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This document outlines speech and language therapy activities to help children practice answering more complex questions that require making inferences and deductions. It provides examples of level 3 questions and directions for activities involving following and giving directions, sequencing events, making predictions, and understanding other people's perspectives. The goal is to encourage children's use of world knowledge and experiences to comprehend language beyond a literal level.

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Navin Kumar
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130 views4 pages

Blank Level

This document outlines speech and language therapy activities to help children practice answering more complex questions that require making inferences and deductions. It provides examples of level 3 questions and directions for activities involving following and giving directions, sequencing events, making predictions, and understanding other people's perspectives. The goal is to encourage children's use of world knowledge and experiences to comprehend language beyond a literal level.

Uploaded by

Navin Kumar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Speech and Language Therapy Activities

Understanding of Language

Speech and Language Therapy Programme


Answering Questions: Blank level 3

These activities will help children practice answering questions that require
them to use world knowledge and knowledge of their own experiences to make
deductions, interpretations and group information together.

Examples of Blank level 3 questions/instructions:

 Telling a story or describing an event


 Summarising a story
 Making predictions
 Assuming roles - what does a character say?
 How does a character feel?
 Following a set of directions
 Planning and giving a set of directions
 Defining words e.g. ‘what does sow. . . mean’

Activities to practice answering questions

These activities aim to help your child answer more complex questions.

Practice these activities for 5 or 10 minutes about 3 times a week! It is best to


practice little and often!

1. Directions

a. Do as I say!
As the child to follow commands that involve moving
around the classroom or house, e.g. “go and take the
register to the office then take this note to year
two”.

b. Map it out
It is important for a child to follow directions but they
should also be encouraged to give directions. Play games where the

WOLVERHAMPTON SPEECH AND LANGUAGE THERAPY


DATE 10.2011 REV 10.2014
child is the teacher and gives either you or others in a group,
directions to follow. This can involve having a set of objects
in front of them, which they have to ask others to take to
various places, or it could be a pen and paper exercise.
For example draw a map on a piece of paper. Give your
child the map and take turns giving directions e.g. “draw a
blue line up to the shop and then turn left along the road and stop
at the park”.
When you have finished you can compare maps and see if they look
the same.

2. Sequencing

Sequencing is a key skill to understanding why ideas fit together and is


important for understanding prediction.
See if your child can sequence a short story, or the sequence of events in
their day. See if they can summarise information in a picture book.

3. Making predictions

At this level of questioning children should be encouraged to make simple


predictions. A few ideas are given below:

a. Initially, always work from a child’s own experience


Encourage them to predict what is going to happen next during
everyday situations e.g. just before the bell goes for lunch

b. Provide picture cues of all the activities the child is going to do


in the day
Make a visual timetable. Encourage the child to look at the cue
cards when they have finished an activity and tell you what is going
to happen next

c. Give forced choice alternatives


If the child finds it difficult to answer an open ended question
then give them a choice of two answers with one of them being
correct.
E.g. “what is going to happen next? Are we going to play or going to
assembly?”

d. Ask them what is going to happen to others


Ask what the teacher might do next

WOLVERHAMPTON SPEECH AND LANGUAGE THERAPY


DATE 10.2011 REV 10.2014
e. Use picture sequencing cards
Leave the last picture out of the sequence and see if the child can
tell you what might happen next.
Gradually ask the child to predict things beyond the immediate
situations

f. Ask them to predict what they might do when they get home/at
the weekend

g. Ask them to predict what might happen to characters on the


television or in books

4. Understanding others

Some children have great difficulty understanding how others


feel or seeing things from another person’s point of view.

a. Initially use real situations


Explain the other person’s point of view and how he might feel.
Keep the language as simple as possible

b. Some children benefit from drawing or writing down the


explanations

c. If the child understands role play…


Role play can be helpful in exploring situations

d. Sometimes it is easier for the child not to be involved


Act out scenarios with toys so the child can see what happens.
Playmobil is ideal. Discuss how the various characters are feeling
and what they could say in the situations.
Some possible situations include:
 Two children are playing with a ball and another child wants
to join in. What is he saying? How is he feeling? What do
the others think? What are they saying?
 A child is hit in the playground and finds an adult. What
does he say? How does he feel? What does the adult
think? What is the adult saying?
 One child tells another that she has lost her cat. What
does she say? How does she feel? What does the other
child say?

WOLVERHAMPTON SPEECH AND LANGUAGE THERAPY


DATE 10.2011 REV 10.2014
You can use books in a similar way. When reading a story book with the
child encourage them to think about how different characters might be
feeling about what has happened to them. What they might be thinking?
What might they say?

Always work from the child’s experience. Always act out scenarios that
are relevant to your child. Only move to other situations when your child
can confidently reason at this level from their own experience.

References
Blank, Rose and Berlin (1978). The language of learning: the preschool years. New York: Gurne and Stratton Inc.

Elks and McLachlan (2008). Language Builders: advice and activities to encourage children’s communication skills. St
Maybn; Elklan.

WOLVERHAMPTON SPEECH AND LANGUAGE THERAPY


DATE 10.2011 REV 10.2014

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