T&L Inverclyde literacy framework

P3

Literacy Framework

listening & TALKING

Reading

Writing

listening and talking Key messages

P4

Dialogic teaching is the most effective way to develop listening and talking skills

The skills of listening and talking need to be consistently practised and is the

A literacy rich environment supports effective early listening and talking

and lead to successful meta-skills

responsibility of all

skills development

Feedback

All learners need to be supported to develop a rich, and ever-widening vocabulary to be a successful learner

Dialogic Teaching makes listening and talking high quality and develops effective social skills

There are 3 tiers of vocabulary

that can be learned in 3 ways througout a learner's journey

Practitioners must have a deep knowledge and understanding of the principles of dialogic teaching

A whole school/establishment approach is crucial to developing a strong dialogic culture

Listening and Talking skills need scaffolded throughout a learner's experience

next

listening and talking Key messages

P4

Dialogic teaching is the most effective way to develop listening and talking skills

The skills of listening and talking need to be consistently practised and is the

A literacy rich environment supports effective early listening and talking

and lead to successful meta-skills

responsibility of all

skills development

Feedback

All learners need to be supported to develop a rich, and ever-widening vocabulary to be a successful learner

Dialogic Teaching makes listening and talking high quality and develops effective social skills

There are 3 tiers of vocabulary

that can be learned in 3 ways througout a learner's journey

Practitioners must have a deep knowledge and understanding of the principles of dialogic teaching

A whole school/establishment approach is crucial to developing a strong dialogic culture

Listening and Talking skills need scaffolded throughout a learner's experience

next

P5

listening and talking

Feedback

creating the culture

Learning to listen and talk

SPOTLIght On...

Learning Through listening and talking

P6

LEARNING TO LISTEN AND TALK

Listening and talking skills are developed independently but are also interconnected

Listening and talking are the foundations of all literacy. Without the ability to talk or listen, children would struggle to access the curriculum

Learners need to be supported to understand that the way we speak is sometimes different from the way we write

Feedback

Attention, listening and talking form the foundations in developing communication skills

There are 4 key skills of listening and talking; listening and attention, understanding, speaking & social development for communication

Prioritise vocabulary,

contextualise new vocabulary through talk

and monitor application of vocabulary

Teaching subject specific/disciplinary vocabulary (Tier 3) through talk should be a priorty at all levels.

Listening and talking skills can be scaffolded throughout a learner's experience

Learning to listen and talk

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SUPPOrts

P7

learning to listen and talk

Es &Os

Professional learning and effective instruction

Developing listening and talking skills through a language rich environment

Feedback

Developing listening and talking skills through scaffolding

Up up and away - Inclusive Learning and Collaborative Working

Improving Communication, Language and Literacy in the Early years - EEF

Education Scotland – Listening, Talking and Questions

NHS - Developing language through play

CMO training

I Can Training session

Learning to listen and talk

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P8

learning to listen and talk

Es &Os

LITERACY RICH ENVIRONMENT

Feedback

Learning to listen and talk

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SUPPOrts

P9

LEARNING TO LISTEN IN THE EARLY YEARS

Attention and listening skills enable us to focus on and hear the world around us.

Learning to listen for extended periods of time, is a fundamental skill for success in education

Children need to be exposed to and listen to a range of sounds before they can learn to talk

Active listening behaviours can be taught and modelled using pictures and gestures for support and through sensitive interactions with children

Feedback

Early years practitioners should know the skills for listening and attention, and should understand the

different types of vocabulary

We should talk to children using short simple sentences, starting with single words and build on these as the learner's understanding progresses

Helping children share, direct and extend their attention is a key part of developing listening. Connections and attachments are essential for this, so being playful, fun and nurturing will encourage children to extend their attention with you and provide motivation for development.

Practitioners should create and utilise a literacy rich environment to support the development of listening skills

Learning to listen and talk

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SUPPOrts

P10

LEARNING TO LISTEN IN THE EARLY YEARS

Attention and listening skills enable us to focus on and hear the world around us.

Effective Reading InstRuction

Professional learning

Babble and Speak - Attention and Listening

Feedback

Learning to listen - speech and attention

NHS - Attention and Listening

Active listening skills – How to support children with poor listening skills

Listening as a way of Life - developing a listening culture

Tips for attention and listening

Listen and Learn

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Learning to listen and talk

SUPPOrts

P11

LEARNING TO TALK IN THE EARLY YEARS

Talking helps children express their thoughts, emotions and needs, resolve conflicts and ask for help

Es &Os

Children may need support to learn to talk

We should facilitate opportunities for children to talk in a variety of situations with each other, with adults, one to one and in groups - planning should reflect this

Feedback

Practitioners should utilise opportunities within their everyday environment to develop children's talking skills

Children need opportunities to play around with words, sounds and sentences - this should be modelled through frequent singing, rhymes and story telling

In the beginning, talk to children using short simple sentences, starting with single words and build on this using effective questioning

New vocabulary can be introduced, modelled and practised through systematic programmes or by staff narrating children's play.

