TBM Fit for Life

8/9/2019 TBM Fit for Life

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Fit for Life

To Be Me


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Resource Sheet in this booklet

Skills listed on a dark pinkbackground are Cross CurricularSkills

Skills listed on a light pink backgroundare Thinking Skills and PersonalCapabilities

A practical resource to support the Personal Development and MutualUnderstanding (PDMU) Area o Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematicunit or Key Stage 1 pupils with severe learning difculties (SLD) aims to provide

teachers with support in beginning the planning, teaching and assessing oPDMU within the Northern Ireland Curriculum.

This resource is comprised o six sub-units

FitforLife

LetsGetMoving

HomeisWheretheHeartis

FeastfortheSenses

StraightfromtheHeart

LetsGetTogether

It details suggested learning activities and methodologies which will assist teachers indevelopingchildrenspersonal,emotional,socialandhealthneedsattheveryearlieststagesof

development.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricular

skills o Communication, Using Mathematics and Using ICT. The resource also connects to the

Areas o Learning where appropriate and incorporates the principles o Assessment or Learning.

Strand 1Personal Understanding and Health

Themselves and their Personal AttributesBegin to recognise uniqueness and value personal qualities and abilities

Their Own and Others Feelings and Emotions

Begin to recognise and manage some eelings

Keeping Healthy and Safe

Begin to recognise some aspects o a healthy liestyle

Strand 2Mutual Understanding in the Local and Wider Community

Similarities and DifferencesBegin to recognise dierences in each other

Learning to Live as a Member of a Community

Begin to understand their role in the classroom community

Relationships with Family and Friends

Begin to understand the relationships within a amily

Similarities and Differences

Begin to recognise dierences

WritersAnnaWoznica,LisanallySchool,Armagh

HelenStewart,TorBankSchool,Dundonald

Stephanie Anderson, Tor Bank School, Dundonald

Caroline Currie, Lisanally School, Armagh


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Curriculum ObjectiveTo develop the young person as an individual

Key ExperiencesExplore who they areRecognise what they can doDevelop their health

Learning IntentionsPupils will have opportunities to: recogniseandnamesomeofthefeatures

oftheirbody;and

identifysomefeatureswhichhelpthemtokeep clean and healthy.

Progress in LearningIamstartingto:

understandwhatmakesupthedifferentpartsofmybody;

understandtheimportanceofkeepingcleanandhealthy;

becomeawareoftheneedtoeat

healthily;and

becomeawareofsomeofthethingsthatmakemefeelunwell.

Success CriteriaPupils will:

becomeawareofhowtheirbodyworks;

recognisebasichygieneskills;and

becomeawareoftheneedforhealthy

eating.

Attitudes and DispositionsPersonalresponsibility

Self-condence

Curiosity

Flexibility

Tolerance

Openness to new ideas

Thinking Skills andPersonal CapabilitiesSelf-Management

Fit or Lie

1To Be Me Fit For Life

To Be Me


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Key Question

To Be MeFit for Life2

Bodies in MotionPlaysomemusicandencourageyourpupilstomovearounddancing,wiggling,twirling.Usemusicofdifferenttemposand styles to help encourage interest. Provide opportunitiesforthemtowatchthemselvesthroughtheuseofmirrorsorbysettingupover-headprojectors/usingtorchestocreateshadows.Youcouldalsotakevideosofthemmovingandallowthemtowatchtheseatalaterstagethismayleadtothedevelopmentofsimpleself-reection.

What can I dowith my body?


