RL.E.84 SELECTS FIRST AND LAST

The terms ‘first’ and ‘last’ can be closely akin to location words – they can be used to talk about where things are. But they can be used in many other ways too, and it’s a good idea to help the child see the broad applications of these terms right from the beginning.

These terms are perhaps used most often to describe people or objects that are progressing in a line towards a goal. This is the usage that is reflected in the assessment procedure below. You will need pictures of people or animals running or walking, all facing the same way. It helps if the goal is also shown in the picture – for instance, you might have 4 or 5 children walking towards school, or a row of ducks waddling towards a pond. You could draw such pictures yourself, or alternatively you could use small dolls and toy farm animals, using blocks or props from the farm set to represent the goal.

How to Assess

Materials: 4 cards showing people or animals progressing in a line towards a goal, as described above, or sets of dolls and animals.

Method: Show your child a card, or arrange dolls or animals in a line on the table. Say: ‘These people are all going to school (or wherever). Who is coming FIRST?’

Change your materials, and repeat for LAST. Change again, and give another try for LAST, then another try for FIRST.

Score plus if your child selects the correct person or animal each time.

How to Teach

Using materials such as those described above, tell your child a story about each set of materials you present. Vary the direction in which your row of characters in facing.

If an error is made following your initial question, try rephrasing your question to give more information. For instance, your first question might be ‘Who is coming last?’ and your next question might be ‘Who will be the LAST person to go in the door today?’ Step in with physical help if your child persists in error.

Keep teaching until your child can select FIRST and LAST correctly with a range of materials and in round-the-house activities like those described below.

Playtime and Round-the-house Activities

‘First’ and ‘last’ can be involved in all sorts of situations. At mealtime, ask your child ‘What will you eat first?’ and ‘What will you save till last?’ When older children are expected home from school, you can talk about who will arrive first. Organise races at playtime – dolls can race, as well as people! When doing a puzzle together, talk about the first and last pieces to be put in. Ask your child what comes first, next and last during daily routines such as bath-time. You will find more applications yourself.

REMEMBERING AND EXTENDING THIS SEQUENCE

Other attribute words that can be taught once your child has mastered this sequence include hot and cold (and related words such as warm and freezing), wet and dry, loud and soft, heavy and light, empty and full, more and less, and many and few.