(L278) Concepts in action: Empty (a level 2 quantity concept)

Description

10 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 ’empty’.

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 cans are empty.
  • Subject Verb Object: The wind blew the empty cans over.
  • Question: How do you know that the cans are empty?
  • Complex Sentence: If the were not empty, they wouldn’t blow away so easily!

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: Slow (a a level 1 movement)
  • 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)
  • Concepts in action: Little (as a level 1 size)

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