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 o k h as be e n d e veloped
e C om m u nica tion Cookbo n c harity, and
Th m m u n ic a tio
dren’s co
by I CAN, the chil Campaign, which helps young
rld orld.
the BT Better Wo ication to c re a te a b e tte r w
le us e co m m u n
peop h ers , parents
ho o ls , te ac
e ’d lik e to th an k all the sc m a de the
W a luab le h e lp
ose inv
and children wh
le.
Cookbook possib

I CAN is the children’s communication charity. I CAN works to
develop speech, language and communication skills for all children,
with a particular focus on children who find communication hard.
I CAN develops programmes and provides training, consultancy,
outreach services as well as resources and information for families
and professionals. I CAN also runs two special schools for children
with speech, language and communication needs.
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The BT Better World Campaign is dedicated to helping young
people develop the communication skills they need to get the most
out of life, at school, at home, and in society.
The Communication Cookbook is the latest in a series of resources
made by the Better World Campaign in partnership with I CAN.
Others include ‘Learning to Talk and Talking to Learn’. A wide range
of free resources can be found on our website.
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 Contents
Welc
ome
Attention
and listen
ing 5
Vocabular
y
Building s 10
entences
Telling sto 18
ries
Conversat 26
ions
Communic 34
ation-frien
Top tips dly enviro 42
nment
Stages of l 50
anguage d
evelopme 52
What’s on nt
the DVD
What’s on 54
the websit
Further res e 56
ources
Picture car 57
ds
58
59

First published July, 2008. Produced by Dialogics, designed by Deborah Ripley, Illustrated by John Rowley. Distributed in England with the support of The Communication Trust.
 Welcome to
The Communication
Cookbook
Helping children develop their
communication to your busy life, the activities can
skills is one of the most importa simply become
nt jobs you can part of your everyday routines,
do as a parent or teacher. That’s whether you’re a
because spoken teacher or parent.
communication is the key to so
much in life that’s
important, from making friends
and getting a Best of all, parents and teachers
good education to enjoying a succ who tested the
essful career. activities were very positive abo
ut their impact
Communication is the foundati on children. They said the children
on for getting a enjoyed the
great start in life. games and became more confide
nt with their
communication. Parents even said
it helped them
The Communication Cookbook
shows you how to get to know their children better!
help children build language skil
ls and grow into
confident, skillful communicators Children develop at different rate
during their s at different
critical first two years at primary times, so they will have differen
school. Every t abilities at any
child benefits from having a soli one time. There are tips through
d foundation out that will help
of language and communication you to make the activity easier
skills. It’s and harder to suit
impossible to be too good a com each child.
municator.
The Cookbook can also help prep Don’t forget to look at The Commun
are 4 year-old ication
children for school, whether use Cookbook DVD. This includes a
d at home by demonstration
a parent or in a pre-school setting by Wendy Lee of how to interact
such as with children in
a playgroup. order to support their growth as
communicators.
More details on page 56.
We called it a Cookbook becaus
e there are five
key ingredients in successful com There’s also a special Communicat
munication: ion Cookbook
attention and listening; vocabu website where you can find add
lary; building itional activities,
sentences; telling stories; and con download picture cards coverin
versations. g some of the core
Children need nourishment in all vocabulary for 4-6 year-olds and
five areas in play
order to develop into healthy com a series of brilliant online games.
municators who It’s all at:
are able to express themselves
clearly and, just as www.communicationcookbo
importantly, understand what othe ok.org.uk
rs say to them.
The Communication Cookbook isn’
The book is packed with ideas for t for reading
activities and once and putting away on a she
games. They’re great fun to do – lf. Keep it handy.
for you as well Use it every day. Be inspired by
the children! Far from being ano it and have great
ther chore to add conversations with the children
in your life.
 The activitie
s in this book
compiled by have been
Wendy Lee (a
professional bove), a
adviser at I C
Wendy’s role A N. Part of
is to make su
programmes re that I CAN’s
and resource
best practice s reflect
and evidence
speech and la . Wendy is a
nguage thera
20 years’ exp p ist with over
erience in mai
special scho nstream and
ols.
Over the year
s, Wendy has
children with worked with
a wide variety
language and of speech,
communicat
io n needs.
e
She is also in

to m ak e th and speech an
volved in trai
ning teachers

‘You have if you do, the

d language th
erapists.
Wendy is mar
ried to Simon

effort, but ill be not only

teacher, and , a head
has three dau
ghters.

rewards w , but amazing.’

surprising tea c her
la ss
Reception c
 Being able to co
mmunicate
is absolutely fu
to children’s de
ndamental
velopment.
The ability to communicate underpins just about every aspect of a child’s
development. It sits at the very heart of education. If a child is going to make the
most of their time at school, they must be able to understand the teacher and join in
discussions, whether the subject is maths, history or PE. Importantly, one of the first
steps towards learning to read and write is to have solid verbal language skills.
Communication is also at the heart of a child’s social and emotional development.
Relationships are made and maintained through communication. And it’s through
communication that children learn to ‘read’ other people’s emotional states and
express their own.
The Cookbook aims to help all children because we know how important these skills
are for every child’s wider development. We know from research, for example, that
difficulties with language and communication can have a serious impact on children’s
learning, behaviour and ability to make and maintain friendships.
If children have good speech, language and communication skills, life can be a
lot easier for you as a parent or teacher, and ultimately for them. You’ll be able
to understand their needs and feelings, and they’ll be able to understand your
instructions more easily. You’ll be able to negotiate and reason with them rather than
nag or bribe. And of course you can have a lot of fun together with your conversations.
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thrive best
Children
on five.
We’re all familiar with the idea of having a balanced diet, incorporating five portions
of fruit or vegetables a day. The Communication Cookbook follows a similar approach
by recommending that children regularly practise communication skills in five
different areas:
Attention and listening
Vocabulary
Building sentences
Telling stories
Conversations
Skills in these areas form the basic building blocks of communication. They are all
vital and link with one another. They often overlap, meaning activities in one area can
support language and communication in others. The book provides you with ideas for
four different activities for each skill, making 20 in all.
As soon as you become familiar with the principles behind the activities, you’ll be
able to create your own versions. The possibilities are endless. Remember, make sure
children practise their skills in all five areas on a regular basis.
All the activities are tried and tested. The vocabulary and grammar they promote has
been carefully selected to be appropriate for children aged 4-6.
 Note to teachers: Note to pa
Incorporate the activities the activit rents: Fit
i
everyday r es into your
into your everyday outines.
classroom planning.
While ‘speaking and listening’ as a topic is covered within literacy, the reality You can incorporate many of the activities into your everyday life. Do you have time
(as most teachers know) is that spoken language is relevant to every aspect of the to kill in a queue? A car journey to make? Have some fun with one of the activities and
curriculum. For example, children need a good understanding of maths vocabulary make the most of the opportunity. Shopping to be put away? Toys to be tidied? Turn
(including terms such as ‘more than’ and ‘less than’) to work through the concepts the chore into a fun learning activity.
of early mathematics. Similarly, in a science investigation they need to be able to
Why not turn cooking into an opportunity for language development and
predict what happens next. Throughout the day, children need to be able to work in
conversation? Encourage children to focus on the task at hand (attention and
pairs and small groups to problem-solve, negotiate and discuss topics together.
listening). Talk about the ingredients (vocabulary). Encourage them to give you
The activities in the book can be used to support learning in all areas. For instance, instructions (sentence building). Ask them to explain what happened to another
vocabulary exercises are a great way to teach the words required for a new topic. person (telling stories). And don’t forget to chat as you cook (conversations).
Sorting games can be used to categorise different types of material in science. Word
Some of the activities, especially those needing a few props, might require you to put
Bingo can be linked to history lessons and bossy Boo Cat played in PE. Some activities
aside some special time, but even then, only a bit of preparation is needed.
are particularly well suited for quieter periods. Listening games, for instance, are
ideal for circle time.
Teachers who took part in a Cookbook trial commented on how effective it was to
do five activities a day over a 4-week period. The table below shows a suggested
schedule, with the simpler activities coming first.

Skill Week 1 Week 2 Week 3 Week 4

Attention and listening Recipe for good listening Listening walk Remembering games Making sounds
Vocabulary Boo Cat sorts things out Action time Word magic Word bingo
Building sentences Add an adjective Guess what? Do as bossy Boo Cat says Barrier games
Telling stories Picture sequencing Basics of storytelling Group story Important story words
Conversations Spot the difference Finding out 3 conversation games Let’s talk about it

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 Symbols
How many can
play?

e t th e m ost
How to g tivitie s
a c
out of the
Single child
Small group
Whole class

How long does

it last?