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Learning to listen and talk

P12

LEARNING TO TALK IN THE EARLY YEARS

Talking helps children express their thoughts and needs, resolve conflicts and ask for help

Es &Os

Effective Reading InstRuction

Professional learning

Dialogic classroom talk in early childhood education: The effect on language skills and social competence

Feedback

Follow the Child’s Lead in Conversations

Dialogic Teaching in Nursery CMO Training Slides

Activities linked to I Can Tool

Ages and Stages of Talk - Speech and Language UK

Top tips for practitioners

Listening, Understanding, Talking and Interacting

Learning to listen and talk

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P13

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

"We need to co-create safe spaces with children to talk, sing, rhyme and play with sounds, vocabulary and print” – Realising the Ambition 2020

Literacy develops throughout a child’s life from pre-birth and underpins all communication and interaction. Literacy can be attached to everyday learning experiences and opportunities through a rich environment

A literacy rich environment emphasises the importance of using interactions, effectively to facilitate high quality learning opportunities

experiences

and spaces

Feedback

Our learning environment should support children to develop a love of reading and provide opportunties to listen and talk about a variety of texts

In the development of writing, children need to not only be provided with a wide range of mark making opportunities, but also be able to explore other experiences within their environment

Children need to hear and use talk in meaningful daily contexts which should be encouraged through a literacy rich environment. This allows practitioners to model, support and promote early listening and talking skills

You can make use of audit tools to evaluate your current indoor and outdoor literacy provision and identify any areas you may wish to develop further

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Learning to listen and talk

P14

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

“Throughout their education, children and young people should experience an environment which is rich in language, and which sets high expectations for literacy and the use of language” - Education Scotland: Literacy and Play Pedagogy

Creating A literacy Rich Environment

Supporting listening and talking through your environment:

• Musical instruments available to encourage singing, rhyming and syllable exploration
• Staff highlighting new vocabulary and role modelling aspects of phonological awareness e.g. rhyming and alliterating children’s names etc.
• Display children’s work and photos everywhere – prompts to invite conversation and ensures children’s voice
• Encourage children to talk about their own planning

Supporting reading through your environment:

• A cosy, inviting book area with a wide selection of fiction and non-fiction books available
• Other reading resources available throughout the playroom such as comics, magazines, cook books, catalogues, timetables etc.
• Provide resources to prompt children to re-tell or explore familiar stories or rhymes e.g. story stones, story spoons, props, pictures, storyboards etc.
• Display environmental print purposefully indoors and outdoors e.g. mud kitchen recipes, labels for resources, area names and signs on display including text and pictures
• Role model reading for pleasure and for a purpose e.g. looking up a word in a dictionary or reading a recipe

Supporting writing through your environment:

• An area dedicated to writing and mark making with resources for children to self-select
• Display both adult and child-made signs and labels throughout the playroom
• Opportunities for children to imitate real life writing experiences and writing tools available to use throughout their play e.g., marking scores in a game, clipboards for plans in the construction area, envelopes for writing letters etc.
• Encouraging children to record their own planning e.g. in a floorbook
• Resources and tools available throughout the playroom to help develop fine motor skills e.g., threading, different fasteners on baby clothes, playdoh accessories etc.

Feedback

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Learning to listen and talk

P15

vocabulary

Vocabulary is essential to access the curriculum and make sense of the world

Es &Os

Establishments have a responsibility to prioritise and contextulise new vocabulary. There are different types of vocabulary

and tiers.

To communicate, children need a wealth of vocabulary knowledge

If a word has been heard but not explained or used in context then it will not be understood correctly or embedded as part of their vocabulary

Feedback

Understanding words, including the pronunciation of words stored in their memory, supports decoding and sight vocabulary development.

A balance of explict and indirect instruction is required through dialogic teaching

Subject specific/disciplinary vocabulary needs explictly taught

Vocabulary aquisitions starts at home but we can't assume everyone has the same experience

Learning to listen and talk

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SUPPOrts

P16

vocabulary

Effective Reading InstRuction

Professional learning

Eptomology and

Morphology

Chapter 11

Expressive Vocabulary Gap

CMO training

Feedback

Vocabulary Instruction

Better vocabulary for better literacy

Ready to read

Word Aware approaches

CMO training

Word Aware approaches

EEF Reports and Podcasts

Chapter 2 & 6

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Learning to listen and talk

Eptomology & morphology

P17

Phonological Awareness

Listening and talking skills form the basis of Phonological Awareness and without this a child will struggle to learn.

