TIZZY’S TOYBOX SPECIAL EDITION
39
SHERSTON
38
O
Play ‘shape’ pairs. Draw different shapes (and objects) onto
squares of card and place them face down on the floor. Ask
pairs of children to come and turn over a card each, to try
find matching shapes/compatible shapes and objects.
Opposites: Developing vocabulary, finding pairs and
recognising opposites
O
Play ‘Opposites bingo’. Give each child in the class three
opposite cards. The practitioner must have a full set. The
practitioner calls out and shows the class an opposite card.
The children must turn one of their cards over if it is the
opposite of the one called out by the practitioner. The winner
is the first child to turn over all three cards.
O
Play ‘Opposites snap’. Split the children into small groups
and share the cards amongst them. Each child then takes it
in turn to turn over a card. If any of the cards are opposites,
the children must call out ‘snap’. The child that says ‘snap’
first wins the cards and play continues. The winner is the
child with the most or all of the cards at the end of the
game.
O
Create a class Opposites book. Invite children to suggest
words that could be drawn/written on the left-hand side of
each double-page spread. Once this has been completed,
encourage the children to work together to decide what the
opposite word to go on each right-hand page should be.
Pencils: Vocabulary and concept of size
O
Compare other objects in the classroom. Choose two or
three objects at a time and ask the children to compare
them, selecting the one that is, for example, bigger, taller
etc.
O
Ask children to compare themselves – Who has the longest
hair? The shortest finger? The biggest bag?
O
Divide the children into pairs. One child in the pair draws an
item then their partner has to draw a bigger/taller/thinner
version.
Picture Book: Problem solving and ordering a series of
events
O
Give each group a simple story and ask the children to
arrange themselves into a tableau, or statues, depicting each
of the events from the story. Take photographs then ask
children to put the images into the correct order
O
Give the children a collection of props from a familiar story,
eg three bears and Goldilocks. Support them to retell the
main events of the story in the correct order.
O
Tell the children you want them to make a glass of squash.
Ask them to draw each action that they are going to do, in
the order that they will do it – then ask them to follow the
sequence that they have drawn!
Rhyming Words: Indentifying, then continuing, simple
rhyming sequences
O
Work with the children to construct a series of fun rhyming
couplets about themselves that they can illustrate.
O
Create a rhyming words display table.
O
Challenge the children to see who can make the longest list
of rhyming words for -in/-ap or similar.
O
Make a rhyming tree – the rhyme is displayed on the trunk
and each leaf has a new word written/drawn on it.