10
mins 5 - 10
mins 10 - 15
mins 24

Day to day

● Children learn best when they’re having fun and
enjoying what they’re doing. So make sure the activities
are light-hearted.
● Little and often is best. Doing five 10-minute sessions is
much more effective than one 50-minute session.
● Repetition is great. Don’t be afraid of using the same
words in different activities. Children are more likely to
remember that way.
● Incorporate the children’s interests into the activities.
For example, if they’re into Mickey Mouse, make up
Mickey Mouse stories, describe Disney characters, and
so on.
● Different learning approaches suit different children.
Try to involve as many senses as you can. Touching,
tasting (if appropriate), seeing, hearing, looking.
Remember the Chinese proverb: ‘I hear, I forget. I see,
I remember. I do, I understand’.
● All children learn at different rates, so you should make
the activities easier or harder to suit different children.
● Link new information to what the child already knows.
For example, if you are talking about a banana, point out
that it’s the same colour as the child’s t-shirt (and also
that granny made a banana cake at the weekend!).
● Take time to help children reflect on what they’ve
learned. If you look at the instructions for each activity,
you’ll see Boo Cat, a cartoon character, pointing out the
skills being taught by the game. One of the best ways
to help children learn is to get them to understand why
they’re doing what they’re doing and what skills they
are developing as a result. For example, it’s great fun
to play a game like Fruit Salad, which involves a lot of
running around, but even better to know that in order to
play the game well you need to listen, and that playing
the game makes you better at listening. In turn, being
good at listening is important for story time or for when
you’re talking with your friends.
● Be specific with your praise. Saying ‘good listening’ to
a child makes them aware of exactly what they’ve done
well. Recognising what they’ve done well puts them in
a better position to repeat it in the future.
● Encourage questions and make sure the children know
that it’s okay to make mistakes. Explain that mistakes
are a good thing, because they provide you with the
opportunity to do something better next time. Children
should be able to recognise when they understand
something and when they don’t. They should feel
comfortable about asking for clarification.
Make your home or classroom
‘communication friendly’
We all know that it’s easier to speak and listen in some
places than others. Some factors are related to the
physical environment (noise level, privacy), others are
due to other people’s communication styles. Are they
approachable? Do they speak clearly?
It’s important to make your home or classroom as
‘communication friendly’ as possible. For ideas on how
to create an environment where children find it easy to
talk and listen, read our special section, which begins on
page 50.

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 Attention a
nd listenin
g

We’re alw
a
listen, but ys asking children
how to do th ey do t
n’t always o
We tend to
it.
think of list
know
automatica ening as so
lly. In fact, mething th
counting – just like an at everybo
y other skill dy can do
it can be ta – from catc there’s noth
and practic ught and d hing to ing to distr
e. eveloped th act them fr
rough dem radio or co om listenin
onstration mputer is a g. Turning
good start. off the TV,
More and m
ore deman It h e lps to enga
attention a ds are bein ge children
nd listenin g made on Say their n ’s attention
g within ou our childre ame first, m before givin
listening a r busy and n ’s
skill which n o is y th e m ake sure th g instructio
children st children ca society, m the instruct ey’re listen ns.
ruggle with n fail to de aking ion. If they ing, and th
listening, e ve lo p properly. m a ke sure you pra ca rr y o u t th en give
it over a lo specially w Some ise them (‘ e instruction
ng period o hen they h were doing Well done. properly,
room full o r when the ave to do really good You knew w
f classmate y are part o li
s. But liste f a la rg er group, li fu n n y at first, but st e n in g ’). Speaking h a t to do. You
make sense ning is ess ke a children like like that m
of the soun e n ti a l if children th e ir o it a nd will soo ight sound
fundamenta ds and word wn listenin
l to having s that surro are to g skills. n start to b
proper two u n d them. It’s e aware of
when the fu -way conve also
n really sta rs a ti It ’s im
rts! ons – whic portant tha
h is children. W t adults de
monstrate
The ability e are impo good listen
to pay atte sp e a ki rtant role m ing with
that also ne ntion and co ng to us it’s odels, so w
eds to be m ncentrate is on what th g o o d to stop, make h e n ch ildren are
to completi astered if a a closely re ey are sayi eye contact
on, whethe child is to se lated skill n g a
r it’s playin e things th can’t listen . If this isn’t n d concentr
or doing th g a game, at rough now but giv possible, sa ate
eir school w te m e m e y somethin
with tasks, ork. Some ch m p ting a jigsa y a tt ention.’ Th a fe w m in u te g like, ‘I
preferring to ildren have w en when yo s and then y
flit from on trouble stic Doing this u have the ou can hav
slow down e thing to an king shows chil time, listen e
their learnin o d re n th a t yo really well
skills that d g. Being ab th er, and this u va lu e w .
evelops thro le to conce can h at they have
ugh stages ntrate is on Sometimes to say.
benefits fro rather than e of those we need to
m lots of p all at once our childre cu t down wh
ractice and and really n listen. Fo at we are sa
encourage morning, yo r example, ying to help
ment. when leavi
Fortunately u might sa n g th e house in
, there are We’re read y: ‘E llie, shoes, the
their listen lots of ways y to go.’ Th coat, bag, p
ing skills. Fo you can he a s: is w o rk lease – brill
time togeth r example, it lp ch il dren to deve ‘C o m e on Ellie n s b e tt e r than long iant.
er with the ’s a good id lop ow, it’s tim explanatio
m every da ea to spend and get yo
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environme come on Ell oh and don arbies
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 Attention and listening

Recipe for This activity teaches good listening by breaking it down into three key
10
mins 24

good listening behaviours. This approach provides you with a simple way to recognise and
praise good listening behaviour.

Have fun with role play 3. Thinking

On the third day, go through the process again, this time
The main idea Have some fun demonstrating both poor and
with ‘thinking’. Ask the children to talk to you. Make it
good listening.
Good listening involves three key behaviours: obvious that you are not thinking about what is being
1. Sitting still 1. Sitting still said to you. For instance, stare blankly into space. Get the
Ask a child to tell you something – e.g. the best bit of children to ask you questions. Explain that you don’t know
2. Looking at the person who is speaking
their last holiday. Warn them that when they are talking, the answers because you weren’t thinking.
3. Thinking about what the other person has said you might listen carefully or you might not.
Ask the children to tell you something else. This time,
What you do
When they are talking, wriggle around and look all over demonstrate good thinking and answer all the questions
Explain each behaviour separately and link it to
the place. Don’t listen! You won’t need to do this for correctly.
good listening.
very long.
Praise each behaviour when you see it, again linking Praise works wonders
it to good listening. For example: ‘You were sitting Ask the children: Now that you and the children know exactly what good
beautifully and that means you can listen better.’ listening involves, you can make your praise very specific.
● ‘Was I listening?’
The more firmly embedded this idea is in the child’s For example: ‘You knew the answer because you were
● ‘How do you know I wasn’t listening?’
mind, the better. doing good thinking and good listening.’ This is very
● ‘What do I need to do to listen properly?’
powerful as it tells children exactly what they are
Usually, children come up with the idea of being still or doing well.
looking at the speaker.
This activity is demonstrated on the DVD.
Go through this exercise again, this time listening well.
Say to the children: ‘I am sitting nicely so I am doing
good listening.’ Use every opportunity that day to ‘catch’ Reminder
‘Look how good children sitting nicely and listening. Praise them. For
I Remember
am at listening. example: ‘Look at you sitting so nicely and doing really to follow
Now I know w listening r the good
hat good listening.’ ules when
to do.’ children. Y t alking with
2. Looking ou will fin
good at te d t
The next day (or when the children are ready) go through lling you w hey get very
doing it rig hen you’re
the same process, demonstrating both good and poor ht! not
‘looking’.

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 Attention and listening

Listening 10 - 15
mins
24

walk This is a wonderful way to get children thinking about the different
sounds they hear around them.

How to do it Describing sounds Back at base

Tell the children you’re going on a listening walk. Explain
that everyone must listen very carefully to the sounds they
can hear around them. Let the children walk for a while
and then stop. Ask them to be very quiet and still. Get
them to say what they can hear.
Help the children find words to describe what they
can hear.
● Cars and lorries driving on the road (brmm, brmm).
● The wind blowing (whoosh).
● People talking (chatter, chatter), and so on . . .
Depending on where you walk, the sounds might be very
different. So make sure you walk in a range of settings – the
park, the shopping centre, the sports ground, and so on.
When you return home or get back to the classroom,
make the sounds and see if the children remember what
they stand for. ‘What does brmm, brmm stand for?’
Alternatively, ask them to describe what the wind, for
example, sounds like (whoosh).
You can play an online version of this game on
www.communicationcookbook.org.uk

y t o day about
, or
Variations Da are ou
t
ou
a n d
s gam
e
thi
h e n ever y ouse, play n d worki
ng
W the h s a
und
even in ning for so
1. Make a lis
tening map of
the walk. Hel
map of your t e .
of lis at they are g,
p the childre
stenin
route. Get th n draw a roug
sounds they em to draw th
ings that repr h
w h a t l i
out better or subtle
heard at vari esent the
ous points.
2. Use your m
i l d r e n get quiet ds.
As ch n pick out
obile or a tape
un
en so
at your stop recorder to re
a
they c ces betwe
ping points. cord the soun
name the so Replay them ds you hear
an d en
differ
unds. see if the child
ren can
3. Take a chec
klist with yo
children hear u and see ho
on their walk. w many of th
Here are som e sounds the ‘I can hear load
● Cars ● In e items for a s of
sects ● Bells checklist. different sounds
● Voices ● when I walk to
Door slamm
ing ● Buzze
rs school.’

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 Attention and listening

Remembering Remembering games are a great way for children to build their skills at
10 - 15
mins

games paying attention. They are very simple to play and can be done anywhere.
You can easily make up your own versions.

Shopping basket Going on holiday Same sound

Start by saying something like: ‘Mr Smith went shopping Begin by describing something Mrs Brown did on holiday. Change the format a little by having children choose
and bought a bottle of milk.’ Ask one of the children to ‘Mrs Brown went on holiday and ate some ice cream.’ The something that begins with the same sound as their name.
repeat what you said and add another item. For example: next child should add a holiday activity and remember ‘Jude went shopping and bought some juice.’ ‘Billy went
‘Mr Smith went shopping and bought a bottle of milk and what went before. For example: ‘Mrs Brown ate an ice shopping and bought some butter.’
a loaf of bread.’ As you go around the circle, keep adding cream and went swimming.’
items. ‘Mr Smith bought a bottle of milk, a loaf of bread
and some apples.’
Birthday presents
r
t easie cts
The same idea again, but this time the list describes the
presents someone got for their birthday. For example: ‘For
M a k e i
f obje
his birthday, John got a toy car, a cricket bat and scarf.’
range o ket
Have a res in a bas ll
t u pu
or pic children to
e
for th hold.
a n d
out

‘I can remembe
r
best when I
concentrate.’

