Auditory Memory. Auditory Memory, WIP 4

Transcription

1 Auditory Memory Auditory Memory, WIP 4

2 CONTENTS Preparation Good Listening Good Looking Good Sitting Good Thinking Specific Praise Visual Cue Cards Auditory Memory, tasks for sheets Additional Uses, 11 What's Missing, tasks for sheets Who? What? When? Where? Tasks for sheets What did I say? Tasks for sheets Silly Stories

3 Auditory Memory Pack Target Group Visual Cue Cards Preparation Exercises Many children, particularly in the school setting, exhibit attention and listening difficulties, and limited auditory memory. This affects their response to questions and instructions, because they are, not only unable to focus on what they are hearing, but also to retain the information long enough to act upon it. This pack provides games and activities which target these skills. They can be used in a one to one setting in the clinic or at home, but are also ideal for larger groups in a school setting. Strategies to promote good listening and memory skills are provided as well as alternative uses for the activity sheets. The pack provides: - visual cue cards to promote good listening. visual cue cards to promote active listening. clear instructions and questions for every activity, making it suitable for teachers, therapists, support staff and parents. attractive picture sheets, suitable for a wide range, from reception through to KS 2. All the children and adults in the session should have a set of visual cue cards. Good Listening Before carrying out any of the activities in the pack there should be discussion and practise of good listening skills. Good listening means:- Looking at the person who is speaking Sitting still Thinking about what the speaker is saying Visual cue sheets are provided in the pack, pages 5 & 6, reward cars on page 6 Good Looking A child is selected from the group and asked to talk about a favourite topic. As they talk to the adult, the adult looks everywhere except at the speaker! The adult then asks the group and the speaker what they were doing wrong. The task is demonstrated again, but the adult varies their looking. Sometimes they look at the speaker and sometimes away. The speaker and the other children in the group must hold up their Good Looking cards as the adult looks away, to remind them to look at the person who is speaking. Finally, the adult focuses full attention on the speaker, and afterwards, asks the group to give them a mark, out of 10, for being a good looker! If the group is large enough, children can be paired off, to practise this activity together. Good Sitting The activity will still be the same, but as the child speaks, the adult turns round to put a pencil on a table, stands up and looks out of the window, fiddles in her bag etc. Good Thinking The activity will be the same, but as the child speaks, the adult thinks aloud about what they need to buy from the shops, what they are going to cook for supper, what they are going to watch on TV that night etc. Specific Praise During the school day, children should receive ongoing specific praise using the visual cue cards e.g.. Well done, Jody. You were looking at me while I was 3

4 telling you what to bring tomorrow. That was Good Looking (hold up or point to appropriate card) or Ben! You really thought hard about that question, didn t you? Good Thinking, Ben. (Hold up or point to appropriate card) or Look everyone! Jasmine is sitting very still while I am taking register, Good Sitting, Jasmine. (Hold up or point to appropriate card) You may wish to keep a star chart system based on these three rules, so that the children can place stars or stickers against their names if they have shown good sitting or good looking or good thinking. Encourage the children to self monitor and to remind their peers, about the rules of good listening. 4

5 Good Looking Good Listening Good Sitting Good Thinking When? Where? What? Who? 5

6 Good Good Please give me more time Please give me more time Please say that again. Please say that again. Please say it more slowly Please say it more slowly 6

