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  • Level 2

    Attending to two characteristics Level 2 “Find something that is ... and ... .” “Show me one that has ... and ... .” Understanding the function of objects Level 2 “Show me something that you can ... and has ... .” “Find one that is for ... and has ... .” Attending to two characteristics - This activity will help your child to focus on two features of an object, animal or person. It is important to make sure that your child recognises and is able to name each picture on the page before you ask him to select an item according to your description. While many children are able to recognise subtle characteristics of objects, animals or people, others may need further support to be able to attend to two characteristics at one time. Therefore, before giving your instructions, you may wish to spend some time exploring and talking about each item on the page Barrier Games - The aim of a barrier game is for one player (the Speaker) to describe his picture whilst the other player (the Listener), recreates an identical picture. The pictures are compared and adjusted (if required) after completion. A barrier is placed between the players. Two Characteristics Find the one that lands on water and flies. Show me the one that lands on a runway and flies. . Barrier Games Put the one that has seats and can fly next to the waterfall. Put the one that has a beak and can fly below the volcano.
  • Sale!

    THE JULIA DONALDSON PACKAGE  includes 6 books … • The Gruffalo • The Gruffalo’s Child • A Squash and a Squeeze • Room on the Broom • The Smartest Giant in Town • Stick Man

    These scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4.

  • USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • vocabulary (frolics, jig, grumble, charged, larder, jug) • understanding of concepts (e.g.  enormous, wise, curious, tiny, out) • ability to understand questions Wise Words Scripts – offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child’s language ability. This script and other available scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4. All Wise Words Programs are sent as a download unless otherwise specified. To ship a USB, please add either Australian (A$20) or International (A$55) shipping to shopping cart.  
  • USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • Vocabulary (fetch, present, rainbow, Christmas, noticed, candy canes) • Understanding of concepts (beautiful, fresh, better, pretty) • Ability to understand questions Wise Words Scripts – offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child’s language ability. This script and other available scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4. All Wise Words Programs are sent as a download unless otherwise specified. To ship a USB, please add either Australian (A$20) or International (A$55) shipping to shopping cart.
  • USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • Vocabulary (sandcastle, seagull, beach, stole, paddled, coin) • Understanding of concepts (sad, bad, little, huge) • Ability to understand questions Wise Words Scripts – offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child’s language ability. This script and other available scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4. All Wise Words Programs are sent as a download unless otherwise specified. To ship a USB, please add either Australian (A$20) or International (A$55) shipping to shopping cart.  
  • Wise Words indigenous materials have been devised to support parents, teachers and clinicians who may find it challenging to teach indigenous content because of concerns that they may not have the knowledge or understanding to ensure that the books, their stories and the complexity of the information is presented in a respectful and appropriate manner. With thanks to Joedie Lawler who kindly edited these resources.  Joedie Lawler is a Biripi woman from Taree who has strong connections to her country and culture.  She has advocated in cultural heritage for the past 25 years.  Joedie is a teacher of weaving and art who shares her skills and knowledge through her work with the Ngarra Consultancy.  The Ngarra Consultancy is an Aboriginal owned and operated business that assists appropriate engagement understanding and experience of Aboriginal culture. The Australian Curriculum has established Aboriginal and Torres Strait Islander histories and cultures as a priority.  This will ensure that Aboriginal and Torres Strait Islander students are able to see themselves, their identities and their cultures reflected in the curriculum of each of the learning areas. Exposure to these and other indigenous books can build awareness of and respect for Aboriginal and Torres Strait Islander histories and cultures amongst all Australian children. USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • Vocabulary (totem, generation, birthmark, kingfish, birdiya, sacred, cave) • Understanding of concepts (e.g. promise, slimy, grateful, silently, clean) • Ability to understand questions The Mark of the Wagarl - Maadjit Wagarl is the sacred water snake and guardian spirit of all the rivers and fresh waters of Australias Nyoongar Country. This is the story of how a little boy questioned the wisdom of his elders and why he received the Wagarl for his totem. Wise Words Scripts - offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child's language ability. This script and other available scripts have been based on Marion Blank's Model of Classroom Language.
  • Domestic Express Post Express post guarantees next business day delivery if a delivery address is within the Express Post network on a business day (Monday to Friday). This covers 80% of Australian business addresses, private addresses and Post Office Boxes.  The service operates between all capital cities (except Darwin and in Perth CBD only) and some major centres. If the address is outside Express Post network, it will be sent via the fastest possible transport links, but it won't be delivered by the next day. Although Australia Post Airmail Service guarantees reliable delivery to over 200 countries, customs procedures in other countries have been known to delay the delivery of packages.
  • Y - The Karate Chop Sound Wise Words Articulation Programs - support clinicians, teachers and parents to establish 'new' (correct) sounds into their child's speech. Each program supplies detailed instructions for every task and game. The instructions have been written in a clear manner for a non-professional to follow. Numerous games are provided. These games have been designed to be fun and interactive and will ensure that the child remains engaged and compliant. Playing the games will help the child to generalise the ‘new’ sound into their everyday speech.
  • USING BOOKS TO ENHANCE A CHILD'S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child's • vocabulary (binoculars, torch, branch, sleeping bag, swinging, sliding) • understanding of concepts (e.g. favourite, slippery, high, tired, late) • ability to understand questions Wise Words Scripts - offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child's language ability. This script and other available scripts have been based on Marion Blank's Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4.
  • USING BOOKS TO ENHANCE A CHILD'S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child's • vocabulary (crocodile, lamp, crown, curtain, jelly, lead, umbrella) • understanding of concepts (e.g. loud, large, under, round, messy) • ability to understand questions Wise Words Scripts - offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child's language ability. This script and other available scripts have been based on Marion Blank's Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4.
  • USING BOOKS TO ENHANCE A CHILD'S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child's • vocabulary (lion, trapeze, cage, balancing, circus, swinging) • understanding of concepts (e.g. high, difficult, scary, easy, large) • ability to understand questions Wise Words Scripts - offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child's language ability. This script and other available scripts have been based on Marion Blank's Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4.
  • Level 4

