HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY

SHARED READING – topic book supported by related props & symbols MATCHING -generalising from object, photo, symbol,

LIGHTROOM VISUAL AWARESS - startle reflex, tracking from left to right, up and down, reach whilst looking PHONICS -Letter recognition and phonics play

Week: Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Diary events: Easter

Topic Flowers

TheTiny Seed Mini beasts

Mad about minbeasts Growing

The enormous watermelon Out in the garden

Splish, Splash, Spring Easter

Peppas Easter Egg hunt

Shared reading

Matching grids and symbolised sentence helpers Story book related props

HALF TERMLY OVERVIEW

SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY SHARED READING – topic book supported by related props & symbols

MATCHING -generalising from object, photo, symbol, LIGHTROOM VISUAL AWARESS - startle reflex, tracking from left to right, up and down, reach whilst looking

PHONICS -Letter recognition and phonics play

Week Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Diary

Weekly Theme Flowers Mini beasts Growing Out in the garden Easter Activity title: Petals falling Crawling bugs under spotlight Big and small Under the umbrella Glowing egg hunt

Visual awareness to support

development of attention and visual tracking

skills/object permanence in

Maths

Cloth petals, fan Wind up bugs, torches, spot light

Mixed party blowers Cear umbrelaa, water spray Plastic eggs, battery candles

Spring time Initial sounds Spring initial sound matching

grid What letter did the marble

make Alababet search/matching Letter egg suprise

Daily letter recognition/sound activities

Pegs, laminated grids – bee, flower, spider, leaf, sun

Spring time grid with matching plastic letters

Green playdough, small ball (not marbel as chocking hazard (pom pom)

Letter grid, compost, bucket, plastic letters

Plastic eggs, letters, matching alphabet sheet

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY

PRE REQISITE WRITING – GROSS MOTOR MOVEMENTS IN MEDIA with arms and hands

Week: Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Diary events:

Weekly Theme: Flowers Mini beasts Growing Out in the garden Easter

Activity Title Description

Feel the petals through your fingers

Digging dirt for minibeasts Watch the paint grow and mix It’s all gone green Easter Egg rolling

Activity photo:

Resource list: Real petals, glitter, water tray Compost mixed with gold

glitter and sand, mini beasts, symbols of minibeasts, rake

White card, cling film, tape, paints, symbols of colour

Green rice, musical instruments and metal pans for sound effects

Tray, plastic eggs, paints, white card

Write dance group:

Tuesday Yellow Group

Follow write dance programme on share. Specific actions to pieces of music with different mark making tools. Change media according to pupils preference that week

Write dance group:

Tues: Pink Group

Action based – person to person. Use ribbon wands to encourage movements – do on bean bags or where pupil is placed – Make Rhythmic movements on pupils body along with encouraging movements of hands/arms and joints. Use shaving foam media

HALF TERMLY OVERVIEW

SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY WRITING - MARK MAKING WITH A TOOL

Week: Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Diary events:

Weekly Theme: Flowers Mini beasts Growing Out in the garden Easter

Activity Title: Tulip art

Snail trail and making a caterpillar

Colour in the beanstalk Paint with mud on the easel Easter egg potato masher

prinitng

Activity photo:

Resource List:

Plastic forks, bright paints,

green card, white card,

Corks, paints, dotted

snail picture, round

objects to print, green

paint, white card

Coloring sheets of jack

and the beanstalk, green

cratons, pens, felt tips,

green pencils

Compost mixed with paints, spring

time scents, easel, mixed

brushes, white card

Potato masher x 2, bright

UV paints, green paper,

scissors

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY Pre- requisite WRITING – MANIPULATION - DEVELOPING FINE MOTOR CONTROL

Week: Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Diary events:

Termly topic: Flowers Mini beasts Growing Out in the garden Easter

Activity Title Floer pegged petals Feed the caterpillar, trap the

spider Plant your flowers Hang out the washing to dry Easter scoop

skill focus: Pincer to squeeze pegs Rotation of wrist to get ball

in (SSM) Pincer to hold thread to push in hole

Fine motor control to insert flowers into holes

Pincer to squeeze pegs, using 2 hands simultaneously

Transferring from one container to another

Activity photo:

Resource list:

Card flower templates x 5 (no

petals), coloured pegs

Cardboard caterlippa, softplay

balls, tray, 5 x paper plates with

holes, 5 spiders, black wool,

celotapes end on some, dowel

on end of others

Lollypop sticks, paper flower heads, egg

box, colinder, plastic flowers

Washing line, water in bowl, pegs,

socks, small pieces of fabric

(scarves)

2 x metal bowls, ladels, icecream

scoops, plastic eggs

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Down on the farm

LITERACY

PRE-REQUISUTE READING – VISUAL TRACKING - GAINING AND BUILDING ATTENTION SKILLS

Week: Wk -1 – 24th February 2020 Wk -2 – 2nd March 2020 Wk -3 – 9th March 2020 Wk -4 – 16th March 2020 Wk -5 – 23rd March 2020

Termly topic: Flowers Mini beasts Growing Out in the garden Easter

Stage 1 Attention box

1 x visual stimuli 1x auditory 1 x olfactory

1 x kinaesthetic

Activity Title: Hand print flowers Wiggly worms Watch the floewers grow Butterfly prints Egg splat

Activity photo:

Stage 2

Short sequenced activity to

observe only

Resource list: Paint (blue/yellow, purple Flower pots, shaving foam 5 x shot cups, lentils, green paint, sponge, purple paint

Paper, red, yellow and blue paint, scissors,

Empty egg shells, filled with paint

WOW Group Wednesday

Repeat above in group setting on Wednesday

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Activity 2: Activity 3:

Activity 4: Free play media (out all week)

Wk -1 – 24th February 2020

Flowers

Natures cuttings Flower portait art work Flower perfume potion Yarn flower heads Iced flowers

Resource

Leaves, flowers, different scissors, petals

Paints, brushes, pallets, tulips, white card

Jugs, bowls, spoons, scoops, glitter, scents, flower heads

Coloured yarn, lollypop sticks,

green paint, flower head

template, buttons, pva,

Scoops, pourers, slat, water

sprays, flowers frozen in

varying bowls to give

different shapes

Wk -2 – 2nd March 2020

Mini beasts

Snail patch work Frog Spawn tuff tray exploration Watch those spiders scurry away Ant hill Ladybird biscuits

Resource

Paper plates, coloured tissue paper pre-cut squares, pva, green body template, eyes

Green jelly, green Lilly pads, green paper cases, frogs, magnifying glasses, sticks, leaves, rocks,

Tin foil, straws, water, permanent black pen, paper fans,

Sand with water, ants, scoops, Digestive biscuits, red colouring, icing sugar, black

icing, pipettes

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Activity 1: Activity 2: Activity 3: Activity 4: Free play media

Activity title Growing tuff spot Make the sunflower grow Cress heads Planting outside Watering can tuff tray

Wk -3 – 9th March 2020

Growing

Large bucket, toilet rolls celoptaped

togethrer, spades, compost, jugs,

cotainers, egg cartons

Crape paper stem, pully system,

large sunflower head, hessian sack

Yoghurt pots, paint, cress seeds, compost, spoons, jugs, watering

cans

Tyres, herbs and seeds to play,

shovels, rakes, jugs, compost

Gutteting, watering cans and

jugs, bowls, glitter, compost

Activity title Frosting mud Flower craft Bug fossils Butterfly craft Bird seed kitchen

Wk -4 – 16th March 2020

Out in the

garden

Resources

Frosting, moulds, spades Flower heads in card, toilet rolls,

green paint

Brown playdough, magnifying glass,

bugs, rolling pin, tweezers

Toilet rolls, tissue paper squares,

paints

Bird seed, wooden spoons,

egg cartons, bowls, funnels,

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & THE ARTS

ART, MUSIC, POETRY, DRAMA

ME & THE WORLD

SCIENCE - EXPLORATION

Egg and spoon race Easter egg hunt in shaving

foam

Balance those eggs Rolling eggs Easter egg nests

Wk -5 – 23rd March

2020

Easter

Plastic eggs, wooden spoons Shaving foam, coloured sprinkles,

plastic eggs, bowl of water,

coloured card to match

Long varying tubes, plastic easter eggs

Ramp, hard boiled eggs that have

been painted previously in week

Shreddies, choclate, butter,

mini eggs

Play area

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

MY COMMUNICATION THROUGH MATHS NUMBER, USING & APPLYING, SHAPE SPACE & MEASURE , PROBLEM SOLVING

Week:

Focus Number:

Number songs Matching colours

1;1 correspondance

Long/short Recognition of

numbers Number ordering

** NB All staff to be aware that they should use mathematical language throughout the pupils week in their everyday movements and activities. They will do this by using positional language, pointing out colours in the environment, counting objects in front of the pupil, allowing the pupils the opportunities to problem solve before helping, using objects and photos for now, or now and next for sequencing, capacity and measure as part of their weekly sensory cooking sensory and object permanence when seeking for their own belongings.