Es &Os

Phonological Awareness is necessary when learning to read

Phonological Awareness is an umbrella term for a wide set of skills

Feedback

Broader phonological skills are developed from the very beginning of early level and beyond, whereas the narrower phonological awareness skills are likely to be developed later in early level

There is crossover and overlap between broader and narrower skills. Some of the skills may be developed at the same time with one skill supporting development of another

Learners will grasp different aspects of phonological awareness at different times and may need to revisit areas as they learn

You can support the development of phonological awareness through encouraging a variety of activities both at nursery/school, and a home

Learning to listen and talk

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SUPPOrts

P18

Phonological Awareness

Effective Reading InstRuction

Professional learning

• Daily opportunities to hear, explore and play with the sounds and patterns of language rhyming stories/nursery rhymes and make connections between sound and print

Developing Early Phonological Awareness and Literacy skills

Chapter 4

Feedback

Phonological Awareness

Why teach Phonological and Phonemic Awareness?

CMO training

Phonological Awareness

• Structured practice /interventions/phonological awareness games

Why strong Phonological skills help readers?

Difference between Phonological and Phonemic Awareness

• Phonological Awareness Development tool

EEF Reading House

learning to listen and talk

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P19

Learning through listening and talking

Listening and Talking skills are required to develop thinking and learning

Dialogic Teaching harnesses the power of talk to extend children's thinking and advance their learning

Dialogic Teaching places dialogue at the heart of learning. It avoids teacher dominated question and answer sessions through a process of collaborative discussion

Feedback

Quality Questioning ????

The quality of questioning is a crucial factor in how well children learn

Learning through dialogue leads not only to content knowledge but improved thinking skills

Dialogic Teaching is the toolbelt that underpins and enhances all other pedagogies

5 Principles

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SUPPOrts

P20

Es & os

Learning through listening and talking

Professional learning

Effective Instruction

The Power of Talk - Dialogic Teaching

Dialogic Teaching Evaluative Report EEF

Feedback

Dialogic Teaching and the study of Classroom Talk

Dialogic Teaching summary

Quality Questioning ????

EEF Dialogic Teaching Reports

Dialogic Teaching - Rethinking language

Dialogic Teaching Support

Dialogic Teaching in brief - Robin Alexander

Listening, Talking and Learning in Inverclyde

Dialogic Teaching Primary Science

Neil Mercer - The Power of Talk

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P21

the 5 principles of dialogic teaching

Feedback

Quality Questioning ????

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P22

collective

Es & os

Teachers and children address learning tasks together, whether as a group or as a class, rather than in isolation.

Groupings will change depending on the task and context. An effective group can be any size – pairs and trios often generate ideas and larger groups explore and build on these ideas

Feedback

When groups are mixed ability– know your children (Dominant/Passive)

Children need to be working as a group and not just in a group in order to develop thinking

Not all learners have opportunties to develop rich life experiences. Classroom experiences of working collectively are needed to learn from others and develop social skills. The dialogue between different perspectives leads to new understanding and new knowledge

Children need to engage in dialogue and not monologue, they must have enough time to discuss and debate collectively and teachers must not just talk or lecture. Such exploration, where meanings are constructed from the inside by learners in dialogue, rather than imposed from the outside, leads to powerful learning

5 Principles

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Children should be given the opportunity for some autonomy on how groups are organised. This itself can provide an area for debate

SUPPOrts

P23

Supportive

Children articulate their ideas freely, without fear of embarrassment over 'wrong' answers; and they help each other reach common understandings.

Es &Os

Teachers and students become more fully engaged in learning in an environment where differences are respected and rigorously explored

The classroom should be a safe environment where children feel comfortable sharing personal thoughts and feelings

Feedback

Creating and sustaining a supportive school and classroom climate is important because it allows children to feel emotionally safe, part of a community of learners, motivated and challenged

Children will build up an emotional awareness of other people's views and opinions, this is a necessary social/life skill and will be built up over time with appropriate modelling and practice

Children should have the confidence to make mistakes and understand that mistakes are viewed as something to learn from, rather than be ashamed of

5 Principles

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SUPPOrts

P24

reciprocal

Es &Os

Teachers and children listen to each other, share ideas and consider alternate viewpoints

Higher order questions should be asked to expand thinking and learning

Understanding is interrogated by engaging in meaningful talk and by listening attentively

Structured opportunities should be given to argue a personal point of view and provide evidence to support

Feedback

Subject specific language (Tier 3) should be modelled and rehearsed

Opportunities should be given to generate ideas, solve problems and progressively shape knowledge

Those who are not speaking and are listening, looking, reflecting and evaluating are still engaged and particpating. The classroom should be arranged to encourage this

5 Principles

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SUPPOrts

P25

purposeful

Es &Os

Teachers plan and facilitate dialogic teaching with particular education goals in view

Dialogic approaches should underpin all learning, in all curricular areas

Listening and talking should be embedded in the curriculum. In early years, listening and talking may need explicitly taught

Feedback

Opportunities for listening and talking should be planned for in order for effective learning to take place

Listening and talking development of skills should be assessed in order to plan for progression.