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 Attention and listening

Making 10
mins

sounds This is a great way to get children to play around with sounds, which is
vital for the development of both speaking and listening skills.

Getting ready Three ways to play

What you need for this activity are lots of
different ways of making sounds. You can
produce your own noise-makers (with the
st ories Copy me Drums
help of the children!) using household Songs and variation,
you
Play a patt
ern of beats
on a
ake To play this d get the
items. For example, make a shaker by filling ildren to m ea ch stic bow l) a n
Ask the ch e two o f
drum (pla pattern
an empty bottle or tube with rice or dried ngs and st
ories need to hav le, repeat the
noises in so aracters en t. Sit at a tab children to um dee
beans. Plastic bowls make great drums certain ch instrum iv e th em n drum (d
whenever ned. For child. G on their ow ake this
and saucepan lids function as excellent are mentio opposite a ru m ents dum). To m
or actions t every t of in st dum dum
cymbals. Toy shops are full of inexpensive ll them tha the same se rrier on er, use mo
re than
instance, te oned in e. Put a ba a little hard example,
noise-making instruments, like rattles, olf is menti as you hav two of ment. For
time the W d, they etween the one instru saucepan
bells, whistles, and so on. Riding Hoo the table b example. ern on the
Little Red ith the e book, for play a patt pattern
e a sound w you – a larg , you a different
must mak ack climbs me to work lid and then e children
ery time J For the ga without ker. Ask th
shaker. Ev ust bang ke sounds on the sha thms and
alk, they m need to ma which th the rhy
the beanst like these able to see to copy bo
lid. Tasks them being sing.
a saucepan listen t you are u the sounds.
children to instrumen
encourage ance,
fully. a so u nd. For inst
extra care M a ke e children
a ke a ra ttle. Ask th
sh nd. To
e same sou
to make th en g ing,
re chall
make it mo o f so unds
quence
create a se and ask
le, shake)
(bang, ratt sa m e sounds
ake the
them to m
‘I can hear whi e order.
ch in the sam
sounds are the
same and which
are different.’

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 Vocabulary

Helping ch
words is n ildren learn new
o
it’s also gr t only important,
A good voca
eat fun.
bulary is ess
understand ential if ch
what’s goin ildren are to
grips with g on aroun animals). Yo
new ideas d them, ge u can point
While child and express t to out that so
ren pick up their own th linked by so me words a
n ew words a oughts. und. For exa re
every child t different the same so mple, they
benefits fro rates, und (ball, b might start
games. The m playing vo (hat, cat, m ee, boy) or with
y help boo cabulary-b at). they might
language, a st ch ildren’s co uilding rhyme
nd words a nfidence w
about and re interesting ith Children ne
play with. things to ta ed to know
lk lots of diffe that words
rent ways. can be use
The startin (w Some word d in
g point is to a lk ing, tidying s are about
connection h e lp children , sw im ming), som doing
between w make the describing e are abou
o (big, small t
a helicopte rd s and object for things o , red). Some
r.’ ‘Mummy’ s. ‘Look, th r people (t words are
explain wh s eating a m ere’s na able, mum names
at new word ango.’ You m e s to ideas o , school), o
s m ean. ‘By to ca n r co n ce pts (size, w th ers give
the day aft
er today, a morrow I m with words eight). Havi
ft e really help ng fun
Connectin e r y ou’ve had o a n and organis s children to
g words like ne more sl e them pro remember
with very y th is is a natura e e p .’ p erly in their th em
oung child l thing to d heads.
children to re n b ut works w o The key to
o, especia ell with old building vo
lly with mo er making lin cabulary is
re unusual ks between lots of repe
words. new words tition,
You can sh already kno and things
ow how wo w . It ’s a ch
in differen rd s a re linked to introduced g o o d idea to use ildren
t ways. For other word by the exerc the words
in meaning e xa m ple, they m s throughou is es in differe
(tall, high, ight be sim t the day, w nt situation
the same ca long). Or th ilar sh o alking dow s
tegory (anim e y might fit in p s, or at home n the stree
als) or subca .V o ca b ulary build t, a t th e
tegory (farm anywhere, ing can take
at any time place
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 Vocabulary

Boo Cat sorts This exercise helps children learn how to sort words into different categories.
10
mins 24

things out This is a crucial part of building an effective mental filing system, which helps
children learn and remember words and their meanings.

Setting up Playing the game Taking it further

Create a set of picture cards from the three Boo Cat sorts Lay out the cards and ask the children to sort them. Use the exercise as an opportunity to chat about the words
things out sheets. Tell the following story: Prompt if necessary. ‘Which things do we wear? Which you’re using.
do we eat?’
● ‘That’s right, it’s an orange. An orange is food. It’s
something we eat. Yummy!’ (Simple)
● ‘Gloves! When might I wear these?’ (More complex)
been ou t
Boo Cat has You can play this game many, many times. Children love,
shopping. Variatio and benefit from, repetition.

ll
n s You can play an online version of this game at
pping bag fu
He has a sho
● Use r
eal item www.communicationcookbook.org.uk
s instea
clothes. He ● Make d of pict
of food and your ow
n s
ures
w where to or clip a e t o f c a r
doesn’t kno rt d s using
photos
● Use d
ifferent
put them.
day
objects t
Sort in d o sort

Day to ng up or puttoinrgting game. nd

ideas:
ifferent
ways. H the
the
im sort out
ere are
some
Let’s help h tidyi s a
into a ellow box
● By we
to things we ight (he
Turn a y
shopping in w
avy/ligh a y
i n g h e
shopp e dolls in t rawer.’
e ● By co t)
nd things w lour (ye
eat (food) a
llow/blu
h d
‘Put t thes in the
● By fea e)
d
es). The foo ture (to
wear (cloth lo
ys with
the c
without wheels/
e n
in the kitch
wheels) toys
needs to go eed
● By ap
pearanc
he clothes n e (smoo
cupboard. T th, roug
h)
e wardrobe.
to go into th ‘I like this
game – it helps
me to know whi
ch
words go togeth
er.’

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 Vocabulary

10 - 15 24
mins

Action time This activity is great for helping children develop their skills at using verbs
– the words we use to describe actions.

Setting up Remember Moving on...

Make a set of picture cards by cutting up the Action Time Make sure you give plenty of positive feedback. ‘Julie, that
sheet at the back of this book. The cards show a range of was good talking. You were very clear.’ ‘David, you did When everyone in the group has had a go at the first verb,
verbs, such as walk, look and jump. good listening. You knew what to do.’ another picture card is chosen by a different child and the
routine is repeated.

Playing the game

Place the picture cards face down and ask the first child
to choose one. Let’s suppose that Julie picks the card for
jump.
ns
Julie then selects someone from the group and tells them
Variatio a b le – for exam
ple, an
Day to d
to do the action on the card. For example, Julie says: ‘I
ay
v a il
e props a
choose David... David, jump!’ David jumps, then selects Make som a ll , etc.
apple, a b
ook , a b
oose (a) th
e Help ch
ild
over the ren to have mo
another member of the group and gives them the same h ave to ch
il d r e n s o n th ey
instruction. ‘I choose Mital... Mital, jump.’ the ch e per ir re cont
This time rb, (b) th lve in to give c lives by encou ro
raging th l
h th e v e in v o
picture c
ard wit ) a n item to lear inst
ct, a n d (c e apple.’ can you r u em
are going
to instru
or ex a m p le : ‘John eat th blow up ctions (‘Daddy
uction. F please’) my foot ,
the instr e ‘silly’ or askin ball,
c h il d ren to giv do som g for pe
e ad the ething ( r
You can a
lso ask th
s : ‘M rs Brown, re a fun. put the ‘Mrs Br mission to
s, such a bit of extr hoops a o w n
way, ple , can we
tr u c ti o n n ju s t a
ins
his is mo
re tha d which
a n a .’ T a k e sense an ase?’)
ba n nce s m evelop.
ow in g w hich sente it y fo r a child to d
Kn nt abil
n importa
‘It’s fun using don’t is a
different words
to
tell people wha
t
to do.’

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 Vocabulary

10
mins

Word magic This activity is a brilliant way to introduce new words

into a child’s vocabulary.

Setting up Playing the game Taking it further

Choose the word you are going to focus on. You could use Ask the child to describe it. What else do you know about pineapples? What other
a real object (a lightbulb or pineapple, for example) or a fruits are grown in hot countries? What other things go
You might need to use some additional prompts like:
photograph (like a river or boat). well with pineapple? (Ice cream!)
● What colour is it?
Use the headings on the Word Magic template to This activity is demonstrated on the DVD.
encourage the children to talk about the object from ● How big is it?
various angles. Let’s work through an example, using ● What does it feel like?
pineapple as the chosen word.
n s
Variatio
Ask some ‘what’ questions to
e them in
● What do we do with it? o le c la ss, divid t h in k about
wh group
● For a e a c h p
nd hav e the grou
● What is it: a fruit or vegetable? groups a p t s – t hen get
e prom
one of th as.
● What kind of plants do they grow on? their ide ual
to share n individ
Ask some ‘where’ questions w o r k in g with a A 4
are s on
● If you emplate in.
d , m a k e your t t o fill them
● Where do we keep pineapples in the house? chil h il d
nd help
t h e c ping the
paper a r y b o o k by kee
● Where can you buy one? vocabula
Create a a file.
le t e d sheets in ake
● Where do they grow? com p roup, m
o r k in g with a g r s heets
Ask some ‘who’ questions? If y o u are w
m m u c h large
● o
plates fr osters.
your tem e m as wall p
● Who has tasted a pineapple? lay t h o
and disp ay way t
a g r e a t everyd s s in
● Who has bought one? Magic is cla
n. It
‘This game is fu ts ● Word e-tutor a
ar n lo e w w o r ds or pr p ic – maybe
● Who likes the taste? helps me le t each n fo r a new to
ds .’ bular y
about new wor the voca ite boar
d.
in t e r a ctive wh
on the

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 Vocabulary

10
mins

Word bingo This game is a brilliant way to reinforce newly learned words. Children love
it because of the bingo format, which leads to lots of fun and excitement.

