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  • 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.
  • 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.  
  • 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 (slide, snail, disappeared, shouted, raked, planted, sprinkled, roared, saved) • Understanding of concepts (fun, friendly, noisy, quiet, happy, closer, loud) • 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.
  • Order a physical digital media copy of the ordered products
  • Identifying Parts of a Whole and Exclusions Level 2 - 4

    Attending to Two Characteristics Naming the Parts of Objects Identifying an Object by its Function Level 2 “Find something that is round that we can eat.” “What is this part of a ... called?” “What do we use this for?” Selecting an Object by Exclusion Selecting a Set of Objects by Exclusion Level 3 “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." Reasoning and Problem Solving Level 4 “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. Examples of tasks/activities 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 3

    Selecting an Object by Exclusion “Find something that is not …” “Tell me something that can’t ....” “Show me something that won’t ...” Citing an Example by Excluding a Class of Objects “Tell me something that grows but isn’t a plant.” “Show me something that belongs in the zoo but isn’t a tiger. “Find a food that is not a vegetable.” Citing an Example by Excluding a Specific Object “Name something that can jump but is not a horse.” “Find something that has leaves but isn’t a tree.” “Show me something that shines but isn’t a torch.” Selecting a Set of Objects by Exclusion “Show me the things that aren’t ...” “Point to the ones that don’t have wheels ...” “Find the food that isn’t ...” The worksheets in this program have been designed to help your child understand negative statements and the concept of exclusion. By working through this program, you will help your child understand that the presence of a negative in a statement generally means that the opposite is true (e.g. “The sky isn’t blue.”). Each page has three components. If your child becomes distracted easily, you should cover two thirds of the page to maintain his focus on the targeted item. Statements and instructions which target exclusion will require your child to overcome the urge to respond to a key word or salient perceptual material. Commonly used negatives are: “not, can’t, don’t, won’t, isn’t, hasn’t, doesn’t”. An additional benefit from working through these activities, is the chance to increase your child’s vocabulary. To achieve this, it is important for you to encourage your child to describe or name each picture. If your child does recognise a picture but does not know a word, you should point to the picture and say the word for him whilst encouraging him to copy what you say.
  • Level 2

    Naming the Functions of Objects Level 2 “What do we do with this?” “What is a ... for?” “What do we use a ... for?” Completing a Sentence Level 2 “You finish what I say .. " "I kick a ...” “I eat ...” “... is for eating” These worksheets are targeted at Level 2. The activities will help your child understand the function of objects, what objects are used for and what we do with them. Research indicates that we store and retrieve words more easily if they have been organised into “collections”. Classifying is an important skill for a child to learn. Understanding the function of objects is generally the first characteristic that a child attaches to an object. Your child will quickly realise that juice is for drinking and that a bed is for sleeping in. This program ensures that your child will be able to:
    • Select objects according to their function.
    • Sort objects with similar functions.
    • Name the functions of objects.
    • Identify the odd one out by recognising the object’s function.
  • 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 Contrastive Pairs Although many children may progress quickly through a regular articulation program, some respond better using a phonological approach. This program uses the contrastive phonological approach of Minimal Pairs. The use of Minimal Pairs is supported by evidence-based practice and has been shown to be an effective and efficient treatment for contrasting vowels or consonants. Once the ‘sh’ sound has been established in single, meaningful words, this program can be used.  Working through this program will help your child hear and use the sound correctly to affect a change in meaning.  Although your child is generally able to identify your ‘sh’ vs ‘s’ productions, he may use the error sound ‘s’ for any ‘sh’ words. e.g. He may say … ‘Sue’ when he means to say ‘shoe’ ‘wassing’ when he means to say ‘washing’ ‘fiss’ when he means to say ‘fish’ As he says the words, he may not recognise that he is using an incorrect sound.  These sound errors can affect his intelligibility and will change the meaning in his connected speech.
  • Using Contrastive Pairs Although many children may progress quickly through a regular articulation program, some respond better using a phonological approach.  This program uses the contrastive phonological approach of Minimal Pairs.  The use of Minimal Pairs is supported by evidence-based practice and has been shown to be an effective and efficient treatment for contrasting vowels or consonants. Once the ‘k’ sound has been established in single, meaningful words, this program can be used.   It will help your child hear and use the sound correctly to affect a change in meaning.  Although your child is generally able to identify your ‘k’ productions, he may use the error sound ‘t’ for any ‘k’ words. e.g. He may say ... ‘tea’ when he means to say ‘key’ ‘luttee’ when he means to say ‘lucky’ ‘beat’ when he means to say ‘beak’ As he says the words, he may not recognise that he is using an incorrect sound.  These sound errors can affect his intelligibility and will change the meaning in his connected speech.
  • Using Contrastive Pairs Although many children may progress quickly through a regular articulation program, some respond better using a phonological approach.  This program uses the contrastive phonological approach of Minimal Pairs.  The use of Minimal Pairs is supported by evidence-based practice and has been shown to be an effective and efficient treatment for contrasting vowels or consonants. Once the ‘ch’ sound has been established in single, meaningful words, this program can be used.   It will help your child hear and use the sound correctly to affect a change in meaning.  Although your child is generally able to identify your ‘ch’ productions, he may use the error sounds ‘t’ or 'ts' for any ‘ch’ words. e.g. He may say ... ‘two’ when he means to say ‘chew’ ‘mats’ when he means to say ‘match’ ‘tin’ when he means to say ‘chin’ As he says the words, he may not recognise that he is using an incorrect sound.  These sound errors can affect his intelligibility and will change the meaning in his connected speech.
  • Vowel 'ir' Minimal Pairs

