01 On Your Marks Workbook - Zyteq€¦ · 3 01a Turn Taking i) Shared Reading (repetitive lines) Resources: (books) ‘My Cat Likes to Hide in Boxes’ [by Eve Sutton/ pub.Puffin]

Contents

Category Activity Description Page Curriculum Links

Date Completed

Shared reading

Take turns to read books with repetitive lines & playing story CD.

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Singing. Take turns to sing songs with repetitive lines & playing CD.

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Knock Knock Jokes

Tell Knock Knock jokes.

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Telephone chat

Listen and respond to telephone partner.

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Playing Some useful words and phrases to use in games.

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Simon Says Direct others in playing Simon Says.

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Turn Taking

Play CD Play and pause music CD in response to Stop/Go pictures.

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Contents (continued)

Category Activity Description Page Curriculum Links

Date Completed

Choosing toys Choose from selections of 4 toys, and request ‘again, another or stop’.

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Symbolic play Do the laundry, cooking, playing with the doll’s house and toy vehicles.

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Role play Play doctors and go shopping.

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I Spy (attributes)

Play I Spy, using colours, shapes, materials and people characteristics.

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Creative play Describe what to draw or make with Playdough.

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Songs and books

Choose & participate in songs; and answer questions in stories.

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Puppet stories

Tell stories supported by the use of puppets.

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Making Choices

Directing and Judging

Direct others where to go in ‘Hunt the (Thimble)’ and express opinions.

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Access Notes:

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01a Turn Taking i) Shared Reading (repetitive lines) Resources: (books) ‘My Cat Likes to Hide in Boxes’ [by Eve Sutton/ pub.Puffin] ‘The

Very Hungry Caterpillar/ The Very Busy Spider’[by Eric Carle/ pub. Philomel] ‘That’s Not My Fairy/Bunny/Train/Monster’[by Fiona Watt/ pub. Usborne] ‘Time for Bed,’ [by Rebecca Elgar/ pub Elgar] ‘Oh Dear/Dear Zoo’ [by Rod Campbell/ pub.Little Simon] ‘There’s a Monster in my House’[by Stephen Cartwright/ pub. Usborne], ‘Peepo’[by Janet & Allan Ahlberg/ pub.Puffin], ‘Gingerbread Man’[Anon/ pub. Ladybird], ‘Stop at the Red Light’[by Emily Gale/ pub.Ladybird], ‘Bear Hunt’[by Michael Rosen & Helen Oxenbury/ pub. Aladdin], ‘Brown Bear’[by Bill Martin Jr. & Eric Carle/ pub. Puffin], ‘The Gruffalo’ (book & CD) [by Julia Donaldson & Axel Scheffler/ pub Macmillan Children’s Books]

n.b. the Puffin and Holt versions of Brown Bear are slightly different. If the latter is used, ‘monkey’ will need to be changed to ‘teacher.’ switch set up: single switch; simple/linear scan; auto/interrupted scan; auditory

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skills: timing for taking turns

Date Task Evaluation Curriculum Links

a) ‘My Cat Likes to Hide in Boxes:’ Take turns in reading, by selecting cell that says ‘but my cat likes to hide in boxes’ at appropriate time

b) ‘The Very Hungry Caterpillar:’ Take turns in reading, by selecting cell that says ‘but he was still hungry’ at appropriate time

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c) ‘The Very Busy Spider:’ Take turns in reading, by selecting cell that says ‘The spider didn’t answer. She was very busy spinning her web’, at appropriate time.

d) ‘That’s Not My Fairy:’ Take turns in reading, by selecting cell that says ‘That’s not my fairy’, at appropriate time.

e) ‘That’s Not My Bunny:’ Take turns in reading, by selecting cell that says ‘That’s not my bunny’, at appropriate time.

f) ‘That’s Not My Train:’ Take turns in reading, by selecting cell that says ‘That’s not my train’, at appropriate time.

g) ‘That’s Not My Monster:’ Take turns in reading, by selecting cell that says ‘That’s not my monster’, at appropriate time.

h) ‘Time for Bed:’ Take turns in reading, by selecting cell that says ‘Time for bed’ at appropriate time.

i) ‘Oh Dear:’ Take turns in reading, by selecting cells in sequence that say ‘No eggs here’ and ‘Oh dear,’ at appropriate time.

j) ‘Dear Zoo:’ Take turns in reading by selecting cells that say ‘So they sent me a ..’ and ‘I sent him back’, at appropriate time.

k) ‘There’s a Monster in the House:’ Take turns in reading by selecting cells in sequence that say ‘There’s a monster in my house’, ‘Don’t be silly Milly’ and ‘I think it’s only’ at appropriate time.

l) ‘Peepo:’ Take turns in reading by selecting cells in sequence that say ‘Here’s a little baby’, ‘1,2,3’ and ‘Peepo!’ at appropriate time.

