MY COMMUNICATION P4-P8. Understanding Language (Receptive)

MY COMMUNICATION P4-P8 Understanding Language (Receptive) Learning Outcomes Children should have opportunities to:  Respond appropriately to single w...
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MY COMMUNICATION P4-P8 Understanding Language (Receptive) Learning Outcomes Children should have opportunities to:  Respond appropriately to single words (mainly nouns and verbs at first) eg: coat, drink, book, yes, no, bye-bye, all-gone (anything that interests the child)  Show understanding of short phrases and sentences around objects and events (2 words then 3 words etc)  Show understanding of words and phrases used in specific topics eg: snack time, self care, shopping  Show understanding of words and phrases used to describe properties and relationships eg: colours, textures, sound, shape, size  Show understanding of simple grammar eg: pronouns, prepositions, possessives, plurals. Teaching Activities/advice/enabling environments P4 Listening Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects. Pupils respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, Get your coat, Stand up or Clap your hands.  Adult to provide photographs, symbols of motivating objects and activities for each pupil and to provide stimulating experiences for them to develop new ones.  Adults give pupils some free choice time to discover these and ask parents/carers what is motivating at home or in other environments.  Adult to use single words and signs immediately alongside presentation of motivating activities or objects, activities or people.  When developing understanding of familiar objects activities or people’s names adults to use simplified language (i.e. one sign, name, symbol or picture at a time) to map it onto the item.  Adult makes sure pupil’s attention is gained before speaking/signing or presenting an OOR or picture and to give pupil time to process the information. At this stage reinforce by giving one word, sign, symbol or photo at a time.  Adults to provide opportunities to listen to everyday sounds (Sound Lotto using switches, communication aids, interactive whiteboards, I-pads etc).

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Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate. Teacher’s to select and organise resources relevant to pupil’s needs and interests.

Demonstrate understanding of names, signs, photographs or symbols of reinforcing or motivating activities or objects

Ensure objects/resources are used that are known and familiar as well as age appropriate to the pupil.

Demonstrate an understanding of names (or alternatives as above) of familiar people Understand names (or alternatives as above) of familiar activities

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Food and drink: nearly always a good place to start! Symbol books or boards for dinner time, snack time Sensory activities: sand, water, corn flour, spaghetti, dough, fans, sound beam, spinning toys, vibrating toys, shiny visual effect toys. Activities in white and dark rooms. Creative activities: different styles of painting, drawing use of colour, cutting and sticking ICT activities: switch toys, language master, computer activities and games, touch screen, interactive whiteboard activities, CDs or tapes of music and stories, names of videos. AAC voice output devices for specific pupils. Construction activities: duplo, Lego,stickle bricks etc. Cause and effect activities: roll the ball, puzzles, pop up toys. Role play activities: dressing up, car and garage play, doll play, small world play, role play areas (e.g. doctors, shop – within pupil’s experiences) Outdoor play: bikes ride on toys, ball play, trampete, swings, climb on toys Books: photo books of family members, class trips, books about themselves, Timelines or timetables of everyday activities in school, sound books with recordings of familiar people’s voices or environmental sounds. Music and singing: musical instruments, range of songs and song symbol choices, missing out the final word to develop anticipation and completion of the phrase. Community activities: café, shopping Powerpoint of familiar class staff and peers alongside a hello song. Individual students to have photo books and to go through with key worker, thus making connections between person and photo. PECS Pupils copy use of curriculum words/names of peers and adults or find symbols related to topic areas by looking at symbol daily timetables and name boards, job boards. In all areas give pupils opportunity for choice making

Teaching Activities/advice/enabling environments P5 Listening Pupils respond appropriately to questions about familiar or immediate events or experiences for example, ‘Where is the ball? What are you doing? Is it yellow?’. They follow requests and instructions containing at least two key words signs or symbols.  Adults set up routines of questioning after activities have occurred.  Adults model asking and answering questions.  Adults make activities stimulating to encourage ‘replies’ and ensure pupils attention is gained before asking questions.  Words to be used i.e. More, No, Big/little.colours. Verbs (familiar) – walk, jump, eat, drink, play. Continue to extend basic vocabulary Pupil’s respond to questions about familiar or immediate events.

Hide and seek games – where’s the ball?, What’s in the box/bag? Activities involving actions to enable recall e.g. a ‘mystery tour’ around school. Use of photographs of pupils activities and experiences e.g. for records of achievement or progress files. Trips out of school. Use of displays to record pupils work and activities. Use of video to record sessions to recall later.

Follow requests containing at least two key words

Use of role play or small world play activities. Running commentary of what pupil is doing in real time using two word phrases. Use of Narrative and drama work –see references Maths activities linking one attribute and object e.g. red brick. PE activities e.g. jump to the horse

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Teaching Activities/advice/enabling environments P6 Listening Pupils respond to others in group situations, for example, taking turns appropriately in a game such as pass the parcel. They follow requests and instructions with three key words signs or symbols, for example ‘Give me the little red book’  Adult to wait until pupil is tuned in and attending.  Adult to identify who is to be listened to. E.g. a special hat for the speaker  Leading adult in lessons to model giving pupils time to respond and valuing different methods of communication for others to focus on e.g. AAC devices.  Adult to provide a range of resources to represent a variety of cultures and environmental sounds.  Adult to provide access to appropriate ICT equipment for all pupils.  Adult to provide opportunities for turn taking activities in pairs and small groups. Adult to teach the language of ‘my turn..your turn..’  Immerse pupils in three word level language using e.g. running commentary. Teach concepts of in on under

Pupils will respond to others in group situations

Taking turns appropriately

Follow requests and instructions with three key words signs or symbols

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Instruction games such as ‘Simon Says’, Songs such as ‘heads shoulders knees and toes’ Pupils to use AAC devices during songs and games ensuring appropriate vocabulary Hello session and circle time activities. Waiting for each pupil’s contribution. can create order of actions during songs, stories and games and create a sequence of activities for pupils to follow. Listening to story tapes using headphones, music from other cultures, taped voices from family members or peers to identify, video clips, CDs DVDs. Listening to and following instructions from computer generated voices e.g. touch screen games, going to the seaside using interactive whiteboard and switches. Making and listening to own sound/ video tapes Activities involving turns e.g. board games. Social communication games (see references). Turns in hello session or drink time e.g. passing around plates of fruit. Use sessions such as PE and maths to teach prepositions Use comparisons: bigger, taller, longer, fatter, etc

Adult pre programmes appropriate symbols for each session.

