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Introduction To Colourful Semantics Powerpoint Ver 1

This document provides an introduction to Colourful Semantics, a system to support language development. It explains that Colourful Semantics uses different colors to represent different parts of speech, such as orange for who, yellow for actions, and green for objects. It provides examples of how to color code sentences based on these categories. It also lists some Twinkl resources available for Colorful Semantics and the types of resources provided, such as stories, activities, and picture cards. The overall purpose is to demonstrate how Colorful Semantics can be used to support language skills.

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WY Lu
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
210 views

Introduction To Colourful Semantics Powerpoint Ver 1

This document provides an introduction to Colourful Semantics, a system to support language development. It explains that Colourful Semantics uses different colors to represent different parts of speech, such as orange for who, yellow for actions, and green for objects. It provides examples of how to color code sentences based on these categories. It also lists some Twinkl resources available for Colorful Semantics and the types of resources provided, such as stories, activities, and picture cards. The overall purpose is to demonstrate how Colorful Semantics can be used to support language skills.

Uploaded by

WY Lu
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Disclaimer

We hope you find the information on our website and resources useful.

Animations

This resource has been designed with animations on each slide to make it as fun and engaging as
possible. To view the content in the correct formatting, please view the slideshow in ‘presentation
mode’. If you view the slides without selecting ‘presentation mode’, you may find that some of the
text and images overlap each other or are difficult to read.

You may wish to delete this slide before beginning the presentation.
Aims of the session
By the end of the session participants will:
• have an understanding of Colourful Semantics;
• be confident at colour coding short sentences using Colourful Semantics.
What is Colourful Semantics?
• A system to support spoken and written language.
• Colourful Semantics can be used for:
• sentence development
• understanding questions
• developing narrative
• understanding written text
• developing vocabulary

Colourful Semantics can be used by a range of people, including speech and


language therapists and education staff.
The Colours and Shapes Explained
• Orange words for who.

• Yellow words for what they are doing.

• Green words for what.

• Blue words for where.


• Purple arrows for why.
• Pink words for to who(m).
• Purple rectangle for joining up words.
• Brown words for when.
• Cloud words for what it is like.

• Star words for whose.

• Black words for how.


Who? – Orange
‘Who?’ words describe:
• People (man, woman, girl, boy and baby)
• Occupations (speech and language therapist, teacher, doctor, cook)
• Character names (Humpty Dumpty or any animal that has a character name
Peppa/Spot).

Do we use who for animals?

We only use who for animals when they are characters, or if they
are doing human activities. We have a tendency to animate/
humanise animals as characters when describing them.
Working Examples
If it is a picture of an animal carrying out a human activity, it would be a who
word, as seen in the ‘silly sentence’ below.

But, if it was a picture of a real animal doing what animals do, it would be a what
word.
What Doing? – Yellow
What doing? words describe:
• stand-alone verbs (run, sit, read, etc)
• verbs associated with an object (wash hair, brush hair, etc)
• different tenses (past, present, future)
• linking verbs (is, was, has, had, etc)

Linking verbs can be introduced depending on the student’s level of ability and are
shown in yellow diamond shapes.
What? – Green
‘What?’ words describe:
• objects and animals
• what words can be in any position of the sentence

For example, ‘The boy is reading a book’.

It is OK to start the sentence with a what? word.


Where? – Blue
‘Where?’ words describe:
• where the person or object is
• prepositional phrases (e.g. under the table, in the box)
• prepositions (e.g. on, in, over)

For example: ‘John kicked the football over the wall.’

Notice how ‘the wall’ is no longer a what word as the function in the sentence has
changed. You would ask the student, ‘Where did John kick the ball?’ Over the
wall.
Little Blue Words
If working on prepositions with the student, you can introduce
little blue words.

For example, ‘The teddy is under the table.’


When? – Brown
‘When?’ words describe:
• time concepts and words

These words can be used at the beginning or at the end of a sentence.

For example:

On Tuesday I went to the shop.

in the
I brush my teeth
morning.
What Like?
‘What like?’ words describe:
• adjectives (old, tall, pretty, blue, etc)
• feelings and emotions (angry, excited, hungry, etc)

These words are shown in cloud shapes because they can float around the sentence
like real clouds. The student can ‘float’ their cloud words above the word in the
sentence that they want to describe.

Examples:

The big dog barked loudly.


Whose?
‘Whose?’ words describe:
• possessive pronouns (his, hers, our, my, your, their, etc)

in the
The girl is eating her breakfast
morning.
Useful Tips
• You don’t have to colour code everything — you are in control of what is coded.
• Use it to scaffold what your individual learners need.
• Find the verb and ask the right question to get the answer you want. Then choose the
colour/shape that goes with that question/word.

For example, in the sentence:


The boy kicked the ball in the garden.

Find the verb kicked (yellow)


Then ask yourself the following questions.
• who kicked? the boy (orange)
• kicked what? the ball (green)
• where was it kicked? in the garden (blue)

The boy kicked the ball in the garden.


Examples of Sentences
Have a look at the following sentences and have a go at colour coding them.

1. The boy is eating a sandwich


2. The girl kicked the football over the fence
3. The girls gave a big present to their friend.
4. The cat sat under the car.
5. The ball rolled under the red car.
6. The teacher gave a sticker to the student.
7. On Saturdays I visit my grandparents.
Answers
The boy is eating a sandwich.

The girl kicked the football over the fence.

The girls gave a big present to their friend.

The cat sat under the car.

The ball rolled under the red car.

The teacher gave a sticker to the student.

On Saturdays I visit my grandparents.


Twinkl Colourful Semantics Resources
Twinkl Colourful Semantic resources can be found here.

All Twinkl Colourful Semantics resources are editable so, if your setting uses different
colours to those suggested in this training, the resources can be edited to remain consistent.

Many of the Twinkl Colourful Semantics Resources have two ability levels. The higher
ability activity has text in colour-coded boxes. The lower ability activity also has an image in
the colour-coded box to support those learners who are emergent readers.
Types of Twinkl Colourful Semantic Resources

Supporting
Session plans
resources

Stories Topic specific

Interactive activities Picture


description
cards
Aims of the session
By the end of the session participants will:
• have an understanding of Colourful Semantics;
• be confident at colour coding short sentences using Colourful Semantics.

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