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Cross Curricular Skills:

Communication -Usenon-verbalmeanstoexpressideasand engage with the listener

Communication -Listen to and take part in discussions

Thinking Skill and Personal Capability:Beawareofpersonalstrengths,limitationsand interests

To Be MeFit for Life 3

Youwillneed:

Musicofdifferenttempos

Astereo

Torches

Aprojector

Avideocamera

Begintoshapetheirmovementsbyrstcopyingyourpupilsandthenbyencouragingthemtoimitateyouractions(anotheradultmayphysicallyguideorpromptifnecessary).Youshouldmodellargemovements(suchasjumpingorstretching)aswellassmallermovements(suchaswavingyourhandsornoddingyourhead).Ensurethateachpupilexperiencessomelevelofsuccess.Seekadvicefromoccupationaltherapistsandphysiotherapistsaboutsuitablemovementgamesforpupilswithphysicaland/orsensory needs.


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Key QuestionKey Question

4 To Be MeFit for Life

Head and ShouldersUsingthesongsinResources12forideas,togethersingsongsthatfocusonourbodies.Actionsongswillhelpsustaininterestandmotivation.Resource3includessomeexamplesofwaystopresentlyricstoyourpupilsusingpictographsand ideographs.

Onceyourpupilsarefamiliarwiththesongs,starttoname

thebodypartsandactionsastheyareperformed.Worktowardsencouragingthemtofollowspecicinstructions(forexamplestampyourfeet,clapyourhands).UseResource4ifyou would like to show these instructions pictorially.

Takephotosofeachpupilengagedinthesonganddanceactivitiesandincludetheminaclassdisplay.Discussthephotoswiththemandaskthemtodescribewhattheyweredoing.Encouragethemtousesimpleverbs(for

examplejumping,waving,stomping).

To encourageconsolidation work athome,youcouldalsosendcopiesofthephotographshometo parents with copiesofthewordsofthesongs

(choosingafewwellknownnurseryrhymestobeginwith).

Youwillneed:

Resource1: SongsandRhymes1


Resource3:Visual Lyrics

Resource4: ActionInstructions

Acamera

Dolls/gures/ body-based

constructiontoys

What are thedierent parts omy body called?


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Communication -Listen to and take part indiscussions and explanations

Using ICT -Accessinformation

Thinking Skill and Personal Capability:

Managebehaviourinarangeofsituations


Dolls and FiguresDrawattentiontothenamesofbodypartsasthepupilsexplorearangeofbody-basedconstructiontoys(forexampleDuplo,Popoids,etc.)orwhenplayingwithbabydolls,action

gures,stuffedtoys,etc.

Mix and MatchTogether,playmatchinggamestoconsolidatethenamesandlocationsoftheirbodyparts.Forexample,visitwww.dltk-cards.com/dominos/dominos2.asptobuildadominoesgame(clickonOtherThemesandthenBodyParts).

ToprovideyourpupilswithsomeICTexperiences,allowthemtomixandmatchbodypartsoffavouritecharactersonBalamory

at www.bbc.co.uk/cbeebies/balamory/plum/mists/mists.shtml.YoucouldalsomakeaninteractiveSnapgameusingtheLiteracyActivityBuilderapplication,whichisonC2K.

Finally,considercreatinganinteractivejigsaw

puzzle or slowly revealing picture usingphotographsofyourpupils.Switch-ItMakerontheC2Knetworkwillallowyoutocreatemouse,switchortouch-screenactivatedpuzzles.EncourageanticipationbyaskingquestionssuchasWhereishisleg?orWillweseehiseyesnext?aseachpieceofthepictureappears. For instructions visit:http://c2kschoolbox.granada-learning.com/pd/downloadsSEN/ideas_switchitmaker_

activity.pd


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Key Question

6

My FaceUsingmirrorsorawebcamera,allowyourpupilstomakefacesatthemselves.Iftheyneedencouragement,haveanadultsitoppositeandinitiateagameofcopycatwheretheadult sticks out their tongue, wriggles their nose, etc., and thepupilattemptstocopytheexpression.

Notethattheadultsmovementswillneedtobeexaggerated.Lickingchocolatespreadorjamfromaroundthemouthwillencouragetonguemovement,andusingfacepaints

orstickersontheadultmayencouragethepupilstofocusmorereadilyonspecicfacialfeatures.