7 Auditory Memory, Tasks for sheets Preparation Materials Sheet 12 Instructions If children have dificulties Visualisation Prepare the children by telling them they will need to listen carefully to what you are going to tell them to do. Use the visual cue cards for looking, sitting still, listening and thinking, page 5. Ideally, children should be seated so they are not easily able to see what the person next to them is doing. Each child will need pencils and/or crayons - blue/red/green/yellow/orange, and a copy of the sheet being used. You may wish to ensure that the children understand what draw a line between means, before reading the instructions. Read out the instructions slowly but do!!!!! repeat. Pick up a blue crayon. (Pause). Draw a line between the boots and the skipping rope. Pick up a red crayon. (Pause). Draw a line between the ball and the fish. Pick up a green crayon. (Pause). Draw a line between the caterpillar and the gloves. Pick up a yellow crayon. (Pause). Draw a line between the hat and the orange. Pick up an orange crayon. (Pause). Draw a line between the banana and the cat. Pick up a red crayon. (Pause). Draw a line between the apple and the hamster. Pick up a green crayon. (Pause). Draw a line between the hat and the boots. Pick up a blue crayon. (Pause). Draw a line between the skateboard and the ball. Pick up an orange crayon. (Pause). Draw a line between scarf and the apple. Pick up a yellow crayon. (Pause). Draw a line between the gloves and the banana. Now check the sheets together. The varying colours should make it easy to see if the child has made the correct responses. If the children did well, continue with the next sheets. IF THE CHILDREN DID NOT DO WELL: - Remind them of the good listening rules. Discuss visualisation techniques to help them remember Visualisation consists of: - 1. Pre-learning a simple sequence e.g. head, nose, mouth, body, knees, toes, then link images to the sequence. Example 1: boots and skipping rope - a pair of muddy boots on your head - all the mud is going all over your hair - and then someone hits you on the nose with a skipping rope. Example 2: duck/car/pizza/sheep - a duck flew down and landed on your head; balancing a toy car on your nose; a big piece of very hot pizza in your mouth; a sheep butting your body and knocking you over. 2. Making vivid imagery between the words you hear. 7

8 Other strategies Example 1: ball/fish - a fish trying to play football. Example 2: caterpillar/gloves - a caterpillar with gloves on all his feet trying to walk along a leaf. Example 3: cake/ghost/ambulance/snowman - a ghost eating a cake, got sick so an ambulance took him away and it crashed into a snowman. Discuss other strategies that might help them to remember the instruction. These may be: - repeating the instruction giving the instruction more slowly more time to carry out the instruction. Visual cue cards are provided in the pack for these strategies. Agree together on one strategy that will be used during the activity, and encourage the children to politely request the agreed strategy using the cards e.g. Could you say that again please? Now go through the rest of the sheets. Sheet 13 Read out the instructions slowly but do!!!!! repeat. Pick up a blue crayon. Draw a line between the scissors and the flowers. Pick up a red crayon. Draw a line between the bear and the snake. Pick up an orange crayon. Draw a line between the house and the paper. Pick up a yellow crayon. Draw a line between the bear and the door. Pick up a green crayon. Draw a line between the snail and the window. Pick up a red crayon. Draw a line between the brush and the crayon. Pick up a blue crayon. Draw a line between the tree and the snake. Pick up a green crayon. Draw a line between the leaf and the crayon. Pick up a yellow crayon. Draw a line between the flowers and the snail. Pick up an orange crayon. Draw a line between the house and the brush. Sheet 14 Pick up a blue crayon. Draw a line between the shoe and the ice-lolly. Pick up a red crayon. Draw a line between the shirt and the sandwich. Pick up a green crayon. Draw a line between the doughnut and the watch. Pick up a yellow crayon. Draw a line between the dog and the sock. Pick up a red crayon. 8

9 Sheet 14 cont Draw a line between the trousers and the juice. Pick up an orange crayon. Draw a line between the ring and the shirt. Pick up a blue crayon. Draw a line between the girl and the carrot. Pick up a green crayon. Draw a line between the baby and the dog. Pick up a red crayon. Draw a line between the sock and the doughnut. Pick up a yellow crayon. Draw a line between the carrot and the ring. Sheet 15 Warn the children that there are now 3 things to remember. This time they will put crosses on the pictures. Practise drawing crosses before giving the instructions. Pick up a yellow crayon. Put crosses on the coat, the elephant and the slippers. Pick up a blue crayon. Put crosses on the clown, the umbrella and the buttons. Pick up a red crayon. Put crosses on the tractor, the dress and the brush. Pick up a green crayon. Put crosses on the table, the ice-cream and the Christmas tree. Pick up an orange crayon. Put crosses on the heart, the dress and the pan. Pick up a red crayon. Put crosses on the ice-cream, the buttons and the elephant. Pick up a yellow crayon. Put crosses on the umbrella, the heart and the coat. Pick up a blue crayon. Put crosses on the pan, the slippers and the table. Pick up an orange crayon. Put crosses on the ice-cream, the brush and the clown. Pick up the green crayon. Put crosses on the coat, the pan and the tractor. Sheet 16 Pick up a blue crayon. Put crosses on the flag, the book and the plane. Pick up a red crayon. Put crosses on the spider, the cloud and the kite. Pick up a yellow crayon. Put crosses on the balloon, the ladybird and the slide. Pick up an orange crayon. Put crosses on the card, the bubbles and the worm. Pick up a green crayon. 9

