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Category Archives: Child language
Up and running again
I have put in hours of work to correct the out of date links on my blog and I hope now they are working properly! Sorry I hadn’t noticed there were heaps of errors. Trust the majority have got sorted … Continue reading
Black Sheep Press
Black Sheep Press has a new website with lots of exciting changes and improved features. You can visit it here. I used many of the resources from Black Sheep Press while I was working with young children. The company publishes … Continue reading
Posted in Association, Child language, Competence level, Education at home, ESL / EFL / EAL, Grammar, Helping children understand, Inference, Promoting language development, Speech & Language Pathology, Speech & Language Therapy, Teaching
Tagged Black Sheep Press, Getting meaning from pictures, Learning to mean, Making it easier, Mr Goodguess
Pronouns
Further to a query on a forum on TES, I have picked out some of my resources which are particularly aimed at working on pronouns. Hope you find this helpful. See the Pronouns listing in the sidebar. Have also made … Continue reading
Posted in Child language, Competence level, Education at home, ESL / EFL / EAL, Grammar, Helping children understand, Helping language skills at home, Home schooling, Inference, Promoting language development, Speech and Language Pathology, Speech and Language Therapy, Teaching
Tagged Getting meaning from pictures, language development, Learning to mean, Pronouns
How did you get on?
I hope you were able to join in the Kids’ Art Week fun. My posts (see links below) include my own efforts at each activity plus a mini language lesson based on the videos etc. The art sessions are still … Continue reading
Posted in Child language, Competence level, Education at home, ESL / EFL / EAL, Helping children understand, Helping language skills at home, Home schooling, Language Levels, Marion Blank, Promoting language development, Speech and Language Pathology, Speech and Language Therapy, Teaching
Tagged All about me, Carla Sonheim, language development, Marion Blank, mini language lesson
Picasso dog
Here is my Picasso dog. Did you make some? Good vocabulary possibilities: Eye, nose, ear, tongue, paw, tail, (learning to name the parts of things is really important for clarity – see http://www.tes.co.uk/teaching-resource/Naming-of-parts-6224211/ ) Talk about what’s missing from this … Continue reading
Crazy birds
Here are my crazy birds. Did you make some? Good vocabulary possibilities: bird beak tail claws wings feathers two legs (learning to name the parts of things is really important for clarity – see http://www.tes.co.uk/teaching-resource/Naming-of-parts-6224211/ ) colour names and … Continue reading
It’s dinner time!
A 5-year-old lad had a nasty fall off his bike, ripped a fingernail and went to A&E to be patched up. In spite of this traumatic series of events, he suggested to his mum that they ask the doctor home … Continue reading
Dr. Marion Blank
The language style used by adults to children in the preschool and early school years is critical. (Post reissued)
Time and Index Update
1. I’ve decided to make a new special section in the list of resources called Time. These time resources are not new but I haven’t collected them together before. Anyone working with children with delayed or impaired language development will … Continue reading
If you’re a good girl…
Today I chuckled to hear a small child promise from her buggy, ‘If you’re a good girl, you can have an ice cream.’ It was a shame her mother didn’t clarify things even by the joke response, ‘I’m always a … Continue reading
Music to my ears
BBC Radio 4’s news this morning included a mention of British Education Minister Elizabeth Truss visiting Shanghai to see their maths teaching in action. I’m sure I heard the mention of the importance of verbalising maths concepts. The English language … Continue reading
Go find (this wonderful book)
Just finished ‘Room’ by Emma Donoghue (Picador, 2011), a book I found hard to put down but did not wish to finish. Even read some bits twice. Don’t look at a description of it or you may suspect it will … Continue reading
Can you see what I mean?
This post is to highlight a published resource I designed but cannot put on TES (although I have a section of free resources there which you can find described on the page Read for Meaning/Inference in the list on the … Continue reading
Citroen alert!
‘Don’t like Citroen!’ ‘You don’t like Citroens? Why’s that?’ ‘Citroen run me down.’ The grandfather’s chuckle as he replied led me to believe that Citroens have not shown an evil disposition to attack his grandson. Indeed, it seemed unlikely from … Continue reading
Good listening?
Teachers constantly exhort children to do ‘good listening’. And of course it is an excellent idea. But those who work specifically with children who have problems with attention, language delay, learning difficulties or a combination of all of these also … Continue reading
That’s very funny!
The child’s voice rang out, all consonants crystal clear. Probably every adult in the surrounding pews had to resist the urge to turn round and engage with the little girl at the carol service. Communicating with attractive children who make … Continue reading
Look, mummy, look!
Many of the children who fall behind with language development have immense problems with drawing inferences: from events, from pictures, from conversation and especially from text when they get to that stage. It is delightful to observe children who do … Continue reading
Posted in Child language, Inference
Tagged Object recognition
Keep speech simple too
It’s not just print that needs adapting – even talk can be confusing! The words we use, the speed we go, the in-between time – all these will influence how much a child understands. Especially the child with delayed or … Continue reading
Keeping text simple
It can’t be hard to make things simpler… can it? Well, actually, it can be quite tricky. Creating or adapting resources for children with language impairment can take a long time. Not only that. After using the resources it may … Continue reading
2-word and 3-word levels
It may not sound much but…
Posted in Child language, Grammar
Tagged Learning to mean