Intime,swaptherolessothattheadultcopiesthepupilsexpressionandmovements.

Whenappropriate,introducethenames

offacialfeaturesandencourage your pupils toperformcertainactions,forexampletouchingtheir ears or nose.Alternatively,you coulduse actionsongs andrhymesfromResource 2

forthis.

What are thedierent parts omy ace called?

To Be MeFit for Life


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Communication -CommunicateInformation

Communication -Usenon-verbalmethodstoexpressideas

Using Mathematics -Interpretinformationinmathematicalformats

Using ICT -Selectandinterpretinformation

Thinking Skill and Personal Capability:

Focus, sustain attention and persist with

tasks

7

Youwillneed:


Mirrorsorawebcamera

Imagesoffaces

Puzzlesoffaces

Pairs and PuzzlesProvideyourpupilswithimagesoffacesandtogetherplaymatchinggames.Thesecouldbephotographsofpupilsandstaff.Whenappropriate,encouragethemtopointtospecicfacialfeaturesasyounamethem,orhavethemseparateimagesoftheirclassmatesfromtheselectionofimages.

Youcouldalsocutimagesofthepupilsfacestocreatesimplejigsawpuzzles.Alternatively,youcanpurchasepuzzlesdepictingfacesandexpressionsfromeducationalcatalogues.

Whenappropriate,introducecolourvocabularyandencourageyourpupilstousethesewordstodescribethehair and eye colours they see in the photographs.

YoucanmakelinkstoMathematics andNumeracybycreatingasimplegraph.Placedifferenteyecoloursalongthehorizontalaxisandencourageyourpupilstosticktheirphotoabovethecorrectcolour.Thismayhelpconsolidate

comparativevocabularyanddevelopcounting skills.

YoucanmakelinkstoLanguage and LiteracyforpupilsbyusingthePictureExchangeCommunicationSystem(PECS).PlacephotographsofclassmatesandstaffintothePECSbooksandworktowardsthepupilbeingabletondtheimageofapersonyouname.

ForinformationonPECS,visitwww.pecs.com

andseekadvicefromthespeechandlanguage therapist.

To Be MeFit for Life


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Key Question


Count OEncourageyourlearnerstocountbodyparts,facialfeatures,ngers,thumbs,etc.Youcould:

useaMr.PotatoHeaddollandcountthepartsastheyassemble/disassemblethedoll;

makeplaydoughpeopleandthencutofflimbsoraddlimbstocount(youcanndrecipesforplaydoughonpage87ofCCEAsLearning Through Playfolder);

singorrecitecountingsongs/rhymesaboutbodyparts,likethoseinResource2;and

allowthemtomakehandandfootprints and then countthengersandtoes.This could also lead tocomparativeworkonsize.

How many body

parts and acialeatures do I have?


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Using Mathematics -Usemathematicalknowledge

Using Mathematics -Developmethodsandstrategies

Communication -Use an expanding language

Thinking Skill and Personal Capability:Focus, sustain attention and persist withtasks


Youwillneed:

Resource2: SongsandRhymes2 Dolls/guresthatyou

canassemble(suchasMr.PotatoHead)

Playdough

Paints

Painttrayslargeenoughforpupils

to standinorpaintladenspongeslargeenoughtopresshands in

Paper

Wallpaper

Collagematerials

String

YoucanmakelinkstoThe Artsby: creatinglife-sizebodyoutlinesonwallpaper;painting,

colouringorcollaginginsidetheoutlines;anddrawing,countingandnamingbodyparts/facialfeaturesasyougo(beawareofpupilswhomayswallowbuttonsoreatthegluewhencollaging);and

creatinganinteractivewalldisplayofphotosofeachpupilandhandprintsofeachpupil.Covereachphotowithaapofpaperthatcanbelifted.Connectthephototoitsrespectivehandwithacolouredpieceofstring.Then

allowyourpupilstoguesswhosehandprintitis,followthestringtothephoto,lifttheapanddiscovertheowner.


