out favourite stories. Look at pictures of different peoples faces and guess how they are feeling. Demonstrate activities. review sessions. • Bring in artefacts as a stimulus eg. • Class assemblies and celebrations for parents. What will they need? From whom can they borrow things? What will they need to make themselves? • Discuss the range of activities they might carry out in the role play area. • Send children to other children or other classes with simple messages. small group. the enormous turnip. optician. Make artefacts for the role play area. • • • • Encourage children to describe to each other how they made something. railway station. Vary the audience according to the confidence of the child. • • Discuss feelings and emotions in relation to events and characters in stories. hospital. . • Use the book “The Elephant and the Bad Baby” to stimulate a discussion about saying ‘please’ and ‘thank you’.

weddings.• • • • Encourage children to tell you what they plan to do before they begin an activity and what resources they will need. ask them what order they will need to do things in. holidays. . Use appropriate stories to stimulate discussion about feelings. the arrival of new siblings. Recall special events such as birthdays.

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