    Using Contrastive Pairs This program uses the contrastive phonological approach of Minimal Pairs. The use of minimal pairs is supported by evidence based practice and has been shown to be an effective and efficient treatment for contrasting vowels or consonants. The minimal pair approach - Although many children progress quickly through a vowel articulation program, some children respond more quickly using a phonological approach.  The minimal pair approach involves single contrastive pairings of the child’s error with the target sound. In this program the vowel ‘ir’ is contrasted with ‘or’ which most typically replaces ‘ir’.   As vocabulary restrictions prevent minimal pair practice at the CV (consonant-vowel) or VC (vowel-consonant) level, it is necessary to use CVC (consonant-vowel-consonant) words as minimal pairs.   It is recommended that some ‘ir’ words are not targeted in practice. This group of words should be retained as a probe for generalisation.
  • Level 1

    Scanning for a Matching Object Level 1 “Find one like this.” “Find one that matches this.” “Find one the same as this.” Naming an Object Touched Level 1 “What is the name of the thing you just touched?” “What’s the thing that you just touched called?” “The thing you touched is under here. (Pointing to the same object but now covered.) What’s it called?” These worksheets are targeted at Level 1 - The questions and statements at this level require a child to understand or respond to information which is “here and now” and always in front of the child. Some early responses may consist of non-verbal gestures (pointing) or single words.  This program has been designed to help your child identify and match objects. This is a first step for classifying objects into groups or sets. The other objects present may be related to the word by function (a shoe, boot, and a sock are for wearing on your feet), association (a lion and a tiger are both wild animals) or the word may sound the same (mug-jug). 1.  Example of an activity "Point to the object within the square box. Say: “Find one the same as this.” or “Find one that matches this.” or “Find one like this.” 2. Example of an activity "Ask your child to touch the object in the square box. Say: “Touch this.” or “Put your finger on here.” Now ask: ”What’s it called?” or “What’s the name of the thing you just touched?” 3. Example of an activity "Cover the object in the square box with a small piece of card. Say: “The thing you just touched is under here.” Ask: “What’s the name of the thing you just touched?”
  • Level 2

