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  • 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 (armchair, bone, running, hiding, searching) • Understanding of concepts (e.g. tired, naughty, under) • 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 3 (& Level 4)

    Selecting an Object or Set of Objects by Exclusion Level 3 “Tell me something else that ...” “Tell me something different that ..." "Show me the things that aren’t ...” “Point to the things that don’t ...” “Find the things that the boy can’t ...” Reasoning Level 4 “Why is a ... made of ...?" "What should he do if ...?" "Why wouldn't ...?" "What could you use to ...?" "What could you ... if ...?" This program targets Level 3 questions and statements. At this level of understanding, your child will need to look beyond the material in front of him/her. He/she will be required to evaluate and reorder the information. A typical skill in this category is the ability to exclude material. Your child will need to follow directions which may use the words ‘not, don’t, can’t, something else, other than’. The activities in this program have been designed specifically to help your child recognise alternatives. A number of Level 4 questions have been included in this program.  These tasks will prove useful for those children who are working towards a more abstract type of question. Questions at this level include Why should ...? Why shouldn’t ...? Why can ...? Why can’t ...? What could ...? How can we tell ...? At this level of understanding, your child will need to look beyond the material in front of him/her and will then be required to evaluate and reorder the information. A typical skill in this category is the ability to exclude material. Your child will need to follow directions which may include the words ‘not, don’t, can’t, something else, other than’. The activities in this program have been designed specifically to help your child recognise alternatives. Example of a Level 3 Activity: 1. “A cow is a farm animal. “Tell me something different that is a farm animal.” Your child is given the following possible answers: A camel - An animal but not a farm animal. A pig - The correct answer. This is an alternative farm animal. A farm - The place where farm animals are found. A lion - An animal but not a farm animal. 2. “Which animals don’t belong on the farm?” - “Camel, lion” Example of a Level 4 Activity 1.“Mum fills the kettle with water. How can we tell that the kettle is boiling?" 2. “Frogs can jump. Why can’t snails jump?
  • Level 3

    Defining Words Level 3 “What is a ...?” “Tell me what a ... is.” “Tell me what ... are.” Mind Maps will help your child to
    • Talk about and describe an object
    • Give 'news'
    • Expand his/her vocabulary
    • Find the right word
    • Increase his/her descriptive language
    • Answer questions
    • Ask questions
    Example of an activity Using the specific prompts radiating out from the centre object you can help your child define a word. You may ask your child to place a counter on each prompt as he describes the object or he may prefer to trace along the line which leads to the prompt. "Tell me about an egg." If your child does not respond, you should point to each picture prompt asking the relevant questions:
    • Where do you find it?
    • How does it feel (when touched)?
    • What can you do with it?
    • What shape is it?
    • What colour is it?
    • What group (semantic class) does it belong in?
    What parts does it have? (Labelling the parts of objects greatly increases a child's vocabulary. For example - egg - yolk, white, shell) When your child becomes competent with the object specific prompts you should introduce the generic mind map which is provided at the end of the program Three Sets of Mind Maps are available: Word Definitions Mind Map - Set 1 Word Definitions Mind Map - Set 2 Word Definitions Mind Map - Set 3 These sets are not arranged in order of difficulty. Each set consists of entirely different objects. Some children may need to work through all three sets before they achieve competency in this task. Working through all three sets will greatly help to expand your child’s vocabulary.
  • Level 2

    Citing and grouping an object within a category Level 2 “Find something that is a food." "Hamburger - which group does this belong in?" "Is it the furniture group?” “Which group are you collecting?” “What belongs in your group?” Attending to two characteristics Level 2 “Find something that is round and is a food." "Noodles, cheese, bread - which group do these belong in? “Find something that is an animal and has a long neck.” Level 2 questions require your child to direct their attention on the material directly in front of them, but at the same time he/she will need to focus more selectively on this material.  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 according to: 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' which includes groups such as food (cake, eggs, bread, cheese), wild animals (zebra, giraffe, lion, monkey), furniture (chair, bed, table, shelves). The activities in this program will help your child to sort materials into semantic groups and use the collective group name for objects.  For example: clothes - jumper, jeans, shirt, socks, dress, singlet fruit - apple, banana, orange, pineapple, grapes, watermelon The lotto boards, individual object cards and group cards can be used in a number of different activities and games. Varying the task will ensure that your child remains engaged and focused on the activities, whilst repeating the task several times.
  • Level 2

    Naming a semantic class Level 2 “A watermelon, a banana and an orange are all ...?” “What group do toes, eyeballs and shoulders belong in?” “I went shopping for new clothes.  What did I buy?” Sorting according to a semantic class Level 2 “Find all the vegetables.” “Find something that is an insect.” “Show me all the farm animals.” Citing an example within a category Level 2 “Name something that is a drink.” “Tell me something that is a vegetable.” “Show me something that belongs in the transport group.” “I went to the zoo. Tell me something that I saw at the zoo.” Contents/product description - This program targets Blank’s Level 2 questions and statements. Playing the games provided in this program will help your child to understand that objects can be grouped into categories and that categories have labels (fruit, vegetables, clothes, tools, zoo animals). Playing a number of different games all targeting the same language goal will further stablise these concepts whilst ensuring that your child is engaged. Research indicates that we store and retrieve words more easily if they have been organised into ‘collections’. Working through these activities will help to increase your child’s vocabulary and improve his/her word finding skills. A child may ‘know’ a word and he may point to the appropriate object when it is named but he may not be able to retrieve the word at all or be able to retrieve the word in a timely manner.  Playing the games in this program will  be enjoyable for your child and should ensure that he/she repeats the tasks numerous times which will help him/her fully understand the concept.
  • Level 2