10 Put crosses on the star, the cloud and the bee. Pick up a red crayon. Put crosses on the moon, the flag and the slide. Pick up an orange crayon. Put crosses on the plane, the bee and the balloon. Pick up a blue crayon. Put crosses on the bubbles, the slide and the moon. Pick up a yellow crayon. Put crosses on the worm, the book and the cloud. Pick up a green crayon. Put crosses on the card, the kite and the ladybird. Sheet 17 Pick up a yellow crayon. Put crosses on the ghost, the ambulance and the boat. Pick up a green crayon. Put crosses on Father Christmas, the sheep and the biscuits. Pick up a blue crayon. Put crosses on the snowman, the cake and the butterfly. Pick up an orange crayon. Put crosses on the egg, the cow and the witch. Pick up a green crayon. Put crosses on the duck, the car and the pizza. Pick up a red crayon. Put crosses on the pig, the sweets and the ghost. Pick up an orange crayon. Put crosses on the car, Father Christmas and the boat. Pick up a blue crayon. Put crosses on the pizza, the witch and the duck. Pick up a yellow crayon. Put crosses on the cake, the butterfly and the sheep. Pick up a red crayon. Put crosses on the biscuits, the boat and the egg. Sheet 18 Warn the children that there are now 4 things to remember. Remind the children of the rules of good listening and to use visualisation techniques to aid memory. Pick up a blue crayon. Put crosses on the fork, the chair, the glasses and the rabbit. Pick up a red crayon. Put crosses on the bed, the clock, the key and the feet. Pick up a green crayon. Put crosses on the mouth, the frog, the bird and the hair. Pick up a yellow crayon. Put crosses on the spoon, the chair, the TV and the clock. Pick up an orange crayon. Put crosses on the glasses, the monkey, the key and the bird. Pick up a green crayon. 10

11 Put crosses on the clock, the hand, the bed and the fork. Pick up a blue crayon. Put crosses on the TV, the cup, the bed and the mouth. Pick up a red crayon. Put crosses on the bird, the hand, the fork and the frog. Sheet 19 Pick up a blue crayon. Put crosses on the present, the mouse, the bag and the ladder. Pick up an orange crayon. Put crosses on the boy, the moon, the lolly and the castle. Pick up a yellow crayon. Put crosses on the triangle, the pear, the hen and the traffic lights. Pick up a red crayon. Put crosses on the shark, the castle, the ladder and the train. Pick up a green crayon. Put crosses on the toadstool, the bag, the triangle and the octopus. Pick up an orange crayon. Put crosses on the dinosaur, the pear, the bag and the hen. Pick up a red crayon. Put crosses on the lolly, the octopus, the moon and the toadstool. Pick up a yellow crayon. Put crosses on the dinosaur, the lolly, the bag and the shark. Additional Uses for Sheets Speed Naming: Children with word finding difficulty and those with limited vocabulary benefit from speed naming. Use a stopwatch, or the second hand on a watch. How many pictures can they name in 30 seconds. Can they beat that number on a different sheet? Categorisation Tasks: Most of the sheets contain items that can be grouped by category. Example: Sheet 16 Pick up a blue pencil. Draw a cross on all the things you see in the sky (cloud, moon, star, plane, balloon, kite) Pick up a red pencil. Draw a cross on all the things you can play on or with (slide, kite, swing, balloon, bubbles) Pick up a green pencil. Draw a cross on all the things you can read (book, card) Pick up an orange pencil. Draw a cross on all the things that can fly (plane, bee, kite, ladybird) Pick up a yellow pencil. Draw a cross on all the creepy- crawlies (bee, worm, spider, ladybird) etc. Memory Game Ask the child/children to look at the chosen sheet for thirty seconds. After thirty seconds, turn the sheet over. How many items can they remember? After the activity, discuss how the children could improve their memory. Any child who performed well should be encouraged to tell the others what techniques they used to help them remember. Discuss: visualisation strategies. grouping by categories. grouping by association. 11