    Naming functions of objects Level 2 “What do you do with bubbles?” → “I blow bubbles.” “What do you use a pillow for?” → “I sleep on a pillow.” Completing a sentence Level 2 “I cut with a ...” “I wear a...” "I blow ..." Recognising the function of objects is an early concept for children. These worksheets will be useful for teaching your child how objects are used and what they are used for.  Recognising the function of objects is an early concept for children. These worksheets will be useful for teaching your child how objects are used and what they are used for. Four objects are placed on the left of each page and the matching four functions are represented on the right of the page. Your child will learn to match the action with the appropriate object and alternatively match the object with its function. This program will help your child to increase their vocabulary and understanding of verbs (action words). You will encourage your child to ‘make a sentence’ for each object they match to an action. (“I cut with a knife.”) Example of a task/activity Give your child a pencil and ask him/her to find the pictures that match. Point to the object on the left side of the page and ask: “What do you do with a knife?” “I cut with a knife.” Encourage your child to draw a line to match the object with its function. Now point to the next picture on the left side of the page and ask: “What do you do with a pillow?” “I sleep on a pillow.” Again ask your child to draw a line to match the object with its function. Continue in this manner until you have matched each object with its matching action (verb).
  • 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 (hero, mangrove, creek, grumble, shellfish, search, glide, perch) • Understanding of concepts (e.g. greedy, slimy, strange, safe, hard, broken) • Ability to understand questions Loongie the Greedy Crocodile - Loongie is a greedy saltwater crocodile who lives among the mangroves at Walaman Creek in the remote Kimberley region of Western Australia. He has no friends and no-one will come near the creek while he’s around. Loongie soon learns why being greedy has its consequences. 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.
  • 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.
  • Level 4

    Justifying a Decision Based on Characteristics

    This program is underpinned by Marion Blank’s Model of Classroom Language.  The activities presented in this program involve more complex verbal ideas and are based on Blank’s model.  For your child to be able to succeed with these tasks, he will need to extend beyond what can be immediately seen or perceived.  He will need to reason and make decisions based on the attributes of objects, considering possibilities which may not be immediately obvious, reflecting on previous experiences and information.  He will be required to use this information to reason and respond.
     
  • Shipping - International Express Post $55.00  guarantees delivery in 2 to 4 business days to metro areas of major international cities. 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.
  • Level 2 and Level 3

    Identifying Differences Level 2 “Which one is different?" "Which one is not the same?" "Which one doesn’t match?" "How are these different?" Identifying Similarities Level 3 “How are these the same?" The first activity (Level 2) will help your child to identify differences and be able to explain how something is different. This is an important skill as it directs the child’s attention to further aspects or properties of an item. This Level 2 question is simpler than the more complex question “How are these the same?” The second activity (Level 3) will help your child to identify similarities within a group of objects. This is an important skill for children to acquire as they are often able to recognise differences between objects and yet they cannot always explain how objects can share similarities. This Level 3 question is more complex because now your child has to perceive similarities between objects which may, or may not, be obvious or immediately perceived . Example of a Level 2 Activity Ask your child to point to and name the objects: “Dog, duck, pig, sheep, horse” Now ask: “Which one is different?” - "Duck" If your child points to the correct item but does not verbalise, she should be encouraged to name the item. - “duck.” Point to the duck and ask: “How is it different?” - “The duck is white. The other animals are grey.” Point to the duck and ask: “How is it different?” - “The duck is white.  The other animals are grey.” Example of a Level 3 Activity Ask your child to point to and name the objects: "Needle, knife, scissors, apron, saw"  Now cover the apron with card and whilst pointing to the remaining objects ask: "How are these the same?" - “These are sharp.  An apron isn't sharp.”
  • Levels 2 - 4

    Attending to Two Characteristics Naming the Parts of Objects Identifying an Object by its Function Level 2 “Find something that is round and we can eat.” “What is this part of a ... called?” “What do we use this for?” Selecting an Object by Exclusion Selecting a Set of Objects by Exclusion Level 3 “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." Reasoning and Problem Solving Level 4 “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 tasks/activities 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?
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