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m) ‘Gingerbread Man:’ Take turns in reading by selecting cells in sequence that say ‘Run, run as fast as you can’, ‘You can’t catch me’, and ‘I’m the Gingerbread Man,’ at appropriate time.

n) ‘Stop at the Red Light:’ Take turns in reading by selecting cells in sequence that say ‘Stop at the red light’, ‘Orange in between’, ‘Go, go, go’ and ‘When it changes green’, at appropriate time.

o) ‘We’re Going on a Bear Hunt:’ Take turns in reading by selecting cells in sequence that say ‘We’re going on a bear hunt’, ‘We’re going to catch a big one’, ‘What a beautiful day’, ‘We’re not scared,’ and ‘Oh no!’, at appropriate time.

p) ‘Brown Bear:’ Take turns in reading by selecting cells in sequence that say ‘(colour/animal), (Colour/animal) or (person, person) What do you see?’ at appropriate time.

q) ‘The Gruffalo’ Book: Take turns in reading by selecting cells in sequence and at appropriate time.

r) ‘The Gruffalo’ CD: Play and Pause CD at appropriate time (pausing to turn pages)

Use this space to illustrate one of the stories told:

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01a Turn Taking (and making choices with low tech) ii) Songs (repetitive lines) Resources: Symbol Sheet or flashcards for i) actions for ‘Mulberry Bush’ ii) farm

animals for Old McDonald; iii) numbers 1-5 for ‘5 Currant Buns’ & ‘5 Green & Speckled Frogs’ iv) Body Parts for Little Peter Rabbit [optional props e.g. buns, penny, farm animals, 5 frog pictures & stickers with flies drawn on]; v) Music CD

1 2 3 4 5

switch set up: single switch; simple/linear scan; auto/interrupted scan; auditory

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a) ‘Here we go Round the Mulberry Bush: Choose action for each verse, using symbol sheet or flashcards. Select cell to sing ‘On a Cold & Frosty Morning’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

b) ‘Old McDonald’: Choose animal for each verse, using symbol sheet or flashcards. Select cell to sing ‘ee-i-ee-i-o’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

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c) ‘How Much is that Doggie in the Window’: Select cell to say ‘Woof Woof’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

d) ‘Five Currant Buns’: Choose number for each verse, using symbol sheet or flashcards. Select cells to sing ‘Round & Fat with Sugar on the Top’ and ‘Bought a Currant Bun and Took it Away’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

e) ‘Five Green & Speckled Frogs’: Choose number for each verse, using symbol sheet or flashcards. Select cells to sing ‘Youm Yum’ & ‘Glub Glub’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

f) ‘Little Peter Rabbit had a Fly Upon his Nose’: Choose body part for each verse, using symbol sheet or flashcards. Select cell to sing ‘So he Flipped it and he Flapped it & it & it Flew Away’ at appropriate times. (Need to inhibit switching when others are singing non-repetitive lines).

g) Music CD: Play and pause music CD at appropriate times.

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01a Turn Taking iii) Knock Knock Jokes Resources: None


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a) Knock Knock Set 1: Tell a series of Knock Knock Jokes, waiting whilst the partner says ‘Who’s there?’ and ‘xx who?’

b) Knock Knock Set 2: Tell a series of Knock Knock Jokes, waiting whilst the partner says ‘Who’s there?’ and ‘xx who?’

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01a Turn Taking iv) Telephone chat Resources: 2 toy telephones


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a) Inviting a friend to tea: Alternate between listening to telephone partner and responding.

b) Phoning the doctor: Alternate between listening to telephone partner and responding.

c) Ordering a pizza: Alternate between listening to telephone partner and responding.

d) Phoning the police: Alternate between listening to telephone partner and responding.