Setting up Playing the game And the winner is...

Cut out the bingo cards from the Word Bingo sheets at the
back of the book.
As you’ll see, there are four different bingo cards, each
containing 10 illustrations, so you can play the game with
up to four children.
There are several ways to play being the bingo caller. Children should shout out ‘Me!’ when they have the item
on their card.
You can simply call out the name of the item. For example:
The first child to complete their card first is the winner and
● ‘Boat... sock... glass...’
should shout ‘Bingo!’.
You can describe what the item looks like. For example:

The reference sheet has all 20 illustrations on it which ● ‘It’s got wings and wheels and a pilot at the front end.’
you use to call out the items. Give the children enough (Aeroplane)
counters so they can cover the illustrations as you call
You can describe what it’s used for. For example: Variatio
them out. n s
● ‘It’s something you sleep in when you’re little.’ (Cot) You can
make yo
reinforc ur own b
e differe ingo car
You can describe where it’s found. For example: instance nt sets o ds to
, you ca f w ords. Fo
from a n n make r
● ‘It’s yellow and you find it in the fridge.’ (Cheese) ew topic cards fo
being dis r words
or word cussed a
s that y t school
struggli ou know
ng with. the child
ren are

‘This game is go
od
for listening an
d
finding out abou
t
words.’

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 Building se
ntences

Putting w
o
make sent rds together to
step in a c e nces is an e
hild’s dev xciting
elopment
.
Putting wo
rds togethe
step in a ch r to make se
ild’s comm ntences is
children usu unication d a major
ally unders evelopmen Encourage
tanding mo t, with children to
re than they situations, communic
ca where som ate in pract
To understa n say. ething hap ical
nd and use them spea pens as a re
sentences, king or und su lt of
know how children ne to get reall erstanding
to combine y engaged . This will h
appropriate words in th ed to in the activ e lp them
grammar. Th e right ord them to de ity. For exa
e r, using scribe, in a m p le
to combine ey also nee to do next. sentence, w , ask
short sente d to learn h Ask them to hat they w
convey mo nces into le o w like to play describe th ould like
re complex ngthy ones with. Give e toy they
sense to th in formation th a t them an in would
e listener. and still m several part st ru ction that h
ake s to it. ‘First as
some pape get the pain
r.’ ts out, then
Using and find
understand
to see how ing senten Guessing g
powerful la ces enable ames are a
nguage can s children great way to
the world a be in influe se ntences. Fo get childre
round them ncing r example, n to use
result of th and making fa vo ask a child
eir speakin things hap urite TV ch to describe
g or unders pen as a aracter and their
tanding. who they’re you (or ano
talking abo ther adult)
As children ut. guess
begin to exp
they also st re ss themselv As an impo
art exercis es in sente rtant role m
lives – for e ing more co nces, sp odel, it’s e
xample, by n trol over th eak in clea ssential th
making the eir r sentence at you
So speakin ir needs kn la n g uage (‘The s yourself.
g in senten o w Use specifi
reason it’s ce s is quite a le n . (‘The one o
g re e n c hair’) rathe c
particularly ap, and for ver there’) r than emp
a safe, non im portant to p that extend the . Start with sh ty words
-critical en rovide them m when th ort sentence
their skills vi ro nment in w w ith e child is rea s and
, beginning hich to pra dy.
with very si ctise
mple sente There’s an
The more a nces. online gam
child hears se ntences at e to practis
range of si sentences www.com e understa
tuations an b eing used in municatio nding
are to pick d se tt ings, the m a ncookboo
up the tech ore likely th k.org.uk
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 Building sentences

Add an 10
mins 24

adjective This exercise is great for encouraging the use of descriptive words
(adjectives) and linking them into simple sentences.

Setting up Playing the game Remember

Get the children to collect some objects to describe,
such as a ball, toy or cup. They can choose more unusual
objects such as a sieve or a thistle. The more unusual the
object, the wider the range of words needed to describe
them.
Hold the ball in your hand and say: ‘This is a ball.’ Hand the As always, recognise and praise good listening
ball to the next child and ask them to add another word to behaviours.
describe the ball. For example, they might say: ‘It’s a blue
ball.’ The ball is then passed to the next child, who adds
another descriptive word. ‘It’s a round ball.’ Keep going as
long as you can. ‘It’s a big ball’. ‘It’s a bouncy ball.’

Make it
harder
With old
add the er children, ge
w t
sentenc ords togethe them to
e. ‘It’s r into a
sier...
round a blue
blu
i t e a b
blue ba e ball.’ ‘It’s all.’ ‘It’s a
Make th some gentlethe ball ll . . .’
, and s a
o on.
big, rou
nd
t wi does
Promp ns. ‘What
io
quest ?’
l i ke
feel
‘I am learning
so
many words to
describe things
.’

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 Building sentences

This exercise helps children to practise both understanding sentences 10

mins 24

and saying them. They have to listen and understand clues to work out

Guess what? the answer. The activity also helps them to learn about categories. Some
children might need quite a lot of support with this activity at first.

Setting up Playing the game Taking it further

Create a set of pictures (about 12) by cutting photographs Let’s say you have chosen a photograph of a frog. Offer When the children are familiar with the activity, let
from magazines. Alternatively, use picture cards you the children six clues, one for each of the headings below. them take turns at being ‘teacher’. At first, the children
might already have from other games. For example, say: ‘This is what category it belongs to – it’s might need a lot of adult help with making sure their
an animal!’ descriptions fit the six categories, though they will
Arrange the pictures face up. Without being seen, put a
develop this ability with practice.
coin (or some other reward) under one of the pictures.
Heading
Explain that you are going to describe one of the pictures. Clue
The children’s job is to decide which one you are talking about. The category it
belongs to It’s
an animal
Variation
iz.
What it does me as a qu
Play the ga e
It can jump lling anyon
One way of desc
ribing it a p ic tu re without te u es s
Choose g
It’s green ildren can
What it’s like See if the ch
what it is. questions.
What it’s not lik
It’s a bit like a to
ad tl y b y a sk ing the six
e It’s not like a ra correc belong to?
The letter it begi bbit h a t ca te g ory does it
ns with It begins with th 1. W
e letter F es it do?
2. What do
cribe it?
uld you des
3. How wo
it like?
4. What is
it not like?
5. What is
egin with?
Day-to-day re, any
6. What lett
er does it b

n pl ay th is game anywhe
Yo u ca ‘I spy’,
w it ho u t pr ops. Play it like
tim e, inking
ea d st ar t by saying, ‘I’m th ‘I gave really go
but in st ..’ or od
at lives in a zoo. clues. The othe
of something th
rs
s a baby
someone who ha
guessed what I
of was
‘I ’m th in ki ng talking about.’
brother...’

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 Building sentences

Do as bossy 10
mins

Boo Cat says This activity encourages children to use simple sentences to tell others
what to do. It’s also great fun.

Setting up Playing the game Taking it further

Prepare a set of picture cards by cutting up the Do as Ask a child to pick a card. Get them to pass on the When they’re ready, the children will be able to think of
bossy Boo Cat says sheets. These cards show actions like instruction to another member of the group. For example: their own bossy Boo Cat instructions without the help
touch your nose, run to the window or wiggle your foot. ‘Bossy Boo Cat says walk to the door.’ of cards.
Explain that Boo is feeling very bossy today. Take one of
the picture cards yourself. ‘Bossy Boo Cat says sit on the
floor.’ Sit on the floor, as instructed.
Variations essing-up
Make it e ac ti vity into a dr
You can tu rn th s, including
harde r ar e a co lle ction of clothe
sers, belts,
You can game. Prep ve s, socks, trou
get the c ha ts , sc ar
items like d so on.
sentenc
es by ha
h ildren to
use long , w at ch , ri ngs, shoes, an
descript ving the er sunglasses me,
ion. Her m includ essing-up ga
e are so e an ext
ra e ba si c ve rs ion of the dr e
Bossy B me exam In th ructions ar
oo Cat s ples. me of the inst
ays: make sure so e ti e on your leg.
’)
● Touch ex pe ct ed (like ‘Put th in k ab out
your no un ildren th
● Walk
se with
your thu is w ill m ak e sure the ch th em ou t
Th carry
to the d
oor quic mb
st ru ct io ns rather than ve rs io n,
● Jump kly the in ion to th is
up and d
own fou to m at ic al ly . As an extens il su ch as :
● Sit on r times au
n to ad d an other deta
re
the floor
and kee get the child
p still ur hand
lly hat on yo
● Put the woo
your head
ripey scarf on
● Put the st
ur nose
ue sock on yo
● Put the bl

‘I can make a
sentence AND tell
people what to do!’

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 Building sentences

Barrier games are a fabulous way of encouraging children to be precise

10
in what they say. The idea with these games is to put a ‘barrier’ between mins 24

the players so that they can’t see what the other person is doing. You

Barrier games can make an effective barrier by using a large opened-out book, a tray or
piece of cardboard.