Teaching Activities/advice/enabling environments P7 Listening Pupils listen, attend to and follow stories for short stretches of times. They follow requests and instructions with four key words, signs or symbols for example ‘get the big book about dinosaurs from the library’. They attend to and respond to questions from adults and their peers about events, experiences and stories, for example ‘Where has the boy gone’?  Adult makes self exciting and stimulating to watch/listen to and uses dramatic intonation and lively style. Use of humour – making deliberate mistakes. Present story in different mediums, e.g. using story tapes and CDs.  Adult uses music to mark changes in key points in story. Use of drama techniques.  Adult teaches 4 word level constructions such as:  Adjective Object Preposition Place, e.g. ‘put ball on girl’s chair’.  Person Action Adjective Object, e.g. ‘make teddy jump in big car’  Avoid questions that only require yes or no answers or are forced alternatives, e.g. ‘do you want a or b’. Use where and when questions. Pupils listen, attend to and follow stories Pupils to be responsible for showing artefacts at specific points in a story. Sequence stories using Clicker 6 / Interactive whiteboard, or other AAC devices both high and low-tech Fill in the gaps in familiar stories. Remembering what characters do in stories. Correcting teacher mistakes. Listening to story tapes with and without headphones. Pupils act out parts of stories using freeze frames in sequence. Pupils follow requests and instructions Ask another pupil to collect a specific object. with 4 key words; signs or symbols, e.g. Role play – telling others what to buy from the shop. Tabletop activities, e.g. ‘put the small ‘get the big book about dinosaurs from peg into the red bucket’ the library’. Pupils attend to and respond to questions Using narrative, circle time, social communication games and barrier games – asking from adults and their peers about questions about objects on the other side of the barrier – guess who. Retell events in their experiences, events and stories, e.g. own lives, e.g. visits, describe personal interests. Reinforce with pupils own books and books ‘where has the boy gone’? about visits, and also home school diary.

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Teaching Activities/advice/enabling environments P8 Listening Pupils take part in role play with confidence. Pupils listen attentively. They respond appropriately to questions about why or how? How do we copy this picture?  Enable development of attention from single channelled to integrating senses, e.g. looking and listening together.  Teach the meaning of because through explanation of causes and consequences.  Use prompt cards for ‘why’ and ‘because’  Demonstrate sequence of activities, e.g. using speech, symbols, interactive whiteboard. Pupils take part in role play with ‘Using drama with people with learning difficulties’, use TV programmes, pass the stick, Who confidence. am I? Pictionary play dough, role play areas in the classroom, concerts, plays, role play of occupations. Make suggestions as to what others might do. Pupils listen attentively. Listen to stories being read by a reader. Think of ways in which a story may end. Sound Lotto, attending to speakers with integrated senses, engage attention with absorbing stimuli, e.g. interactive whiteboard, puppets, Kim’s game, I went to the shop and bought.... Respond appropriately to why questions, Talk about consequences of certain behaviours, e.g. what would happen if? e.g. “why does the bird build a nest”? Circle time, social stories. Picture cards/scenes. Respond appropriately to how questions, e.g. “how do you make a cup of tea”?

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Explain how things work in science, technology, sequencing how things are done.

Using Language (Expressive) Learning Outcomes  Children should have opportunities to:  Use a range of sounds eg: ssh, miaow, wheeee, brrm  Imitate sounds and words  Use single words (mainly nouns and verbs) eg: coat, drink, book, yes, no, bye-bye (anything that interests the child)  Use short phrases and sentences (2 words, 3 words etc)  Use words and phrases in specific topics eg: snack time, self care, shopping  Use words and phrases to describe properties and relationships eg: colours, textures, sound, shape, size (see Living Language)  Use simple grammar eg: pronouns, prepositions, possessives, plurals (see Living Language) Teaching Activities/advice/enabling environments P4 Speaking Pupils repeat copy and imitate between 10 and 50 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example likes and dislikes.  Adult observes items and activities that are motivating to the pupil in order to develop a core vocabulary to teach.  Adults will provide as many opportunities as possible for the pupil to hear single words and consequently build a vocabulary of new words.  Adults will give the pupils constant and consistent repetition of a collection of words in order for the pupil to build vocabulary, i.e. sessions where the same vocabulary is taught, possibly related to a topic.  Adults will accompany the spoken words with a variety of non-verbal cues – signs, picture symbols, photographs, objects to reinforce the spoken word.  Adults will spend time exploring with the pupil activities and experiences which the child might like or dislike so that the pupils have the opportunity to express likes and dislikes and choices.  Adults provide symbol or photograph ‘choosing’ books and boards  Adults model how to use OORs, and symbols to request e.g. by gaining adults attention (by touch, sound or vocalisation) and handing an OOR or symbol to communicative partner. Symbols available in every session e.g. symbol menus for dinnertime  Adult immerses pupil in a signing environment where appropriate.

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Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Pupils repeat copy and imitate up to 50 single words (using speech, signs, PECS symbol use and photos)

Bingo/lotto games Cooking – name ingredients/utensils Labelling items around the room

Pupils use single words, signs, objects of reference , symbols or photographs to communicate about: Familiar objects, Events, Feelings, Likes and dislikes.

Books – made with ‘communicate in print’ symbols. Books, labels and pictures related to current topic words Sing songs with props, repetition of a limited range of songs, fill in missing words. Building vocabulary with meaning as a discreet and important activity in planned communication sessions/speaking and listening lessons. Objects of reference – for timetable, rooms and daily routines to be used, PECS. Accompany activities with a variety of non-verbal cues. Pupils make choices from ‘feelings’ symbol chart to express how they are feeling today or to express particular feelings e.g. when upset. Making choices as often as possible in all situations notably snack sessions where pupils can make choices of drinks, fruit, biscuits, type of cup, plate. Leaving gap for children to fill in key word to obtain activity etc. Fill in the missing word in a familiar rhyme or song.

Use of AAC e.g. signs or symbols to communicate – ensure pupil understands s/he needs a communication partner

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Teaching Activities/advice/enabling environments P5 Speaking Pupils combine two key ideas or concepts. They combine single words, signs or symbols to communicate meaning to a range of listeners, for example, Mummy gone or more drink. They make attempts to repair misunderstandings without changing the words used for example by repeating a word with different intonation or facial expression. Pupils use a vocabulary of over 50 words. • Adults will ensure the pupils have a range of listeners. • Adults will provide opportunities for the pupil to communicate, create a need for pupil to communicate. • Adults regularly check which activities are most motivating and give pupils stimulating experiences to develop new interests. • (e.g. see PECS) • Adults take care to keep self esteem high for less confident communicators. Experienced adults to teach/ demonstrate how less experienced staff can become empathic communicators with pupils (remembering speed, pace and processing time) • Adults will give the pupils the experience of hearing and copying words such as ‘more’ ‘no descriptive words e.g. big/small and verbs. Continue to teach words of motivating and familiar activities as in P4 Pupils to communicate to a range of listeners

Practice communicating with family members, adults around school, in role play, peers, people in local community e.g. shops, cinema, café. Pupils practice initially with school staff who are receptive to attempts at communication extending to less familiar environments as confidence increases. Discover what activities are most reinforcing as these will be motivating to communicate about. Circle times. One to one chats with peer

Pupils use a vocabulary of over 50 words

Miming games to learn everyday verbs, Photographs of pupils taking part in everyday activities e.g. eating, walking, reading, and playing for pupils to name. Vocabulary of curriculum activities available to process SLT advice and activities and use of role play and small world play.

Pupils combine 2 ideas or concepts

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Teaching Activities/advice/enabling environments P6 Speaking Pupils initiate and maintain short conversations using their preferred medium of conversation. They ask simple questions to obtain information for example, ‘Where’s cat?’. They can use prepositions such as in or on, and pronouns such as my or it correctly. Understanding moves ahead of expression as tasks become more complex. The prepositions and pronouns mentioned are examples only: teachers should note use of any prepositions and pronouns in their assessment. • Adults will provide pupils with opportunities to initiate conversations • Adults to ensure pupils have their preferred method of communication with them at all times (e.g. symbol book) • Adults to use drama techniques as described in speaking and listening SEN strategy • Create opportunities for pupils to ask questions e.g. barrier games. • Adults teach prepositions ‘on’ ‘in’ ‘under’ separately • Adults teach ‘my’ and ‘your’ carefully by modelling Initiate and maintain short conversations using their preferred medium of communication Ask simple questions to obtain information

Use some prepositions correctly Use some pronouns correctly

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Opportunities to make telephone calls using internal telephone system and external calls to familiar people. Use of walkie talkies, taking messages around school. Initiating conversation with peers and adults about and during immediate experiences e.g. community visits (e.g. to post office, shops park). Ordering food and drink at a café. Asking questions of a friend e.g. eye colour, favourite toy. Back to back questions game. 5 Questions (based on 20 questions). Use of imaginative play and creative activities e.g. put the cake in the oven Use in PE and swimming Maths activities –e.g. count my biscuits, your biscuits.

