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Colourful Semantics
Module One

Meeting Event Name
Learning Objectives
•
•
•
•
•
•
•
•

2

What is Colourful Semantics (CS)?
Who can use CS?
Who can implement CS?
Why use CS...
What is Colourful Semantics?

3
What is Colourful Semantics?
• CS is an approach founded
by Alison Bryan
• It is aimed at helping users
develop their gram...
What is Colourful Semantics?
• The system reassembles
sentences by cutting them up
into their thematic roles. This
creates...
Who can use Colourful Semantics?

6
Who can you use CS with?
• Almost anyone!
• Colourful semantics is used widely with children who
have a Specific Language ...
Who can you use CS with?
• This includes:
–
–
–
–
–
–
–
–
–
–

8

Specific Language Impairment
Language Delay
Developmenta...
Who can implement it?

9
Who can implement Colourful Semantics?
• A range of adults trained in the approach can implement
it, including;
–
–
–
–
–
...
Why use Colourful Semantics?

11
The benefits of Colourful Semantics
• Encourages wider vocabulary
• Helps to increase language/use longer sentences
• Help...
The Colour Coded System

13
The Colour Coded System
• Colourful Semantics has a range of levels and phases
which are all colour coded. They include le...
Level 1
• Who is the Subject
– People
– Animals

• It is always represented by
the colour orange
• It is first to appear o...
Level 2
• What doing is the VERB
– Example „is throwing‟

• It is always represented by the
colour yellow
• It is second t...
Level 3
• What doing is the Object
– Example „the ball‟

• It is always represented by the
colour green
• It is third to a...
Level 4
• What doing is the Location
– Example „in the park‟

• It is always represented by the
colour blue
• It is fourth...
How to use Colourful Semantics?

19
The Rules
• Introduce each level separately
• Introduce the colour cue card and state what you will be
doing – „Let‟s talk...
Introducing the level
• You introduce each level by showing the child the colour
cue card.
• You can provide additional vi...
Colour Coded Cue Cards
Who?

What?

You can use the Cue
Card to introduce the
Level, and discuss the
Concept

For example,...
Sentence Strips
• Use the sentence strips to organise the child‟s oral
responses.
• The child should look at a picture/pho...
Level One Strip

Who?

24
Level Two Strip

Who?

25

What Doing?
Level Three Strip

Who?

26

What Doing?

What?
Level Four Strip

Who?

27

What Doing?

What?

Where?
Using Colourful Semantics for literacy
• You can used the same colour coding within the CS
system.
• To increase awareness...
Using Colourful Semantics for literacy
• You can also use the sentence strips so that the
user can write about a picture o...
Generalising Colourful Semantics

30
Use Coloured feely bags
• Use different colour feely bags and place the correct
level in each bag.
• Get the child to pull...
Model the framework
• Use the sentence structure and reinforce it in the
home/classroom.
• Use as much as possible through...
Snap Snap Snap…
• Take pictures of your child or the
children in your class
• You can do a „picture of the
day/week‟
• Sho...
Story Time
• Reinforce the system during story time.
• You can ask key questions after a short
story…
– Who was the story ...
Questions and answers
• Ask questions using the key terms
–
–
–
–

Who
What doing
What
Where

• For example:
-

Child: „Mi...
Expanding Questions and answers
• Reinforce the content of the level the child is at.
• Prepare the child for the next lev...
Case Study – Child aged 4;03
May 2013 – She was at a one word level with some 2
Word Level utterances. Limited understandi...
Case Study Continued
May 2013 – “Teddy bear”

December 2013 –
“A girl a hug a teddy bear”
Child‟s language has improved.
S...
Further Information and Resources
• Symbols shown within the PowerPoint are Boardmaker ®
• Our ready to use Colourful Sema...
Thank you
Tel: 0845 838 2921
Web: www.integratedtreatments.co.uk
Join us on our social media
/IntegratedTreatmentServices
...
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Colourful semantics

