T&L Inverclyde literacy framework

P3

Literacy Framework

Writing

listening & TALKING

Reading

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

skills development

Feedback

and lead to successful meta-skills

There are 3 tiers of vocabulary

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

responsibility of all

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

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

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

P4

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

next

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

A literacy rich environment supports effective early listening and talking

listening and talking Key messages

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

skills development

Feedback

and lead to successful meta-skills

There are 3 tiers of vocabulary

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

responsibility of all

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

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

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

P4

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

next

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

A literacy rich environment supports effective early listening and talking

listening and talking Key messages

P5

Feedback

SPOTLIght On...

creating the culture

Learning to listen and talk

Learning Through listening and talking

listening and talking

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

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

Return to Listening and talking main PAge

Learning to listen and talk

SUPPOrts

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

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

and monitor application of vocabulary

contextualise new vocabulary through talk

Prioritise vocabulary,

Listening and talking skills are developed independently but are also interconnected

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

LEARNING TO LISTEN AND TALK

P6

Feedback

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I Can Training session

NHS - Developing language through play

Learning to listen and talk

Education Scotland – Listening, Talking and Questions

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

Up up and away - Inclusive Learning and Collaborative Working

Developing listening and talking skills through scaffolding

Developing listening and talking skills through a language rich environment

P7

Es &Os

Feedback

CMO training

Professional learning and effective instruction

learning to listen and talk

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Es &Os

Feedback

LITERACY RICH ENVIRONMENT

Learning to listen and talk

SUPPOrts

P8

learning to listen and talk

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.

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different types of vocabulary

Learning to listen and talk

SUPPOrts

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

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

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

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

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

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

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

LEARNING TO LISTEN IN THE EARLY YEARS

P9

Feedback

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Listening as a way of Life - developing a listening culture

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

Listen and Learn

Tips for attention and listening

NHS - Attention and Listening

Learning to listen - speech and attention

Babble and Speak - Attention and Listening

Effective Reading InstRuction

Professional learning

Learning to listen and talk

SUPPOrts

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

LEARNING TO LISTEN IN THE EARLY YEARS

P10

Feedback

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Learning to listen and talk

Children may need support to learn to talk

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

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

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

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

Es &Os

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

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

LEARNING TO TALK IN THE EARLY YEARS

P11

Feedback

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Activities linked to I Can Tool

Top tips for practitioners

Listening, Understanding, Talking and Interacting

Ages and Stages of Talk - Speech and Language UK

Dialogic Teaching in Nursery CMO Training Slides

Follow the Child’s Lead in Conversations

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

Effective Reading InstRuction

Professional learning

Learning to listen and talk

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

Es &Os

LEARNING TO TALK IN THE EARLY YEARS

P12

Feedback

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and spaces

experiences

Learning to listen and talk

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

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

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

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

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

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

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

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

P13

Feedback

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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.

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

Creating A literacy Rich Environment

Learning to listen and talk

“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

P14

Feedback

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Feedback

and tiers.

Subject specific/disciplinary vocabulary needs explictly taught

P15

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

Es &Os

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

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

To communicate, children need a wealth of vocabulary knowledge

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

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

Learning to listen and talk

SUPPOrts

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

vocabulary

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Eptomology & morphology

Morphology

Eptomology and

Feedback

P16

Chapter 2 & 6

Chapter 11

EEF Reports and Podcasts

CMO training

Word Aware approaches

Word Aware approaches

Ready to read

Expressive Vocabulary Gap

Vocabulary Instruction

Better vocabulary for better literacy

CMO training

Learning to listen and talk

Professional learning

Effective Reading InstRuction

vocabulary

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

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Es &Os

Learning to listen and talk

Phonological Awareness is necessary when learning to read

Feedback

P17

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

SUPPOrts

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

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

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

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

Phonological Awareness

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P18

Phonological Awareness

Chapter 4

Professional learning

learning to listen and talk

Developing Early Phonological Awareness and Literacy skills

• Structured practice /interventions/phonological awareness games

• Phonological Awareness Development tool

Why strong Phonological skills help readers?

