T&L Inverclyde literacy framework

Reading

listening & TALKING

Writing

Literacy Framework

listening and talking Key messages

A literacy rich environment supports effective early listening and talking

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

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

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

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

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

responsibility of all

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

Increased reading fluency motivates children to engage with reading for pleasure. Reading for pleasure increases reading fluency and reading comprehension skills.

There are 3 tiers of vocabulary

and lead to successful meta-skills

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skills development

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

listening and talking

Learning Through listening and talking

Learning to listen and talk

creating the culture

SPOTLIght On...

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LEARNING TO LISTEN AND TALK

The Art and Science of Teaching Reading Christopher Such

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

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

Listening and talking skills are developed independently but are also interconnected

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

SUPPOrts

Learning to listen and talk

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

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

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

learning to listen and talk

Professional learning and effective instruction

CMO training

Feedback

Es &Os

Developing listening and talking skills through a language rich environment

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

Learning to listen and talk

NHS - Developing language through play

I Can Training session

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learning to listen and talk

SUPPOrts

Learning to listen and talk

LITERACY RICH ENVIRONMENT

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Es &Os

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LEARNING TO LISTEN IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

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

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

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

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

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

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

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

SUPPOrts

Learning to listen and talk

different types of vocabulary

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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.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

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P10

LEARNING TO LISTEN IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

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

SUPPOrts

Learning to listen and talk

Professional learning

Effective Reading InstRuction

Babble and Speak - Attention and Listening

Learning to listen - speech and attention

NHS - Attention and Listening

Tips for attention and listening

Listen and Learn

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

Listening as a way of Life - developing a listening culture

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P11

LEARNING TO TALK IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

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

Es &Os

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

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

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

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

Children may need support to learn to talk

Learning to listen and talk

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Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Feedback

P12

LEARNING TO TALK IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

Es &Os

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

Learning to listen and talk

Professional learning

Effective Reading InstRuction

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

Follow the Child’s Lead in Conversations

Dialogic Teaching in Nursery CMO Training Slides

Ages and Stages of Talk - Speech and Language UK

Listening, Understanding, Talking and Interacting

Top tips for practitioners

Activities linked to I Can Tool

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P12

LEARNING TO TALK IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

Es &Os

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

Learning to listen and talk

Professional learning

Effective Reading InstRuction

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

Follow the Child’s Lead in Conversations

Dialogic Teaching in Nursery CMO Training Slides

Ages and Stages of Talk - Speech and Language UK

Listening, Understanding, Talking and Interacting

Top tips for practitioners

Activities linked to I Can Tool

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Feedback

P13

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

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

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

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

"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

Learning to listen and talk

experiences

and spaces

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Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

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P14

“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

Learning to listen and talk

Creating A literacy Rich Environment

LITERACY RICH ENVIRONMENT IN THE EARLY YEARS

The Art and Science of Teaching Reading Christopher Such

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.

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vocabulary

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

SUPPOrts

Learning to listen and talk

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

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

To communicate, children need a wealth of vocabulary knowledge

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

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

Storage of the word in the long-term memory as a sight word. Orthographic mapping is achieved through repeated decoding using the exact skills learned in phonics. Children need increased exposure to texts and multiple opportunities to read to develop orthographic mapping.

Es &Os

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

P15

Subject specific/disciplinary vocabulary needs explictly taught

and tiers.

Feedback

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Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

LIT 0-10a As I listen and take part in conversations and discussions, I discover new words and phrases which I use to help me express my ideas, thoughts and feelings ENG 0-12a / LIT 0-13a / LIT 0-21a I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write LIT 1-10a I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources as required. LIT 2-10a / LIT 3-10a I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently.

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." Quigley

Words that need explicit teaching fall into three categories in order for them to incorporate them into their sight vocabulary Careful consideration needs to be given when choosing which words to focus on, with the ideal choice be a “Goldilocks” word:

Explicit vocabulary teaching - Select - Explain - Explore - Consolidate Quigley

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Cultivating word consciousness: ‘Word consciousness’ is an “awareness and interest in words and their meanings” Quigley Learners should be given opportunities to understand: structure, such as roots, prefixes, and suffixes, as well as how they combine to create different forms and meanings(morphology) history of words roots and evolution of words over time (etymology) re move ableprefix root suffix pre script ion (before) (write) (act) prefix root suffix

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

vocabulary

Effective Reading InstRuction

Professional learning

Learning to listen and talk

CMO training

Better vocabulary for better literacy

Vocabulary Instruction

Expressive Vocabulary Gap

Ready to read

Word Aware approaches

CMO training

EEF Reports and Podcasts

Chapter 11

The Art and Science of Teaching Reading - Christopher Such

Chapter 2 & 6

Reflective Reading - Anne Glennie

P16

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Eptomology and

Morphology

Eptomology & morphology

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The Art and Science of Teaching Reading Christopher Such