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Key Question


Clean RoutinesEstablishhygieneroutinesthroughouttheday.Forexample,encouragehandwashingafteroutdoorplay,beforemealtimesandafterusingthetoilet.

Introducefacewashingaftermealtimes.Toestablishtheroutine,makeparticularlymessyfoodsavailable(suchasjamorchocolatespreadontoast).Encouragingyourpupilstolookinthemirrorwhilewashingcanhelpthemtodevelopindependenceinfacewashing.Usingthesongaboutface

washingonResource2mayalsobeusefulinreinforcingtheroutine.

Artactivitiesprovideanotheridealopportunitytointroducetheideaofkeepingcleanandhealthy.Encourageyourpupilstowashtheirhandsand/orfeetafterartlessons,phasingout transitioning cues and physical assistance overtime.

Ifteethcleaningispartofyourschools

programmetodevelopself-helpskills,ensureaconsistentandpredictableroutineisfolloweddaily.UsingtoothbrusheswithpicturesoftheirfavouriteTVcharactersmayhelpincreaseyourpupilsmotivation.Singingsongsabouttoothbrushing,likethoseinResource2,mayalsohelpconsolidatethe learning with your pupils.

Asymbol-supportedPowerPointpresentationshowingthestagesof

toothbrushingisavailableonwww.symbolworld.org/learning/lie_skills/pse/index.htm

What must I doto keep clean?

You will need:

Resource 2: SongsandRhymes2

Basins

Washcloths

Plasticdolls

Washingliquid

Arangeofhomecleaningequipment

Arangeofpersonalhygieneequipment


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Cross Curricular Skill:

Communication -Listen to and take part in discussions,explanations,role-playsandpresentations

Thinking Skill and Personal Capability:Setpersonaltargetsandreviewthem


Resourcesandadviceforparentsaboutteethbrushingareavailableatwww.colegate.co.uk and www.aquaresh.co.uk

Role PlayConsolidatetheideaofwashingandkeepingcleanthroughrole-playactivities.Forexample,allowyourpupilstowashdollsinthehousecornerusingaselectionofbasins,plasticdolls,cloths/spongesandsoaps.Reinforcethebodypartnamesduringtheactivity.

YoucanmakelinkstoThe World Around Usbyallowingyourpupilstosorttheitemsweusetocleanourselves(facecloths,sponges,toothbrushes,etc.)fromthings we use to clean the house (dustpan andbrush,scouringpad,featherduster,etc.).Ensurethatanyhouseholditemsarethoroughlycleanor,preferably,new.

YoucanmakelinkstoLanguageand Literacybyreadingaloud

ctionbooksincludingIDontWanttoWashMyHandsbyTonyRossandSmileCrocodileSmilebyAnVrombaut.Non-ctiontitles could includeHealthyTeethbyAngelaRoystonandWhyWash?byClaire Llewellyn andMikeGordon.


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Key Question


Youwillneed:

Resource5:ShoppingwithMoney

Resource6:Like/DislikeCards

Aselectionofrealfruitsandvegetables

Plasticfruitsandvegetables

Toycutlery/dullbutterknives

Foodmagazines

Paintsandpaper

Hoops

Clothingandsuppliesto playshopkeeper

What must I doto keep healthy?

Sortinghealthyfromunhealthyfoodsmaybetooadvancedforthisagegroup.However,reinforcinghowfruitsandvegetablescanmakeourbodiesstrongisimportant.We,therefore,recommendthatyouprovidefruitsandvegetablesaspartofhealthybreaktimesnacksalongwithmilkandwater to drink.

Feely FunFamiliariseyourpupilswithdifferentfruitsandvegetablesbyprovidinglotsofopportunitiestohandleandsmellthem.

