Two Little Hands: body words and sentences · Learner pages

Lesson 1 · Name and notice body words

Recognise common body words in a picture and spoken instruction.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. A picture can help us connect a spoken word with its meaning.

1. Look first. Look at the person drawing. Find the head, hand, arm and leg before naming them.
2. Listen and point. An adult says one word slowly. Point to the matching part on the drawing, or describe its position.
3. Say a clear label. Say “head”, “hand”, “arm” or “leg”. A label can be a single word.
4. Try a new picture. Find the same part in a different drawing. The person may look different, but the word still has its meaning.

Worked example: Original example: Tara labels a drawing. She points to the part at the end of the arm and says “hand”. She then points above the neck and says “head”.

1. Which word names the part at the end of an arm?

   1. hand · 2. leg · 3. head

2. Which label belongs above the neck?

   1. knee · 2. head · 3. foot

3. A label points to the long part between shoulder and hand. Choose it.

   1. nose · 2. mouth · 3. arm

Discuss: Draw or choose a person picture. Add four labels. You may point, speak, sign or ask an adult to write your words.

Adult observation

Use a clearly labelled person picture to identify and name the full unit body-word set. Offer pointing/signing/communication support.

• Matches spoken words to the corresponding part
• Distinguishes arm/hand and leg/foot
• Uses a word or accessible response to label a part

Adult observation, marked independent/supported/revisit for each word.

Lesson 2 · Talk about noticing the world

Match everyday sense words to their usual body vocabulary.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. We can describe what we notice. People may use different senses or supports.

1. Notice the word see. In this drawing, point to the eyes. Eyes are associated with seeing colours and shapes.
2. Notice the word hear. Point to the ears. Ears are associated with hearing sounds.
3. Notice smell and feel. Point to the nose for smell. Skin can feel things such as a soft cloth.
4. Describe one experience. Finish a phrase such as “a soft cloth” or “a bell sound”. Nobody needs to touch, taste or smell an unknown object.

Worked example: Original example: Noor hears a bell and notices a soft scarf by touch. “Bell” goes with hearing; “soft” describes how the scarf feels.

1. Which word goes with a bell sound?

   1. smell · 2. taste · 3. hear

2. Which body word usually goes with smelling a flower?

   1. nose · 2. knee · 3. foot

3. Which phrase describes touch?

   1. bright red · 2. soft cloth · 3. loud bell

Discuss: With an adult, describe one familiar sound or texture. Use words, gestures or an accessible alternative.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Lesson 3 · Use this, these, one and two

Choose language for one object and more than one.

Name or initials: ____________   Date: ____________

Adult-supported lesson: read the linked source selection together when available. A word can change when we talk about one thing or several things.

1. Start with one. Hold up one word card. Say “This is a card.” The word is tells about one card.
2. Show more than one. Hold up two cards. Say “These are cards.” These and are match the two cards.
3. Notice a word ending. Hand becomes hands when we mean more than one. Foot becomes feet; not every plural just adds s.
4. Separate two and to. Two names the number 2. To can connect words, as in “go to school”. They sound alike in many accents but do different jobs.

Worked example: Original example: Ravi has one hat and two socks. He says “This is a hat. These are socks.” For a picture of two feet, he uses feet rather than foots.

1. Choose the sentence for one card.

   1. This are a card. · 2. This is a card. · 3. These are a card.

2. Choose the sentence for two cards.

   1. This is cards. · 2. These is cards. · 3. These are cards.

3. Which word names the number 2?

   1. two · 2. to · 3. go

Discuss: Choose one object and then two objects. Say or write a matching sentence for each.

Adult observation

Ask the learner to explain and show the goal using a fresh example.

• Uses the target word appropriately
• Explains or demonstrates with support as needed

Adult observation; multiple-choice scores alone do not establish speaking or writing mastery

Final check · Set 1

Try one set after the lessons. Use the other set after reviewing any errors.

1. A learner points to the head but says “foot”. What should change?

   Say shoe. / Say head. / Say table.

2. Which two labels both name body parts?

   arm and cup / cup and bowl / arm and hand

3. Which pair belongs together in our vocabulary chart?

   ears — hear / ears — smell / nose — hear

4. A scarf feels smooth. Which sense word fits?

   smell / feel / hear

5. Which sentence uses to correctly?

   We have to hats. / We see to cups. / We go to school.

6. More than one foot is called ___.

   feet / foots / feets

Final check · Set 2

Try one set after the lessons. Use the other set after reviewing any errors.

1. Where does a hand label belong?

   At a hand / At a cloud / At a chair

2. Two drawings show different people. Can both have a part labelled head?

   Only the second can / Yes / Only the first can

3. Which pair fits a colour observation?

   nose — hear / ears — see / eyes — see

4. Which describes a sound rather than a smell?

   a quiet hum / a flower scent / a soap scent

5. Fill the gap: ___ are pencils.

   One / These / This

6. Fill the gap: I have ___ cups. The picture shows 2 cups.

   to / too many to count / two