When planning for listening and talking, it is important to consider the purpose of the talk

Children and young people should learn to strategise, innovate, problem-solve, construct understanding and develop thinking. The purpose of talk should be shared with learners.

5 Principles

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SUPPOrts

P26

Cumulative

Teachers and learners build on their own and each others' ideas and interweave them into coherent lines of thinking and enquiry.

Es &Os

Learners work together to explore ideas, develop critical thinking and gain knowledge from each other

Feedback

Learners ideas are not only exchanged in an encouraging and supportive climate but are built upon

Learners make use of their own knowledge and provide evidence to support their ideas/arguments

Teachers must consider what kind of intervention will scaffold learners thinking for deeper understanding

Cumulation requires the teacher and learner to really think about and reflect on answers. Therefore thinking time is required and pace should be considered

5 PRINCIPLES

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SUPPOrts

P27

Questioning

Quality questions should be evident in all lessons. This should encourage deep thinking and encourage learners to ask their own questions.

Effective questioning is a key aspect of dialogic teaching.

The questions we ask determine the level of thinking we develop

Feedback

Good questioning requires time for pupils to think and respond. The more learners are actively engaged in learning, the less scope there is to switch off

Practitioners can use open ended and closed questions

Questions play a key role in scaffolding learning

Practitioners should make progressively greater cognitive demand of children through their use of higher order questions

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Supports

spotlights

P28

questioning

Professional learning

Effective questioning in the classroom

Using effective questioning techniques at the early Level

Feedback

Bloom’s question starters for higher order thinking

Education Scotland - Raising Attainment - Improving life chances

How to Use Bloom’s Taxonomy in the classroom

EEF - Supporting pupils through questioning

CMO training

Using a question fan with a class - building on ideas

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spotlights

P29

creating the culture

The right culture is key to the development of listening and talking skills

A whole school unified approach is crucial

CMO training

Set clear ground rules for listening and talking during lessons to clarify how and when learners take part – Class Charter/Y Chart

Everyone should model the talk you expect from learner in terms of tone, vocabulary and content

Feedback

Quality questioning is evident in all lessons. This should encourage deep thinking and encourage learners to ask their own questions

Groups should be mixed ability to provide role models and to ensure dominant/passive voices are heard

Practitioner should be aware of their body language, expression, gesture, physical stance and location as this can affect the classroom talk

Listening and Talking should be scaffolded

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Actionable feedback should be provided to learners

SUPPOrts

P30

creating the culture

what will it look like?

Establishing the Rules - class video

Feedback

Dialogic changed my life - view of the children

Using dialogic talk to develop reading skills

What the rules could be?

Dialogic Teaching Webinar

Creating classroom environment for talk

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Talk realisations

P32

SPotlight on ...

Assessment

Supporting Emotional Literacy

Questioning

Metacognition

Family learning

Feedback

Supporting pupils with ASD and ADHD

Secondary

Pupil support assistant

Literacy Rich Environment in the Early Years

English as an additional language

Equity

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P32

Key messages for assesssing, tracking and providing support

Assessment of listening and talking must have a purpose and this should be determined at the planning stage

Assessment and tracking information should inform learning over the short and long term and lead to next steps

It is useful to assess listening and talking through reading and writing. High quality assessments are recommended

Feedback

Scaffolding assessment allows all learners to demonstate their learning fully

Detailed assessment should take place in the early years to secure foundations

Identify through assessement and tracking the difficulty and provide the right intervention

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spotlights

next page

P33

Examples of Practitioner and pupil Trackers

Feedback

spotlights

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REturn to Key messages

next page

P34

Interventions for listening and talking

Identify the issue through assessment and tracking and provide the right intervention

Feedback

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spotlights

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REturn to Key messages

next page

P35

birth - early level interventions

Feedback

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REturn to Key messages

spotlights

SUPPOrts

P36

First to second level interventions

Feedback

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REturn to Key messages

spotlights

SUPPOrts

P37

BGE secondary and senior phase interventions

Feedback

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REturn to Key messages

spotlights

SUPPOrts

P38

Equity

Dialogic approaches are essential for all but critical for some

High quality learning and teaching has the greatest impact on disadvantaged learners

The vocabulary gap should be supported early

Feedback

Learners in secondary schools need supported to expand their vocabluary rapidly and cope with the mulitple of subjects they are learning

Tier two instructional vocabulary also needs taught in both primary and secondary school to allow learners to access the question they have been asked and go on to share their knowledge and understanding

Poor communication skills are strongly linked to mental health difficulties.

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Supports

spotlights

P39

Equity

Professional learning

The Word Gap : The Early Years Make the Difference

Feedback

What makes great teaching?

What are tier 2 words?