    Naming and grouping an object within a category “Find something that is a food." "Hamburger - which group does this belong in?” “Is it the furniture group?” “Which group are you collecting?” “What belongs in your group?” Citing an Example within a Category “Name something that is a food." "Tell me something that belongs in the kitchen.” “Find something that is a farm animal.” “Point to something that belongs in the sky.” Contents/product description - Research indicates that we store and retrieve words more easily if the words are arranged into ‘collections’. Two important ways that we can sort and group 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’ which includes groups such as food (cake, eggs, bread, cheese), wild animals (zebra, giraffe, lion, monkey), furniture (chair, bed, table, shelves).
    This program will help to increase your child’s vocabulary by introducing him to the concept of sorting words into groups and labelling these groups. Four objects are placed on the left of each page and the matching four semantic groups are represented on the right of the page. Your child is asked to name each object or category as you point to it. If your child does not know the word/s or cannot find the word in a timely manner, you should name the picture for your child and encourage him to imitate you. You may need to cover all but two pictures on the right of the page to help your child select the correct group. It may be necessary to talk further to help your child make the correct selection ... “Can you wear cheese? Is cheese in the clothes group? Can you eat cheese? Is cheese a food?” Example of a task/activity When your child has made the correct selection, encourage him to describe the object and its class as he/she draws the line to match the object to the correct group ... • “Cheese is a food. Cheese belongs in the food group.” • “I can travel/ride in a tow truck.  A tow truck belongs in the transport group.” • “An elephant is an animal. An elephant lives in the zoo/the wild.  An elephant belongs in the zoo animal group.” • “I can play with a puzzle.  A puzzle belongs in the toys group.”
  • 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 (rowed, forgotten, perfect, smell, raccoons, geese, skunk, beavers, splashed, promise) • understanding of concepts (across, slowly, through, wonderful, whole, dirty, nicer) • 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.  
  • Sale!
    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 my editors Tara Lewis an Iman woman from the Taroom country of Western Queensland and Joedie Lawler a Biripi woman from Taree.  Both Tara and Joedie ensured that the materials respected Aboriginal and Torres Strait Islander histories and were culturally appropriate.  I am grateful for their input. 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.
  • 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.
  • 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.
  • The 'Up in the Air' 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.
  • Level 4

    Selecting the Means to a Goal Level 4 “What should I use to ...?” “What could I use to ...?” “What might he use when ...?” Explaining the Means to a Goal Level 4 “Why should she use...?” “What made him use ..?” “Why would she use ...?” Explaining obstacles to an action & Formulating a Solution Level 4 “Why can’t he use ... to ...?” “Why shouldn’t we use ...?” “What might happen if he ...?” “What could you use if ...?” “The boy is ... What could he do to ...?” “What would you do if ...?” Contents/product description - 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 problem and then offer a solution. The large picture sets the scene for the child but does not provide answers. Possible solutions (tools) to each problem are located in the three smaller squares below. Example of a task/activity Point to and name the large picture of the loaf of bread. This picture is the feature which the child will need to consider. Now name each of the smaller pictures. The deliberate foil (a slice of bread) may misdirect the child if he/she does not fully understand the question. This topic is concerned with slicing bread. The following solutions are offered: • a knife - the correct answer - something used for slicing • slice of bread - the foil • a spoon - something that is used for eating but not for slicing bread.  
  • 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).
  • Sale!
    THE SPOT PACKAGE  includes 13 books … • Where’s Spot? • Spot Goes to the Farm • Spot’s Birthday Party • Spot Visits his Grandparents • Spot’s Baby Sister • Spot Stays Overnight • Spot Goes to School • Spot Bakes a Cake • Spot’s First Easter • Spot Goes to the Park • Spot Goes to a Party • Spot Goes to the Circus • Spot Goes on Holiday 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.  
  • 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.
  • Order a physical digital media copy of the ordered products
  • 'The Thinking 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.
  • 'The Yucky 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.
  • Level 2

    Citing and grouping an object within a category Level 2 “Find something that is a food." "Noodles, cheese, bread - which group do these belong in?" All Wise Words Language programs are underpinned by Marion Blank’s Model of Classroom Language. This program will target Level 2 type questions and statements.  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 according to: 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” which includes groups such as food (cake, eggs, bread, cheese), wild animals (zebra, giraffe, lion, monkey), furniture (chair, bed, table, shelves). These worksheets have been designed to help your child recognise Semantic Categories. Your child will learn to group objects into categories and they will learn to use category labels. Example of an activity: Point to the first row of objects on the page.  Encourage or help your child name each object. Say: “What group do these belong in?” “vegetable” Now ask your child to find the picture of the vegetable group and place it next to the row of vegetables. Next ask your child: “Can you tell me another vegetable?” or “Can you find me a different vegetable?” “corn” If your child cannot recall an alternative vegetable to the three already depicted, you may wish to offer him/her a choice of three other objects .... "Is a giraffe a vegetable?" "Is a train a vegetable?" "Is corn a vegetable?  Yes, corn is a vegetable and corn belongs in the vegetable group."
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