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20 What s Missing, Tasks for sheets Preparation Practise Activity Sheet 23 Example, picture strip 1, sheet 23 Sheet 23 (continued) sheet 23, story strip Establish the rules of Good Listening as in the previous section. Explain to the group that you are going to read out a list of words, and that they must listen carefully to them because you are going to repeat them, but miss out one word. The children must remember the word that is missing. Each child is given a copy of Sheet 23 and a pencil. For children with less well developed attention skills, you may wish to provide a sheet of paper to cover the pictures not being used. Note that there are red herrings in each picture strip i.e. pictures that are not named in the instructions. You may or may not wish to draw the children s attention to this. Read out the first instruction, holding your picture sheet towards the children. When I make a sandwich (point to picture) I like tomatoes (point to picture) cheese (point to picture) and cucumber (point to picture). When I make a sandwich, I like tomatoes (point to picture) cucumber (point to picture) and what else? Draw a circle around the other thing I like in my sandwich. When the children have understood the task, carry on with the rest of the questions, but they must now work independently without extra support. You may wish to check responses after Picture Strip 5. If the children are finding the task difficult: - Discuss listening strategies. Re-introduce visualisation techniques. Encourage use of visual cue cards. (See Page 3 and 4 in introduction). Remind the children to draw a circle around the missing item. I have lots of clothes to wash today. I need to wash a vest, a T-shirt and some tights. (Pause) I need to wash some tights and a vest. What else do I need to wash? When I went for a walk, I saw a dog, a tree and an ice cream van. (Pause) saw a tree and a dog. What else did I see? When Adam went to school, he took a letter to teacher, his book and a pencil. (Pause) When Adam went to school, he took a pencil and a book. What else did he take? When it was Jay s birthday, he got a football, some new clothes and some sweets. (Pause) He got some sweets and a football. What else did he get? I am going shopping. I need to buy beans, apples and milk. (Pause) I need to buy apples and beans. What else do I need? When we go in Mum s car, we go to Nanna s house, the park or to the sea-side. (Pause) We go to the park and the sea-side. Where else do we go? When I went to the zoo, I saw a lion, a bear and a snake. (Pause) I saw a lion and a snake. What else did I see? When I have a bath, I need a sponge, some soap and a towel (pause) When I have a bath, I need a sponge and a towel. What else do I need? When I clean my house, I need a bucket of water, a brush and a vacuum cleaner. (Pause) I need a bucket of water and a vacuum cleaner. What else do I need? 20