    Explaining the Logic of Compound Words Level 4 “Why is a ... called a ...?” “Why isn’t a ... called a ...?” “Why do we call this a ... ?” A Compound Word is formed when two or more words, which can stand alone, are joined to make a new word. The new word takes on a new meaning (button + hole = buttonhole, foot + ball = football).  This program has been designed to help your child to recognise and explain the reasoning behind compound words. Explaining the logic of compound words is a Blank’s Level 4 level of understanding and makes it necessary for your child to use language to talk about language. At this level, the questions and statements pose more complex verbal problems and will require your child to reason and predict. Asking your child to explain why a ‘waterfall’ is called a ‘waterfall’ requires him/her to analyse the presented word and recognise that it is comprised of two individual words. In addition, he/she needs to understand that the individual words have different meanings when they stand alone. Example of a task/activity “Why is a rainbow called a rainbow?” You should point to the picture of the rainbow and say the following... “This is a rainbow.”  Next, you ask your child the question:  “Why is a rainbow called a rainbow?”  If his/her response is incorrect or inadequate you should point to and talk with your child about the first two smaller pictures below the rainbow.  “This is rain. A rainbow appears when it has been raining."  Next, talk about the second picture:  "Look this is a bow. A rainbow has the shape of a bow.”  Now that you have explained the two components of the word ‘rainbow', you should ask again the question relating to the compound word: “Why is a rainbow called a rainbow?” “Why isn’t a rainbow called a rain tank?” Point to the rainbow and then point to and talk about the picture of the rain tank. Ask: “Why isn’t a rainbow called a rain tank?” You may need to help your child focus on the relevant features in the picture by talking more about the rain tank. In this way you will be simplifying the question further.  
  • Levels 2 - 4

    Level 2 Attending to Two Characteristics Naming the Parts of Objects Identifying an Object by its Function “Find something that is round and we can eat.” “What is this part of a ... called?” “What do we use this for?” Level 3 Selecting an Object by Exclusion Selecting a Set of Objects by Exclusion “Find all the ones that are not animals." "Tell me something that is not big." “Show me something that can jump but is not a horse." Level 4 Reasoning and Problem Solving “If a bicycle wheel were square would it still be a wheel?” “Why are gumboots made of rubber?” “What will happen if ...?” "Why is a raincoat called a raincoat?" The first part of this program has been designed to help your child recognise and name parts of objects and respond to questions which focus on the object's properties and functions. (eg Selecting an object according to two characteristics – “Find the one that has an engine and wings.”) The second part of this program targets exclusion. This requires your child to overcome the urge to respond to a key word or salient perceptual material. (eg “Point to something that you can eat but isn’t round. Find something that flies in the sky but doesn't have wings.”) The final part of this program - represents complex verbal problems that require a child to reason about what may, might, could or would happen to material/objects under specific circumstances. Your child will need to problem solve and formulate solutions using logic and past knowledge. Although the question may relate to an object pictured on the page, the solution to the question is not present. Example of a task/activity Level 2 Find something round which we can eat. What's this part of a helicopter called? Level 3 Point to something that you can eat but isn't round. Point to something that is a boat but doesn't have sails. Level 4 Why isn't a beach ball made of wood? Would a soccer ball still be a soccer ball if it were an oval shape?
  • Level 2

    Naming a Semantic Class Level 2 “Hamburger, cheese and bread are all ...?” “What group do hamburger,cheese and bread belong in?” “I went shopping and I saw some food.” “What food could I have seen?” Sorting According to Semantic Class Level 2 “Find all the food.” “Find something that is a food.” “Show me all the food.” All Wise Words Language programs are underpinned by Marion Blank’s “Model of Classroom Language”. This program will target Level 2 questions and statements. The activities in this program will help your child to sort materials into groups and use the collective group name for objects. Research indicates that we store and retrieve words more easily if they have been organised into “collections”. Two important ways that we can organize words are according to: Function - what we do with something (eat cake) Semantic Class - A “word family” which includes groups such as food (cake, eggs, bread) This program will focus your child’s attention on the concept of Semantic Groups. He/she will learn how to group objects into categories and how to use category labels. Three semantic groups are represented on each page and your child is required to identify the objects which belong in a specific semantic group. Example of an activity: Give your child a coloured pencil and ask him/her to find all the farm animals.  Your child will circle and name each farm animal as he/she finds it on the page. Next, give your child a different coloured pencil and ask him/her to find all the fruit. Now give your child another coloured pencil and ask your child to find all the clothes.
  • Level 4

