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pupils use words left and right on objects in front of them 
Description:
The pupil will understand and use the terms "left" and "right" when referring to objects in front of them
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| Early years skill: | not specified |
| Early years typical range: | not specified |
| P-scales/Curriculum skill: | Maths Shape Space and Measures |
| P-scales/Curriculum level: | L2a |
| TAP skill: | Expressive Language |
| TAP level: | TAP72 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Put it there One large object such as a toy bus, house etc. Several smaller objects e.g. toy animals Prompt cards saying "left" and "right" | 1. Put the large object in the centre of the table in front of the child. 2. Ask the child to identify the left side and the right side. Help if necessary. 3. Put the "left" and "right" prompt cards to the left and right of the object. 4. Give the child instructions such as "put the lion to the right of the bus" 5. Swap roles so that the child has a chance to give the instructions. 6. When the child is fairly proficient at carrying out the activity with the prompt cards, try the activity with no prompts. | The child should be able to understand and refer to left and right when talking about their own body first (see "understand and use words left and right on own body"). You should sit next to the child so their left/right is the same as your left/right. Note: if you are sitting opposite the child and want them to refer to your left and right this is a more difficult task: this equates to working at Level 3 (8 to 9 year old typical development). |
| "Draw it" barrier activity Paper Pens Cards with pictures of two items drawn next to each other, e.g. car and cat, tree and house | 1. One child takes a card, and doesn't show it to you. 2. They tell you what to draw, telling you the name of one item first, then the second item, which must be either on the left or the right; 3. Draw exactly what they have told you to do (don't let them see your complete drawing until you are finished) 4. Compare the two drawings. 5. Swap roles. | |
| Matching pairs Matching pairs cards. Visual prompt for left, right, up and down like this: ↑ up ←left right→ down ↓ | 1. Shuffle the cards and deal them out face down in a grid arrangement. 2. Explain to the child that they are looking for pairs that match, but that they are going to tell you which cards to turn over. 3. Put your finger on one of the cards. 4. Encourage the child to give you directions to move your finger to the card s/he wants to turn over (e.g. "left, left, down, turn over") 5. Then encourage the child to give directions to the next card they want. 6. If the child has found a matching pair of pictures, remove them from the playing area. 7. Repeat until all the pairs have been matched up. 8. Swap roles so that the child has a chance to listen to the instructions. 9. When the child is fairly proficient at carrying out the activity with the visual prompt, try the activity without it. | Sit next to the child so that your left is the same as their left. Note: if you are sitting opposite the child and want them to refer to your left and right this is a more difficult task: this equates to working at Level 3 (8 to 9 year old typical development). Use an appropriate number of pairs for the age and ability of the child. If the child struggles with giving instructions using up/down, put the cards in one long horizontal line and work only on "left" and "right". Vary your starting point so the child has the opportunity to use all the direction words. You can use the words further and nearer instead of up and down, if it is more appropriate, but you must be consistent in which word you choose. |
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