Teaching Activities/advice/enabling environments P7 Speaking Pupils use phrases with up to 3 key words, signs or symbols to communicate simple ideas, events or stories to each other, e.g. I want a big chocolate muffin. They use regular plurals correctly. They communicate ideas about present, past and future events and experiences using simple phrases and statements, e.g. we are going to the cinema on Friday. They contribute appropriately one to one and in small group discussions and role play. They use the conjunction and to link ideas or add new information beyond what is asked. Refer to P6 listening for specific structures. Teacher uses prompting carefully to encourage maximum sentence length (e.g. gestural, first sound cue, visual). Adults teach topic vocabulary and concepts such as adjectives, e.g. colours, shapes, sizes. • Adult models ‘correct’ sentence structure • Adult provides good model. Link to writing/phonic activity teaching ‘s’. • Adult uses running commentary alongside pupil’s play or activities. • Past tense is usually used before the future. • Adult can model the correct tense, accept that pupils may not use the ‘correct’ form initially, but be referring to activities that have taken place. Past and future tense can be taught using visual timetables and schedules to demonstrate activities that have just happened or are about to happen. Pupils use phrases with up to 3 key words, Ask another pupil to describe a specific object. Role play – tabletop activities, Maggie’s signs or symbols to communicate simple book. Sequence photos/symbols to express order in which events will occur, e.g. a visit to ideas, events or stories to others, e.g. I the park. want big chocolate muffin. They use regular plurals correctly. Pairs games, number activities, number rhymes and songs. Pupils communicate ideas about present, Describe situations the pupils have been involved in at and outside school. Sequence past and future events and experiences events in time. using simple phrases and statements, e.g. Circle time, social communication, describing events in their own lives. Weekly diaries – We going cinema on Friday. wws etc. Lesson schedules and outlines in picture form. Use of videos and writing/pictorial diaries. Use of symbol strips/big macks to send to and from home so pupils can talk about activities that have happened that day. Science experiments where pupils have to predict, e.g. planting seeds, melting and freezing. Planning a journey, packing a suitcase, getting dressed. Use of time line about their own development (pictures of self as they grow) and a prediction of what they will look like in the future. Pupils contribute appropriately 1:1 and in Make a video about themselves, e.g. making a pop video, make own talking books. Practice small group discussions and role play. holding a conversation for different purposes and to a range of others. Pupils use the conjunction and to link ideas Link two ideas, e.g. I want a drink and a biscuit. 11

or add new information beyond what is asked.

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I went shopping and I bought .... Number games. Ask for 2 items from the table, friend, teacher etc.

Teaching Activities/advice/enabling environments P8 Speaking Pupils link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one to one, e.g. ‘The hairy giant shouted at Finn’. They use an extensive vocabulary to convey meaning to the listener. They can use possessives, e.g. ‘Johnny’s coat’. They take part in role play with confidence. They use conjunctions that suggest cause for example ‘cos’ to link ideas. • Table top sessions in small groups in speaking and listening or literacy lessons. • Use language to offer explanation and solution. Eg: “It fell over because it was too big”. • Use of drama techniques, e.g. pupil/teacher in role. • Use circle time, news sessions, greeting sessions, peer pairings, working with a teacher for 10 minutes. • Teacher vocabulary related to topics. Relate to written work to link to word in dictionaries or labelled topic display. • PSHE sessions refer to possession. • Use role play areas in class within pupil’s experience, e.g. shop, cafe, seaside. • Use in cross curricular areas, e.g. food technology, PE. Link up to 4 key words signed or symbols in Use words and symbols to sequence activities, e.g. a trip to the park, cooking, going to the communicating about their own shops, e.g. bowl, spoon, stirring, and baking. experiences. Give instructions, which require action. Use 4 PECS symbols on a sentence strip, e.g. High-Tech Communication devices, communication books, signing, to make requests and comments, e.g. “I like chocolate ice cream” (ref. P level examples blue book). Tell familiar stories, both in groups and 1:1, Initially work in pairs then extend to groups. Retell a story just heard, e.g. in literacy lesson. e.g. “The Hairy Giant shouted at Finn”. Recount an event in your own life. Pupil to take home a class mascot and recount what mascot did the next day, e.g. “Teddy had beans and potato for his tea”. They use an extensive vocabulary to Daily repetition of relevant vocabulary using games such as ‘who wants to be a convey meaning to the listener. millionaire’? Blockbusters, semantic links. Retell stories, e.g. using narrative. Important vocabulary for individual pupils, e.g. key people’s names. They can use possessives, e.g. Johnny’s Group games, e.g. “whose coat is blue”? Asking others questions about personal coat. possessions. Sharing out food – resources, e.g. David’s plate, Beth’s triangle. Drama activities – Speaking, Listening and Learning CD. They use conjunctions that suggest cause, Make a cardboard box TV and pupils ‘tell news’ e.g. because – to link ideas. Recalling a sequence of activities, e.g. I put in a tea bag, then the water. Social communication ideas (see resources) 13

Reading Behaviour Children should have opportunities to:          

Look at books of all kinds eg: picture story books, flap books, personal books, talking books Hold books the correct way Choose a book from the shelf and replace it Turn pages from front to back ‘Read’ the book with an adult Point to pictures when requested (in response to known vocabulary) Point to pictures and name familiar objects/ people Point to individual words (not necessarily reading them) Point to words from left to right Make and ‘read’ personal books

Teaching Activities/advice/enabling environments P4 Pupils repeat, copy and imitate between 10 and 20 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes. They respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, 'Get your coat' 'Stand up' or 'Clap your hands'. Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up. Look at books of all kinds eg: picture story Let children handle books and draw their attention to pictures books, flap books, personal books, talking Tell, as well as read, stories, looking at and interacting with young babies. books Make family books using small photo albums with photos of family members, significant people in the child’s life, familiar everyday objects. Provide CDs of rhymes, stories, sounds and spoken words. Provide picture books, books with flaps or hidden words, books with accompanying CDs and story sacks. Provide story sacks for parents to take them home to encourage use of books and talk about stories. 14

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Hold books the correct way and turn pages from front to back

Share an appropriate/favoured book

Choose a book from the shelf and replace it

Interested in books and rhymes and may have favourites. Encourage and support children’s responses to picture books and stories you read with them. Use different voices to tell stories and encourage young children to join in wherever possible.

‘Read’ the book with an adult

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Teaching Activities/advice/enabling environments P5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them. They match objects to pictures and symbols, [for example choosing between two symbols to select a drink or seeing a photograph of a child and eye-pointing at the child]. They show curiosity about content at a simple level, [for example they may answer basic two key-word questions about a story]. Point to pictures when requested (in response to known vocabulary)

Provide books containing photographs of the children that can be read by adults and that children can begin to ‘read’ by themselves.