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01a Turn Taking v) Phrases for Playing Games Resources: variable games (e.g. Snap). Music CD


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a) Ready, Steady, Go! Direct others to start an activity by selecting cells in sequence to say ‘Ready, Steady, Go.’ (Need to inhibit switching at end of sequence).

b) My turn, your turn: direct turn-taking sequence in games by selecting cells to say ‘my turn,’ ‘your turn.’ (Need to inhibit multiple switch hits to make deliberate choices).

c) Musical Games: Play and pause music CD at appropriate times for games such as Musical Bumps, Musical Statues (staff may be the participants) and Pass the Parcel etc.

d) Snap: Select cell at appropriate times to identify matching pictures. (Need to inhibit switching between pairs).

e) Cheering: Select cell at appropriate times to celebrate success with cheering. (Need to inhibit switching when cheering inappropriate).

f) Dice: Roll the Grid 2 dice to participate in various board games.

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01a Turn Taking vi) Simon Says Resources: Single message switch recorded with, ‘No I didn’t say Simon Says.’

‘Judgement’ symbol sheet to enable child to express opinion about quality of partner’s acting


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a) Simon Says Set 1: Direct others to perform actions by selecting cells in sequence saying ‘Simon says x’ (Need to inhibit switching between actions). Using single message switch, signal if partner performs action when direction doesn’t include ‘Simon Says.’ Use ‘Judgement’ symbol sheet to express opinion about quality of partner’s acting.

b)Simon Says Set 2: Direct others to perform actions by` selecting cells in sequence saying ‘Simon says x’ (Need to inhibit switching between actions). Using single message switch, signal if partner performs action when direction doesn’t include ‘Simon Says.’ Use ‘Judgement’ symbol sheet to express opinion about quality of partner’s acting.

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01a Turn Taking vii) Play CD Resources: Music CD(s); Stop/Go cards


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a) Track 1: Alternate playing and pausing CD in response to seeing Stop/Go cards.

b) Track 2: Alternate playing and pausing CD in response to seeing Stop/Go cards.

c) Track 3: Alternate playing and pausing CD in response to seeing Stop/Go cards.

d) Track 4: Alternate playing and pausing CD in response to seeing Stop/Go cards.

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01b Making Choices i) Choosing Cause & Effect Toys, & requesting again, something else or stop. Resources: Set 1 Cause and Effect Toys, including ball, xylophone, bricks, switched toys, spinning top, water toys, rainstick, car, stacking cups, bubbles, music

Set 2: Cause and Effect toys as above + some toys involving sequence of activities e.g. tea set, washing machine, Potato Head, Playdough.

The set of 4 toys needs to be on display at the beginning of the session. Grids can be easily altered to fit in with toys that are available. Recommended switch set up: one or two switch; simple/linear scan; auditory

scanning on.

Changes to switch set up:

skills: • Affecting outcomes in play by making selections from grids of generally < 4 cells (there

are some exceptions e.g. in choosing colours). • If single switch used, timing needed. • If two switches used, ability to control and move between 2 switch sites needed. (NB if

only one switch site is feasible, and it is too early to expect timing skills, set up for 2 switches, giving communication partner control of scanning switch).

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a) Make selections between 4 Cause & Effect Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

b) Make selections between 4 Cause & Effect Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

c) Make selections between 4 Cause & Effect Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

d) Make selections between 4 Cause & Effect Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

e) Make selections between 4 variable Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

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f) Make selections between 4 variable Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

g) Make selections between 4 variable Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

h) Make selections between 4 variable Toys & play with the chosen toy. Choose ‘again, something different or stop.’ NB most of the session should be spent playing with the toys. Toys used:

Use this space to illustrate one of toy selections:

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01b Making Choices ii) Symbolic Play Resources: Set 1: Laundry: toy washing machine, iron, clothes line & pegs, dolls’ clothes (trousers,

jumper, t-shirt, dress, gloves, scarf) pump & carwash

Set 2: Cooking: toy cooking equipment + playdough

Set 3: dolls’ house + furniture;

Set 4: Vehicles: toy car, bus, van, motorbike + toy or improvised petrol

Recommended switch set up: one or two switch; simple/linear scan; auditory

scanning on.


skills: • Affecting outcomes in play by making selections from grids of generally < 4 cells

(there are some exceptions e.g. in choosing colours). • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.

(NB if only one switch site is feasible, and it is too early to expect timing skills, set up for 2 switches, giving communication partner control of scanning switch).

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a) Laundry: direct symbolic play activity by choosing between laundry actions + clothes items.

b) Cooking: direct symbolic play activity by choosing who to cook for, and between various food items. Make meal with Playdough.

c) Doll’s House: direct symbolic play activity by choosing between furniture/people and saying what rooms to put them in.

d) Vehicles: direct symbolic play activity by choosing between vehicles, places to drive them to, and how to prepare them.