Youcould,forexample,placeeitherrealorplasticonesintothewatertrayandallowyourpupilstowashthemusingsoftbrushes,etc.

YoucanmakelinkstoPhysical Educationand help developtheirnemotorskillsandhand/eyecoordinationbyprovidingopportunitiestocutsoftfruitorvegetablesinthehousecornerusingtoycutleryorbutterknivesonchoppingboards.Ensuretheyhavethesupportofanadultforthis.Asthisisamessyactivity,

itprovidesagoodopportunitytoreinforcetheneedtowashhandsbeforeandafterhandlingfood.

YoucanmakelinkstoThe Artsbyallowingyourclasstocutoutpicturesfromfoodmagazinesandstickthemontopaperplates.Alternatively,togethermakeinteresting print shapes using choppedvegetablesandpaintsonpaper.Theymayneedanadultssupportfortheseactivities.


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Communication -Communicateinformation,ideasopinions,feelingsandimaginings,using

anexpandingvocabularyUsing Mathematics -Read, interpret, organise and presentinformationinmathematicalformats

Thinking Skills and Personal Capabilities:Managebehaviourinarangeoftasks

Focus, sustain attention and persist withtasks


Taste and SeeTastingisafunwaytofamilariseyourpupilswitharangeoffruitsandvegetables.Beforeyoucutthemupforthetastingactivity,allowyourpupilstotouchandsmellthefruitsandvegetables.Includefoodstheymaynotbefamiliarwith,forexamplekiwifruit,pineapples,coconuts,fennel,sweetpotatoes,anddragonfruits.Notethatsomepupilsmaybemorewillingtotryafoodifitismashedorpureed.

Jarredbabyfoodsmightbeusefulinthese instances.

Astheyeachtasteafood,modeldescriptivelanguageandencouragethemtoindicatetheirpreferences.

ImportantNote:Donotusefoodsthatyourpupils are allergic to or have an intolerance to.

YoucanmakelinkstoMathematics andNumeracybycreatingasimplegraphoffavouritefruitsandvegetables.Simplyplaceapictureofeachfoodalongthehorizontalaxisand allow your pupils to place their own photoorsomeothermarkerabovethefoodsthey liked.

Youcanalsohavethemsorttheirlikesanddislikesintotwodifferenthoops.UsethevisualsinResource6tolabeleachhoopasLikeandDislike.Youcouldalsoprovideyourpupilswithaphotooftheirnalsortedhoopstodiscussorreectuponlater.

Othersortingactivitiescouldincludesortingbycolour,shape(round/elongated).Thiscouldleadtothedevelopmentofcountingskills.YoucanmakelinkstoMathematics andNumeracyandCommunicationbysettingupasmallgreengrocersshop.Userealorplasticfruitandvegetables,aprons,paperhats/hairnets,cashregisterswithmoney,bagsandboxes.Allowingyourpupilstocountoutthefooditemsandplacethemintobags/boxeswillconsolidateimportantmathematicalskills.Modelthesocialinterchangebetweencustomerandshopkeeperbyverballyasking

forfruitsorusingsymbols,photosorthePECS,where appropriate. You could also introducetheideaofmoneyexchange,ifappropriate,byprovidingyourpupilswithResource5andhavingthemsettheappropriatenumberofrealcoinsontopoftheirresourcesheet.Youcanndprintablecoinsatwww.senteacher.org/worksheet/11/games.xhtml


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Key Question


Role PlayTalktoyourpupilsaboutsicknessandencouragethemtoshareanytimesthattheywereunwell.Didtheyhavetogotothedoctororhospital?Ifso,whatdidtheyseethere?

Cutoffthebottomandtopapsoflargecardboardboxesandpaintthemtolooklikeambulances.Attachstraps to the sides and encourage your pupils to standintheseboxeswiththestrapsovertheirshouldersand

pretendtobeambulances.Encouragethemtomoveabouttheroomoroutsideandmakethesoundoftheambulanceastheystoptohelppeople.