Point to pictures and name familiar objects/ people

Provide books containing photographs of the children that can be read by adults and that children can begin to ‘read’ by themselves.

Point to individual words (not necessarily reading them)

Finger scans text with adult help Point to text during big book introduction or on screen if talking book used as adult reads Moved finger left to right to follow whole group text Create an attractive book area where children and adults can enjoy books together. Find opportunities to tell and read stories to children, using puppets, soft toys, or real objects as props. Provide stories, pictures and puppets which allow children to experience and talk about how characters feel. Encourage children to use the stories they hear in their play.

Has some favourite stories, rhymes, songs, poems or jingles.

Repeats words or phrases from familiar stories Listens to and joins in with stories and poems, one-to-one and also in small groups.

Ensure access to stories for all children by using a range of visual cues and story props.

Looks at books independently.

Provide fact and fiction books in all areas, e.g. construction area as well as the book area Provide some simple poetry, song, fiction and non-fiction books.

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Handles books carefully and holds them the correct way up and turns pages.

Able to choose a book or demonstrate the desire to hear a particular story.

Knows information can be relayed in the form of print, and is read from left to right and top to bottom

Introduce children to books and other materials that provide information or instructions. Carry out activities using instructions, such as reading a recipe to make a cake.

Use a class, school or community library to select own choice To show some awareness that particular stories are associated with particular books, pictures, signs or symbols.

When children can see the text, e.g. using big books. model the language of print, such as letter, word, page, beginning, end, first, last, middle. Plan to include home language and bilingual story sessions by involving qualified bilingual adults, as well as enlisting the help of parents. Found a familiar book from a small choice when told the title Identified story after hearing a familiar line Demonstrated that certain props go with certain story e,g, When shown a lion, snake, crocodile, polar bear, whale or hearing ‘What do I see?’ choose ‘Walking through the Jungle’ from a choice of 3 books

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Teaching Activities/advice/enabling environments P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, e.g. name, people, objects or actions. They match letters and short words. Pupils differentiate between letters and symbols, They produce or write recognisable letters or symbols related to their names Point to individual words (not necessarily reading them)

Help children to understand what a word is by using names and labels and by pointing out words in the environment and in books.

Point to words from left to right

Track words of text with eyes, torch or finger or pointer on big book

To be able to follow left to right and top to bottom tracking of text. Make and ‘read’ personal books

Read words in own photograph books, or show recognition by body movements, facial expressions or vocalisation.

Shows interest in illustrations and print in books and print in the environment.

Remember not all languages have written forms and not all families are literate either in English, or in a different home language. Provide dual language books and read them with all children, to raise awareness of different scripts. Try to match dual language books to languages spoken by families in the setting. Showed which texts they prefer from a small choice. Identified familiar texts from a mixed choice of familiar and unfamiliar texts.

To select familiar literature/poetry for pleasure from a choice

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Teaching Activities/advice/enabling environments P7 Pupils show an interest in the activity of reading. They predict words, signs or symbols in narrative, e.g. when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They recognise some letters of the alphabet. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers. To be able to distinguish between print or symbols and pictures in texts.

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Ask pupils to follow the words with their finger. Ask then to identify specific parts of a picture on the same page as the text.

Teaching Activities/advice/enabling environments P8 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with Syllables, and with words, signs, symbols and letters. Uses vocabulary and forms of speech that Provide story boards and props which support children to are increasingly influenced by their talk about a story’s characters and sequence of events experience of books Provide some simple texts which children can decode to give them confidence and to practise their developing skill Provide varied texts and encourage children to use all their skills including their phonic knowledge to decode words. Encourage children to add to their first-hand experience of the world through the use of books, other texts and information, and information and communication technology (ICT). To be able to show that they know that Answered simple comprehension questions about familiar books. books tell stories or give information Select books for personal reading and give reasons for choices

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To have a selection of favourite books and to begin to say what they like about them Pupils should have access to a variety of books including those used in shared reading sessions. Encourage pupils to say what they like about a book. They should use symbols to support their comments as necessary e.g. use a communication chart with comments – its, funny, I like the pictures, I didn’t like it, it’s boring, it’s scary etc

Reading Pictures, Symbols, Words and Phrases Children should have opportunities to:        

Match a familiar object or person with a simple photo of that object Match pictures that are exactly the same Match pictures that are similar eg: different kinds of cars Spot very obvious differences between pictures Select the right picture/ symbol after hearing the word spoken Name the object/s in the picture/ symbol Use a picture/ symbol to request something (eg: food or favourite toy) Use pictures/ symbols to sequence a simple event/ story (with and without spoken words)

Teaching Activities/advice/enabling environments (when planning activities using pictures make sure that the level of picture recognition is clearly indicated.) P4 (EYFS 8-20 /16-26) Pupils repeat, copy and imitate between 10 and 20 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes. They respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, 'Get your coat' 'Stand up' or 'Clap your hands'. They show an understanding of names of familiar objects. Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up. All these activities can be used with different levels of pictures      21

Simple photos (one object/ person only) Pictures that look like photos (one object/ person only) Pictures/ photos with 2 objects/ people and then increasingly more objects/ people Pictures/ photos with more background clutter Pictures that are more cartoon-like/ stylised

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Symbols can also be used starting with simple symbols that clearly represent the word.

Begin to show awareness of difference between picture and words

Match objects from text to pictures/ photographs or symbols Pupils use a repertoire of objects of reference or symbols Match toy animals to their pictures in book or match symbols to pictures in book Pupils respond appropriately to simple Pupils repeat, copy and imitate between 10 and 20 single words, signs or phrases Select requests which contain one key word named objects from story box or story umbrella- objects from story hanging down To indicate recognition of familiar texts by Show an awareness when story / song changes by knowledge of known key phrases. E.g. demonstrating consistent responses Join in with phrases walking through the.. What did I see.. Respond consistently without a prompt to very familiar parts of a story To begin to join in with actions, signs, movements that relate to familiar text, rhymes To engage in co-active participation in Co-operate in group activities. drama and role play activities that focus on Remember which character they were supposed to be. particular texts. Perform some actions from the text with or without adult or other pupils to copy from. Locate objects in pictures, match 2 pictures Looked around a picture to locate various items. Matched two pictures of animals or fruits. Responds to routine questions with speech or signs.

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Respond to questions using one word answers. Point to specific objects or characters in a story / picture.

Teaching Activities/advice/enabling environments P5 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with Syllables, and with words, signs, symbols and letters. Fills in the missing word or phrase in a Read stories that children already know, pausing at intervals to encourage them to ‘read’ known rhyme, story or the next word. game, e.g. ‘Humpty Dumpty sat on a …’. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Recognises familiar words and signs such Create an environment rich in print where children can learn about words, e.g. using as own name and environmental print names, signs, posters. Add child-made books and adult-scribed stories to the book area and use these for sharing stories with others Focus on meaningful print such as a child’s name, words on a cereal packet or a book title, in order to discuss similarities and differences between symbols. Pupils recognise a few words, symbols or pictures presented in a way familiar to them Visit a variety of supermarkets to shop choosing which one by the bag logos Visit leisure environments and fast food outlets planning the trip using photos of logos Match objects from the story to pictures or Pupils match objects to pictures and symbols Match pictures or symbols of 5 different fruit symbols or animals to objects To begin to use single words from text in other contexts

Used a core of symbols/words in at least 3 different situations

To respond to simple questions about familiar text

They may answer basic two key- word questions about the story

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Begin to sentence build left to right using 2 key words to communicate simple ideas / events related to text.

