Q8 When is for time

You will need:

• Triangle shape (plus oval and hexagon) and/or SHAPE CODING app
• Seasons backgrounds and special occasion cue cards including birthday
• Small cards for events linked to each season/occasion
• School timetable/Calendar
• Morning routine images.

App settings: Default.

Intervention steps:

1. Lay the when shape on the table.
   

2. Lay out the 4 seasons pictures – establish names for these seasons (label the backgrounds accordingly).

3. Give the child a small image, e.g. a snowman. Ask them to place it on the correct background, i.e. winter. Point to the triangle and ask: “When do we build snowmen?” If the child answers: “In winter”, write this on the time triangle. Say: “Yes, when tells us what season or time things happen.”

Repeat with the other significant events, e.g. daffodils/sunbathing/leaves fall. Each time, point to the triangle and ask: “When do we see daffodils/ sunbathe/ leaves fall off the trees?” If the child answers: “In spring/summer/autumn”, write this on the time triangle. Say: “Yes, when tells us what time things happen.”

If the child gives a non-time responses e.g. Dad, the supermarket etc, say: “I asked a ‘when’ question – this talks about time” and give a forced alternative, e.g.: “Do we see daffodils in spring or winter?” while pointing to the background. When the child answers: “In spring/summer/autumn”, write this on the time triangle. Say: “Yes, when tells us what time things happen.”

AND/OR

1. Lay the ‘when’ shape on the table.
2. Show a school timetable. Point to the triangle and ask: “When do you have History (single lesson per week)?” If the child answers: “On Thursday,” write this on the time triangle. Say: “Yes, when tells us what day or time things happen.”

   

Repeat with the other lessons, e.g. Music, Geography, Science. Each time, point to the triangle and ask: “When do you have X?” If the child answers: “On Xday”, write this on the time triangle. Say: “Yes, when tells us what day or time things happen.”

If the child gives a non-time response, e.g. Dad, the supermarket etc, say: “I asked a ‘when’ question – this talks about time” and give a forced alternative, e.g.: “Do you have Geography on a Monday or Thursday?” If the child answers: “On Xday”, write this on the time triangle. Say: “Yes, when tells us what day or time things happen.”

AND/OR

1. Lay the ‘when’ shape on the table.
2. Show a morning routine sequence with specific times for each action, e.g. 7:00 – get up. Point to the triangle and ask: “When does the boy get up?” If the child answers “at 7 o’clock”, write this on the time triangle. Say: “Yes, when tells us what  time things happen.”

Repeat with the other actions in the sequence, e.g. eat breakfast, brush teeth, arrive at school. Each time, point to the triangle and ask: “When does the boy do X?” If the child answers “at X time”, write this on the time triangle. Say: “Yes, when tells us what time” things happen.

If the child gives a non-time responses, e.g. Dad, the supermarket etc, say: “I asked a ‘when’ question – this talks about time” . Give a forced alternative, e.g.: “Does he brush his teeth at 7:30 or 7:45?” When the child answers: “at 7:45”, write this on the time triangle. Say: “Yes, when tells us what time things happen.”

Repeat with multiple examples of time phrases, e.g. putting family birthdays on the calendar, school days vs holidays etc.

To ensure the child understands the difference between ‘when’ triangle and other shapes, link with Q1-4 using one of the activities above. Lay out a short sentence made up of 3 shapes, e.g. oval-hexagon-triangle. Say: “Daffodils grow in Spring”. Ask full questions about the sentences, e.g.: “What grows in Spring?” (point to oval as you ask). “When do daffodils grow?” (point to triangle as you ask)

Repeat for multiple examples.

Increase the number of shapes, e.g. introduce locations (‘where’ semicircles). Use the child’s school timetable. Establish which rooms each lesson is in. Lay out oval-hexagon-triangle, e.g.: “We go to History in Room 6 on Mondays”. Ask full questions about the sentence. Point to the shapes as you ask each question, e.g.: “Who goes to History on Mondays? Where do you go for History on Mondays? When do you have History in room 6?”

As the child becomes more confident at linking the shapes with the correct phrase/question word, shorten your questions, e.g. “Where do you go for History? When do you have History?” Reduce pointing /shape support.

Practise finding the ‘when’ phrase in written sentences, if appropriate.