Possible targets



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Speaking


S

Band 1

DESCRIPTOR: Uses a word, sign or symbol for specific objects e.g. can apply word dog to own pet but may over generalise the word ’dog’ to any 4 legged furry animal. Has a consistent vocabulary of up to 10 words.

POSSIBLE TARGETS:

  • I can say (use signs/symbols) what something is e.g. ‘dog’.

  • I know and use up to 10 words.

IDEAS FOR TEACHING AND LEARNING:




  • Use of symbols related to familiar objects e.g. PECS, Widgit

  • Signing / saying key words.

  • Use of photographs to name and talk about everyday objects

  • Hiding common objects for child to find and name e.g in the sand/water play

  • 1-1 talk during child initiated activities – Keep language simple / repeat

  • Model speech and encourage child to copy

Equipment to encourage speaking


  • role play areas




  • home area


  • dressing up clothes





  • small world activities e.g. playmobile park




  • sand / water trays with themed toys




  • story bags/puppets




  • ICT voice generated programmes




  • tapes - sound lotto – imitating everyday sounds e.g. Schubi Mimic – Task Master, Sound Lotto – LDA




  • Language Masters with modelled nouns and pictures for child to repeat




  • Telephones




  • Microphones – role play




  • Encourage use of gesture / response to sign / symbol – adult reinforces gesture / verbal




  • Nursery rhymes, repetitive stories


WAVE 3





Speaking


S

Band 2

DESCRIPTOR: Uses a consistent word, sign or symbol for particular objects. Has a consistent vocabulary of between 10 and 50 words.

POSSIBLE TARGETS:

  • I know and can use the right word to say what something is.

  • I know and use up to 50 words.

IDEAS FOR TEACHING AND LEARNING:





  • Use of symbols related to familiar objects e.g. PECS, Widgit

  • Signing / saying key words.

  • Use of photographs to name and talk about everyday objects

  • Hiding common objects for child to find and name e.g in the sand/water play

  • 1-1 talk during child initiated activities – Keep language simple / repeat

  • Model speech and encourage child to copy

  • Offer a choice ‘Is it a cup or a sock?’

  • What’s in the bag game. Child to pull out an item and name it

  • Burglar Bill game – Foundations for Literacy P29.

  • Use of telephones, microphones as prompts.

  • Board games / Lotto / Inset puzzle – encourage child to name before putting in pieces.

  • Model simple language for activities e.g.’Eat apple’ / ‘Read book’ / ‘Play sand’

  • Use all everyday routines (snack time, outdoor play) to provide opportunities for adult to name things again and again and ultimately for child to name spontaneously

  • ‘Ready Steady Go’ games e.g. ‘Roll the ball…ready, steady, go’ , ‘Run to the swing…ready, steady, go’.

  • Nursery/action rhymes

Equipment to encourage speaking


  • role play areas

  • home area

  • dressing up clothes

  • small world activities e.g. playmobile park

  • sand / water trays with themed toys

  • story bags/puppets

  • ICT voice generated programmes
  • tapes - sound lotto – imitating everyday sounds e.g. Schubi Mimic – Task Master, Sound Lotto – LDA


  • Language Masters with modelled nouns and pictures for child to repeat

  • Telephones

  • Microphones – role play

  • Encourage use of gesture / response to sign / symbol – adult reinforces gesture / verbal

  • Nursery rhymes, repetitive stories



WAVE 3 INTERVENTIONS





Speaking


S

Band 3

DESCRIPTORS: Can name familiar objects and activities in the classroom. Has a consistent vocabulary of over 50 words.

POSSIBLE TARGETS:

  • I know and use the names of things that we use and do in the classroom.

  • I know and use more than 50 words.

IDEAS FOR TEACHING AND LEARNING:




  • Miming actions to copy and name. puppet for basic action words e.g. ‘ Make teddy jump’

    • A – ‘What’s happening?’

    • C – ‘Teddy’

    • A – ‘Is teddy sleeping or jumping?’

    • C – Teddy jump’

  • Feely box.

  • Chunk instructions and allow child time to process language.