MatchingMaketwocopiesofResource7.Laminateonetocreateaboardandcutoutthecardsontheothercopy.Thenallowyourpupilstotrytomatchtheircardtothecorrectspaceontheboard.

YoucanmakelinkstoThe World Around Usbysettingupasmallhospital/doctorsofceroleplayarea.Alternatively,simplyprovidethethemedequipmentinyourhousecorner.Modelthesortsoftasksdoctorsandnursesperform(forexamplelistenthroughastethoscope,bandagesomeone,writeprescriptions,recordinformationonachart,etc.)and encourage your pupils to practise on you,eachotherordolls/gures.Remembertoreinforcethenamesofbodypartsregularlyduringtherole

play.

Youwillneed:

Resource7:HealthyPairs

Resource2:SongsandRhymes2

Largecardboardboxesandstraps

Paints

Dolls/gures

Playdoctors

equipmentandcostumes

Paper,pensandclipboards.

Who can helpme i Im sick?


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Cross Curricular Skill:

Communication -Listen to and take part in discussions,explanations,role-playsandpresentations

Thinking Skill and Personal Capability:Managebehaviourinarangeoftasks


Invitingtheschoolnursetotheclassroomtospendtimewiththepupilsandbuildrelationshipsmightalsomakeanyfutureappointmentseasier.

YoucanmakelinkstoLanguage and Literacybyprovidingcopiesofandreadingaloudthemedbooks,includingIDontWanttoGotoHospitalbyTonyRoss,DoIHavetoGotoHospital?byPatThomasandLesleyHarker,andGoingtotheDoctorbyUsborneFirstExperiences.Youcouldalsosingthetwodoctor-themedsongsonResource2,usingpropswherepossible.


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Resource 1Songs and Rhymes 1


Song 1Ifyourehappyandyouknowit,clapyourhands.Ifyourehappyandyouknowit,clapyourhands.IfyourehappyandyouknowitAndyoureallywanttoshowit,Ifyourehappyandyouknowit,Clap your hands.

stampyourfeet nod your head...doall3!

Song 2(Tune: Skip to My Loo)Claphands,followme,Claphands,followme,Claphands,followme,Whollbetheleadernexttime?

Stampfeet,followJaneJumphigh,followGita

Claphands,followmebySueNichollsfromthebookBobbyShaftoecopyright1992

A&CBlackLtd.Reproducedbypermission.

Song 3WhenallthecowsweresleepingAndthesunhadgonetobed,UpjumpedthescarecrowAndthisiswhathesaid!Imadingle,danglescarecrowWithaippyoppyhat.IcanshakemyhandslikethisAndshakemyfeetlikethat.

WhenallthehenswereroostingAndthemoonbehindthecloud,UpjumpedthescarecrowAndshoutedveryloud!Imadingle,danglescarecrowWithaippyoppyhatIcanshakemyhandslikethisAndshakemyfeetlikethat.

WhenthedogswereinthekennelsAndthedoveswereintheloft,

UpjumpedthescarecrowAndwhisperedverysoft!Imadingle,danglescarecrowWithaippyoppyhatIcanshakemyhandslikethisAndshakemyfeetlikethat.

Song 4(Tune: Jelly on the Plate)Handuponyourhead,handuponyourheadUp and down, up and downHanduponyourhead

ElbowonyourkneeFootupontheoor

HanduponyourheadbySueNichollsfromthebookBobbyShaftoecopyright1992A&CBlackLtd.Reproducedbypermission.

Rhyme 2Handsonshoulders,handsonknees,Handsbehindyouifyouplease.Touchyourtummy,nowyournose,

Now your chin and now your toes.Handswayhighupintheair,Downagain,wait!Touchyourhair!Handsuphighjustasbefore,Nowclapyourhands1,2,3,4!