Sequenced two pictures / symbols to tell a story.

Identify 3 key words or symbols from the text linked to characters, objects or actions

Pupils select a few words, signs or symbols with which they are particularly familiar

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Teaching Activities/advice/enabling environments P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, e.g. name, people, objects or actions. They match letters and short words. Pupils differentiate between letters and symbols, They produce or write recognisable letters or symbols related to their names Beginning to be aware of the way stories are structured. Suggests how the story might end. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters. To match letters to simple words To differentiate between letters/symbols (text) and pictures. To be able to follow the sequence of a simple picture story

To begin to use facial expression in role play to echo emotions encountered in a familiar text.

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Encourage them to predict outcomes, to think of alternative endings and to compare plots and the feelings of characters with their own experiences.

Discuss with children the characters in books being read. Match initial letters and all letters of pupil’s names on a name card Match all letters of their own and other pupils’ names Pointed to the picture or the words on a page on request. Linked a picture to a word/symbol/letter in simple matching games. Understood left to right sequence of pictures. Demonstrated understanding of each picture in turn. Showed awareness of pictures telling one story. Pictures from beginning middle and end of story to sequence Whole story simplified into about 3 pictures. Pupil tells the story using pictures as a prompt. Understood that facial expressions are linked to emotions. Imagined feeling a certain way and showed it in their facial expression

Teaching Activities/advice/enabling environments P7 Pupils show an interest in the activity of reading. They predict words, signs or symbols in narrative, e.g. when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They recognise some letters of the alphabet. Begins to read words and simple sentences Encourage children to recall words they see frequently, such as their own and friends’ names. Attempt to predict the meaning of new words in the context of an unknown story.

Used picture cues to predict unknown words within a text. Begin to use the mood of a story to inform predictions.

Sentence build left to right using more than three key words. Follow words left to right in a range of contexts. To briefly assume the role of a familiar character within a group re-telling of a story To be able to sequence 5 pictures to make a simple picture story

Followed a sequence of words and pictures to tell a simple story. Used 4-6 key words to build a sentence related to literacy activity i.e. ‘Gary buy bike town’ Moved finger along text left to right.

To predict an increasing range of words, signs or symbols in familiar text.

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Showed awareness of pretending to be a specific character by their actions or words / signs e.g. Assume the role of Handa from Handa’s surprise and re-tell the story Puts 5 pictures in right order so that the story is correct. Recognised when the order is incorrect and made changes. Use words from text to re-tell story.

Teaching Activities/advice/enabling environments P8 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with Syllables, and with words, signs, symbols and letters. Links sounds to letters, naming and sounding the letters of the alphabet.

To focus on the main events of a text in sequence – beginning, middle, end.

To expect written text to make sense and check for sense if it does not To use a variety of clues to support reading e.g. reading text, picture clues, initial sounds letter patterns. To be able to use up to 4 key words, signs or symbols in communicating about or telling familiar stories. Making Predictions about what happens next in the story

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Support and scaffold individual children’s reading as opportunities arise. Discuss and model ways of finding out information from non-fiction texts. Play games like word letter bingo to develop children’s phoneme-grapheme correspondence. Identify the main events and characters in stories, and find specific information in simple texts What happened at the beginning of the story? What was the main event happening throughout the story What happened in the end? Provide story sacks and boxes and make them with the children for use in the setting and at home. Read simple texts e.g. from a commercial reading scheme Encourage pupils awareness of the strategies they can/should use to make sense of the text Linked appropriately four words/signs/symbols to communicate information. Make predictions about what might happen next Using a clicker grid with up to 20 words/symbols on, pick out 4-word phrases to predict what might happen next

Phonemes Children should have opportunities to:              

Listen to a range of different sounds eg: environmental sounds, instrumental sounds, body and voice sounds Locate a range of sounds (usually by turning to them) Match sounds to objects, pictures and symbols eg: dog barking, police car siren, drum beat, baby crying Name the object that makes a particular sound Make the sounds themselves eg: clap, shake maraca, kick dry leaves, make cat miaow sound Listen to rhymes and rhythms Join in rhymes and rhythms Imitate a simple clapping/ tapping voice rhythm Listen to alliteration eg: she sells seashells Join in simple alliteration Imitate simple alliteration Listen to letter sounds eg: bbb as a ball is bounced Join in letter phoneme Imitate letter phoneme

Teaching Activities/advice/enabling environments P4 - EYFS 8-20 /16-26 Pupils repeat, copy and imitate between 10 and 20 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes. They respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, 'Get your coat' 'Stand up' or 'Clap your hands'. They show an understanding of names of familiar objects. Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up. Enjoys rhyming and rhythmic activities. Pupil joins in repetitive rhymes and phrases 28

Children start to join in repetitive phrases of familiar rhymes and songs Singing songs- sing along to favourites on CD, ipod or computer. Learning songs & rhymes- rock, shake, stamp, clap to the beat

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Able to discriminate between 2/3 different sounds To distinguish one musical sound from another

Explore mouth movements

To show an interest in playing with sounds Respond to familiar sounds in a text Listen to and copy the initial phoneme and/or phrase and sentence

What’s in the bag- guess by the sound Identify/find from a choice of 2 noisy toys, 2/3 musical instruments, 2/3 farm animals Which instrument guess the instrument from the sound Matching sound makers – maracas & triangles. Teacher unseen plays an instrument children with same instrument stand up and play. Hidden instruments – as one is found it is played & others go to join them. When all found make an orchestra. Practice blowing and sucking, tongue stretching and wiggling, Pupil can copy mouth movements made by adult Ref Helen G’ book Sounds in text like splash, train noises, animal noises are copied by children and seen as letters for instance ‘grrrr’ would be shown to children as they say sound Our song box/ bag- have objects in it with same initial letter. Then make up song What have we got in our sound box today? – show objects & emphasise initial sound ‘ssssnake’, sssssock’ etc. Name play- make a sentence for child’s name that has same initial letter Kieran keeps kippers in the kitchen

Teaching Activities/advice/enabling environments P5 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with Syllables, and with words, signs, symbols and letters. Shows awareness of rhyme and Pupils listen and respond to sounds in familiar rhymes and stories alliteration. Enlivening stories eg Humpty Dumpty sat on a wall, (Bump, bang, crash), All the king’s horses (gallop, gallop, gallop), Couldn’t put Humpty together again (boo, hoo, hoo.) Listening moment with a sand timer- listen to sounds in school and class what can they hear Roly, poly (slowly, faster) increase speed of action as say rhyme- add other actions- Stamp your feet ever so slowly, say hello ever so quietly say HELLO LOUDER! Recognises rhythm in spoken words. Listen to the beat- use different percussion instruments and children move to fast, slow 29

Respond to rhythm sounds To extend some sounds by copying a model and developing it

beats by skipping, walking, marching to beat, children copy the beat on own percussion instruments fast, slow beats clap to fast, slow beats Voice sounds- practise sounds- down a slide wheeee, bounce like a ball- boing, boing, sound disappointed- oooh, hiss like a snake ssssss, Making Trumpets- make paper cones and make soft or loud sounds through them. Honk as a horn or peep like a bird. Sounds around- use tongue twisters and make some up for children’s names ‘Pretty perfect Pat’

Identify initial letter sounds

Objects in a bag that have the same initial letter sound- make sound as objects are taken out Digging for treasure- hide objects in sand with same initial letter Bertha goes to the zoo- have animals in a bag that begin with the same letter and chant rhyme as animals are taken out of bag Bertha the bus is going to the zoo Who does she see as she passes through …a pig, panda and a polar bear. I spy games- I spy someone who’s name begins with ‘P’ who is it?