Use this space to illustrate the filled up doll’s house:

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01b Making Choices iii) Role Play Resources: Set 1: Doctors: Toy Medical Set with plasters & bandage;

Set 2: Shopping: Shopping play equipment (till, money, bag etc.)

i) For Supermarket: pretend sausages, eggs, meat, cheese, bread, cake, sweets, ice cream, milk, orange juice, coca cola, tea

ii) For Toy Shop: football, bubbles, car, Playdough, doll, teddy bear, phone, rabbit, felt tips, book, puzzle, game.


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skills: • Affecting outcomes in play by making selections from grids of generally < 4 cells

(there are some exceptions e.g. in choosing colours). • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.


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a) Playing Doctors: pretend to be the doctor, and choose what body parts require what treatment. Use some social conventions.

b) Playing shops (supermarket): Choose what food items to buy at the Supermarket, and find out how much they will cost. Use some social conventions.

c) Playing shops (toy shop): Choose what toys to buy at the toys shop, and find out how much they will cost. Use some social conventions.

Use this space to illustrate what was bought on one shopping trip:

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01b Making Choices iv) I Spy (attributes) Resources: basically, this game uses items and people already in the room. However,

for some children it may help to have a few target items/ photographs within visual range. If used to target specific attributes, such as colour, shape or material, items will need to be selected accordingly. Recommended switch set up: one or two switch; simple/linear scan; auditory

scanning on.


skills: • Signalling objects for partner to guess by selecting attributes from grids of < 6 cells. • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.

(NB if only one switch site is feasible, and it is too early to expect timing skills, set up for 2 switches, giving communication partner control of scanning switch).Child needs to be able to identify objects by colour, shape or material, and people by attributes such as hair colour.


a) My turn: identify an object to be guessed by colour.

b) My turn: identify an object to be guessed by shape.

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c) My turn: identify an object to be guessed by material.

d) My turn: identify a person to be guessed by hair attribute or glasses.

Use this space to illustrate some items selected in the room:

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01b Making Choices v) Creative Play Resources: Set 1: Drawing: drawing materials, judgement symbol sheet (or use ‘Communication/Quicktalk/I think Grids)

Set 2: Cooking: Playdough, toy microwave & pan; crockery & cutlery


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skills: • Affecting outcomes in creative play by making selections from grids of < 4 cells

(except when choosing colours). • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.



a) Drawing: draw a picture by selecting firstly what to draw, and then various attributes of the subject. Make a judgement about the quality of the picture.

b) Directing a drawing: direct helper to draw a picture by selecting firstly what they should draw, and then various attributes of the subject. Make a judgement about the quality of the picture.

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c) Making with playdough: choose whether to make animals or vehicles with playdough, and choose which ones to make.

c) Cooking with playdough: choose whether to cook in a microwave or pan, and decide what to cook with playdough.

Use this space to illustrate one of the meals or animals:

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01b Making Choices vi) Songs and Books Resources: 1. Songs: Music CDs (titles of which have been programmed onto grid) 2: Books: ‘Rosie’s Walk’ (by Pat Hutchins/ pub. Aladdin), ‘Bear Hunt’ [by Michael Rosen & Helen Oxenbury/ pub. Aladdin], ‘My Presents’ (by Rod Campbell/ pub. Pan McMillan), ‘Don’t Forget the Bacon’ (by Pat Hutchins/ pub.Puffin), ‘The Hungry Caterpillar’ [by Eric Carle/ pub. Philomel] ‘Dear Zoo,’ ‘Oh Dear’ [by Rod Campbell/ pub.Little Simon] ‘There’s a Monster in the House’ [by Stephen Cartwright/ pub. Usborne], ‘My Cat Likes to Hide in Boxes’ [by Eve Sutton/ pub.Puffin] [‘Brown Bear’ Bill Martin &Eric Carle/pub.Puffin] ‘Ketchup on Your Cornflakes’ (by Nick Sharratt’ pub. Scholastic Hippo), ‘The Gruffalo’ (book & CD) [by Julia Donaldson & Axel Scheffler/ pub Macmillan Children’s Books]


scanning on.


skills: • Selecting songs from a grid of 3x3 • Using information from text and context in books to guess word, by making

selections from grids of variable sizes < 11 cells. • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.



a) Songs: Sing Songs – choose song titles to sing along with communication partner.