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spotlights

P40

Family learning

Language acquisition starts at home

Engaging with parents and families can boost a child's vocabulary

50% of children with social disadvantage start school with language delay

Feedback

In early years the different ways we listen and talk with children and how to use questioning should be modelled to parents

Top techniques for developing children's speech and language should be shared with parents

Families who enjoy reading together have more opportunities for discussion, developing empathy and attachment

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Supports

spotlights

P41

Family learning

Professional learning

How to encourage parents to be more involved?

Speech and language support for parents

Feedback

Bitesize Top Tips

Talk Together

Supporting Speech, Language & Communication in the Early Years

Why the way we talk to children really matters

Strategic framework for parental involvement

Communicating with your child - tips for parents

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CMO training

spotlights

Play for parents/carers

P42

Metacognition

Metacognition is thinking about thinking to make decisions about the best way to learn

Effective metacognitive strategies get learners to think about their own learning more explicitly, usually by teaching them to set goals, monitor and evaluate their own learning

Feedback

Metacognition is part of three main essential components that encourage learners to self-regulate their learning

Practitioners need to provide good instruction of a range of metacognitive techniques relevant to different ages and subjects

Practitioners model their own thinking through dialogic approaches to help pupils develop their metacognitive and cognitive skills

Metacognitive approaches have high levels of impact

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Supports

spotlights

P43

metacognition

Professional learning

Meta-skills toolkit

Cognitive load theory

Feedback

Getting started with metacognition

Improving learning and teaching in numeracy and maths using metacognitive skills

Metacognitive talk

Metacognition and self regulated learning - EEF

A framework for thinking skills

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spotlights

P46

SEcondary

Dialogic Teaching places dialogue at the heart of learning, it avoids teacher dominated question and answer sessions through a process of collaborative discussion

Listening and Talking skills are key to developing meta-skills

Feedback

Vocabulary is taught in 3 ways

When reading complex texts, pupils can struggle to learn new, unfamiliar words

Subject specific/disciplinary vocabulary needs explictly taught

Tier two instructional vocabulary needs taught to allow learners to access the question they have been asked and go on to share their knowledge and understanding

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spotlights

P47

Secondary

Professional learning

The Three Pillars of Teaching Vocabulary

Feedback

Improving Literacy in Secondary Schools Report

Building Academic Vocabulary

Meta-skills Toolkit

The Power of Talk - Dialogic Teaching

Why Dialogic Teaching works

EEF Dialogic Teaching Reports

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Vignettes of practice in subject areas

spotlights

P48

Support Staff

Pupil support assistants should not be used as an informal teaching resource for low attaining pupils

Use pupil support assistants to add value to what teachers do, not to replace them.

Feedback

Using pupil support assistants to help pupils develop independent learning skills and manage their own learning

Ensure pupil support assistants are fully prepared for their role in the classroom

Use pupil support assistants to deliver high quality one-to-one and small group support using structured interventions

Ensure pupil support assistants make connections between learning from everyday classroom teaching and structured interventions

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spotlights

P49

Support Staff

Professional learning

Empowering Pupil Support Assistants in our classrooms

Feedback

Effective use of Teaching Assistants EEF

Professional learning for support staff

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spotlights

P50

emotional literacy

Emotional literacy is the ability to read, recognise, and respond accordingly to feelings and emotions

Emotional literacy gives children the tools to identify, understand, and respond to their own emotions and that of others in a healthy manner. Although each emotion has a purpose it is important to remember that feelings can look and sound different for each child.

Emotional literacy needs modelled

Feedback

All staff should promote empathy

Create an environment where children can share their emotions freely.

When required, explictly teach the language of emotion. Encourage learners to recognising own feelings, and when they might need more support to manage their feelings.

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spotlights

P51

Emotional Literacy

Professional learning

Why Emotional Literacy?

Feedback

What is Emotional Literacy?

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spotlights

P52

English as an additional language

Bilingualism and multilingualism are an asset – the ability to use more than one language is a valuable skill that learners who use EAL bring with them, regardless of whether they are new to English or not. Learners actively use the languages they already know to learn English

How everyday routines can help?

Learners with EAL have a dual task at school: to learn English (language) and to learn through English

Listening and Talking support involves classroom strategies that provide highly practical ways to help and engage EAL learners. These strategies play a crucial role in closing the gap between EAL learners and those who have English as their first language

Feedback

Classroom support strategies must take into consideration the 5 bands of English language proficiency

A silent or non-verbal period is normal

Learners need:

• Opportunities to watch, actively listen, and explore their environment
• Not feel pressurised to speak until they feel confident enough to do so. At the same time, children should be encouraged to take part in activities which will promote listening and talking skills
• Adults model speech and should support nonverbal responses. Other children also play an important role in helping EAL children develop listening and talking skills
• To be provided with rich content

Click to expand image

Supports

spotlights

P53

English as an Additional language

Effective Instruction

Professional learning

Early level strategies

Classroom strategies and pedagogies include:• Classroom organisation • Modelling vocabulary and language structures • On-going differentiation • Activating prior knowledge • Language focus

Feedback

Primary level strategies

Secondary strategies

How good is our school for bilingual learners?