21 Sheet 24 (continued) When I go to (name of fast food restaurant), I have a drink, a burger and some fries. I have a burger and fries. What else do I have? When I paint a picture, I need paints, paper and a brush. I need a brush and paper. What else do I need? In my bedroom, I have a cupboard, a chair and a box of toys. In my bedroom I have a chair and a box of toys. What else do I have? On TV, I like to watch football, cartoons and wrestling. I like to watch cartoons and wrestling. What else do I watch? On the farm, I saw pigs, sheep and cows. I saw cows and sheep. What else did I see? When I have some pocket money, I buy sweets, stickers and a comic. I buy stickers and sweets. What else do I buy? I like to draw. I draw animals, cars and people. I draw people and animals. What else do I draw? When it s snowing, we must wear boots, a hat and mittens. We must wear boots and a hat. What else must we wear! For my dinner, I like mashed potatoes, sausages and beans. I like sausages and beans. What else do I like? When we go swimming, we take our swimsuits, a towel and armbands. We take swimsuits and armbands. What else do we take? Once the sheets have been checked and discussed, you may wish to repeat the tasks BUT WITHOUT THE PICTURE SHEETS AS SUPPORT. Sheet Warn the children that this time, you are going to miss out two words. At the pet shop, I saw rabbits, mice, budgies and fish. I saw rabbits and budgies. What else did I see? When we went to the sea-side, I took a spade, a bucket, some sandals and my sunglasses. I took a bucket and my sunglasses. What else did I take? When I clean my car, I need a bucket of water, a sponge, car shampoo and a hose pipe. I need a bucket of water and car wash. What else do I need? At my birthday party we ate, biscuits, cake, crisps and sandwiches. We ate cake and crisps. What else did we eat? On my feet, I wear trainers, socks, slippers and boots. On my feet I wear slippers and socks. What else do I wear? My new puppy needs lots of things. He needs a collar, a lead, a ball and some food. He needs a lead and some food. What else does he need? In my book there are stories about monsters, ghosts, witches and giants. There are stories about monsters and witches. What else are there stories about? In my pencil case, I have a pencil, a pencil sharpener, a rubber and a ruler. I have a rubber and a pencil. What else do I have? When it s raining, we need a coat, boots, a hat and an umbrella. When it s raining we need boots and a coat. What else do we need? In his shed, Grandad keeps paints, a ladder, a hammer and a wheelbarrow. He keeps his hammer and a wheelbarrow. What else does he keep? 21

22 Sheet Additional Uses for Sheets Add to memory load When we go on a picnic, we take crisps, sandwiches, bananas and juice. We take bananas, sandwiches and juice. What else do we take? When people go on holiday, they travel in planes, boats, cars and coaches. When people go on holiday, they travel in boats and cars. What else might they travel in? I have a pretty garden. I have flowers, a tree, a pond and a garden seat. I have flowers and a garden seat. What else do I have in my garden? When I go to the park, I play on the climbing frame, the swings, the seesaw and the slide. I like to play on the swings and the slide. What else do I play on? When I went to the supermarket, I bought potatoes, toothpaste, toilet rolls and cereal. I bought cereal and toothpaste. What else did I buy? At breakfast time, I get out my bowl, my spoon, the bread and an egg. I get out the bread and my spoon. What else do I put on the table? I like making music. I play the guitar, the piano, the recorder and the drum. I play the recorder and the drum. What else do I play? My baby brother has a teddy, a dummy, a pram and a bottle of milk. He has a teddy and a pram. What else does he have? When I look in the sky, I see a bird, a cloud, a plane and the sun. I see a cloud and a bird. What else do I see? For my school lunch, I have a sandwich, an apple, juice and a yoghurt. I have a sandwich and a yoghurt. What else do I have? Add to the memory load by extending the pause between the first part and the second part of the instruction. Add to the memory load, by adding distractions between the first and second part of the instructions, e.g. When I went to the zoo, I saw a lion, an elephant and a snake. Hands on your head. Hands on the table. Count to 5. Clap your hands. Nod your head. I saw an elephant and a snake. What else etc. Categorisation Games How many more items can the group think of to add to each section, e.g. At my birthday party, we ate cake, crisps, sandwiches, sausage rolls, biscuits... What else could we eat? 22