  • Use visual clues – objects, photos, symbols.
  • *Pole-bridging talk – modelled by adult for child’s later use (see below*)


  • Use of questions of curiosity. Not just yes / no answers – choices. In play situations ask ‘ What is the doll doing? Is the doll sleeping or eating?’

  • ‘Tidy away game’ – sorting/classifying. Using big / little:

    • ‘What did you put in the box?’

    • ‘What shall I put in the box?’

  • Foundations for Literacy activities – p29

  • Use of telephones, microphones as prompts.

  • Oral language activities – Prim –Ed

  • Show and tell tables

  • Encourage child to link 2-3 words

    • ‘sleep bed’, ‘yellow car’ – ‘Is it a yellow car or a yellow pencil?

    • Adult models ‘Mummy is sleeping in bed’ – adult emphasising –‘ing’

  • Teach words in sentences rather than in isolation.

  • Learn vocabulary lists linked to object / pictures (5 per week in categories)

  • I-spy

  • Adult to add a word e.g. Child - ‘baby’ / Adult - ‘baby sleeping’ or ‘Little baby’

  • ‘Here we go round the mulberry bush’ – naming everyday actions e.g. ‘This is the way we brush our hair.

*Pole-bridging talk. It is natural for young children to talk to themselves as they play giving, a running commentary on their activity. This "pole-bridging talk" is an important element in cognitive and linguistic development. In children with poor language development, pole-bridging talk may involve vague and impoverished language. It helps to model language thus providing children with the vocabulary in a functional context. During any play (indoor and out) and role-play, and while engaged in any creative activity, you can pole-bridge on behalf of the child or children you are with, describing their actions. For example: "You are putting all the dinosaurs in the bucket." Or describe what you yourself are doing as you sit beside the child. For example: "I'm making a necklace. I'm going thread this bead on the string. I'll have to push it through the hole."



WAVE 3 INTERVENTIONS





Speaking


S

Band 4

DESCRIPTOR: Can use prepositions, such as 'in' or 'on', and pronouns, such as 'my' or 'it' correctly

POSSIBLE TARGETS:

  • I can use words to say where something is e.g. ‘in, on’.

  • I can use words to say who something belongs to e.g. ‘my, it’.




IDEAS FOR TEACHING AND LEARNING:




  • Using children’s own speech - extend sentence by modelling. E.g. C - ‘The boy is riding the bike’ A – ‘The boy is riding the big blue bike to the park’

  • Modelling grammatically correct sentences eg. C – ‘Him gived me is sweet’ / A – ‘He gave you his sweet’

  • Commentary as child carries out activities- commenting on actions e.g. ‘I can see you are making a big car.’ Self –talk

  • Use of puppets, popular toys to help model speech.

  • Use child’s speech to open a conversation.

  • Use questions of curiosity. Who? / what? / Where?

  • Foundations for literacy suggestions/activities P31.
  • Barrier games – giving instructions – child to say ‘ Wash big teddy’s face’. ‘Put the pencil under the book’


  • Oral language activities – Prim-Ed.

  • Circle Time games.

  • Delivering messages.

  • Use of repetitive rhymes and stories.

  • Derbyshire language – using 4 words – using adjectives big / colour - prepositions in / on /under

  • Reinforce adjectives by talking about them during the day – Teach in pairs – big / little, hot / cold

  • Use playmobil figures to act out a simple story emphasising ‘he’ and ‘she’




WAVE 3





Speaking


S

Band 5

DESCRIPTOR: Links sentences with simple conjunctions, e.g. ‘and’. Uses regular plurals correctly.

Communicates ideas about present, past and future events and experiences, using simple phrases and statements, e.g., 'We going to cinema on Friday'.



POSSIBLE TARGETS:

  • I can use joining words when I speak e.g. ‘and, but’.

  • I know and use words to show more than one thing e.g. ‘book, books’.

  • I can tell you about things that have happened …. are happening are going to happen.