Listen to and recognise different voices

Whose voice?- listen to recording of children. Can they recognize each other’s voices, adults voices? Watch my sounds- children look in mirrors as they make different sounds and copy different mouth movements- ‘p’, ‘b’ etc.

To start to link sounds to letters

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Teaching Activities/advice/enabling environments P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, e.g. name, people, objects or actions. They match letters and short words. Pupils differentiate between letters and symbols, They produce or write recognisable letters or symbols related to their names To copy and reproduce sounds

Sound lotto- with 6 pictures made by school or purchased one Follow the sound- pass a body percussion round a circle eg clap, stamp, clap. Ask does it sound same at end

To frequently identify up to 15 initial letter sound

Silly soup- make silly recipes for soup ingredients that have same initial letter- jam, jelly, juice or banana, bumble bee and biscuit. Have objects for them to choose and sayemphasise same letter. Introduce school phonic scheme. Daily or regular learning of phonic alphabet and other phonemes improving speed of recognition and production to build into an ability to encode CVC words (Synthetic phonics) –activities should be fun and motivating at this level to start to give the pupils experiences of sounds.

To begin to discriminate between different sounds of the alphabet

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Teaching Activities/advice/enabling environments P7 Pupils show an interest in the activity of reading. They predict words, signs or symbols in narrative, e.g. when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They recognise some letters of the alphabet. Continues a rhyming string. Rhyming puppets- use silly rhyming names for puppets- Fizzy wizzy, Lizzy is feeling sick and dizzy and Hob Tob Bob has got a new job. ‘I know a word’ game- I know a word that rhymes with cat and you put it on your head Rhyming bingo- each child has object or picture for a rhyming word. A bag is passed round the group that has pictures/objects to rhyme with the children’s different objects/ pictures. When an object comes out of the bag and is said pupils have to identify if it sounds the same as their object. Hears and says the initial phoneme in Identify initial letter of objects in a bag. words. Match objects to their initial letters I spy- a toy sounds out the initial phoneme of an object on show and pupil finds object beginning with that sound They recognise some letters of the alphabet and know which letters represent some of the phonemes Explore and copy sounds Pupil is able to identify and copy a sound Target sounds- when telling a story children have to make relevant given sound when they hear the target word eg ‘train’ children say ‘chchch’ Noisy neighbour 1- 2 adults- 1 tells story of noisy neighbour, other adult makes the sounds from behind a screen. ‘Noisy neighbour please be quiet we are trying to sleep’. Discuss noises we like/ don’t like. Give me a sound- make a sound & ask children was it a long/ loud/ low/ high sound, Hear and say the initial phoneme in words

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Clapping sounds- cvc words using ‘s,a,t,p,i,n’ and clap as sound out each phoneme. Then blend

Teaching Activities/advice/enabling environments P8 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with Syllables, and with words, signs, symbols and letters. Can segment the phonemes in simple Model to children how simple words can be segmented into sounds and blended together words and blend them together and knows to make words which letters represent some of them. Demonstrate using phonics as the prime approach to decode words while children can see Build / encode CVC words the text, e.g. using big books. Model oral blending of sounds to make words in everyday contexts, e.g. ‘Can you get your h-a-t hat?’

Explore and experiment with phonemes Recognise rhyme

Recognise syllables in words

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When children are ready provide regular systematic synthetic phonics sessions. These should be multisensory in order to capture their interests, sustain motivation and reinforce learning. (Read, Write, Ink) Sound story time- ask children to add sounds to favourite stories & adult tell stories using different voices- growling, whispering, shouting, squeaking etcetera. Rhyming soup- Objects that rhyme go into a bowl to be stirred –sing to ‘Pop goes the weasel’ tune I’m making lots of silly soup I’m making soup that’s silly I’m going to cook it in the fridge To make it nice and chilly. In goes the hat, cat, bat etc – each child adds a rhyming object. Odd one out- 3 pictures, 2 rhyme and 1 doesn’t. Child identifies odd one out Clap out class names of 1 or 2 syllables Playing with words- use objects of words with different syllables – clap the syllables. Guess the objects or pictures from the ones on display from the syllables clapped by the teacher

Read known words in different texts Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

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Pupils recognise or read a growing repertoire of familiar words or symbols, including their own names Using the school phonics and reading schemes pupils identify and read key words. Key words can also be focused on from the Literacy texts and Library books. Attempt to predict the meaning of unknown words using phonological awareness combined with awareness of sentence.

Writing Children should have opportunities to: Children should have opportunities to:           

Use spoken words/ objects/ pictures/ symbols to ‘write’ a story Tell an adult what to write for them Experiment with their own emergent writing Attach emergent words and phrases to their drawings Write/ type their own names (and addresses) Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting) Write words and phrases independently Label objects/ pictures with written words Use writing for practical purposes eg: birthday cards, shopping lists, messages

Teaching Activities/advice/enabling environments P4 Pupils show they understand that marks and symbols convey meaning, [for example, placing photographs or symbols on a timetable or in a sequence]. They make marks or symbols in their preferred mode of communication

Use 1 key word/ object/ picture/ symbol to ‘write’ a story

Children’s later writing is based on skills and understandings which they develop in earlier levels. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See Communication and language). Produce birthday, Eid, Diwali, Christmas cards Pupil is helped by adult to write cards for various purposes that includes their names

Tell an adult what to write for them

Record their ideas independently about work or news

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Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Experiment with their own emergent writing Distinguishes between the different marks they make.

Attempt to write their name to accompany work Pupil ‘scribbles’ next to work/ photo Label work or their photo with their name written with marks independently Make a list of what they need for activity Chose a photograph to ‘write’ about Provide materials which reflect a cultural spread, so that children see symbols and marks with which they are familiar, e.g. Chinese script on a shopping bag.

Pupil begins to understand that marks and symbols convey meaning

Scribble alongside a picture or place photographs or symbols on work Find letters of their name They generate a symbol from a selection on a computer Use a computer key board or touch screen to write letters of their name Place photograph of themselves doing actions ‘first’ then ‘next’

Using a symbols’ programme make a list of actions on computer

Make a list on a computer (with adult support)

Handwriting Children should have opportunities to:            

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Hold a pencil/ pen in a whole hand grip to make marks Hold a pencil/ pen in a tripod grip to make marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing) Write over the top of marks of different kinds Write over letters (written in yellow) Start at the red dot and traces round a letter Copy underneath letters and words Free write letters and words

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Teaching Activities/advice/enabling environments P4 Pupils show they understand that marks and symbols convey meaning, [for example, placing photographs or symbols on a timetable or in a sequence]. They make marks or symbols in their preferred mode of communication Hold a pencil/ pen in a whole hand grip to make marks

Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks

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Early mark-making is not the same as writing. It is a sensory and physical experience for our pupils, which they do not yet connect to forming symbols which can communicate meaning. See physical SoW reaching and grasping Do handwriting practice Draw attention to marks, signs and symbols in the environment and talk about what they represent. Ensure this involves recognition of English and other relevant scripts. Listen and support what children tell you about the marks they make.