EEF Reading House

Feedback

Phonological Awareness

Why teach Phonological and Phonemic Awareness?

• 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

Difference between Phonological and Phonemic Awareness

CMO training

Effective Reading InstRuction

Phonological Awareness

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Feedback

5 Principles

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Quality Questioning ????

SUPPOrts

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

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

P19

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

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 required to develop thinking and learning

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

Learning through listening and talking

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next PAge

Es & os

Feedback

Quality Questioning ????

Effective Instruction

Dialogic Teaching Support

Neil Mercer - The Power of Talk

Dialogic Teaching summary

Dialogic Teaching - Rethinking language

Dialogic Teaching and the study of Classroom Talk

P20

Listening, Talking and Learning in Inverclyde

Dialogic Teaching Primary Science

Dialogic Teaching in brief - Robin Alexander

The Power of Talk - Dialogic Teaching

EEF Dialogic Teaching Reports

Professional learning

Dialogic Teaching Evaluative Report EEF

Learning through listening and talking

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Feedback

Quality Questioning ????

P21

the 5 principles of dialogic teaching

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SUPPOrts

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

P22

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

Feedback

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

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

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

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

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

Es & os

5 Principles

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collective

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SUPPOrts

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

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

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

P23

Feedback

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

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

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

5 Principles

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Es &Os

Supportive

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SUPPOrts

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

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

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

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

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

P24

Es &Os

Higher order questions should be asked to expand thinking and learning

Feedback

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

5 Principles

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reciprocal

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Dialogic approaches should underpin all learning, in all curricular areas

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.

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

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

P25

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

SUPPOrts

Feedback

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

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

Es &Os

5 Principles

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purposeful

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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

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

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

P26

Feedback

SUPPOrts

5 PRINCIPLES

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

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

Es &Os

Cumulative

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Questions play a key role in scaffolding learning

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

Effective questioning is a key aspect of dialogic teaching.

The questions we ask determine the level of thinking we develop

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

P27

Feedback

Supports

spotlights

Practitioners can use open ended and closed questions

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

Questioning

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P28

Feedback

How to Use Bloom’s Taxonomy in the classroom

Using effective questioning techniques at the early Level

Using a question fan with a class - building on ideas

Bloom’s question starters for higher order thinking

Return to previous page

spotlights

EEF - Supporting pupils through questioning

CMO training

Education Scotland - Raising Attainment - Improving life chances

Effective questioning in the classroom

Professional learning

questioning

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Feedback

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

A whole school unified approach is crucial

Actionable feedback should be provided to learners

Listening and Talking should be scaffolded

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

P29

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

SUPPOrts

CMO training

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

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

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

creating the culture

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What the rules could be?

Talk realisations

Creating classroom environment for talk

Dialogic Teaching Webinar

Establishing the Rules - class video

Using dialogic talk to develop reading skills

Dialogic changed my life - view of the children

what will it look like?

P30

Feedback

creating the culture

Literacy Rich Environment in the Early Years

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P32

Equity

Supporting Emotional Literacy

Supporting pupils with ASD and ADHD

Pupil support assistant

Secondary

Metacognition

Family learning

Questioning

Assessment

Feedback

English as an additional language

SPotlight on ...

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

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

Feedback

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

P32

Scaffolding assessment allows all learners to demonstate their learning fully

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

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

spotlights

next page

Key messages for assesssing, tracking and providing support

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Feedback

spotlights

P33

REturn to Key messages

next page

Examples of Practitioner and pupil Trackers

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

P34

Feedback

spotlights

Return to last page

REturn to Key messages

next page

Interventions for listening and talking

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P35

Feedback

birth - early level interventions

REturn to Key messages

spotlights

SUPPOrts

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Feedback

First to second level interventions

P36

REturn to Key messages

spotlights

SUPPOrts

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Feedback

BGE secondary and senior phase interventions

P37

REturn to Key messages

spotlights

SUPPOrts

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Dialogic approaches are essential for all but critical for some

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.

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

P38

Feedback

Supports

spotlights

The vocabulary gap should be supported early

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

Equity

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What are tier 2 words?

P39

Feedback

spotlights

What makes great teaching?