Supporting parents

Supporting learners with EAL to extend their vocabulary

How good is our provision for bilingual learners?

Activating prior knowledge

Assessment approaches

Resources

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spotlights

P54

Content Team

Lynn McGachy Kirsteen Doherty Liz Ruddy Roslynn Oliver Ellis McAteer Christine Combe Sharon Tucker

Claire Coggins Paula McParlane Kimberley Murray Karen Duncan Gill Sullivan Telmo Gomes Mark Coyle Liz Sommerville

Feedback

With thanks to Education Scotland Literacy Team for their contribution and feedback.

Index - Click to take you strAight to the page

Page 34 Intervention for Talking and Listening

Page 19 Learning through Listening and Talking

Page 35 Birth to Early Level Intervention

Page 21 5 Principles of Dialogic Teaching

Page 3 The Framework

Page 36 First to Second Level Intervention

Page 4 L&T Key Messages

Page 22 Collective

Page 5 Listen and Talk Cogs

Page 37 BGE Secondary and Senior Phase

Page 23 Supportive

Page 6 Learning to Listen and Talk

Page 24 Reciprocal

Page 8 Learning to Listen and Talk overview

Page 38 Equity

Feedback

Page 25 Purposeful

Page 40 Family Learning

Page 9 Learning to Listen in the Early Years

Page 42 Metacognition

Page 26 Cumulative

Page 44 Supporting those with ASD

Page 27 Questioning

Page 11 Learning to Talk in the Early Years

Page 29 Creating the Culture

Page 46 Secondary

Page 13 Literacy Rich Environment in Early Years

Page 31 Spotlight On

Page 48 Support Staff

Page 32 Key Messages - Assessment, Tracking and Support

Page 50 Emotional Literacy

Page 15 Vocabulary

Page 52 English as an Additional Language

Page 17 Phonological Awareness

Page 33 Example of Trackers

Page 54 Content Team

Dialogic Teaching aims to improve pupil engagement by improving the quality of classroom talk. Teachers use strategies that enable pupils to reason, discuss, argue and explain rather than merely respond, in order to develop higher order thinking and articulacy. EEF

It is worth noting that listening attentively will look different for learners who have ASD and ADHD.

click on image to enlarge

Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings. From birth, children use their meta-skills as they test and explore the world around them, and it is these meta-skills that act as a key to unlock the development of other transferable and technical skills. Therefore, it is important that as children and young people progress through their education, practitioners make meta-skills explicitly visible and create opportunities for learners to recognise, understand and explore their meta skills development.

Skills Development Scotland

You will recognise a lot of use of tier two words in exam questions. "Tier 2 words are high-frequency words used by mature content users over a variety of content domains. More simply, they are words that are frequent enough that most native speakers would know what they mean, but usually require explicit instruction (having to look them up in a dictionary, or apply context referencing, etc.) Tier 2 words are words such as obvious, complex, reasoned, national, or informed" Peter Kruge Examples of tier two intructional words used in exams - compare, analyse, conclude, label, identify, evalate, summarise, modify, elaborate, specify, catogorise.

Use statements like 'I can see that you are happy' to help children link the vocabulary of emotion to what they are feeling.  Emotion cards can support this.

1. Explicit vocabulary teaching For first level - senior phase Select - Explain - Explore - Condolidate 2. Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." 3. Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” (put a little more interestingly, it is pupils “bumping into spicy, tasty words that catch your tongue”). Quigley

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These strategies are designed to be used by teachers, support staff and other practitioners to help EAL learners develop the levels of English proficiency needed to be successful in accessing the curriculum. The strategies can be organised in four different strands of language knowledge and use (listening, talking, reading and writing). Focus should be placed on listening and talking strategies (foundational skills). Some learners will be able to work on all four strands at the same time.

Attention and listening skills is being able to listen and focus on specific tasks or sounds. A child needs to be able to focus on things around them in order to be able to learn. This is essential in securing progress throughout phonological awareness.

Cultivating word consciousness. Make it fun! Teach etymology and alongside spelling.

morphology

Play matching and spotting games. Share the meaning of prefixes and suffixes. Canva is a good source of games and posters.

Carefully planned high quality teaching and learning experiences provide opportunities for teachers to assess different outcomes for talking and listening collectively and across the other literacy areas of reading and writing. High quality assessments should be planned for and give learners an opportunity to show they can apply their learning. Observations of play are also good examples of high quality assessment.

1. Explicit vocabulary teaching For first level - senior phase Select - Explain - Explore - Condolidate 2. Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." 3. Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” (put a little more interestingly, it is pupils “bumping into spicy, tasty words that catch your tongue”). Quigley

Click image to expand text

Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings. From birth, children use their meta-skills as they test and explore the world around them, and it is these meta-skills that act as a key to unlock the development of other transferable and technical skills. Therefore, it is important that as children and young people progress through their education, practitioners make meta-skills explicitly visible and create opportunities for learners to recognise, understand and explore their meta skills development. Skills Development Scotland

If a word has been heard but not explained or used in context then it will not be understood correctly or embedded as part of their vocabulary.

