This resource is aimed at junior pupils or SEN pupils. It is based on the learning and consolidation of the names of various fruits. There are twenty one cards in this pack. Images of common fruits are included as well as fruits like papaya, mango and avocado which may not be as well known to the pupil.
The cards pose a simple question: “Is this a …?” to which the answer is simply “Yes” or “No”. Half of the questions require a “yes” answer and half require a “no” answer.
Cut up the sheets into twenty one separate cards and laminate each of the cards individually.
Pupils should read the question on the top of each card if they are able and indicate whether they agree or disagree with the question by placing a clothes peg on either the “yes” or “no”. Alternatively, the teacher/SNA/supporting adult could read the question to the pupil and ask them to place the clothes peg on the correct answer at the bottom of the card.
Yes/No games may be a challenge for pupils with language impairments and yet they present the pupil with great learning opportunities. When the pupil answers the question it gives an opportunity for a conversation to open up between the child and the teacher/SNA/supporting adult based on the answer. So, if the question is “Is this an apple?” and the pupil answers “No”, then the teacher can follow up by asking “How do you know it’s not an apple?” or “What does an apple look like?” or “What is the name of this fruit?”
This activity is especially suitable for pupils who may not be able to write answers but recognise the names and images of the various fruits. It is also good for fine motor skills in the manipulation of the pegs onto the cards.
This resource could be used with individual pupils in a special class setting, with pupils working with LS/Resource teacher or during an oral work station in Station Teaching where each pupil in the group is provided with a set of these cards.
We frequently gave activities such as this for homework to our SEN pupils. It gave them the sense that they had homework like everyone else and it also allowed the parents to see what language topic we were working on.
Activities such as these were also used as Independent work completed by SEN pupils in their work station.
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