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Colourful semantics

  1. 1. Colourful Semantics Module One Meeting Event Name
  2. 2. Learning Objectives • • • • • • • • 2 What is Colourful Semantics (CS)? Who can use CS? Who can implement CS? Why use CS? The Colour Coded System How to use CS How to generalise the skills learnt Resources and further information
  3. 3. What is Colourful Semantics? 3
  4. 4. What is Colourful Semantics? • CS is an approach founded by Alison Bryan • It is aimed at helping users develop their grammar but is routed in the meaning of words (semantic system) 4 Book Image © Copyright of Stass Publications
  5. 5. What is Colourful Semantics? • The system reassembles sentences by cutting them up into their thematic roles. This creates structured and graded sentences. • The System Colour codes each thematic role, which gives excellent support to children who are visual learners. 5
  6. 6. Who can use Colourful Semantics? 6
  7. 7. Who can you use CS with? • Almost anyone! • Colourful semantics is used widely with children who have a Specific Language Impairment. • However, the system was formed by Alison Bryan when she worked with an adult client who had suffered from a stroke. • The approach can be used with children, adolescents and adults with a range of Speech, Language and Communication Needs. 7
  8. 8. Who can you use CS with? • This includes: – – – – – – – – – – 8 Specific Language Impairment Language Delay Developmental Delay or Disorder Autistic Spectrum Condition English as an Additional Language Learning Disability Down Syndrome Literacy difficulties/Dyslexia Aphasia and so on….
  9. 9. Who can implement it? 9
  10. 10. Who can implement Colourful Semantics? • A range of adults trained in the approach can implement it, including; – – – – – – Teachers Teaching Assistants Parents Carers Tutors Professionals • A Speech and Language Therapist can train you on how to use the approach with select children or can provide training for a whole school approach. 10
  11. 11. Why use Colourful Semantics? 11
  12. 12. The benefits of Colourful Semantics • Encourages wider vocabulary • Helps to increase language/use longer sentences • Helps answer questions or generate responses to questions • Improves use of nouns, verbs, prepositions and adjectives • Improves story telling skills • The oral system can be transferred to written sentences • and written language comprehension 12
  13. 13. The Colour Coded System 13
  14. 14. The Colour Coded System • Colourful Semantics has a range of levels and phases which are all colour coded. They include levels of „who‟, „what doing,‟ „what‟ and „where‟. • The system also includes using adjectives, adverbs, conjunctions and negatives. This module will focus on levels 1 to 4 of the Colour Semantics Approach.
  15. 15. Level 1 • Who is the Subject – People – Animals • It is always represented by the colour orange • It is first to appear on the sentence strip 15 Who?
  16. 16. Level 2 • What doing is the VERB – Example „is throwing‟ • It is always represented by the colour yellow • It is second to appear on the sentence strip 16 What Doing?
  17. 17. Level 3 • What doing is the Object – Example „the ball‟ • It is always represented by the colour green • It is third to appear on the sentence strip 17 What?
  18. 18. Level 4 • What doing is the Location – Example „in the park‟ • It is always represented by the colour blue • It is fourth to appear on the sentence strip 18 Where?
  19. 19. How to use Colourful Semantics? 19
  20. 20. The Rules • Introduce each level separately • Introduce the colour cue card and state what you will be doing – „Let‟s talk about who is in the picture.‟ • Do not move on to the next level until the child consistently understands the concept being taught - For example, they understand the concept „who‟ and can correctly identify the subject of a picture. • Encourage the use of the „little‟ words - For example, The man is eating the cake 20
  21. 21. Introducing the level • You introduce each level by showing the child the colour cue card. • You can provide additional visual information and reinforce the concept by using a visual sign such as Makaton Signing. 21 Makaton signs can be found on their website www.makaton.org
  22. 22. Colour Coded Cue Cards Who? What? You can use the Cue Card to introduce the Level, and discuss the Concept For example, WHO Who is your Favourite Princess? Who is she? (point to another child or adult) What Doing? 22 Where?
