Colourful Semantics

 

Speech and Language across the trust.

At Marish Academy Trust we have a team of highly skilled staff who deliver Speech and Language targets to children across the trust.

Each child who is on our caseload recieves an intensive programme of therapy specifically targeted to their needs.

Therapy is delivered through a combination of:

Direct one to one work

Paired or small group work

Implementing strategies within the classroom

 

 

 

What is Colourful Semantics?

This is a Speech and Language therapy technique which uses colour coded cards to help children to learn the important elements of a sentence,

and how to join them together in the correct order.

 

 

 

 

 

We are incorporating Colourful Semantics into Literacy lessons across the trust.

We are incorporating Colourful Semantics into Literacy lessons across the trust.

We have been using a Colourful Semantic approach during R Time.

We have been using a Colourful Semantic approach during R Time.

Speech and Language Room at Marish

Speech and Language Room at Marish

We have been continuing to use Colourful Semantics to help us with our sentence building.

We have been continuing to use Colourful Semantics to help us with our sentence building.

Mrs Dallibar- Speech and Language Champion at Marish.

Mrs Dallibar- Speech and Language Champion at Marish.

Ms Leslie- Speech and Language Champion at Marish.

Ms Leslie- Speech and Language Champion at Marish.

 

 

Mr Dallibar- Speech and Language lead across Willow.

Mr Dallibar- Speech and Language lead across Willow.

Children have the chance to use an interactive display to structure their sentences using Colourful Semantics.

Orange-Who?

Yellow-What Doing?

Green-What?

Blue-Where?

Brown-When?

White-Tell me more?


The Impact of Colourful Semantics

These are some examples of children’s work using the colouful semantics approach.

Starting process- identifying ‘Who’? The child has identified that a boy and a man are in the picture.

Starting process- identifying ‘Who’? The child has identified that a boy and a man are in the picture.

We have added ‘What Doing? and ‘What?’ to the process. ‘The Boy is eating a apple’.

We have added ‘What Doing? and ‘What?’ to the process. ‘The Boy is eating a apple’.

We have added ‘What Doing? and ‘What?’ to the process. ‘The boy is washing a bike’.

We have added ‘What Doing? and ‘What?’ to the process. ‘The boy is washing a bike’.

Children are now able to extend their sentences using Where? ‘The witch is looking at the frog in the bathroom’.

Children are now able to extend their sentences using Where? ‘The witch is looking at the frog in the bathroom’.

Children are now able to extend their sentences using Where? ‘The witch is looking at the frog in the bathroom’.

Children are now able to extend their sentences using Where? ‘The witch is looking at the frog in the bathroom’.

Children can add When? to their sentence structure. ‘The boy is eating a gigantic burger in McDonalds’ on a Sunday.

Children can add When? to their sentence structure. ‘The boy is eating a gigantic burger in McDonalds’ on a Sunday.

 

We can also use a Connective using a colourful semantic approach.

We can also use a Connective using a colourful semantic approach.

 

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