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27 Who? What? When? Where? (Sheets 31 & 32) Many children with auditory memory problems find it difficult to retain even short sequences of information. Thus even simple questions on what they have heard result in confused and inappropriate responses. Preparation Before commencing the picture activities: - Go over the rules of Good Listening as described in the introduction. Introduce the visual cue cards Who? What? When? Where? (on page 5). Who? Who? - this is a question about people, animals or characters in a story. Ask who? questions relevant to the class setting as you hold up the cue card. E.g. Who is your teacher? Who do you play with? Who is wearing glasses? Who is in this story? (Hold up a familiar book) What? What? - this is a question about the things people and animals do. Ask what? questions as you mime actions. Hold up the what? cue card as you ask the question, E.g. What am I doing? (Mime sweeping, writing, waving, hair brushing etc.) When? When? - this is a question about time. Ask when? questions as you hold up the cue card. E.g. When is your birthday? When do we go out to play, at school? When does Father Christmas bring presents? When do we go to sleep? Etc. Where? Where? - this is a question about places. Ask where? questions as you hold up the cue card. E.g. Where do you live? Where do you go to play? Where do birds fly? Where do we keep our books? Etc. 27

28 Who? What? When? Where? (Sheets 31 & 32 cont.) Practise Activity Sheet 31, strip1 Sheet 31.2 Sheet 31.3 Sheet 31.4 Sheet 31.5 Each child is given their own set of cue cards, a pencil and Sheet 31 /32 Explain to the children that you are going to read out a sentence and that they must listen carefully because you are going to ask them questions about what they have heard. The answers to the questions are on the picture sheets and they must draw a circle around the picture that answers the question. (Practise Question) Listen carefully. Dominic plays in the park after school. (Hold up Who? card) Who plays in the park? Remember this is a question about a person. So Who plays in the park? Draw a circle around them. (Hold up the Where? card) Where does Dominic play? This is a question about a place. Where does Dominic play? Draw a circle around it. (Hold up When? card) When does Dominic play? This is a time question. When does Dominic play? Draw a circle around the right picture. (Hold up the What? card) What does Dominic do in the park? This is a question about what people do. What does Dominic do in the park? Draw a picture around the right picture. Review the children s answers, and offer repetition of cue card system if necessary. Continue with the next questions, as written below, using the cue cards, but reducing the level of verbal prompts. The bear sleeps in a cave in winter. Who sleeps in a cave? What does the bear do in the cave? Where does the bear sleep in winter? When does the bear sleep in the cave? At playtime, Katy threw her ball over the wall. When did Katy throw her ball over the wall? Who threw the ball? What did Katy do? Where did Katy throw the ball? Last night, Ben and Lisa built a snowman in the garden. When did Ben and Lisa build a snowman? Who built the snowman? What did Ben and Lisa do? Where did they build a snowman? One sunny day, the monkey climbed up a tree. What did the monkey do? When did the monkey climb the tree? Who climbed up the tree? Where did the monkey climb? Now check the children s responses. Encourage them to give verbal replies to your questions as you check the work sheets together. Can any of the children say the target sentences, using their circled pictures on their sheets to help them remember? 28

29 Who? What? When? Where? (Sheets 31 & 32 cont.) Sheet 32 Sheet 32, strip 1 Sheet 32.2 Sheet 32.3 Sheet 32.4 Sheet 32.5 Last Christmas, Brett found his presents under the tree. When did Brett find his presents? Who found his presents under the tree? What did Brett do? Where did Brett find his presents? Danny put his book in his bag at home time. Who put his book in his bag? What did Danny do? Where did he put his book? When did he put his book in his bag? Last summer, a bird flew in my garden. When did a bird fly in my garden? Who flew in my garden? What did the bird do? Where did the bird fly? When it was his birthday, Jacob put all his cards on the table. When did Jacob put his cards on the table? Who put his cards on the table? What did Jacob do? Where did he put his cards? Every morning, the little red hen lays an egg in her nest. When does the little red hen lay her egg? Who lays the egg? What does the little red hen do? Where does she lay her egg? Now ask the following questions, using the-question cue cards. No other visual support is provided. The children raise their hands and give a verbal response. Encourage them to show their cue cards as they reply. 1. In summer, the squirrel hid lots of nuts under the trees. When? Who? What? Where? 2. Mum drives her new car to work every day. Who? What? Where? When? 3. When she was a baby, Hanadi played with her teddies in her pram. When? Who? What? Where? 4. Lewis rides his bike to his Nanna s house every Sunday. Who? What? Where? When 5. Last night, a spider crawled under my bed. When? Who? What? Where? 29