Phonemic Awareness is the ability to hear, identify and manipulate the individual sounds that form words.

• Bag: has 3 letters and 3 phonemes. /b/ /a/ /g/
• Chat: It has 4 letters but 3 phonemes. /ch/ /a/ /t/

• Book: Again 4 letters, but 3 phonemes. /b/ /u/ /k/

Voice 21

Dialogic Teaching aims to improve pupil engagement by improving the quality of classroom talk. Teachers use strategies that enable pupils to reason, discuss, argue and explain rather than merely respond, in order to develop higher order thinking and articulacy. EEF

Prior knowledge is what learners bring to the learning experience. This can include their experiences of life, culture and what they have also learned. Background knowledge is what the teacher provides or the learner has already aquired to support the child with gaps in their prior knowledge.

Carefully planned high quality teaching and learning experiences provide opportunities for teachers to assess different outcomes for talking and listening collectively and across the other literacy areas of reading and writing. High quality assessments should be planned for and give learners an opportunity to show they can apply their learning. Observations of play are also good examples of high quality assessment.

Literacy skills are the responsibility of all. Those who need support to learn to develop their talking and listeing skills should expect support to do this from all teachers regardless of the learners age. All teachers need to know how to support children and young people to read regardless of the stage/age they teach.

Literacy skills are the responsibility of all. Those who need support to learn to develop their talking and listeing skills should expect support to do this from all teachers regardless of the learners age. All teachers need to know how to support children and young people to read regardless of the stage/age they teach.

Planning Monitoring Evaluation

Pairs - Good for quick collaboration and preparing responsesTrios - Useful for rotating roles like speaker, listener, scribe Flexible small Group - For guiding learning, collaborative tasks Larger Group - Often used for perfomance or debates Ability - To work on particular skills at a simple level Mixed Abilty - To share knowledge, broaden ideas, take on different roles

Put Reading First Nih.gov

Open questions have more than one answer and typically promote higher order thinking skills. When well designed they enrich the learning experience by encouraging links to be made by the learner from previous understanding to the current situation. They can enable teachers to check pupils’ knowledge and understanding, to assess learners’ ability to apply acquired knowledge, and generalise it to new contexts boosting problem solving skills and developing creativity. Closed questions are useful in checking pupil’s memory and recall of facts, typically there is only one ‘right ' answer. e.g Who discovered penicillin? What are the characteristics of living thing?

1. Explicit vocabulary teaching For first level - senior phase Select - Explain - Explore - Condolidate 2. Incidental vocabulary learning: "When teachers talk about words – their subtleties, misnomers, histories, and more – building on reading high quality texts, these conversational turns unlock important shades of meaning for pupils that can fend off misconceptions and lead to greater understanding when reading. Many of these opportunities will arise spontaneously. You simply cannot predict all the words pupils will know and not know. However, with awareness that some of these ‘teachable moments’ could be missed, we should aim to wed incidental learning to explicit teaching." 3. Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” (put a little more interestingly, it is pupils “bumping into spicy, tasty words that catch your tongue”). Quigley

Click image to expand text

Many EAL children who are at an early stage of learning English go through a 'silent period'. This applies to different contexts (early years, primary and secondary). During this time, children will be watching, actively listening, and exploring their environment to understand new experiences and to develop new meaning. It is important that children should not feel pressurised to speak until they feel confident enough to do so. However, it is essential that adults continue to talk to children to model speech, support nonverbal responses and engage them in activities. These strategies will help children internalise the language they hear and develop a sense of pattern, meaning and a range of language functions. During this time, children may begin to use non-verbal gestures as a response to a question or to indicate need. https://www.schools.norfolk.gov.uk/article/30062/Developing-communication

Scaffolding is 'a metaphor for temporary support that is removed when it is no longer required' , providing 'enough support so that pupils can successfully complete tasks that they could not yet do independently'. EFF

All About Me! information and settling in observations (which must take place within the first 28 days) allow establishments to gather essential information about the child’s stage of development. The initial Personal Plan meeting (which must take place within the first 28 days) allow learning targets to be identified in collaboration with parents. This creates the starting point for planning. Practitioners record observations of children’s learning and track this using the Inverclyde Early Years tracking tool. The I Can Progress Check screening tool (which is embedded within the Inverclyde Early Years tracking tool) will identify children who require additional support with speech and language and their specific areas of need. Where additional support is not required, practitioners should continue with their establishment’s universal planning and tracking procedures. Where the need for additional support has been highlighted, the activity cards included in the I Can Toolkit should be used. Practitioners can also use the Up, Up and Away tool as a resource to further support specific aspects of Talking and Listening. Where significant progress is not observed, children are then referred to Speech and Language Services for further advice and intervention. Regardless of whether intervention is required or not, practitioners will continue to collaborate with parents in order to embed the planning cycle and develop personal plans for their children.