Writing Children should have opportunities to: Children should have opportunities to:           

Use spoken words/ objects/ pictures/ symbols to ‘write’ a story Tell an adult what to write for them Experiment with their own emergent writing Attach emergent words and phrases to their drawings Write/ type their own names (and addresses) Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting) Write words and phrases independently Label objects/ pictures with written words Use writing for practical purposes eg: birthday cards, shopping lists, messages

Teaching Activities/advice/enabling environments P5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events, [for example, contributing to records of their own achievements or to books about themselves, their families and interests]. They trace, overwrite or copy shapes and straight line patterns. They copy under or over a model making horizontal, vertical and circular lines. With support, they make and complete patterns. Use 2 key spoken words/ objects/ pictures/ Make books with children of activities they have been doing, using photographs of them as symbols to ‘write’ a story illustrations. To combine two key words, symbols or signs to communicate ideas about pictures Choosing a favourite picture from a text, put 2 words/signs or symbols to label the picture. In science, use signs /symbols or words to label diagrams for parts of their body. Record a caption (simple 2 words/signs or symbols) for a series of pictures showing the stages in the planting of a bean seed. In PSHE&C record a caption for a poster about firework safety on Bonfire Night. Tell an adult what to write for them Write down things children say to support their developing understanding that what they say can be written down and then read and understood by 38

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Experiment with their own emergent writing

Attach emergent words and phrases /symbols to their drawings Sometimes gives meaning to marks as they draw and paint.

Ascribes meanings to marks that they see in different places Pupils produce some meaningful print, signs or symbols associated with their own name

Use computer to write name

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someone else. Encourage parents to do this as well. Support children in recognising and writing their own names. Make a list of what they need for activity Order photographs or pictures in a line downwards as a list Use photographs to make instructions Place correct photographs next to symbols of First and Next Model writing for a purpose, e.g. a shopping list, message for parents, or reminder for ourselves. Model writing poems and short stories, writing down ideas suggested by the children. To begin to use pictures/symbols/words to record information about matters of personal interest. Use picture symbols /photograph to record their choice of favourite song/rhyme in music. Use a photo of a visit to a farm to record their choice of a favourite animal with symbols or words. In ROA using photos write or trace over fluorescent model about their favourite activity in school. In PE or Dance using photos, write or trace over words or use symbols to record their favourite game or dance routine

In lentils make patterns to reflect the 1st letter in their name. Using 2 Simple/Dazzle software trace 1st letter/s in their name on screen. Using a pencil or tracing over fluorescent write their names under a photograph. Using computer generated letters/model of their name to sign a greeting card addressed to class friends Produced the first letter of their name using pencil, stamp, flashcard, computer generated letters. Use 2 Simple Paint software to write 1st letter / name on screen. . Use large key board & large roller ball mouse to find some letters in their name to put on screen. Later to be used to label a picture on a wall display.

With support find some letters in their name to put on the computer to be later used to label a photo in their workbook. With support find some letters of their name Handwriting Children should have opportunities to:            

Hold a pencil/ pen in a whole hand grip to make marks Hold a pencil/ pen in a tripod grip to make marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing) Write over the top of marks of different kinds Write over letters (written in yellow) Start at the red dot and traces round a letter Copy underneath letters and words Free write letters and words

 Teaching Activities/advice/enabling environments P5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events, [for example, contributing to records of their own achievements or to books about themselves, their families and interests]. They trace, overwrite or copy shapes and straight line patterns. They copy under or over a model making horizontal, vertical and circular lines. With support, they make and complete patterns.

Hold a pencil/ pen in a tripod grip to make 40

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks

Provide activities during which children will experiment with writing, for example, leaving a message. Create, in favoured medium, a recognisable line or shape In tea leaves, wet sand or shaving foam, create lines. On chalk board created shapes & lines to represent drawings of their own interest. Traced over horizontal, vertical & circular marks in pencil.

Start to Draw approximations of familiar objects

Experimented with letter shapes on white board using marker pen or used Dazzle/ 2 Simple on screen Notice and encourage the marks children make and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”

Start to Colour their drawings To make and complete a range of simple patterns with support

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Using fingers, make patterns in sand, cornflour, rice grains etc. Then experiment with pencil, crayons or marker pen to make lines on paper, board etc. Create a picture of their favourite animal or toy using a series of circles reflecting recognisable letter shapes. Use a variety of simple shapes to make a collage of fruit for healthy eating in science/art. In Humanities, use a range of shapes, including lines & circles to make a map to give directions for routes around school!

Writing Children should have opportunities to: Children should have opportunities to:           

Use spoken words/ objects/ pictures/ symbols to ‘write’ a story Tell an adult what to write for them Experiment with their own emergent writing Attach emergent words and phrases to their drawings Write/ type their own names (and addresses) Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting) Write words and phrases independently Label objects/ pictures with written words Use writing for practical purposes eg: birthday cards, shopping lists, messages

Teaching Activities/advice/enabling environments P6 Pupils produce or write their name in letters or symbols. They copy letter forms, [for example, labels and/or captions for pictures or for displays]. Use a small number of spoken words/ Continues a rhyming string. objects/ pictures/ symbols to ‘write’ a • Hears and says the initial sound in words. story • Can segment the sounds in simple words and blend them together. • Links sounds to letters, naming and sounding the letters of the alphabet. Pupil orders 3 key words to make a sentence, Record information about themselves for 42

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Tell an adult what to write for them Frequently Attach emergent words and phrases to their drawings Write/ type their own names

news or topic work, Write own news in diary or message board Include opportunities for writing during role-play and other activities Begins to break the flow of speech into words Gives meaning to marks they make as they draw, write and paint. e.g. labels and/ or captions for pictures or for displays Encourage the children to use their phonic knowledge when writing. Practise writing their names Write cards for different celebrations, Add their names to cards for family or friends They produce or use some correctly formed letters or symbols for their name

Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Pupils differentiate between letters and symbols, e.g. producing a drawing to accompany writing Write their name on a computer

Draw a picture to accompany their writing

With support write their name using a key board or touch screen programme such as switch it.

Handwriting Children should have opportunities to:        43

Hold a pencil/ pen in a whole hand grip to make marks Hold a pencil/ pen in a tripod grip to make marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing)

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to

    

Write over the top of marks of different kinds Write over letters (written in yellow) Start at the red dot and traces round a letter Copy underneath letters and words Free write letters and words

 Teaching Activities/advice/enabling environments P6 Pupils produce or write their name in letters or symbols. They copy letter forms, [for example, labels and/or captions for pictures or for displays]. Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing)

Write over letters (written in yellow)

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Practice handwriting patterns especially for letter shapes Using whiteboards and pens paper and pencils copy letters and patterns reflecting letter shapes Practice handwriting patterns that do horizontal and vertical lines To be able to make left to right and top to bottom tracking marks, with increasing control and co-ordination Copy over patterns left to right and down and up on paper/ boards or in different media such as sand etcetera

annotate.

