By Marion Nash, Jackie Lowe
Development at the winning 'spirals' programme this sequence of books addresses language improvement within the 3 center components of the curriculum. Linking the paintings performed at school with basic video games and actions for use at domestic. All actions were attempted and proven - confirmed effectiveness. A video CD includes clarification and demonstration of the programme and its implementation, with commetns from employees who've used it.
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Extra info for Language Development 2: Circle Time sessions to Improve Maths Language Skills (Spirals)
Pass a box of bricks around the group. Each person chooses a brick. Decide who will go first, then second, and so on. Tell the group to be as quiet as possible. Set the timer, then start taking turns to build the tower. At the end talk about the high tower we have all built. Choose a child to count the bricks then put the bricks back into the box. Zebra and bear share (Sitting) Bring in two animals to ‘help’ put the bricks away. Give them each unequal amounts, then role-play the zebra, for example, saying, ‘You have more than me, that’s not fair.
Circles swap places’). If the child can only say ‘circles’ accept this and note that practice is needed in extending language in future session. BE POSITIVE Play time (Sitting) Use the 30-second egg timer. Say, ‘This is an egg timer. It tells us how much time has passed. ’ Watch the action of the sand as a group. Then say that you are going to see how many times the group can sing Heads and shoulders knees and toes . . before the sand all runs down to the bottom of the timer. This will take about half a minute.
Thirty-second sand egg timer and a box of bricks to build a tower. • Spotted dice and counters which can be placed on the dice to cover the spots (or on the floor beside it). Pass shapes in a feely bag (Sitting) Ask children to take out one shape from the feely bag. Encourage them to name the shape and then to show you how many sides the shape has. Encourage use of ‘slide along the side’. Then the children should count the sides and next ask how many corners they think there are. Use the ‘Touch a corner’ memory jogger.