Support required

Link available in August

From a young age children will start to recognise their own feelings. As practitioners, we can encourage them to think about others. For example, when reading a book, ask them questions like, 'how do you think that made the character feel?' or 'how would you feel in that situation?'

1. New to English/Beginning
2. Early Acquisition/Emerging
3. Developing Competence/Expanding
4. Competent/Diversifying
5. Fluent

(www.bell-foundation.org.uk):

Word Awareness is the understanding that a phrase or sentence is made up of individual words. It’s also the ability to manipulate words in phrases or sentences, which includes playing with compound words (words made of 2 or more words). As adults, we can easily hear three separate and distinct words in the sentence, “The dog walks.” But this is not as easy for our little ones, especially our youngest preschoolers. Talking and listening skills are key to developing word awareness.

Many EAL children who are at an early stage of learning English go through a 'silent period'. This applies to different contexts (early years, primary and secondary). During this time, children will be watching, actively listening, and exploring their environment to understand new experiences and to develop new meaning. It is important that children should not feel pressurised to speak until they feel confident enough to do so. However, it is essential that adults continue to talk to children to model speech, support nonverbal responses and engage them in activities. These strategies will help children internalise the language they hear and develop a sense of pattern, meaning and a range of language functions. During this time, children may begin to use non-verbal gestures as a response to a question or to indicate need.

Subject specific or disciplinary vocabulary are words which are either used specifically in that subject area (and not in general English). This is the third tier of the vocabulary.

Bilingual learners are individuals who function in more than one language in their daily lives. The term ‘bilingual’ emphasises that learners already have one language, and that English is a second or additional language. The term does not imply an equal or specified level of fluency in two or more languages.

The examples below highlight the strong relationship talking and listening has with reading and writing, and in particular, sentence structure and grammar. We as practitioners are responsible for supporting children to understand that how we speak is sometimes not always how we write. Our role is crucial in reinforcing this understanding.

Subject specific or disciplinary vocabulary are words which are either used specifically in that subject area (and not in general English). This is the third tier of the vocabulary.

This can be achieved by valuing and responding to the interests of the child to develop meaningful engagement with reading in their environment, both for pleasure and for purpose, and help children develop an awareness of print.

if you are experiencing an emotional response to something you can simply let the child know how you are feeling using simple language that the child will understand.  A child should be encouraged to label and express their emotions, ask them if they can explain what they are feeling and why.

Meta-skills are innate, timeless, higher-order skills that create adaptive learners and promote success in whatever context the future brings. From birth, children use their meta-skills as they test and explore the world around them, and it is these meta-skills that act as a key to unlock the development of other transferable and technical skills. Therefore, it is important that as children and young people progress through their education, practitioners make meta-skills explicitly visible and create opportunities for learners to recognise, understand and explore their meta skills development.

Skills Development Scotland

For example, Word Aware.

Nurturing emotional literacy brings about long-term benefits for children. Some of them include:  Learning to self-calm and regulate their emotions Developing resiliency, allowing them to respond better under stressful situations Expressing and communicating their feelings  Developing social skills like empathy, sharing, and turn-taking with their peers Developing positive relationships with people around them Having an increased chance of success during adulthood. This image is from Giet University Why-is-Emotional-Literacy-Essential.jpg (1280×720) (giet.ed

Parent leaflet examplars of home support learning are available for adaptation to encourage parents to support their learning.

Such as manipulating clay or using peg boards, completing jigsaws or sewing, to fully develop the small muscles in their hands.

Up up and away - Inclusive Leanring and Collaborative Working

Nurturing emotional literacy brings about long-term benefits for children. Some of them include:  Learning to self-calm and regulate their emotions Developing resiliency, allowing them to respond better under stressful situations Expressing and communicating their feelings  Developing social skills like empathy, sharing, and turn-taking with their peers Developing positive relationships with people around them Having an increased chance of success during adulthood. This image is from Giet University Why-is-Emotional-Literacy-Essential.jpg (1280×720) (giet.ed

Up up and away - Inclusive Leanring and Collaborative Working

You will recognise a lot of use of tier two words in exam questions. "Tier 2 words are high-frequency words used by mature content users over a variety of content domains. More simply, they are words that are frequent enough that most native speakers would know what they mean, but usually require explicit instruction (having to look them up in a dictionary, or apply context referencing, etc.) Tier 2 words are words such as obvious, complex, reasoned, national, or informed" Peter Kruge Examples of tier two intructional words used in exams - compare, analyse, conclude, label, identify, evaluate, summarise, modify, elaborate, specify, catagorise.

EEF

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Put Reading First Nih.gov

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