30 Who? What? When? Where? (Sheets 31 & 32 cont.) The next questions are asked out of sequence to add to the demand of the task. 1. The snake slept in the tree all day long. When did the snake sleep? Who slept in the tree? Where did the snake sleep? What did the snake do? 2. Last Saturday, Jamahl bought a new computer game from the supermarket. Who bought a new computer game? Where did he buy the game? Who bought the game? When did he buy it? 3. In the summer, the frogs jumped in the garden pond. What did the frogs do? Where did they jump? When did the frogs jump in the pond? Who jumped in the pond? 4. On bonfire night, Jessie and Kim went to the party in the school field. Who went to the party? Where was the party? When was the party? What did Jessie and Kim do? 5. After breakfast, James puts all the dirty dishes in the sink. What does James do? Where does he put the dirty dishes? Who puts the dirty dishes in the sink? When does James put the dishes in the sink? 30

31 Who? What? Where? When?

32 Who? What? Where? When?

33 What did I say? (Sheets cont.) Preparation Sheet This task requires the children to listen to a sentence and to find the picture that corresponds with what they have heard. It is essential for them to listen carefully as similar sounding words and images have deliberately been used. Each child should be given a pencil and a copy of appropriate sheet, Tell the group that you are going to say a sentence and that they must draw a circle around the picture, that matches with what you have said. Review the rules of good listening. Discuss the use of listening strategies and choose a strategy that the children will use e.g. holding up their hand, showing the cue card ( page 6) and politely saying could you say that again please? Allow only ONE repetition. The house is on fire. The snail is on the chair. The frog is on the log. The little bee is on the key. The spider crawled on my hair. Sheet The snowman with the hat is melting. The dirty baby is by the door. The spotted dog is eating. The girl with the long hair is crying. The big bag has a bow. Sheet Dan hit his nose on the wall. The cat caught his tail in the door. The rat stole some cheese and a pear. Claire put the bear in the cot. There are two dots on the hand. Sheet The bear was stuck in the big tree. The whale swam past the boat. The little boy had dirty toes and dirty knees. Mum put two plates on the table. The man bought a new hat and coat.. 33

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37 What did I say?

38 Silly Stories Explain to the group that you are going to tell them a short story, and that they must listen carefully. You are then going to tell the story again, but this time, you might make some mistakes. The children must put up their hands to let you know when you have made a mistake. Story 1 Danny was walking along the beach when he saw a big octopus. Help, said the octopus, I m lost! I should be swimming around at the bottom of the sea, not sitting on the sand! Danny decided to help the octopus. He looked around and found a long piece of rope. He tied the rope to one of the octopus s legs and dragged him towards the sea. When they reached the water s edge, the octopus said, Thank you, Danny. He gave Danny a big hug and then swam away. Story 1, Second Reading: Danny was walking in the park when he saw a big fish. Help, said the octopus, I m hungry. I should be swimming around in the swimming: pool, not sitting on a chair. Danny decided to run away. He looked around and found a long piece of wool. He tied the rope to one of the octopus s legs and dragged him to school. When they reached the shops, the octopus said, Go away, Danny. He gave Danny a tickle and then swam away. Story 2 A bear lived in a house in the middle of a forest. He was feeling very hungry because there was no food in his cupboard. I will go into the forest and try to find something to eat, he said. He put on his hat, his coat and his boots and set off. The bear hadn t been walking long when he saw an apple tree, but the tree was so tall, the bear couldn t reach the apples. Just then, the bear saw a monkey sitting in the apple tree. The bear shouted, Please throw down some apples, little monkey and I will make you an apple pie. So the monkey threw down lots and lots of apples. He helped the bear carry all the apples back to the house. The bear cooked two big apple pies. He gave one to the monkey, and ate the other for his tea. Story 2, Second Reading A bear lived in a tree in the middle of a town. He was feeling very thirsty because there was no food in his fridge. I will go to the shops and try to find something to play with, he said. He put on his pyjamas, his coat and his slippers, and set off. The bear hadn t been walking long when he saw an orange tree, but the tree, was so small, the bear couldn t reach the apples. Just then, the bear saw a bird sitting in the apple tree. The bear shouted, Please eat some apples, little monkey and I will make you some biscuits. So the monkey threw down one banana. He helped the bear carry all the apples to the park. The bear cooked one little apple pie. He gave one to his brother and threw the other one away. 38