Rhyme 1Iwigglemyngers,Iwigglemytoes.Iwigglemyshoulders,

Iwigglemynose.Nowallthewigglesareoutofme,IllsitasstillasIcanbe


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Resource 2Songs and Rhymes 2


Song 1Headandshoulders,kneesandtoes,knees and toes.Headandshoulders,kneesandtoes,knees and toes.Andeyesandearsandmouthandnose.Headandshoulders,kneesandtoes,knees and toes.

Song 212345onceIcaughtashalive,678910thenIletitgoagain.Whydidyouletitgo?Becauseitbitmyngerso!Whichngerdiditbite?Thislittlengerontheright!

Song 3(Tune: Here We Go Round the Mulberry Bush)Thisisthewaywewashourface,Washourface,washourface.Thisisthewaywewashourface,Onacoldandfrostymorning.

(Tune: Row, Row, Row Your Boat)Brush,brush,brushyourteeth.Keepthemcleaneachday.Thenyoullhaveaprettysmile,Andhealthyteethallday.

Brush,brush,brushyourteeth,Tiltheyreshinybright.Theyllbyhealthy,theyllbestrong,Ifyoutreatthemright.

Song 4(Tune: Twinkle Twinkle)Gotmytoothpaste,gotmybrush,Iwonthurry,Iwontrush.Makingsuremyteethareclean,Frontandbackandinbetween.WhenIbrushforquiteawhile,Iwillhaveahappysmile!

Song 6MissPollyhadadollywhowassick,sick,sick,

Soshecalledforthedoctortocomequick, quick, quick.

Thedoctorcamewithhisbagandhishat,

Andheknockedonthedoorwitharat-a-tat-tat.

Helookedatthedollyandheshookhishead,

HesaidMissPollyputherstraighttobed.

Hewroteonthepaperforapill,pill,pill,

Illbebackinthemorningwithmybill,bill,bill.

Song 515littlemonkeysjumpingonthebedOnefelloffandbumpedhishead!

MummycalledthedoctorAndthedoctorsaid,Nomoremonkeysjumpingonthebed!

Rhyme 1Ihave10littlengersand10littletoes,2littlearmsand1littlenose.1littlemouthand2littleears,

2littleeyesforsmilesandtears.1littleheadand2littlefeet,1 little chin,Thatsme,complete!

Rhyme 22 little eyes to look around,

2 little ears to hear each sound,

1littlenosetosmellwhatssweet,

1littlemouththatlikestoeat!


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Resource 3Visual Lyrics


MayerJohnsonPCSSym

bols

MayerJohnsonLLCcontactWidgitSoftwarewww.w

idgit.c

om

Clap your hands and wiggle your ngers



Now weve made a pattern

Tap your knees and blink your eyelids




ClapyourhandsandwriggleyourngersbySueNichollsfromthebookBobbyShaftoecopyright1992A&CBlackLtd.Reproducedbypermission.


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Resource 3Visual Lyrics


MayerJohnsonPCSSymbols

MayerJohnsonLLCcontactWidgitS

oftwarewww.widgit.com

Bang the foor and nod your head




Rub your hands and shake your shoulders





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Resource 4

clap hands touch nose

touch ear wave

point nger blink

Action Instructions


MayerJohnsonPCSSym

bols


idgit.c

om


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Resource 5Shopping with Money





Using real coins or coins printed on paper, pupils can use this sheet to count outmoney to buy these items.

86423

Images o coins are Crown copyright


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like dislike

love dont like

yum yum yuk

Resource 6Like/Dislike Cards


MayerJohnsonPCSSym

bols


idgit.c

om


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Resource 7

23To Be MeFit for Life




Healthy PairsMaketwocopiesofthissheet.Laminateone.Cutoutthecardsontheother.Thenplaypairsbymatchingtheloosecardstothelaminatedcard.


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A CCEA Publication 2009

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TBM Fit for Life