    Explaining the Reason for an Action Why is the boy carrying a surfboard? Why is the boy carrying a present? Why is the girl holding a spoon? Why is the lady pushing the trolley? This program targets Level 4 of Marion Blank’s ‘Model of Classroom Language’.  Working through the activities provided in this program will increase your child’s understanding of ‘Why?’ questions’. These tasks will help to establish his ability to problem solve and offer explanations for actions. This program can be used with both readers and non-readers alike.  Questions are used to guide your child through the thinking process so that he/she will reach the appropriate conclusion without being provided with the answer. It is important for the parent, teacher or clinician to lead the child towards the salient features of the presented problem.  It may become necessary for the adult to break down the problem scenario into smaller parts to give the child the opportunity to understand.  It is then essential to talk more, at a simple level, in language that the child understands.  Rephrasing the information will ensure that the child is able to make inferences, understand the question and then offer an appropriate response.
  • Level 2

    Identifying objects according to their function/use Level 2 ““What do you use … for?” “What do you use to ...?” “What do you do with a ...?” “Find something that you can…” Scanning for an object defined by its function Level 2 “Find something that you can dig with.” “Show me something that I can use to ... .” “Point to the ones that I can drink.” “Touch the ones that you can drive.” Research indicates that we store and retrieve words more easily if they have been organised into ‘collections’.  Two important ways that we can organise words are by ... Function - what we do with something (eat cake), what we use it for (cut with - scissors) or what it does (a bird flies). Semantic Class - A ‘word family’ includes groups such as food (cake, eggs, bread, cheese), wild animals (zebra, giraffe, lion, monkey), furniture (chair, bed, table, shelves). This program provides opportunities to increase your child’s verb vocabulary (action words - jump, dig, eat)..Acquisition of verbs is essential for language development as they help children combine words into phrases and sentences. Children with few verbs may go on to present with disordered language.  Late talking toddlers typically have limited to no verbs in their vocabulary.  Unlike objects or names (ball, dog, Mum, Hugo), verbs (run, eat, push) are transient and are more difficult for a young child to acquire.
  • USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • Vocabulary (doze, clattering, jog, twirl, deserted, lead, frost, beware, mast, knight, foam) • Understanding of concepts (weary, early, excellent, overhead, lonely, faster, out) • Ability to understand questions Wise Words Scripts – offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child’s language ability. This script and other available scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4. All Wise Words Programs are sent as a download unless otherwise specified. To ship a USB, please add either Australian (A$20) or International (A$55) shipping to shopping cart.
  • USING BOOKS TO ENHANCE A CHILD’S UNDERSTANDING AND INCREASE HIS/HER EXPRESSIVE LANGUAGE You can use a book to expand a child’s • Vocabulary (costume, monster, apron, knock, crying, waiting) • Understanding of concepts (sorry, bored, scary) • Ability to understand questions Wise Words Scripts – offer clinicians, teachers and parents readily available questions designed specifically for each book.  A script provides a variety of questions at each level of understanding for each page of the book.  A teacher or clinician working with a group of children can tailor questions to each child’s language ability. This script and other available scripts have been based on Marion Blank’s Model of Classroom Language. Marion Blank recognised the importance of keeping questions and statements within a child’s level of understanding. The more concrete the statement or question, the easier it will be for the child to understand. As questions become more abstract, they become harder for children to answer. The Blank Model is divided into 4 levels of questioning, moving from the concrete (easiest) at Level 1 to the abstract (most difficult) at Level 4. All Wise Words Programs are sent as a download unless otherwise specified. To ship a USB, please add either Australian (A$20) or International (A$55) shipping to shopping cart.
  • Wise Words Articulation Programs - support clinicians, teachers and parents to establish 'new' (correct) sounds into their child's speech. Each program supplies detailed instructions for every task and game. The instructions have been written in a clear manner for a non-professional to follow. Numerous games are provided. These games have been designed to be fun and interactive and will ensure that the child remains engaged and compliant. Playing the games will help the child to generalise the ‘new’ sound into their everyday speech.
  • Wise Words Articulation Programs support clinicians, teachers and parents to establish 'new' (correct) sounds into their child's speech. Each program supplies detailed instructions for every task and game. The instructions have been written in a clear manner for a non-professional to follow. Numerous games are provided. These games have been designed to be fun and interactive and will ensure that the child remains engaged and compliant. Playing the games will help the child to generalise the ‘new’ sound into their everyday speech.
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