Number songs, Matching colours, 1;1 correspondence, Long/short, Recognition of numbers, Number ordering

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

MY MOVMENT VESTIBULAR INPUT – SENSORY PROCESSING – GROSS MOTOR MOVEMENT

(see individual targets for movement)

ME & YOU PROPREOCEPTION – SENSORY PROCESSING - MY BODY AWARENESS

(Pink group will participate in TACPAC on a Monday & Thursday morning for 15 minutes and Autumn Sensology on a Tuesday/Wednesday morning for 15 mins)

Day of the week: Monday Tuesday Wednesday Thursday Friday

Room: Secondary Softplay/Hall Rebound Hall Primary Soft play Hydro pool/Sensory Base Session:

Vestibular Input

Vestibular stimulation is the

input that your body receives when you

experience movement or gravity. It’s our ability,

desire, or avoidance to move through space. Spinning,

Turning, Flipping, Climbing… these are all vestibular

activities.

(Pupils with specific physio plans participate in these plans daily in movement

Vestibular equipment

Pupils will access a range of equipment/apparatus in a large space to experience the following vestibular movements – spinning/rocking/rolling/bouncing/ jumping/running/swinging

Morning TACPAC

Rebound Therapy

Pupils access individual 1;1 sessions on the trampoline for

gross motor movement and

vestibular/proprioception feedback..

Session led by Brian.

Vestibular equipment

Pupils will access a range of equipment/apparatus in a large space to

experience the following vestibular movements –

spinning/rocking/rolling/bouncing/ jumping/running/swinging

Opportunity for physical play in soft cushioned area along with intensive

interaction

Movement in water

All pupils access 1/2 x weekly hydro/swimming sessions. Pupils will experience making big and small movements with arms & legs. Blowing bubbles with face in water. Floatation on front & back. (see I can statements)

Dance Pupils will have the opportunity to move freely to a range of music

Session: Proprioceptive Input:

Proprioception refers to the body's ability to sense

movement within joints and joint position. This ability enables us to know where

our limbs are in space without having to look. It is important in all everyday

movements

Sec.Lightroom Squash and squeeze: Push and Pull

Beginning of session is used as a calming period after

gross motor activity. Pupils will experience deep or light touch on head,

arms, legs, feet, shoulders, back and joints according to sensory assessment to develop body

awareness (pink group to rhyme)

Sec.Lightroom Squash and squeeze: Push and Pull

Beginning of session is used as a calming

period after gross motor activity. Pupils will experience deep or light touch on head, arms, legs, feet, shoulders, back and joints according to sensory assessment to develop body awareness (pink group to

rhyme)

Sec.Lightroom Squash and squeeze: Push and Pull

Beginning of session is used as a calming

period after gross motor activity. Pupils will experience deep or light touch on head, arms, legs, feet, shoulders, back

and joints according to sensory assessment to develop body awareness (pink group to

rhyme)

Hall Gross motor movement

MY MOVMENT

PE SKILLS - I can throw or roll a ball using both under arm and over arm NB: All other familiar pieces of apparatus should still be made available for the pupils individual vestibular needs eg ropes, spinner, scoot boards, net, crash mat, benches, large physio ball,

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & THE WORLD ICT

All pupils receive a targeted ICT session 1 x weekly within the sensory base Pink group attend a prerequisite ICT session in the lightroom looking at projection and UV work. They also explore the lightroom equiptment around the room along with battery operated light toys and the use

of the opti music Equiptment around the school is pointned out to our pupils throughout their week and are giving the opportunity to explore them eg printer, autonmatic doors The following ICT equiptment is available within the Senosry Base. This includes: IWB, IPAD, laptop, switch toys and desk top comuter All pupils have been baselined within the ICT checklist and this is filled out weekly accordingly. Appropiriate differentiated ICT equiptmentment is available and used within the sensory base to support and enable progression in small steps. This includes:

Different sized and textured switches to activate PC and switch adapted toys: one button switches one button mouse roller ball mouse coloured 2 button mouse to support left and right click partner 2,4 and 6 intelli key keyboard

Communication aids are available to explore within the ICT session and during the week. This includes:

Recorder Pens in literacy and topic Partner 2, 4 and 6 Big macs with recorded music and sounds Small audio switches

Pupils have the opportunitiy to choose songs on the IWB daily (target practice) and spend time attending to the screen, tracking movements and notcing patterns

ICT sensory base session set up as described below: Table 1 – Toys activated by a variety of switches Table 2 – IPAD – cause and effect apps/visual awareness of the screen Table 3 – Communication aids available to explore as noted above IWB - Choosing,tagetting, tracking, cause and effect, touch screen Desk top PC – Programmes with one botton switch, 1 button mouse, roller ball. colour coded mouse, 2 button mouse

Prgrames that we use: Help kidz learn website Priory woods Mouse skills Choose it 1 Choose it 2 2 Simple paint Big bang

All pupils have ICT assessment for the pre –requisities Ict, along with an ICT checklist for the development of mouse skills and the IPAD. This is dated weekly and highlighted in colour when criteria is achieved to show progression

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & THE WORLD GEOGRAPHY & HISTORY

When it is time to leave the sensory base all pupils are sung ‘goodbye’ to.. Pupils will begin to recall what this song signifies and will begin to make their own way to the door un-prompted by the adult. When the pupil has finished the activity the adult will immediately sing ‘Thank you for working so hard’ pointing/showing them the activity they have just attended. This is to signal the end of the activity. Staff give praise as part of a plenary immediately after activity to encourage being reflective of what has just happened within activity. Staff to show completed activity when singing to the pupil and tell them

what they are specifically pleased Before the pupil joins in with an activity an object of reference is taken to them to show them what is happening next Becoming familiar with daily routes around the school: Staff to ensure pupils are visually and physically aware of the object/photo before transition. Allow pupils to make their way to the next session without

adult holding hands – assess if links are being made in association with the object and if they are re-calling what the object represents. Can they remember which way to turn at corners? Adult to walk slightly behind to support reading of object/photo and not adults gestures.

Opportunity to explore various environments around the school and as part of their individualised timetable. These include the hall, soft play, light room, hydro pool, class base, sensory base, courtyard, playground, and the music room

Opportunities to experience class trips with registration class out in the community and local area where they will show responses to natural and environmental stimuli Pupils are encouraged to explore their immediate environment in the sensory base to access different toys and activities independently Staff use vocab of now and next daily supported by objects of reference or photos All pupils have individual transition targets (link to geography) which are supported by object, photo or symbol. This differs according to the individualised needs. All pupils have an individualised transition

bag Opportunities will be given to find environments outside of the normal routine to ensure that pupils can accept change in their day. Opportunity to explore the outside areas Audio cues will be used to support sequence of the day.

ME & THE WORLD RE – CELEBRATIONS/FESTIVALS/AWE & WONDER

During the year the pupils will experience festivals/special days that will be delivered and accessed appropriately to their level. This will include: Easter, Christmas,

Remembrance day Harvest Birthday celebrations with their peers

Across the year activities will relate to Me & my family, Special things, Special days Learning about themselves and others Living things

Pupils may display reactions/emotions of awe/wonder in response to captivating resources (Focus in Friday Session - Sensory massage where projections, varying scents, materials and music are offered) ME & THE WORLD

SENSORY COOKING INTERVENTION SESSIONS

Pupils will access weekly Sensory cooking sessions where they will explore food items using all senses. They will also have the opportunity to use kitchen utensils, follow short sequences when they are visually

modelled and to become aware of cooking equipment.

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & YOU

PSHE – EMOTIONS/FEELINGS/BOUNDRIES/PERSONAL SPACE

o

Spend time building relations with one another through Intensive interaction.

Enjoy being together. Be intuitive and responsive to their behaviours and attend to what they enjoy doing. Pupil to lead, adult to copy. Build the pupils awareness of an adult through this approach.

Show empathy, understanding and acknowledgement of their behaviours – happy, sad, tired, excited.