Getting ready How to help

Play in pairs. Give each pair the same drawing and
identical sets of coloured pencils. For example, you can
Go through the pictures with the children and identify
what went well and what could have been done differently
Variations
y different
n be used in man
use the drawings on the Barrier games sheet. to make the pictures more identical. Help them to Barrier games ca de rs tanding
e giving and un
understand the idea of clarification. For example: ‘Did ways to practic am pl es, all of
One child colours in a part of their drawing and instructs re are some ex
you mean light blue or dark blue?’ Encourage the child instructions. He e ch ild ren’s
the other child to do the same. For example, the child apted to suit th
who is doing the drawing to ask questions if they are at all which can be ad
might say: ‘Colour the curly hair brown. Colour the
confused: ‘Do you mean the boy with the straight hair or abilities.
straight hair yellow.’ Continue until both pictures have ribe so
the curly hair?’ a picture to desc
been coloured in. ● Give one child
py it.
Barrier games are powerful because they provide children the other can co
At the end, the children check the pictures and decide tical sets
with immediate feedback on whether or not their message ren to make iden
whether or not they are the same. ● Get the child
got across clearly. They also help children to understand
of beads.
how powerful and useful language can be. as the item to
n on a pegboard
● Use the patter
This activity is demonstrated on the DVD. copying.
be described for
t of bricks
ren the same se
● Give both child sizes) and get
es, colours and
(different shap ns.
the same patter
them to create
of toys – like
ild the same set
● Give each ch to create
ay m ob ile fig ur es – and get em th
Pl
ios.
identical scenar
with a variety
al picture dolls
● Dress identic
of clothes.
‘I need to give a sandwich, with
clear Co mpl et e a ta sk, like making
instructions to ●
make d and fillings.
sure our pictur
es are a choice of brea
mple map.
the same.’
ri be w he re to put items on a si
● Desc

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 Telling sto
ri es

Tell me wh
What’s the at happened.
We tell each
story?
other stori
across the es at home
dinner table , at work an
lives throu . We replay d
gh our stori th e events of in the playg
es. (‘You’ll our round?’, ‘W
happened n e ‘W ho did you hat did you
to me this ve r guess wh see in the p do on holid
unload our morning ...’ at th ark?’). And ay?’,
anxieties, p ). W e tell stories e re ’s th e question then of cou
and explain ass on new to h a pp ened a th a t e ve ry parent a rse
how we fee s, share info t school to sks: ‘What
l about thin rmation day?’
gs.
In short, st Storytellin
ories are w g exercises
able to tell oven into th w orkouts be act as grea
stories (an e fabric of cause they t communic
d understa li fe . Being call on all th ation
stories) is nd other pe fr om paying e other skil
an essentia o p le a tt e n ti on and list ls,
develop as l skill that ’s and senten ening to vo
they make children ne ce building cabulary
their way in ed to . B e
the world. ve rbally is a g in g good at tell
ood founda ing stories
We seem to that childre tion for wri
have an inst n will be ab ting. It’s un
Children as inct for tell stories if th le to write likely
young as th ing stories. ey can’t un well-struct
support, are ree or four, st d e rs ta ured
able to con given the ri ories verba n d or express
vey inform ght lly. their own
a simple st ation in the
ory. form of The best w
ay to encou
Stories are st orytelling a rage childre
more than bilities is to n to develo
need to ha just a strin R give your ti p their
ve a structu g of senten e spond to th me as a list
re in order ce s; th ey e ir st o ri es (‘That’s ener.
We need to to make se facial expre amazing!’).
set the sce nse. ssions refle Let your
happened ne, say wh q u estions. If n ct yo u r interest. Ask
and how w o was there ecessary, p
e felt. Stori , what rompt them gentle
into accou es also nee happened
nt the liste d to take n ext. Encou to tell you
ner’s know house. It’s rage storyte what
ledge and important lling aroun
needs. for childre d th e
There are m many diffe n to hear st
any occasi rent situati ories in as
asked to de ons at scho ons and se
scribe their ol when ch ttings as p
experience ildren are ossible.
s (‘What ha Try to keep
ppened yo ur stories si
clear struct mple and o
ure and the rganised, w
right comp ith a
onent part
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 Telling stories

Picture 10 - 15
mins
24

sequencing This exercise helps children learn how to tell their stories in the right order.

Setting up Getting started Get talking

First, create a set of pictures cards from the Picture Start by showing the children a part of the sequence and Use the exercise as an opportunity to chat. If the pictures
sequencing sheet. asking them to describe what’s on the picture. Next, offer are about getting dressed, you could chat about the
a choice of two pictures and ask: ‘Which comes next?’ difference between winter and summer clothes, and so on.
The cards show the various stages of making a sandwich.
The child’s task is to put them in the right chronological When they’ve got the hang of this, make the task a little You can play an online version of this game at:
sequence. harder by asking them to order all the cards on their own. www.communicationcookbook.org.uk
Get them to describe how a sandwich is made, using the
cards as a guide.
Place special emphasis on words that are to do with
ordering and organising, such as first, second, next,
last, beginning and so on. This will help at school with
r i d e a s for
organising their writing.
Othe ences...
sequ the m
orning
in
a t h appens
Variatio Wh
n ytime
At pla l
You can
have gr g t o schoo
own car eat fun
Goi n
e park
ds with making
to th
a digital c up your
example g
amera. o i n
inema
, you co For G
the c
photogr uld take
a series
aphs of o g t o
Goin
school in ch il dren get f
ting rea ed
dress
the mor dy for
n in
teeth, h g – brus
t t i n g
playing
aving br
e a k fast, and
hing the
ir Ge
the sequ so on. B
photogr e n c ing gam y
aphs, yo e with th ‘This is a bit lik
storytell u’ll not o ese e
ing skills nly incr a stor y.’
them wit but will ease
h the ro also fam
utine. iliarise

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 Telling stories

The basics of
This activity helps children to develop a good set of storytelling skills.
10 - 15
It can be quite hard work compared to some activities, but it pays dividends. mins
24

storytelling The idea is to break down how you tell (and listen to) stories into a number of
key steps, which you then practise with the children.

How it works What’s in the story How to tell it

Start with the skills of listening to a story. As with all good Now let’s look at the skills of telling stories. The final points you want to get across are about how to
listening, the basics are: (a) sit still; (b) look at the person speak when telling a story.
Get one of the children to tell a short story. It might be
who is talking; (c) think about what the person is saying.
about something that happened in the playground or at ● Look at the person you are talking to
Explain that when you are listening to a story, there are lunchtime. Or it could be a familiar story, like Snow White.
● Speak loudly enough for everyone to hear
five things to think about:
Ask the children what they think they need to do to tell ● Speak at a good speed – not to fast, not too slow
● Who is in the story? a story well. Listen to what they say, and thank them for
● Make the story sound exciting
● Where is the story taking place? their ideas.
● Use actions and pictures to bring your story to life
● When is it? Explain that the first step is to plan what you’re going to
Ask each child to tell you a story and praise when them
● What happens? say. Show the children how drawing a few rough pictures
when they get things right: ‘Well done. You spoke very
can help with the planning. For instance, if you are
● How do the people in the story feel? clearly and you made the story sound really exciting.’
planning to talk about a birthday party, you could draw
Tell them a story. It might be a real-life story, like ‘What I some stick people to remind you of who was there and
did while you were at school today’. Or it could be a story
from a book, like Little Red Riding Hood.
some drawings of food to remind you of what you ate.
Day to day...
The next step is to make sure that you include all the
After you’ve told the story, ask the children to talk about right details when you tell your story. Use the drawing When children tell yo
u stories about
who was involved, where the action took place, when it as a reminder: what’s happened du
ring their day,
took place, what happened, and how the people felt. you can help reinfor
● Who is in the story? ce the basics
by prompting them.
Repeat with other stories until you’re happy that they ● Where is the story taking place? Example: ‘So
you played with Mile
understand and remember all the important parts of
● When is it taking place? s today in the
a story. playground, WHEN wa
s that? In the
● What happens? morning or the aftern
Remember to praise good story listening behaviours. ‘Well oon?’
● How do the people feel? ‘Now I know w
done, you really listened to what was going on and where hat
I need to do to
it happened!’ tell a
stor y. The list
helps
me remember.’

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 Telling stories

10
mins

Group story Making up stories together is a fun way for children to become familiar
with the different elements needed to make a story complete.

Setting up Playing the game Taking it further

Cut out the cards from the Group story sheet. Each card Show the cards to the children and remind them of what In a similar way, you can encourage the children to retell
represents an element of a story. They are: each symbol stands for. Give examples for each symbol. a story they are already familiar with. This could be an
For instance: Where might mean in the park, at the cinema experience from their own lives or a story they’ve heard or
● Who
or by the seaside. Another example: How people feel might seen on television.
● Where mean John is feeling happy or Ramesh is feeling sad.
This activity is demonstrated on the DVD.
● What happened You could start by telling a story yourself. It might be a real
● When experience (what you did on your holidays when you were
a child) or a story from a book or comic.
● Why
Encourage the children to retell the story, one element at a
● How people feel
time. For example, the first child might be shown the Who Make it
Explain to the children that you are going to make up a card and asked to say who is involved in the story. The harder
When t
story together and that each person in the group will be next child might be shown the Where card and asked to hey are
you ca confide
adding a different bit of the story. describe where the story took place. And so on . . . n enco nt enou
up the u r g
ir own age them to m h,
or as g s tories a
roups – individ ke
in clas u ally
s.

k e i t easier all the

Ma to us
e
nce, t
ave
ime
ta
on’t h or ins r
You d very time. F concept fo uld
e o
cards a d i f ficult an adult c ‘We made a real
is oft
en p, so uting ly
o gras of contrib
funny stor y in
r e n t our
child task
group – the ques
n the ement.
tions
b e g i v e l
really help.’
hen’ e
the ‘W

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 Telling stories

Important 10 - 15
mins

story words The aim of this activity is to get children to identify the different elements
within a story and to think of lots of different words for each category.