IDEAS FOR TEACHING AND LEARNING:


  • Oral games e.g My grandmother went shopping and she bought some eggs and she ……. Memory based





  • Wendy Rinaldi – Developing Language- Manual 2




  • Barrier games. Draw a face e.g. draw a circle, then draw a nose, then…..




  • Oral language Activities – Prim-Ed




  • Activities from Language for Learning book – section ‘Structure and Rules’




  • First / next / last – Black Sheep Press




  • Speaking and Listening through Narrative - Black Sheep Press




  • Pronouns - Black Sheep Press


WAVE 3





Speaking


S

Band 6

DESCRIPTOR: Uses possessives, for example, 'Johnny's coat'. Uses conjunctions that suggest cause, for example, ''cos' to link ideas.


POSSIBLE TARGETS:

  • I can use words to show who things belong to e.g. 'Johnny's coat’.

  • I can use joining words to say why something has happened e.g. ‘I had a drink because I was thirsty’.




IDEAS FOR TEACHING AND LEARNING:


  • Foundations for literacy p33





  • Telephone role play




  • Talk partners




  • Modelling news-telling




  • Sequencing activities e.g Easylearn – Order, Order / And then







  • Practised group stories




  • Discuss ‘Why / Because scenarios




  • ‘Regular past’ activities – Black Sheep Press




  • Cause and effect – why / because – scenarios / objects in feely bag ‘I think it’s a car because….’




  • Simon says – ask child what did you do? C – ‘ jumped / danced’’




  • Use everyday situations to elicit past tense news – What did you do at weekend?


WAVE 3





Speaking


S

Band 7

DESCRIPTOR: Can elaborate when answering questions in order to give additional details, e.g. in response to being asked ‘What did you do last night?’ pupil may reply ‘I went to party because it was bonfire night.’

POSSIBLE TARGETS:


  • I can give reasons for my answers using more information e.g. when asked what did I do last night, I might say ‘I went to a party because it was bonfire night’.

IDEAS FOR TEACHING AND LEARNING:



  • Barrier games.




  • Recounts of stories. Changing characters or places to make a different story e.g. the boy – the old man




  • Alan Peat’s – 8 bag story stimulus.




  • Classification activities. Why do items go together? / odd one out




  • Riddles e.g. Who am I? What am I?




  • Giving information to others e.g giving instructions to peers. / retelling tasks



WAVE 3





Speaking


S

Band 8

DESCRIPTOR: Can communicate clearly and in simple correct grammatical form about matters of interest to individuals and groups, (e.g. 'she gave the dog a biscuit').


POSSIBLE TARGETS:

  • I can talk to others about the things I like, so that they can understand me.
  • I can use lots of interesting words when I talk.


IDEAS FOR TEACHING AND LEARNING:



  • Foundations for Literacy suggestions P33.




  • Reading a story – stop at key places and ask what do you think will happen next?




  • Sequencing activities / Recounts of stories. Predicting outcomes – what will happen?




  • Action cards – use as stimulus to describe




  • First Steps News Plans – use who, what, when, where, why format




  • Recounts of stories.




  • Alan Peat’s 8 bag story stimulus.




  • Wendy Rinaldi - Developing Language Manual 2.




  • Practical group stories. Story telling – Pie Corbett







  • Choices – what might happen - different solutions / options




  • Story plans – Language for Learning book – use story plans to support sentence construction skills and the development of narrative skills. Include beginning, middle end, key questions ( who, when, where, what) and character’s feelings




  • Future tense – shopping game e.g. A – ‘What are you going to buy? / C – ‘I am going to buy….’

WAVE 3






Speaking


S

Band 9

DESCRIPTOR: Can communicate clearly and in simple correct grammatical form about matters of interest to individuals and groups, including a wider range of vocabulary (e.g. 'she gave the beautiful dog a tasty biscuit'.)

POSSIBLE TARGETS:

  • I can talk to others about the things I like, so that others can understand me.

  • I can use lots of interesting words when I talk.

IDEAS FOR TEACHING AND LEARNING:



  • Cause and effect cards.




  • Role play situations.




