Private: Sem4

Semantic Scenes and Questioning – Set 1

Code: Sem4
Year Level: Early Years
$82.50 (inc. $7.50 GST)
A school-based or home-based program designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge.

Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say.

A child who is struggling with semantics will be the child who:

  • Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents.
  • Takes a long time to think of particular words they want to use in conversation.
  • Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’.
  • Has difficulty sorting items into groups, describing them, and finding differences and similarities.
  • Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc.

‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour.

Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience.

Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children.

The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides:

  • Semantic activities and accompanying picture resources.
  • Examples of appropriate and inadequate responses for 3-4 year old children.
  • Techniques and strategies to implement when a child provides an inadequate answer.

Features:

  • Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party.
  • Specific semantic questioning is outlined for each picture scene.
  • Examples of appropriate and inadequate responses for 3-4 year old children.
  • Techniques and strategies are outlined when a child provides an inadequate answer.

This product is mentioned in the Early Years Teaching Sequence Manual on page 9.

The programs within the range include:

Private: Sem4

Semantic Scenes and Questioning – Set 1 - eBook

Code: Sem4e
Year Level: Early Years
$65.00 (inc. $5.91 GST)
A school-based or home-based program designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge.

Semantic Scenes and Questioning – Set 1 is designed to equip teachers and parents of 3-4 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say.

A child who is struggling with semantics will be the child who:

  • Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents.
  • Takes a long time to think of particular words they want to use in conversation.
  • Uses non specific vocabulary such as ‘that’ ‘there’ ‘this one’.
  • Has difficulty sorting items into groups, describing them, and finding differences and similarities.
  • Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc.

‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour.

Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience.

Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children.

The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 3 to 4 year old children. This program provides:

  • Semantic activities and accompanying picture resources.
  • Examples of appropriate and inadequate responses for 3-4 year old children.
  • Techniques and strategies to implement when a child provides an inadequate answer.

Features:

  • Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party.
  • Specific semantic questioning is outlined for each picture scene.
  • Examples of appropriate and inadequate responses for 3-4 year old children.
  • Techniques and strategies are outlined when a child provides an inadequate answer.

This product is mentioned in the Early Years Teaching Sequence Manual on page 9.

The programs within the range include:

Private: Sem4

Semantic Scenes and Questioning – Set 1 – School Licence

This product is currently not available as a School Licence.


A School Licence is a multi-user subscription to a PLD resource, such as a book or program, in a digital and printable format that is available on all devices.

A School Licence is valid for 12 months from the date of purchase and can be used by an unlimited number of teachers within a school.

To read more about school licencing and to view the full range of licenced publications select PLD School Licences


Below you will find a range of FAQ'S related to school licences:

  • Semantic Scenes and Questioning - Set 1
    Early Years Pre-Literacy Screening
    The Pre-Literacy Screens have been designed to profile the acquisition of core literacy precursor skills that will impact later reading, spelling and phonic development.

    The screen focuses on two main skills: 1. Phonological Awareness: the ability to attend to the phonological structure or sound structure of words. 2. Alphabetic

  • Semantic Scenes and Questioning - Set 1
    PLD’s Whole School Literacy Plan
    The document outlines how to implement PLD's literacy, Movement and Motor and Oral Language resources during the Early Years, Foundation, Year 1 & 2 and across Years 3 to 6. Each page provides suggested time frames and implementation recommendations.

    The purpose of this document is to provide an implementation outline to assist schools in scheduling the PLD programs within a broad school-based strategy. When

  • Semantic Scenes and Questioning - Set 1
    Ages and Stages of Literacy Development – Ages 3 – 12
    A fact sheet which identifies age related milestones for literacy development in children from 3 years of age. Included are decoding and spelling skill checklists for Stage 1 (or Year 1) through to Stage 5 (or Year 5).

    Many parents wonder if their child’s reading skills are developing at the normal rate. While there are individual differences, there is a general progression of

  • Semantic Scenes and Questioning - Set 1
    Semantic Development Milestones – Ages 3 to 6
    A fact sheet outlining age related milestones for semantic development in children aged 3 to 6 years.

    A foldable A4 guide explaining the semantic development milestones your children should be achieving. A 3 year old child should be able to… A 4

  • Semantic Scenes and Questioning - Set 1
    PLD’s Alignment to the Australian National Curriculum
    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework
ISBN : 9 781925 769128
ISBN : 9 781925 769128

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