  23. 23. Sentence Strips • Use the sentence strips to organise the child‟s oral responses. • The child should look at a picture/photograph and choose the corresponding symbols for each level. The child can then practice putting each level together. • Only use the sentence strip appropriate for the level you are working on. For example, if you are working at level 2, ensure your sentence strip only has „Who + What doing‟ 23
  24. 24. Level One Strip Who? 24
  25. 25. Level Two Strip Who? 25 What Doing?
  26. 26. Level Three Strip Who? 26 What Doing? What?
  27. 27. Level Four Strip Who? 27 What Doing? What? Where?
  28. 28. Using Colourful Semantics for literacy • You can used the same colour coding within the CS system. • To increase awareness of the levels within text you can get children to make their writing more colourful by getting them to colour the chosen level. • For example: – The girl is washing her face. (Instruction: colour who is in the picture) 28
  29. 29. Using Colourful Semantics for literacy • You can also use the sentence strips so that the user can write about a picture or story. • They can identify the content of the picture/story using the colour cards and use this to help them sequence their writing. 29
  30. 30. Generalising Colourful Semantics 30
  31. 31. Use Coloured feely bags • Use different colour feely bags and place the correct level in each bag. • Get the child to pull out the pictures to construct a sentence – who knows what they could come up with? 31
  32. 32. Model the framework • Use the sentence structure and reinforce it in the home/classroom. • Use as much as possible throughout the day. • For example: – – – – 32 Harry is painting a picture. Eva is playing with sand in the playground. Mummy is cooking the food in the kitchen. Daddy is sleeping in his bed.
  33. 33. Snap Snap Snap… • Take pictures of your child or the children in your class • You can do a „picture of the day/week‟ • Show your child/the children the picture and ask them to tell you all about it • Cue further information by using your colour cue cards or Makaton signs. 33
  34. 34. Story Time • Reinforce the system during story time. • You can ask key questions after a short story… – Who was the story about? – Where did they go? – What was Goldilocks doing? • You can ask the questions after reading a passage or you can get the children to look at the images before you read it, so that they generate the sentence, and you reinforce using the written text. 34
  35. 35. Questions and answers • Ask questions using the key terms – – – – Who What doing What Where • For example: - Child: „Miss, look at Harry!‟ Teacher: „Wow, what is he doing?‟ Child: Climbing the ladder Teacher: Yes, Harry is climbing the ladder in the playground • Answer questions using the structure 35
  36. 36. Expanding Questions and answers • Reinforce the content of the level the child is at. • Prepare the child for the next level by expanding your response to the next level. • For example: – The boy is drinking – Yes. The boy is drinking his juice. 36
  37. 37. Case Study – Child aged 4;03 May 2013 – She was at a one word level with some 2 Word Level utterances. Limited understanding and use of verbs. December 2013 – Examples of up to 8 word utterances For example: What you have? I have a boy a swimming in water. 37
  38. 38. Case Study Continued May 2013 – “Teddy bear” December 2013 – “A girl a hug a teddy bear” Child‟s language has improved. She is now classed as having a moderate language delay as opposed to severe. She continues to make good progress 38 Image taken from the Renfrew Action Picture Test © Copyright of Speechmark
  39. 39. Further Information and Resources • Symbols shown within the PowerPoint are Boardmaker ® • Our ready to use Colourful Semantics Pack is available to download for free on our website. • We update our resources regularly to include nursery Rhymes, Stories, and Special Occasions. • We provide enhanced training for a range of settings. You can ask about our training packages here. 39
  40. 40. Thank you Tel: 0845 838 2921 Web: www.integratedtreatments.co.uk Join us on our social media /IntegratedTreatmentServices @ITStherapy /integrated-treatment-services Copyright © 2013 Integrated Treatment Services

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