  • Oral Language Resource book – First Steps




  • Activities from Language for Learning section ‘Structure and Rules: Syntax’


WAVE 3





Speaking


S

Band 10

DESCRIPTOR: When talking usually uses the correct regular tenses. Uses a wider range of vocabulary which may be subject specific.


POSSIBLE TARGETS:

  • I can talk about things that have happened, are happening and will happen using the right words.

  • I can use interesting words when I talk about things in my lessons.

IDEAS FOR TEACHING AND LEARNING:




  • First Steps Oracy - suggestions for group interviews.

  • Talking frames.

  • Mind maps

  • Practical language activities.

  • Group interviews.

  • Brainstorming.

  • Giving instructions.

  • Class debate.

  • Awareness of where different forms of language are required e.g tv programmes/school /home/ interviews etc.

  • Role play reporters.

  • Public speaking – planning presentations / show and tell.

  • Giving directions

  • Express opinions – ‘I like because…. / I don’t like because……

  • What would happen if…. / What might happen when…

  • Justify different solutions – ‘I think ….. because ……



WAVE 3





Speaking


S

Band 11

DESCRIPTOR: Speaks in complete sentences when addressing the listener(s) (this could be a talk partner, small group or whole class)


POSSIBLE TARGETS:

  • I can use sentences when I am talking to others.

IDEAS FOR TEACHING AND LEARNING:

Model key vocabulary using visual prompts e.g. artefacts, pictures – Clicker picture glossaries, Google Image, diagrams


Classification activities e.g. Language for Learning ‘What is it?’ board, First Steps Oral Language Resource Book activities
Plan, do, review activity, i.e.

  • Model key vocabulary (plan)

  • Do activity with adult modelling correct language (do)

  • Pupil reports back on activity (review)

Vocabulary building and sentence building activities – First Steps Resource Book p.130


Talk for Writing – Pie Corbett – modelled stories, story reconstruction
Make up rhymes/raps in different curriculum areas – give pupils key information
Use framework with headings: When? Who? Where? What? Why? to scaffold talk
Circle stories
Story maps


WAVE 3





Speaking


S

Band 12

DESCRIPTOR: Beginning to be aware that in some situations a more formal vocabulary and tone of voice are used (e.g. adjusts speech styles to different audiences and speaks to unfamiliar adults appropriately)



POSSIBLE TARGETS:

  • I know how to talk to different people in different ways and I can sometimes do this e.g. I talk differently to my friends than to my teacher.

IDEAS FOR TEACHING AND LEARNING:

Plan, do, review activity, i.e.



  • Model key vocabulary (plan)

  • Do activity with adult modelling correct language (do)

  • Pupil reports back on activity (review)

Make up rhymes/raps in different curriculum areas – give pupils key information


Use drama/role-play/hot-seating/character interviews
Use framework with headings: When? Who? Where? What? Why? to scaffold talk
Circle stories
Story maps
Encourage peer assessment
Behaviours required for oral presentation:

  • Uses voice appropriately

  • Maintains appropriate eye contact

  • Maintains appropriate rate

  • Responds to the audience on request e.g. answers questions, elaborates

  • Talks for an appropriate amount of time

WAVE 3





Speaking


S

Band 13

DESCRIPTOR: Beginning to adapt what they say to the needs of the listener by varying the use of vocabulary and the level of detail and show an awareness of Standard English and when it is used.



POSSIBLE TARGETS:

  • I talk to different people in different ways e.g. I talk differently to my friends than to my teacher.

IDEAS FOR TEACHING AND LEARNING:

Plan, do, review activity, i.e.



  • Model key vocabulary (plan)

  • Do activity with adult modelling correct language (do)

  • Pupil reports back on activity (review)

Vocabulary building and sentence building activities – First Steps Resource Book p.130


Make up rhymes/raps in different curriculum areas – give pupils key information
Use drama/role-play/hot-seating/character interviews
Use framework with headings: When? Who? Where? What? Why? to scaffold talk
Circle stories
Story maps
Role-play e.g. college interviews / making a complaint to a shop
Encourage peer assessment


  • Record examples of non-standard and standard English from television or radio programmes which have a very different purpose and audience e.g. an episode of a soap and a news broadcast.

