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Selecting First Word Pictures

Selecting First Word Pictures is the third activity in See and Learn First Word Pictures.

Why do this activity?

This activity will help your child:

  • develop his/her understanding of spoken words and/or signs
  • show which words he/she understands

Is this activity suitable for my child?

This activity is suitable for your child if he/she has looked at a set of words in the Looking at First Word Pictures activity and has been able to match that set of words consistently in the Matching First Word Pictures activity.

Please remember to read the See and Learn First Word Pictures guidance before you start this activity.

What do I need?

Materials

Vocabulary selection

The Selecting First Word Pictures record sheet lists the picture cards in sets of 4. Only use sets of words that your child has been able to match consistently in the previous Matching First Word Pictures activity. Work on more than one set in a session if you are able to keep your child interested.

You do not have to wait until your child can show that he/she understands all the words in a set before you introduce the next set. Vary the sets you use each session to keep your child interested. You can repeat sets in any order.

How do I do it?

  1. Place the mail box on the floor/table and place the 4 picture cards in your bag.
  2. See and Learn - reading and language activities for children with Down syndromeTake a picture card from the bag, show the picture to your child and say/sign the word.
  3. Place the card picture-side up on the floor/table. If your child reaches for it, ask him or her to 'wait'.
  4. See and Learn - reading and language activities for children with Down syndromeRepeat steps 2-3 for the other picture cards.
  5. Ask your child to find one of the picture cards by asking, 'where's the ................?'
  6. See and Learn - reading and language activities for children with Down syndromeHelp your child to find the picture card and put it in the mail box, saying 'in there', then 'bye-bye' or 'gone'. Provide as much help as he/she needs and give lots of praise.
  7. See and Learn - reading and language activities for children with Down syndromeRepeat steps 5-6 and ask your child to find a second, then a third and fourth card.
  8. Show your child the empty bag. Tell him/her that the pictures are 'gone' and the activity is 'finished'. Praise your child for 'good' looking/listening.

Extra words

In addition to the words on the picture cards, this activity introduces the words: wait, where, in, there, bye-bye, gone, finished, good

What else could I do?

  • In everyday activities, help your child to show his/her understanding of objects. For example, after mealtime ask your child 'where's the spoon?' or ask him/her to give you his/her bowl.
  • Try laying out picture cards on the floor/table or sticking them on the wall. Use a flashlight to shine light on the pictures, ask your child to find one of the pictures i.e. 'where's ....?' and help them shine the flashlight on that picture.
  • Lay the picture cards out on the floor and ask your child to jump/stand on different pictures.
  • Encourage your child to develop their understanding of action words in play with his/her toys. Help them to follow instructions, e.g. 'let's wash doll', 'let's make teddy bear sleep'.

Recording your child's progress

Note the date, activity and words used on the See and Learn First Word Pictures session record.

On the Selecting First Word Pictures record sheet:

  • if this was the first time you used a picture card in this activity, record the date in the 'first used in activity' column
  • if your child found the picture card without help, record the date in the 'selected without help' column

Only do this for the first, second and third card that you asked your child to find. The fourth card was the final choice so did not give your child an opportunity to show his/her understanding of it. You will need to repeat the activity with this same set of words, and ask your child to find the picture cards in a different order to check his/her understanding of all four words.

When should I move on to the next activity?

When your child shows his/her understanding of at least 16 of the See and Learn First Word Pictures picture cards (by consistently finding them more than once), he/she is ready to use those picture cards in the Naming First Word Pictures activity.

Continue the Selecting First Written Words activity with the other words. As your child shows consistent understanding of more words, introduce these words into the Naming First Word Pictures activity.