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b) Songs: Listen to Songs – choose song titles to listen to.

c) Songs: Change the Verse – choose animal symbols to change verses in ‘Old McDonald’.

d) Songs: Change the Verse – choose action symbols to change verses in ‘Mulberry Bush’.

e) Songs: Change the Verse – choose people and object symbols to change verses in ‘The Wheels on the Bus’.

f) Songs: Change the Verse – choose action symbols to change verses in ‘If You’re Happy and You Know It’.

g) Songs: Choose CDs Select music CD titles, and use play, stop and volume controls.

h) Books: ‘Rosie’s Walk.’ Complete sentences about the book, selecting from a grid of 6 cells.

i) Books: ‘Bear Hunt.’ Complete sentences about the book, selecting, from a grid of 6 cells.

j) Books: ‘My Presents.’ Use cues to predict presents by selecting from a grid of 8 cells.

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k) Books: ‘Don’t Forget the Bacon.’ Complete rhyming sentences, selecting from a grid of 9 cells.

l) Books: ‘The Hungry Caterpillar.’ Complete sentences about the book, selecting from a grid of 7 cells.

m) Books: ‘Dear Zoo.’ Use cues to predict zoo animals by selecting from a grid of 8 cells.

n) Books: ‘Oh Dear.’ Use cues to predict farm animals by selecting from a grid of 8 cells.

o) Books: ‘There’s a Monster in the House.’ Complete rhyming sentences, selecting from a grid of 7 cells.

p) Books: ‘My Cat Likes to Hide in Boxes.’ Complete rhyming sentences, selecting from a grid of 7 cells.

q) Books: ‘Brown Bear.’ Fill animals/people in sentences, selecting from a grid of 11 cells.

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r (i) Books: ‘Ketchup on Your Cornflakes.’ Create sentences describing chosen pictures, selecting from 2 linked grids of 11 cells.

r (ii) Books: ‘Ketchup on Your Cornflakes.’ Ask questions of the helper (‘Do you like x on your y?), selecting from 2 linked grids of 11 cells.

s) Books: ‘The Gruffalo.’ Complete lines by selecting rhyming words from a selection of 4 or 5; then select ‘turn the page’ symbol.

t) Books: ‘Story CD’ - Select story CD titles, and use play, stop and volume controls.


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01b Making Choices vii) Puppet Stories Resources: Puppets (or pictures to illustrate) & props

a) Princess, giant, crocodile, prince, horse (props: sword).

b) Mouse, duck, crocodile, policeman (props: bread, cheese, bag).

c) Giant, bird, witch, prince, lamb (props: pizza, cake).

d) Witch, black cat, princess, mouse (props: cauldron, wand, hair, teeth, and spiders).


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skills: • Participating in storytelling sequences by making selections from grids of < 4 cells • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.



a) ‘The Sad Princess’ Tell a puppet story, selecting the purple page changing cells from a choice of 4.

b) ‘Mandy Mouse Goes Shopping’ Tell a puppet story, selecting the purple page changing cells from a choice of 4.

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c) ‘The Giant’s Pizza Party’ Tell a puppet story, selecting the purple page changing cells from a choice of 4.

d) ‘The Witch’s Spell’ Tell a puppet story, selecting the purple page changing cells from a choice of 4.


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01b Making Choices iix) Directing (Hunt the Thimble) and Judging (Opinions) Resources:

a) Directing: item(s) to hide around the room. Single message switch, recorded with final clue as to location of object (e.g. ‘look under the table.’)

b) Judging: pictures, music (compilation CD of different styles is useful),

fashion/celebrity magazines, art books, TV Guide etc.


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skills: • Directing: using direction symbols (left, right, forwards, stop) • Judging: expressing opinion • If single switch used, timing needed • If two switches used, ability to control and move between 2 switch sites needed.



a) Directions: Lead a helper or another child to a hidden object by saying ‘turn left,’ ‘turn right,’ ‘forwards,’ ‘stop.’ Signal when getting close, and use single message switch to say where to look at the end (e.g. ‘look under the curtain’) Applaud when the object is located.

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b) Judging (expressing opinion): say how s/he feels about various items presented e.g. music, fashion, celebrities, food & drink, T.V. programmes, paintings etc.

Use this space to illustrate a favourite item/person etc in Judging:

Documents

01 On Your Marks Workbook - Zyteq€¦ · 3 01a Turn Taking i) Shared Reading (repetitive lines) Resources: (books) ‘My Cat Likes to Hide in Boxes’ [by Eve Sutton/ pub.Puffin]