Label and model emotion back to them of what they’re showing when appropriate

Look for changes in facial expressions through interactions

ME & YOU

PERSONAL DEVELOPMENT - INDEPENDENCE/ SELF - HELP SKILLS

All pupils have individualised targets to support the progression of independence skills. Regular opportunities to promote these skills have been implemented into their individualised timetables across their week. Staff will record on this.

We will be mindful to promote independence as much as possible throughout their day. This will include wiping faces, washing hands, toileting, recognising that they need the bathroom.

Dressing/Un-dressing skills will be one of the focusses in Jacuzzi sessions along with the swimming sessions.

Some pupils may participate in sessions where the focus is brushing their teeth, allowing an adult to wash their hair and having their hair brushed.

There will be a focus across the year on pupils recognising their own belongings e.g. retrieving own coat, taking coat off/on. Collecting packed lunch box at lunch times. Finding shoes, removing and putting them on. Removing jumper when feeling warm

ME & YOU

SENSORY PROCESSING

Pupils will access sessions across the week with the focus on attending to their vestibular and proprioceptive needs, Please see movement planning for more information

All staff are to be vigilant of the when the pupil is displaying hyper or hypo behaviours and will react according E.g. deep pressure may be needed if hyper, extra physical activity may be needed if displaying hypo behaviours.

All staff to be aware of the pupils needs, regulation, emotion and sensitivities e.g. if a pupil is showing he is sound sensitive, the key worker will lower background noise e.g. IWB, musical toys. If a pupil is light sensitive on that day, blinds will be pulled and some lights should be turned off.

Pupils to experience movement sessions daily in a safe environment ensuring that equipment is provided to suit each pupils sensory needs e.g. swinging, rocking, jumping, rolling – see Sensory Inventory assessment and report

Touch and massage is used daily to support awareness of their own body in proprioception sessions and in literacy.

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 2 2020 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

MY COMMUNICATION SENSORY BASE TOTAL COMMUNICATION APPROACH

TOTAL COMMUNICATION – AUDIO CUES/OBJECTS/PHOTOS/MAKATON/GESTURE/

All pupils are being shown objects of reference for transitions around the school. Each pupil has their own object of reference bag individualised to them. A & J have large A3 photos of familiar people and

rooms.

Staff to ensure pupils are visually and physically aware of the object before transition. At times allow pupils to make their way to the next session without adult holding hands – assess if links are being made in association with the object and they are re-calling what the object represents (early reading) LINK TO GEOGRAPHY – SEE INDIVIDUAL GEOGRAPHY/TRANSITION TARGETS

Before the pupil joins in with an activity an object that represents the activity is taken to them to show them what is happening next. The adult is to also gesture to the location where the pupil is to travel to

within the room. The adult may tap the table or the chair whilst stood next to him and then repeat the process of showing the object when stood next to the pupil again. LINK TO HISTORY-NOW AND NEXT LINK TO GEOGRAPHY -TRANSITIONS AND EXPLORING IMMEDIATE ENVIRONMENT

When the pupil has finished the activity the adult will immediately sing ‘Thank you for working so hard’ pointing/showing them the activity they have just attended. This is to signal the end of the activity as an audio cue, LINK TO HISTORY/ and to give praise as part of a plenary LINK TO HISTORY-being reflective, LINK TO PSHE– emotions – receiving praise

When it is time to leave the sensory base all pupils are sung to by myself individually – goodbye song. Pupils will begin to recall what this song signifies and will begin to make their own way to the door un

prompted by the adult. LINK TO HISTORY – what’s next. Audio cue.

During the week adults will use words, gesture, Makaton, objects, phots, music and rhyme to develop understanding and total communication depending on ability level of each individual pupil. See individual communication targets. LINKS TO READING

Pupils to access choice making. Pupils will make their preferences known through a variety of ways. E.g. reaching out, pushing an object of reference towards you, picture exchange and gesture/body

movement/eye pointing depending on individual ability level. See communication targets for approach and media used.

Pupils will access Intensive Interaction daily as part of the approach in the sensory base – awareness of the adult interacting-this will be recorded. LINK TO PSED – building relationships

All pupils are to have an access target within the following areas of communication: interaction, initiation, vocalisation and choosing

*Remind adults to label objects clearly, to comment on play and to give instruction using 1 or 2 keyword.