(L161) Concepts in action: Slow (a level 1 movement concept)

Description

11 GIF-based video models of simple, compound and complex sentences featuring early language concepts in context. The videos feature the Banter Boys and friends demonstrating foundational language concepts in a variety of ways. In this no-prep resource we focus on the concept of ‘slow’.

Way back in 1985, Ann Locke* developed a very useful framework to teach basic language concepts to young children, including concepts of size, space, texture, sound, shape, movement, quantity, time, and qualities.

As with verbs, language concepts can be difficult for some children to learn because they are often abstract and intangible. 

This resource applies research showing we should teach basic language concepts:

• • one at a time (not in pairs of opposites);
  • in a developmentally appropriate order; 
  • using real situations, to help children to see and to experience the concepts in action; and
  • in a variety of contexts so children can learn about the different ways these concepts are used in different situations (places and times).

As an example of slow movement in action:

• • Subject Verb Complement: The snail is slow.
  • Subject Verb Adverbial Phrase: The slow snail crawls across the road.
  • Compound Sentence: The snail is slow and careful!
  • Complex Sentence: The slow snail is careful because he doesn’t want to get eaten by a bird or stepped on by a person!

We also include tips, and hands-on activities for exploring concepts in the ‘real world’ with your child.

To play the GIFs, copy the slides onto your Google Drive.

Related resources:

• • Concepts in action: Fast (as a level 1 movement)
  • Concepts in action: Hard (as a level 1 texture)
  • Concepts in action: Soft (as a level 1 texture)

* Locke, A. (1985) Living Language, NFER-Nelson