How to do it The cards End words

Cut out the cards from the Important story words sheet. Use the cards to help the children identify different types End words tend to be a conclusion or final action of some
The cards represent five kinds of words that are very of information in a story. sort. ‘We stopped playing when it rained.’ They can also
important for storytelling. Who words. When words. refer to how people felt, including the person telling the
● Who words Me and Daddy
Where words. What words. End words. Use these cards story. ‘I was upset by how angry he was.’
throughout the activity to remind the children of the five ● When words Last night
kinds of words. ● Where words Cinema

Tell the children a very simple story that includes
examples of the five kinds of words. For example: ‘Daddy
and me went to the cinema last night. We saw a very
funny film and then ate fish and chips. I was tired but
happy when I got home.’
● What words Saw a funny film, ate fish and chips
● End words I was tired but happy
Spend time brainstorming each category.
‘Let’s think of some who words. That’s right, there’s you
and me and Daddy and Mrs Brown.’

‘It helps to to be
familiar with th
words you use e
when
telling stories.
’

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 Conversati
ons

Conversat
io
world go a ns make the
Friendship
round.
s and famil
world of w y relationsh
ork depend ips thrive o
to sort out s on them. n them. Th
W e use conve e activities in
problems, rsations this book.
Huge amou m a ke plans and g All sorts of
nts of our li et things d from Ludo ready-mad
ves are con one. to Snakes a e games,
conversati ducted thro interaction nd Ladders
ons. ugh and taking , encourag
turns. e social
To see how Don’t forge
important t to praise
look at chil conversati turns or wa children w
dren in a p ons are at sc hen they are
la yground an hool, take a iting nicely taking
to-one and d see how . It sounds
group conve m any one- simple but
talk to each rs a tions are g it works.
other abou oing on. Ch It’s also wo
t e ve ildren rth noting
of their spo rything und are purely that, while
ntaneous ro er the sun. social, man some conve
dependent le -p lay games Many happen for y are funct rsations
on talking. are comple a reason. Th ional – tha
involves lo E ve n a playgrou te ly ey have a p t is , they
ts of chattin nd football to find out urpose. It m
g . W g a me about som ig ht be
a child mig ithout conve or to ask fo e one’s need
ht struggle rsational sk r help. Chil s, to clarify
needs met to m a ke friends o il ls, d ren need to so m ething
effectively r to get the with havin become fa
. ir g conversa m il
different p ti ons using th ia r
urposes. eir languag
Being able e for
to have con
other skills versations Remember
described depends o also that co
in this boo n all the
and listenin k – paying att doing or sa mmenting
g, having th ention ying, or giv on what ch
to construct e right word can create ing inform ildren are
sentences s to use, be much bette ation abou
they’re doin and tell sto ing able r conversati t yo urself,
g all those ries. But eve asking lots ons than si
things, the n when of question mply
many child big challen s.
ren is gettin ge for
This is cen g into the h For instance
tral to two a bit of takin , you migh
always easy -way comm g turns. t say: ‘I noti
for childre unication, with Sam in ced you pla
n to take on b u t is not the playgro ying tag
many of th board. Tha may respo und this m
e exercises t’s why nd with: ‘W orning.’ Th
turns. in this cate e w eren’t playi e child
gory focus playing Ha
on taking rry Potter!’
Th
ng tag, we
were
can encoura e conversa
ge it to flou tion has be
Children ca good.’ ‘Yea ri sh by sayin g u n. You
n be encou h, Zach is H g: ‘Oh, that
with friend raged to ta arry and...’ sounds
s and famil ke turns an
y in lots of d interact
ways besid There’s an
es the online gam
conversatio e to practis
ns at www.c e understa
ommunica nding
tioncookb
ook.org.uk

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 Conversations

Spot the This game is a great way to build children’s conversation skills – and
10
mins

difference have wonderful fun doing it. Being attentive to changes in someone’s
appearance can be a good starting point for a conversation.

How it works Getting started How to support

One of the group (Person A) leaves the room or puts on
a blindfold. Someone else in the group changes their
appearance in some way.
Person A returns to the room (or takes off the blindfold)
and is asked to say what has changed. The next person
leaves the room, and so on.
It’s best to start with changes that are pretty obvious; for Encourage the children to work out what you need to do
example, take a shoe off, turn a jumper inside out, two well to be good at the game.
people swap places, etc.
● ‘You need to look very carefully.’
As the children get better at the game, you can make the
● ‘You need to remember things.’
changes more subtle. Example: roll up one sleeve higher
than the other.

Day to d Make it e i t e asier the room be

ay harder Mak leaving
son arance
.
appe
What’s
dif
Change
so t he per ange their ren to
today? C ferent in the c appearan mething about H a v e ch hild
ce whil your ne to the c
missing?
an we w
ork out ss
la
or out e in the the o s t o f .
and abou classro he re hanged
Mrs Jon
What’s
differen
who is
children t a om Get t t ’ s c
can spo nd see if the wha
hair cut
es toda
y? She’
t about
t the dif guess
. Shazia s had h ference
differen h er .
t – she’ as something
What ab s lost a
ou tooth.
new sho t George? He’
es. s got
ber
Remem
feels
a b o u t how it n
ildren mmen
to
the ch and co
Talk to o t ic e ar ce
a n .
eople n ir appe ‘If I look really
when p o u t t h e
ings ab carefully, I can
new th what is differen
see
t’

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 Conversations

5 - 10
mins

Finding out This exercise helps children to become confident at finding out about
other people.

Setting it up Playing the game Taking it further

Gather the children into a circle. Explain that the object
of the game is for the children to find out new things
about their friends. They are to take turns at asking and
answering questions.
As the adult, your first job is to introduce the question.
Say something like: ‘I’d like to find out what everyone’s
favourite television programme is.’ Turn to the first
child in the circle and ask: ‘Carlos, what’s your favourite
programme?’ After Carlos has answered the question,
he turns to the next child in the circle and asks the same
question. ‘Mohamed, what’s your favourite programme?’
The question is passed around the circle, until everyone
has answered, including you.
Introduce other questions for everyone to ask and answer
in turn. What was the most enjoyable thing you did on
holiday? What present would you most like for your
birthday? What’s your least favourite food? Who is your
best friend, and why?
Once the children are familiar with the activity, you can
ask them to come up with their own questions.

Remembe
r
Being able
to learn ab
is a very im out other p
portant sk eople
Making frie ill to devel
nds or join o p.
much easi ing in gam
er if you are es is
things you able to dis
have in co co v er
children. mmon wit
h other

‘It’s good findi

ng ou
about my friend t
s’

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Conversations

3 conversation 5 - 10
mins

games These games provide children with the opportunity to practise their skills
at conversation.

c tions s for all

1. Introdu nd then ad
d
2. True or
f alse h 3. Present they would
y clearly a urself, whic ying what
n a m e v er
ins w it h th e a fa ct about yo ke tu rn s a t sa
mas
Say your elf that beg at g iv in g sh av e to Children ta ay or Christ
u t y o u rs le : Take turns e. The other for a birthd
a detail a b o
ame. For ex
am p true or fals ch ot h er ) w hy.
d as your n can b e ei th er buy ea portantly
same soun gg in g.’ The nd (very im
J a n e and I lik e jo
guess whic
h it is.
!’ (False) present – a ho money
box
‘My nam e is g their own d to be ginger Jane a Dr W
e tu rn s at makin I le: ‘My h a ir u se
team.’ (Tru
e)
Example: ‘I ’d b u y
te TV sh ow.’
children ta k mesh and For examp his football her favouri
‘M y n ame is Ra is ca p ta in o f
because D
r W h o is
statemen ts . ‘My brother
rb.’
like rhuba troduction
.
ge th e sty le of the in d I
You can ch
an ew an
e is Matth
ex a m p le : ‘My nam C h ri stopher Remembe
For name is
don’t like
m ic e.’ ‘M y r
ots.’
an d I d o n ’t like carr Remind ch
ildren how
take turns important
and do goo it is to
d listening
Once the ch .
ildren are
game, let th familiar w
em each h ith the
s
group
the group ave a go at
leader. being
f o r
Tips circle.
It’s import
ant for you
s or an active ro to join in a
et tile 8
nd play
o r k in a c a r p
le.
W airs, n 6-
on ch ter. Betwee y for
Don’t forget
to praise h
l d r e n elpful behav ‘Now I know Ja
Chi bet ciall
‘That was ne
works ber – espe
lovely listen iours.
in g, Kim. You likes Dr Who, I
mats
knew exact will
u m ly what Da
ood n rren said.’ ask her to play
a Dr
is a g children. Who game at pl
ay
r
quiete time’

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 Conversations

Let’s talk 10
mins 24

about it These four games are designed to stimulate conversations

around simple topics.