39 Silly Stories, cont. Explain to the group that you.are going to tell them a short story, and that they must listen carefully. You are then going to tell the story again, but this time, you might make some mistakes. The children must put up their hands to let you know when you have made a mistake. Story 3 Jenny s teacher asked all the children in the class to bring things from home to put on the red table. Jenny walked around her house. Hm! she thought. What things are red in my house? She looked in the kitchen. This tomato is red. I will take this to school, said Jenny. She went into her bedroom. This brick is red. I will take that to school, said Jenny. She went into the bathroom. This toothbrush is red. I will take this to school, said Jenny. So Jenny put the tomato, the brick and the toothbrush in her school bag. But the next morning, Jenny heard Mum shouting. Where is my toothbrush? said Mum. It s vanished! Sorry, said Jenny. I was taking it to school for the red table. Well, I need my toothbrush but take this instead, said Mum and she gave Jenny a pretty red scarf. Thanks Mum, said Jenny. Story 3, Second Reading Jenny s Dad asked all the children in the park to bring things from home to put on the blue table. Jenny walked around her garden. Hm! she thought. What things are green in my house? She looked in the bedroom. This apple is red. I will take this to Nanna s, said Jenny. She went into her living room. This car is red. I will take that to the farm, said Danny. She went into the shed. This hairbrush is red. I will take this to school, said Jenny. So Jenny put the tomato, the stick and the toothbrush in her pocket. But that night, Jenny heard Mum crying. Where is my toothpaste? Said Mum. It s vanished! Sorry, said Jenny. I was taking it to school for the concert. Well, I need my rubber duck but take this instead, said Mum and she gave Jenny a pretty red skirt. Thanks Mum, said Jenny. 39

40 Silly Stories Explain to the group that you.are going to tell them a short story, and that they must listen carefully. You are then going to tell the story again, but this time, you might make some mistakes. The children must put up their hands to let you know when you have made a mistake. Story 4 One dark night, as Megan was in her bed, she heard a strange noise. She looked out of her bedroom window and saw a space ship landing in the garden. Megan ran downstairs and opened the kitchen door. An alien was climbing out of the space ship. He was big, had one eye, four legs and was covered in blue spots. Megan was scared, but the alien said, Don t be frightened. I am very friendly. I just want to know about some of the animals that live on your planet. So Megan showed him Fluffy the rabbit that lived in a hutch in the garden. She showed him the cat that lived next door. She showed him the owl that lived in the tree. Thank you, said the alien. Here is a present for you for being so helpful. It was a tiny furry space animal. This animal is called a flib. He will never grow any bigger, and he only eats leaves. Then the alien waved goodbye and flew away in his space ship. Megan kept the flib in her pocket, and no one ever knew about her special secret pet. Story 4, Second Reading One dark night, as Megan was on her chair, she heard a strange noise. She looked out of her bathroom window, and saw a space ship landing on the roof. Megan ran downstairs and opened the kitchen window. An alien was climbing out of the bus. He was big, had six eyes, four legs and was covered in red stars. Megan was scared, but the alien said, Don t be frightened. I am very horrible. I just want to know about some of the people that live on your planet. So Megan showed him Fluffy the dog that lived in a hutch in the kitchen. She showed him the cat that lived upstairs. She showed him the dragon that lived in the tree. Thank you said the alien. Here is a sweet for you for being so helpful. It was a huge furry space animal. This animal is called a glub. He will never grow any bigger, and he only eats chips. Then the alien waved goodbye, and swam away in his spaceship. Megan kept the flib in her bedroom, and everyone knew about her special secret pet. 40