The Word Gap : The Early Years Make the Difference

Professional learning

Equity

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

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

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

Language acquisition starts at home

P40

Feedback

Supports

spotlights

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

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

Family learning

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How to encourage parents to be more involved?

Play for parents/carers

Why the way we talk to children really matters

P41

Feedback

Bitesize Top Tips

Strategic framework for parental involvement

Talk Together

spotlights

Communicating with your child - tips for parents

Supporting Speech, Language & Communication in the Early Years

Speech and language support for parents

CMO training

Professional learning

Family learning

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

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

P42

Feedback

Supports

spotlights

Metacognitive approaches have high levels of impact

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

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

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

Metacognition

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P43

Feedback

Metacognitive talk

Cognitive load theory

A framework for thinking skills

Getting started with metacognition

spotlights

Metacognition and self regulated learning - EEF

Improving learning and teaching in numeracy and maths using metacognitive skills

Meta-skills toolkit

Professional learning

metacognition

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Vocabulary is taught in 3 ways

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

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

Listening and Talking skills are key to developing meta-skills

Subject specific/disciplinary vocabulary needs explictly taught

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

SEcondary

P46

Feedback

spotlights

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The Power of Talk - Dialogic Teaching

Why Dialogic Teaching works

EEF Dialogic Teaching Reports

Improving Literacy in Secondary Schools Report

The Three Pillars of Teaching Vocabulary

Building Academic Vocabulary

Vignettes of practice in subject areas

Meta-skills Toolkit

Professional learning

Secondary

P47

Feedback

spotlights

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

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

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

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

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

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

Support Staff

P48

Feedback

spotlights

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Professional learning for support staff

Empowering Pupil Support Assistants in our classrooms

spotlights

Effective use of Teaching Assistants EEF

Professional learning

Support Staff

P49

Feedback

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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.

Create an environment where children can share their emotions freely.

All staff should promote empathy

Emotional literacy needs modelled

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

emotional literacy

P50

Feedback

spotlights

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What is Emotional Literacy?

Why Emotional Literacy?

Feedback

Professional learning

P51

spotlights

Emotional Literacy

Click to expand image

How everyday routines can help?

A silent or non-verbal period is normal

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

Feedback

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

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

P52

Supports

spotlights

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

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

English as an additional language

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P53

Activating prior knowledge

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Feedback

spotlights

Resources

Assessment approaches

How good is our provision for bilingual learners?

Supporting parents

Supporting learners with EAL to extend their vocabulary

How good is our school for bilingual learners?

Primary level strategies

Secondary strategies

Early level strategies

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

Effective Instruction

Professional learning

English as an Additional language

P54

Feedback

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

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

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

Content Team

Page 8 Learning to Listen and Talk overview

Page 40 Family Learning

Page 33 Example of Trackers

Page 44 Supporting those with ASD

Page 46 Secondary

Page 48 Support Staff

Page 50 Emotional Literacy

Page 54 Content Team

Page 37 BGE Secondary and Senior Phase

Page 52 English as an Additional Language

Page 42 Metacognition

Page 38 Equity

Page 36 First to Second Level Intervention

Page 35 Birth to Early Level Intervention

Page 34 Intervention for Talking and Listening

Page 32 Key Messages - Assessment, Tracking and Support

Page 31 Spotlight On

Page 29 Creating the Culture

Page 27 Questioning

Page 26 Cumulative

Feedback

Page 25 Purposeful

Page 24 Reciprocal

Page 23 Supportive

Page 22 Collective

Page 21 5 Principles of Dialogic Teaching

Page 19 Learning through Listening and Talking

Page 17 Phonological Awareness

Page 15 Vocabulary

Page 13 Literacy Rich Environment in Early Years

Page 11 Learning to Talk in the Early Years

Page 9 Learning to Listen in the Early Years

Page 5 Listen and Talk Cogs

Page 4 L&T Key Messages

Page 6 Learning to Listen and Talk

Page 3 The Framework

Index - Click on page to take you strAight to the page

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.

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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

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.

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

morphology

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

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.

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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

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?

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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

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?'

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

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

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

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EEF

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.

Put Reading First Nih.gov

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