hates job? son

Loves and and place
What’s my Special per Fruit salad
s ple doing dren, e name
nge of item tures of peo rcle of chil chooses th
Collect a ra e of a Cut out pic a nce, From the ci ‘special Each child to be a
in the centr bs. For inst eone as th
e
lan decides
one of them stance, the different jo eople choose som receives of a fruit. A to be an
il dren. For in
oking after
p
h is p erson then . M iya decid es
circ le o f ch
or packet someone lo d in a perso n ’. T
eryone in grap ef ru it
up leader
t b e a jumper serving fo o
ent from ev so on. The gro
item m ig h
e children in hospital, a m bulance, a complim ery kind. app le , a n d
names of
plain to th t, d riving an ‘Mary is v o u ) says the
of food. Ex ose to the rest a u ra n the group. ‘Michael (init ia lly, y
ildren hav
e
sh o uld stand cl g a car. re s h er sweets.’ s a n d these ch
tha t th ey ove far or mendin She sh a I am sad.’ two fr u it
you say:
ey like it, or m d and ask e la ugh when ces. When
obje ct if th re to a chil ma k es m to swap pla ildren must
hate it. Give a pictu the person to this d ’, all the ch
away if they cribe what ren are new ‘Fru it sa la
dren are
plain why them to des e group hav
e When child hard to s. Once chil
ildren to ex thers in th can find it swap place get them
Ask the ch r away. is doing. O b is . game, they say. In this
case, w it h the gam e,
close or fa hat their jo in g s to fam il ia r
the leader.
they stood change to guess w think o f th
n out of th
e
tu rn s at being
them to ex ecial perso to ta k e
Encourage ch other. ‘I send the sp ro u p ted on
iew with ea ou can hel
p th e g
iv it y is demonstra
points of v use it’s too room, so y want to sa
y. This a ct
mper beca t w h a t th ey
hate the ju ecause they to work o u
en comes the DVD.
ke beans b l person th
small.’ ‘I li The specia each child
room and
fill me up.’ back in the like about
between hing they
Point out si
milarities
n see they
says somet
e sure all th
e children Variation
that they ca them. Mak e special s from any
children so on. ‘That’s ce to be th oose word
s in comm get a chan You can ch nimals,
have thing nd Ryan – types of a
g. David a person. vocabulary for instance
.
interestin they say it onstrated
on or shapes,
ap because ity is dem vegetables child re n
both like so This activ ely, let the
e.’ Alternativ
smells nic the DVD. choose.
‘It’s great play
ing
these games w
ith
my friend.’

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 ion-friendly
municat
How com e or classroom?
is your hom environment,
at home or in
ion-friendly
communicat
do to help .
os t us ef ul th ings you can is to the classroom
One of the m ion abilities w influential
ve lo p th ei r communicat ic at io n- to recognise ho
re n de m un rt an t ild’s
ch ild arn in a co m It’s also im po g part of a ch
ak e su re th ey live and le be ha vi ou r is . You are a bi th e
m your own t of some of
friendly envi
ronment. k for a momen t you
en vi ronment. Thin ul ts have that pu
nm en t is on e that ti on al ha bi ts other ad
viro nversa
ion-friendly en forts to co ing with them
.
A communicat or ts ch ild re n in all their ef of f communicat
an d su pp ild re n fi nd
encourages ronment whe
re ch
something
e. It’s an envi yable. hen you have
communicat l, ea sy an d en jo
● Not re co gn is in g w
sations natura
having conver important to
say. eas.
me issing your id
’s ea si er to ta lk in so
ri ng yo ur fe elings or dism
all know it on ● Igno
As adults, we for example,
. It depends, istening.
situations th an ot he rs
talking ab ou t, th e ● Only half-l me to finish.
ta lk in g to , w ha t w e’ re
es e ti ng be fo re you’ve had ti
Th ● Interrup
who we’re w noisy it is. interest them
,
or even just ho ings that only
mood we’re in to ch ild re n. ● Talk in g ab ou t th
just as much
factors apply not you.
in th is book eir sentences.
th e ga m es and activi ti es
ild re n ● N ot finishing th
By playing tanding of ho
w ch rs as
good unders best help ese behaviou
you’ll gain a e an d ho w yo u ca n
m em be r, ch ildren find th do !
municat of Re as you
learn to com e importance mmunication
be in g m or e aware of th ti vi ti es da maging to co
them. Just some simple
ac
ion and having ting a
communicat ar t to cr ea
ng er ti ps is a brilliant st
at your fi

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 id ea s to he lp you 6. Be a role mod
20 great
5. Give children
for the languag el
c o m m u nic at ion- time to respond
you want to heae
create a m e n t .
Children process language r

iro n slower than you, so allow Children learn be

friendly e nv
st from the
them plenty of time to think adults around th
em. They pick
and formulate a response – up on the way w
e use language
even if it seems like a very and listen to them
. One of
drawn-out process to you. the best ways to
support
1. Use the right level children’s langua
of language communication
ge and
Use the words children development
7. Eliminate
understand as the ba is to be a good ro
a child’s development sis for your conversati le model for
by using language too ons. Pushing the language, lis
doesn’t work. It can, in
fact, be counterprodu
far beyond their curre
nt capability distractions conversation sk
tening and
ills you would
ctive.
d it harder to
It’s helpful to underst
and what the next sta Children generally fin like to see in the
children.
ge of the child’s deve n tha n adults,
That way you reduce
the risk of either holdi lopment entails. focus their attentio
ng a child back or push eli mi nating
hard. For example, if
a child is comfortable ing them too so make it easier by
using short sentence s as yo u can.
ready to move to the as many distraction
8. Use visual
next stage, when you s, then they are
can start using longe lik e tur nin g off
sentences. r, more complex Simple measures,
If you realise that the the TV and radio, or fin din
ke
g
a
a quiet
hu ge
support
language you are using ma d
is too advanced, think corner to talk in, can , symbols an
to simplify it. For exa
mple, break down a co about ways Use drawings e
mplex sentence into difference. to support th
Instead of giving a lon
g list of instructions, simpler chunks. photographs
divide it into steps. t of a child’s
developmen
r example,
language. Fo
9. Praise picture cards
or clippings
e
2. Get down to th 3. Keep the achievements t
es are a grea
from magazin
ild .
level of the ch atmosphere fun ry
rce vocabula
When a child does we way to reinfo
ll at a
e easier with Remember to ha language task, praise timetables to
Conversations ar ve fun with them. Make Create visual
t down to language. Try to sure the praise is spec ildren with
children if you ge make your ific. Rather familiarise ch
hi ch may time together en than simply say: ‘Well quences, like
their eye leve l, w joyable and done,’ be important se
ng on the more detailed – ‘I lov need to do in
well mean sq ua tti relaxing. You wan
t the children ed the way you the tasks they .
lk w ith them. to associate com before school
floor when yo u ta munication with
described your new frie
nds. They the morning
pleasure rather sound very nice.’
than stress.

4. Use a child’s name before giving instructions urage children to admit when they are
10. Enco
Remember to attract the attention of a child before you speak.
Wait until you confused or unclear e unsure them to say if they’r
have their attention before giving instructions. to let ch ild ren know it’s okay for if a
It’s im po rta nt . Respond positively
me thi ng . In fac t, it’s essential for learning
about so
derstand.’
child says: ‘I don’t un

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 16. Mistakes are a good thing!
11. Offer comments rather than ask questions It’s important to let children kno
conversation, w that mistakes are OK. If they get
It’s very easy to ask too many questions. Rather than stimulating answer wrong, they can be encoura the
ation feel like an ged with ‘Good try’ or given som
questions can actually inhibit it. They can make a convers information, like, ‘You’re right. e specific
The koala bear is an Australian anim
interrogation. the one that jumps. Have another al, but it’s not
think.’
rather than ask direct
An alternative approach is to comment on what the child is doing
green?’, you could make
questions. So instead of asking: ‘Why didn’t you paint the tree
ting idea.’ Another
a comment like: ‘I see you’ve painted the tree red. That’s an interes
?’ you might simply 17. Encourage
example. Instead of asking: ‘Why haven’t you eaten your fish fingers
conversation 18. Don’t just give
d your fish fingers.’
comment: ‘You’ve eaten all your beans but you’ve hardly touche instructions, make it
For quieter children, research two-way
has shown that some things help
12. Create opportunities encourage conversations more
than It’s easy to allow instructions
for conversations 13. Tell children others. The se are the mos t effe ctiv e to dominate our conversations
skills they are p what things adu lts can do: with children. ‘Get your coat on.’
Get creative. Make deliberate mis
takes for ractising š

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‘Wo
w!’) ‘Come and get your dinner.’
children to correct. Set up situatio On the instruction pa
or comment on what the chil isd
ns where ge for each activ ‘Put your toys away.’ ‘Get your
they have to communicate to get the cartoon char ity, book out.’
what they acter Boo Cat hi doing (‘The paint is dripping.’)
want. Encourage children to take the skill being ta gh lig ht s
control. ught by the gam
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even at it’s important fo
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a very simple level. ‘John, what fun, what helps have (‘I went on holi day to the seas ide. ’)
do you make the learning like praising (‘Fantastic!’),
think I should I do with this sho is to get them to ‘stick’
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negotiating (‘OK, five more
on.
themselves minutes play, then bed time’)
or clarifying (‘Do you mean

lk about what’s going on in their world yesterday or tomorrow?’). It’s

14. Ta 19. Name the emotion good to have a balance in the
that interest them. ngs
ren to talk about the thi
It’s important for child adult, but it’s good different ways we use language.
the ir ch oic e of top ic may be boring for an to
If a child is experiencing a strong
emotion,
Sometimes ourite topics as a way
tened to. Use their fav name it so they can start to buil
for children to feel lis skills.
d their own
their communication vocabulary of emotions. Try to con
expand and develop ly
20. Respond positive
nect
the emotion to an event or experie
nce to
reinforce the idea that feelings
from out of the blue. So, for exam
don’t come to curiosity
15. If you let them watch TV, do it together might say: ‘You’re feeling angry
ple, you
Anything that builds
a child’s sense
because rth pursuing,
There’s a lot of debate about TV and how much children should watch. your toy was left out in the rain of inquisitiveness is wo
.’ When engine that drives
Sharing a TV programme with children can easily provide the basis for children realise that someone reco since curiosity is the
gnises rly careful to
conversation as well as give you the chance to explain the things they are how they’re feeling, this often has learning. Be particula
a strong ly to qu est ions.
seeing on the screen. You could also incorporate favourite TV characters calming effect. react positive
into the activities. (‘Guess which cartoon character I’m thinking about?’)

