Video: A Sock Puppet sensory story

﻿Hello. My name is Kate, and I am very excited to be your teacher today. First, we're going to learn how to make a sock puppet, and second, we're going to use the sock puppet to tell a sensory story. For this lesson, you will need socks, a pen, paper, scissors, sellotape, a wooden spoon, and a pen. Press pause whilst you get these things ready. First, we're going to make our sock puppet. You will need any socks that you have around the house. The more colourful and bright, the better. Second draw some eyes onto your piece of paper and cut them up carefully with the help of an adult. Third, stick the eyes onto the sock to create your sock puppet. Pause your video here to make your sock puppet. Wow, well done. That's a great puppet. You could try making all sorts of different puppets with things that you have around the house. This one here is made with some tinfoil and some jewellery, and the other one is made with post it notes. Try pausing it again, to see what you can find around the house to decorate your puppet. Now, it's time for our story. The first time I will read through with some hints and tips of what to do with your learner. The second time, I'll read through the story on its own for you to enjoy with your child. "Once upon a time, there was a puppet called Lily." Puppets are a great way to create all sorts of different engagement skills. For this first slide, focus on just allowing your child to explore the puppet. See if they want to play some games, they want to reach out, they want to put it on their own hand, but first, it's just about creating that engagement and that interest with the learner. "Lily is a very cheeky puppet. She likes to play hide and seek." Now, this is a great persistence game, and it's also a great anticipation game. So what you can do is you can look around the area, you could maybe find some simple objects that are nearby, like a chair, a table, a towel. Hide the puppet, and then see if the learner can maybe look towards where they think the puppet is, move towards where they think the puppet is, and build up that anticipation of finding the puppet with your language use and with your own body language. Remember to keep language minimal so that the child can focus on the puppet and the game, and really get engaged in it. As you can see here, Lily hid underneath the sofa, under a tea towel, and around the side of a door. These are all objects that you might be able to have at hand at home to use. Make sure you give the learner lots of time to try and find or look towards where the puppet might be. Remember that when the child does find the puppet, you want to make it very exciting and rewarding for that particular learner. Perhaps if they're quite tactile, you could do some tickling, or you could do some jumping. And if they're verbal, perhaps the puppet could have a little phrase that it says, but you want to make it fun and engaging, so the learner is, is wanting to find the puppet. "Lily is a very cheeky puppet, she likes to eat lots of food." Again, this one is all about anticipation, and it's also about trying to get the learner to initiate some actions. So the learner, if they're able to hold the spoon, could hold it, or you could use hand over hand to support them, or they could hold it independently, depending on the lender's needs. And what you want to do is model, first of all, the puppet eating some food. You want to put lots of drama and lots of excitement into the puppet, getting the food and enjoying it. And then you're going to pass it over to the learner so that they are learning in a cause and effect way that they can initiate the response from the puppet. Some learners might need lots of time and lots of prompting from you and from the puppet. Some learners might get it straight away and really enjoy that acting from you when the puppet gets the food. So again, it's about building up towards the reaction of the puppet, which is fun and exciting for the learner. If you don't have a spoon, you could use anything you have around the house. you could even use the learner's hand and with a learner who's maybe physically restricted, that can be really nice because even a little action towards the puppet can be a really exciting engaging activity. "Lily is a very cheeky puppet. She likes to make lots of noise." So this one is all about the learner. again cause and effect exploration of music and making noise. I've just put a spoon and a pan in here because that's things that we all have around the house. You could use a tambourine, a guitar, anything that you think your learner would like to make a sound with. And again, you want to try and build a persistence here, so if it's a little sound, perhaps the puppet gets a little bit excited. If it's a big sound, perhaps the puppy gets really excited. So you can build up that experimentation, that realisation that they are causing the Puppet's response. And again, just have lots of fun with it. "Lily is a very cheeky puppet. She loves to tickle people". Now this one is a great activity to build up initiation and anticipation. So the first time that you do this, you want to take any little response or interest from the learner and do a big tickle depending on where your learner might like to be tickled, perhaps just on their face, perhaps in their shoulders, their arms, their knees, and you want to have an instant reward so that they build it, that cause and effect, understanding that when they reach towards the puppet or move towards the puppet or perhaps put their fingers in the puppet's mouth, they get that tickle reward. And then once they've done it, the first few times, you make it a little bit harder. You could move the puppet further away, you could put the puppet in different places around the learner, and you want them to reach towards it in order to get that reward of the fun tickle and the engagement in the activity with you. Another great skill that you can get from this activity is persistence, then learning, trying it once and then persisting to try it a second time, a third time and building up that skill of trying again and keeping on trying, which is a really important skill for engagement. This last slide is all about having fun, enjoying the end of the story with the learner, creating some excitement and a sense of playfulness and fun, so the next time when they come to do a lesson, they're already excited, they've got that positive feeling, they've got that positive memory. So, what I would do is I put their music on, I would get the puppets and I would just have some fun, have a dance, have a little tickle, maybe move the learner about, to encourage them to move their arms and that stump their legs, clap their hands, whatever you know, that your learner enjoys doing to music that they like. You could use separate music that you know that your learner really enjoys, or you could use the music on the PowerPoint, It's completely up to you. I'll just play you a little sample. Now I'm going to read through the story again, with minimal adult language for you and the learner to enjoy. "Now, it's time for our story. Once upon a time, there was a puppet called Lily. Lily is a very cheeky puppet. She likes to play hide and seek. Lily is a very cheeky puppet. She likes to eat lots of food. Lily is a very cheeky puppet. She likes to make lots of noise. Lily is a very cheeky puppet. She loves to tickle people. And most of all, Lily loves to dance to music. If you want to make this easier for your learner, try minimising the language you're using with each slide and just use keywords instead, for example, tickle. noise or dance. Spend longer on each activity to allow the learner to engage and explore on their own terms. If you want to make it harder, try repeating the story a few times and see if the learning can predict what is going to happen next. Show the level of the images and slides, and see if they can lead the activity themselves. Once you've made your puppets, you can use them for all sorts of fun activities and games, you could put on a puppet show for other members of your household, or have a puppet tea party. If you'd like to, please ask your parents to care, to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. I hope you enjoy your puppets as much as I have, and have lots of fun with your learner.

Lesson summary: A Sock Puppet sensory story

In this lesson, we will be practising our engagement skills through joining in with a sock puppet sensory story. We will explore how to make a simple sock puppet and then we will use the puppet to tell a fun sensory story about a cheeky puppet named Lily. The lesson requires full adult support.

Early Development Learning

A Sock Puppet sensory story

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Lesson summary: A Sock Puppet sensory story

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