Writing Children should have opportunities to: Children should have opportunities to:           

Use spoken words/ objects/ pictures/ symbols to ‘write’ a story Tell an adult what to write for them Experiment with their own emergent writing Attach emergent words and phrases to their drawings Write/ type their own names (and addresses) Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting) Write words and phrases independently Label objects/ pictures with written words Use writing for practical purposes eg: birthday cards, shopping lists, messages

Teaching Activities/advice/enabling environments P7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words, [for example, selecting and linking symbols together, writing their names and one or two other simple words correctly from memory]. Use spoken words/ objects/ pictures/ Resource role-play areas with listening and writing equipment Ensure that role-play areas symbols to ‘write’ a story encourage writing of signs with a real purpose, e.g. a pet shop. Convey simple meaning by assembling own writing Write simple sentences in a variety of lessons Identify the difference between words and the spaces between them. Tell an adult what to write for them Look at photos of pupils engaged in activities they enjoy and discuss what they can see. 45

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Frequently and independently Attach emergent words and phrases to their drawings Write/ type their own names (and addresses)

Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting)

Encourage the children to speak in a simple sentence before assisting them to write the sentence using words or symbols. Writing can be typed or handwritten Attempt to write labels, for instance in role-play area Look at different areas in the class or wider school environment and produce sentences initially verbally then written using pencil, symbols in a sequence, Clicker 5, or typed. Place sentences to label areas. E.g This is the hall. We eat our dinner here. Writes own name and other things such as labels,captions. Talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words. Write their own name from memory They correctly write their name independently Use any opportunity for the pupils to write / type their own names e.g. on art work Use symbols, word cards, clicker grids to support sentence writing in other subject areas. Write their name and a few familiar words on a computer Write their name and a few familiar words by using a key board or touch screen alphabet Begin to form recognisable letters Write familiar words, Use individual diaries or whole class message boards to write own name /news They produce or write recognisable letters or symbols related to a few familiar words including their name

Handwriting Children should have opportunities to:          46

Hold a pencil/ pen in a whole hand grip to make marks Hold a pencil/ pen in a tripod grip to make marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing) Write over the top of marks of different kinds Write over letters (written in yellow)

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

  

Start at the red dot and traces round a letter Copy underneath letters and words Free write letters and words

Teaching Activities/advice/enabling environments P7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words, [for example, selecting and linking symbols together, writing their names and one or two other simple words correctly from memory]. Draw approximations of familiar objects Colour their drawings with increasing accuracy Write over the top of marks of different kinds Copy underneath some familiar letters and words Use a pincer grip and preferred hand to hold writing implement

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Talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words. Writes own name and other things such as labels,captions.

Using whiteboards and pens paper and pencils copy letters and patterns reflecting letter shapes

Writing Children should have opportunities to: Children should have opportunities to:           

Use spoken words/ objects/ pictures/ symbols to ‘write’ a story Tell an adult what to write for them Experiment with their own emergent writing Attach emergent words and phrases to their drawings Write/ type their own names (and addresses) Put words side by side to form a phrase (perhaps using a sentence maker eg: Breakthrough to Literacy stand style or PCS Velcro book style) Write short phrases using whole word selection software (eg: Boardmaker) Write words supported by an adult (see handwriting) Write words and phrases independently Label objects/ pictures with written words Use writing for practical purposes eg: birthday cards, shopping lists, messages

Teaching Activities/advice/enabling environments P8 Pupils show awareness that writing can have a range of purposes, [for example, in relation to letters, lists or stories]. They show understanding of how text is arranged on the page, [for example, by writing or producing letter sequences going to left to right]. They write or use their preferred mode of communication to set down their names with appropriate use of upper- and lower-case letters or appropriate symbols. Tell an adult what to write for them Provide a range of opportunities to write for different purposes about things that interest children. Demonstrate writing so that children can see spelling in action. Demonstrate how to segment the sounds(phonemes) in 48

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Write words and phrases independently

simple words and how the sounds are represented by letters (graphemes). Provide word banks and writing resources for both indoor and outdoor play. Expect them to apply their own grapheme/phoneme knowledge to what they write in meaningful contexts. Encourage the children to use their phonic knowledge when writing. Pupils should be given opportunities to write for different purposes e.g. writing a recipe with a list of ingredients and a description of the method. They should write simple stories about their experiences.

Label objects/ pictures with written words

Children produce some words independently and attempt less familiar words Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. Pupils can write a simple sentence or list

Use writing for practical purposes eg: birthday cards, shopping lists, messages Attempts to write short sentences in meaningful contexts.

Support and scaffold individual children’s writing as opportunities arise. Pupils use their skills in a variety of subject lessons writing simple sentences independently. This can be supported by ICT for example Clicker 6 Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation Pupils should be confident in writing their own name and should be using their skills to write captions and labels in other subjects e.g. labelling plants or animals in science lessons or writing captions for a history display

To develop their own signature

Sign name to own work in a variety of contexts Autographed poster or book jacket

Early Learning Goal Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by

When children are ready provide regular systematic synthetic phonics sessions. These should be multisensory in order to capture their interests, sustain motivation and reinforce learning. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.

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themselves and others. Some words are spelt correctly and others are phonetically plausible Handwriting Children should have opportunities to:            

Hold a pencil/ pen in a whole hand grip to make marks Hold a pencil/ pen in a tripod grip to make marks Make different shaped marks (eg: straight and curved lines, dots and dashes) Make large scale and small scale marks Draw approximations of familiar objects Colour their drawings Make marks in a row (emergent writing) Write over the top of marks of different kinds Write over letters (written in yellow) Start at the red dot and traces round a letter Copy underneath letters and words Free write letters and words

 Teaching Activities/advice/enabling environments P8 Pupils show awareness that writing can have a range of purposes, [for example, in relation to letters, lists or stories]. They show understanding of how text is arranged on the page, [for example, by writing or producing letter sequences going to left to right]. They write or use their preferred mode of communication to set down their names with appropriate use of upper- and lower-case letters or appropriate symbols. Draw familiar objects Accurately Colour their drawings Copy underneath letters and words 50

Resources Staff teams to use resources that are motivating and relevant to individual pupils. Please feel free to use the resources space to annotate.

Free write letters and words

Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence

Appendix 1 Common first words – a pupil can use sign, symbol or verbal means to indicate understanding of a word Nouns Nouns Nouns Nouns Nouns Verbs Verbs Verbs baby Bag doll Tree Chair Brush Run make Daddy Coat Pram Apple house Clap Sit Play Mummy Dress Swing Biscuit Table Cook Sleep Put Man Hat Teddy Dinner Clock Cry Stand Want Eyes pants Book Spoon Brush Cut throw Get Feet Shoes Box sweets Soap Drink Walk Hair Socks Paper Cake Tap Dry Wash Hands Trousers Pencil Cup Towel Eat Come mouth Ball Bird Drink Door Hit Find Nose Bike cat Milk plate Jump Give Toes Bricks Dog Juice Kick Look Tummy Bus Duck Water Push Like Teeth Car Flower Bed Read Love

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Other words Big Dirty Hot Wet Down In On Up Gone More Yes No

During the development of this scheme of work the communication team researched a number of other schemes of work which they found very relevant and useful to support them in the creation of this scheme. These included:Castlewood School, Coventry (advice from Penny Lacey) Leicester City Council The EQUALS guide to the English Curriculum. Teaching strategies and Activities for the development of Speaking and Listening within ‘P’ Scales by Leicestershire County Council Teaching strategies and Activities for the development of Writing within ‘P’ Scales by Leicestershire County Council

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