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 es of language developm e n t
Stag of language. As they grow older
and vocabulary continues to
g blocks
the age of five , mo st chi ldre n have mastered the major buildin h oth ers and use language to perform
increasingly
By ten ces , com mu nic ate wit
ne the way they combine sen
expand, children develop and refi process for 4-6 year-olds.
ks. The tab le opp osi te sho ws the major stages in this crucial
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 Listening and attention
Children enjoy listening to longer
stories.
They still find it difficult to
concentrate on more than one thing
at a time, like playing and listening.
BY
4
YEARS
Children can understand and follow
instructions without stopping what
they’re doing to listen.
Their concentration and attention is
more flexible.
BY
5
YEARS
Children now have better attention
and can concentrate for longer.
They can stay longer with one
activity.
They can listen better with one other
person or in a group.
BY
6
YEARS
Understanding
Children can understand questions
and instructions with two separate
parts, like: ‘Get your jumper and
stand by the door.’
They can understand the question
‘why?’
They start to understand the idea
of time – yesterday, today – though
they might not have these words yet.
Children can follow a simple story
without pictures.
They can understand instructions
containing sequencing words,
‘first… after… last’.
They begin to understand jokes.
They understand time in relation to
daily routines: ‘After lunch we will
do games.’
Understanding of new vocabulary
keeps growing.
Children understand more words for
subjects and activities in school.
They understand longer and more
complex structures, for example
passive sentences, like: “The dog was
chased by the cat,” and embedded
clauses, such as: “The boy, with the
brown hair, is called Jack.”
Speech sounds and talk
Children can use sentences of four
to six words.
They use the past and future tenses,
but may continue to have problems
with irregular words, such as
‘runned’ for ‘ran’.
They might still make a few mistakes
with speech sounds such as l/r/w/y,
f/th, s/sh/ch/dz/j.
Children use well formed sentences
but there may still be some
immaturities.
They can explain the meaning of
simple words.
They may have problems with harder
sounds such as ‘th’, ‘r’ and three
consonant combinations like ‘scribble’.
They ask the meaning of words they
are not sure of and might try to use
them.
Children can tell a story that
involves different characters and
objects.
They have lots of ways of describing
things and can say which objects
belong to different categories and why.
Their speech is generally clear,
though they may make little
mistakes, and they are more
confident in their talking.
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Social skills
Children can understand how to
take turns with others.
They can start conversations with
others.
They enjoy playing with friends.
Children choose their own friends.
They are generally co-operative
with playmates and can plan play
activities.
They can take turns in longer
conversations.
They can ask for information,
negotiate, discuss feelings and
ideas, and give opinions.
Children can be good group
members, taking turns to speak and
listen to others.
They can think about other people’s
points of view.
They can use language to consider
and explain things, for example to think
about why things have happened or
what might happen next.
 What’s on Don’t forget to check out the Communication Cookbook DVD, which

the DVD you’ll find at the back of the book. There are four fascinating items for
you to look at.

All about the Cookbook

Listen to a group of parents, teachers and experts explain why they believe a foundation
of communication skills is absolutely vital for every child’s all-round development.
They also talk about their personal experiences of using the Cookbook, at home and in
the classroom, and the difference it can make. One teacher, for instance, says: ‘Prepare to
be amazed!’

Activities masterclass
Watch Wendy Lee demonstrate a selection of activities from the book, working with
a group of primary-school children. She analyses how she interacts with the children,
identifying what works well and what she could have done better. The demonstrations
give you lots of clues about how to get the most out of the activities yourself.

The growth of language

This unique video shows the development of children’s communication abilities, stage
by stage, from birth onwards. It’s not only fascinating to watch, the video will also help
you evaluate the progress of a particular child, bearing in mind that not all children
develop at the same rate.

Tips and techniques

Wendy suggests half a dozen ideas for things you can do as part of your everyday routine
to support speaking and listening.

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 Visit the Communication Cookbook website and you’ll discover a whole
range of useful ideas. Here are some of them, but to find out exactly

What’s on
what’s available make sure you visit more than once because we’re
adding items all the time.

the website www.communicationcookbook.org.uk

Fantastic interactive games to build children’s skills

Our online games manage to be both entertaining and very effective at developing
skills. By combining animation, interactive play and simple controls, the games hold the
attention of children while providing them with a genuine learning experience.

Additional activities
Download instruction sheets for additional games, organised into the same thrive-on-five
skills as the book – attention and listening, vocabulary, sentence building, telling stories
and conversations.

Links
When you’re on the website, you’re only a few clicks away from information on just about
every aspect of children’s communication. No matter what your interest or concern, this
is the place to start.

Picture cards
Download and print out a brilliant set of picture cards, drawn by Jon Rowley and based
on the ‘living language’ vocabulary lists devised by Ann Locke* (and used with her kind
permission). Ann’s lists identify the words most useful for a child to learn. Use them with
the activities in the book or in your own versions of games like lotto and snap. The cards
are available in black and white as well as colour.

Print your own version of the book

Download a PDF and print copies of the book, for your own use or to give to other parents/
teachers. Alternatively, print out instructions for individual activities for use in the
classroom.
*Locke, A. (1995) Living Language, NFER Nelson

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 es
Further resourc
I CAN works to develop speech, language and communication
skills for all children, by providing information, training,
support and online resources for families and professionals.
www.ican.org.uk
BT Better World Campaign offers a superb range of free
resources from its website for teachers, parents and
carers, all aimed at developing children’s communication
abilities. The resources include DVDs, publications,
comics and online activities.
www.btbetterworld.com
Talking Point run by ICAN, provides a comprehensive
range of information for parents, carers and professionals.
If you are worried about a child, get in touch directly with
your local speech and language therapy service, which
you can find on the Talking Links section of the site.
www.talkingpoint.org.uk
The Communication Trust aims to raise awareness of the
importance of speech, language and communication across
the children’s workforce and enable practitioners to access
the best training and expertise to support all children’s
communication needs. The Trust was founded by Afasic, BT
Better World Campaign, CDC (Council for Disabled Children)
and I CAN. Its work is supported by the Department for
Children, Schools and Families and other funders. The Trust
is hosted by I CAN and works to a representative board.
www.thecommunicationtrust.org.uk
+.
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I CAN, working with the BT Better World
Campaign and Openreach, has developed
some great books and DVDs to support
Primary Talk transforms your whole school into a parents and early years practitioners.
communication supportive environment and ensures
effective practice around communication for all children, Chatter Matters, a DVD
including those with speech, language and presented by Dr Tanya Byron,
communication needs. offers dozens of brilliant ideas
www.ican.org.uk/primarytalk to help you develop children’s
speaking and listening skills
throughout their pre-school years.
Afasic has a wide variety of free, downloadable handy
hints for helping children with speech, language and
communication needs, and a helpline for parents.
www.afasic.org.uk
Learning to Talk is a self-study
The Council for Disabled Children (CDC) is the DVD resource supporting all
umbrella body for the disabled children’s sector in workers in the early years sector
England, with links to the other UK nations. to create communication-rich
www.ncb.org.uk environments.
The Royal College of Speech and Language Therapists
is the professional body for speech and language therapists
and support workers.
www.rcslt.org
Ready Steady Talk! is a
fun-filled activity pack
The Department for Children, Schools and Families
which helps 2-3 year-olds
(DCSF) provides information and resources to support
develop the speech,
speaking and listening in primary schools. The Primary
language and communication
National Strategy supports teachers and schools to raise
skills they need.
standards across the whole curriculum.
www.dcsf.gov.uk
Order these resources from
Go to www.talkingpoint.org.uk for links to many www.ican.org.uk/products
more organisations that can help.
 Boo Cat sorts things out

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Cat sorts things out Boo Cat sorts things out Boo Cat sorts things out Boo Cat sorts things out Boo Ca
Action time

✁
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Word magic

Describe it Anything else?

What do we do with it? Who has seen /likes /would

use / knows this thing?
Where might we keep it /
see it / use it?
ic Word magic Word magic Word magic Word magic Word magic Word magic Word magic Word magi
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Word bingo

✁ ✁
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Word bingo

✁ ✁
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Word bingo reference
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Do as bossy Boo Cat says

✁
 as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do
bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as
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as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do
bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as
as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do
bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as
as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do
bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as
as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do as bossy Boo Cat says Do
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Do as bossy Boo Cat says

✁
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✁ ✁
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Picture sequencing

✁
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 Group story

Who? When?

✁
Where? What?

Why? How people feel

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Important story words

✁
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t story words Important story words Important story words Important story words Important story wo
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t story words Important story words Important story words Important story words Important story wo
ory words Important story words Important story words Important story words Important story words
t story words Important story words Important story words Important story words Important story wo
ory words Important story words Important story words Important story words Important story words
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 Don’t forget to visit me on the
Communication Cookbook website.
www.communicationcookbook.org.uk
 The ability to communicate is fundamental to every aspect of a child’s overall development.
The Communication Cookbook is full of advice and activities for teachers and parents to help
4-6 year-olds develop the speech, language and communication skills they need.
The ‘recipes’ in this book are based on the five key ingredients for good communication:
Attention and listening Vocabulary Building sentences
Telling stories Conversations
Helping children develop these skills is one of the most important jobs a parent or teacher can do.
The good news is, with this book, you will have a lot of fun doing it.
For even more activities and games visit
www.communicationcookbook.org.uk

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