- ABOUT MY SLCN BLOG
- WHAT IS SEN?
- SPEECH & LANGUAGE RESOURCES
- INDEX at 8th Jan. 2016
- Activity books
- Add-ons to purchased games
- Articulation / pronunciation
- Categories and vocabulary
- Concept words and phrases
- Make & read small books
- Marion Blank: Language Levels
- Number and counting
- Read (and look) for meaning/inference
- Reading practice
- Sentences / punctuation
- Size grading
- Spellings etc.
- Two-word level
- Three-word level
- Traditional tales / fairy tales / tales from other lands
- Word work (endings, rhymes, homonyms, etc.)
- CURRICULUM TOPICS
Tag Archives: S<
Next month’s calendar and worksheet have been uploaded. https://www.tes.com/teaching-resources Enjoy the Easter weekend!
You should find it here: https://www.tes.com/teaching-resource/calendars-and-worksheets-6145231 Seems Lent begins in March this year – Easter must be very late! Only Christmas is ‘reliable’!
The story pictures are presented in three formats to increase the usefulness of the resources: with questions for each page at all the Levels (I-IV) in a smaller size for you to make additional activities in a story text – … Continue reading
I see searches for information about Dr. Marion Blank’s Language Levels just about every day. So I have been working on some new resources which feature graded questions of the sort included in Language Levels I-IV. Each set of story … Continue reading
The language style used by adults to children in the preschool and early school years is critical. (Post reissued)
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
‘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
English is very open to misunderstanding because of the number of homophones we have. Some are not spelt the same way – but when you hear examples there is scope for confusion – and of course non-readers cannot visualise both … Continue reading
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