  • Practise turning formal language into informal language and vice versa.

  • Recount an incident from two different viewpoints requiring different degrees of formality. Note the differences in language.






WAVE 3





Speaking

S

Band 14


DESCRIPTOR: Sometimes adapts vocabulary, grammar to suit the audience, purpose and content.



POSSIBLE TARGETS:

  • I can sometimes adapt what I say and change the words I use depending on who I am talking to, when I am speaking and what I am talking about.

IDEAS FOR TEACHING AND LEARNING:

Behaviours required for oral presentation:


  • Speaks fluently without false starts

  • Uses conjunctions, e.g. and, then, because, when, but, if, so, why

  • Uses subject-specific vocabulary

  • Explains unfamiliar terms to others

  • Monitors audience reaction e.g. lack of interest




  • Pupil to practise making notes on a topic or task in different formats, and using them to structure talk in small groups.

  • Pupil to choose a subject or process that they know a lot about and write very brief notes about it, e.g. 6 key words in sequence. Pupil to “Teach” someone else the topic, using only these notes. Ask the audience for feedback about clarity and confidence.

  • Practise preparing and presenting 15 second/30 second/60 second talks on a topic, building up the detail each time.




WAVE 3





Speaking


S

Band 15

DESCRIPTOR: Able to adapt what they say to the needs of the listener and purpose, choosing suitable vocabulary, level of detail and appropriate references. Beginning to use techniques to support planned/prepared speech e.g. cue cards

POSSIBLE TARGETS:

  • I can adapt what I say and change the words and tone I use depending on who I am talking to, when I am speaking and what I am speaking about.

  • I can talk about something using cue cards to remind me.

IDEAS FOR TEACHING AND LEARNING:

Behaviours required for oral presentation:


  • Speaks fluently without false starts

  • Uses conjunctions, e.g. and, then, because, when, but, if, so, why

  • Uses subject-specific vocabulary

  • Explains unfamiliar terms to others

  • Monitors audience reaction e.g. lack of interest




  • Pupil to practise making notes on a topic or task in different formats, and using them to structure talk in small groups.

  • Pupil to choose a subject or process that they know a lot about and write very brief notes about it, e.g. 6 key words in sequence. Pupil to “Teach” someone else the topic, using only these notes. Ask the audience for feedback about clarity and confidence.

  • Practise preparing and presenting 15 second/30 second/60 second talks on a topic, building up the detail each time.


  • ‘Just a Minute’ (Radio 4) – Pupils to talk on a topic without hesitation / deviation / repetition for 1 minute.




  • Use framework with headings: When? Who? Where? What? Why? to scaffold talk




  • Prepare notes on a topic with a friend, and then get them to ask questions about it. Use the notes to prompt answers.

  • Develop the use of cue cards to structure questioning e.g.

    • What do you think?

    • Why do you think that?

    • What do you mean?

    • Why exactly?

    • Where does that idea come from?

    • How do you know that?



  • Prepare short presentation/Powerpoint to give to group of peers – other pupils to peer assess against simple checklist




WAVE 3





Speaking


S

Band 16

DESCRIPTOR: Secure in a wider range of techniques to engage the audience such as varying tone of voice, questioning, direct address or use of non-verbal communication Able to use some techniques to support planned/prepared speech e.g. cue cards, visual reminders, props

POSSIBLE TARGETS:


  • I can plan a speech/presentation on a topic and with the help of cue cards present it to my class/group.

IDEAS FOR TEACHING AND LEARNING:

Behaviours required for oral presentation:


  • Speaks fluently without false starts

  • Uses conjunctions, e.g. and, then, because, when, but, if, so, why

  • Uses subject-specific vocabulary

  • Explains unfamiliar terms to others

  • Monitors audience reaction e.g. lack of interest




  • Practise using helpful prompt phrases e.g. I believe that…… because…; a new point I want to make is…; I predict that…..; to sum up, I am saying that….



WAVE 3




© Pupil and School Support / Birmingham City Council 2013






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