Reflective Reading Anne Glennie

First - Third level approaches Prior to engaging in new learning, disciplinary (specific content) vocabulary should be taught. This allows them to use this vocabulary in their communication, speak, read and write like an expert. Vocabulary should be modelled by the class teacher using 'think alouds'. I wonder what that means, lets find out. It is important to also remember the importance of explicit teaching of etymology and morphology of English to support children in making connections and discerning word meanings for themselves, i.e. teaching Latin and Greek root words and the teaching of common suffixes and prefixes. Early level Approaches Awareness of words programme, developed by speech and language should be implemented. Games can be a way for pupils to consolidate the learning while reviewing their understanding. I Spy – adjectives (e.g. ‘I spy something green/shiny/round’). This can be extended with rhyming words ( I spy something rhyming with….) Sort it out (categories) – using hoops, boxes or baskets, sort pictures or items in to groups e.g. food vs animals Thinking Hat – a variation of I Spy expect word meaning clues are given rather than sounds and the object does not need to be in sight. “I’m putting on my thinking hat and think of something that is (give clue)”. If incorrect say “It’s not that”. I put on my thinking hat and think of something (give original clue and another clue.) Continue until the word has been guessed. Big Brain – similar to I Spy but in this game players give a clue containing the first speech sound of the word as well as a word meaning cue. Unlike I Spy players do not need to see the item, but they need to think with their “big brains” e.g. I think with my big brain, something that is part of a tree and begins with b Word Walk – choose a word and take the children on a walk looking for that words e.g. colours, shapes and concepts such as tall, big, think, thick, smooth Scavenger Hunt – looking for objects, items that match a descriptive words e.g. circular, shiny, colourful, dark, small, tiny What’s inside? Grab a ‘treasure’ box (any old box will do!) or a mystery bag and fill it with everyday items. Younger children will enjoy pulling the things out and telling you what they are. If a child is a bit older, try to see if they can guess what you’ve got from your clues... “It’s round and hard” “a ball!”

Dialogic approaches
Literacy rich environment
Reading both fiction/non-fiction: this includes watching media as a text
During whole class and guide group work: using word families linked to spelling patterns, discussing vocabulary as part of guiding reading and writing sessions, modelling during lessons.
Independent tasks: Promoting use of dictionaries, thesauruses, use of a vocabulary notebook to record unfamiliar or newly discovered words.
Talk Partners: Use of talk partners to share and discuss, verbal feedback on learning, create a safe space to use new vocabulary.
Language Rich Environment:
All learners of all ages should experience a literacy-rich environment.
This can take the form of:
Library corners: Less is more. Great displays of books are better than vast amounts. Library corners should also hold a wide range of text: magazines, non-fiction, comics/graphic novels. Even secondary schools can have a subject-specific library corner with further reading on what is being taught.
Displays of learners' work: up-to-date displays show learners their work is valued in addition to adding to the reading environment
Posters/ information displays: Providing relevant information displays also reinforces learning.
Accessible print: Learners can move words and/or letters. Great for younger learners as they manipulate letters to make words and play with the order of words to make sentences. Accessible print should also encourage learners to label play areas and/or create their own print.
Provide a range of quality texts: to extend interests, create an interactive “Word Wall” to capture new vocabulary and build upon it, use of symbols and pictures to allow students to connect with words on display, reading stories aloud to learners.

Phonological Awareness

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

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

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

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

SUPPOrts

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

P17

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Phonological Awareness is necessary when learning to read

Learning to listen and talk

Es &Os

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

LIT 0-01a / LIT 0-11a / LIT 0-20a I can repeat sounds and words that I hear I can join in with familiar nursery rhymes and songs I am beginning to keep the beat in singing games and rhymes I can share a book

With support I can play with patterns and sound.
I can respond to the rhythmic patterns in songs, music and rhymes.
I can anticipate and complete lines in familiar and nonsense nursery rhymes / stories.
I can recite at least 3 nursery rhymes, independently.
I can act out the basic storyline of a familiar story or rhyme.
With support, I can listen to learn new things.

I can play with sounds and link family sounds.
I can discuss and explore sounds.
I can explore, look at and discuss new words and phrases: practising and playing with them, and use them in my work.
I can listen to and discuss a wide range of stories and texts- discuss new words, exciting words, and angry words.

This skill is moving from a whole sentence to segmenting individual words in a sentence. Learners may find it difficult to recognise certain words as a whole word. Instead they may put two words together and identify it as one. An example of this is: Jew like ice-cream? Children may group do and you together not realising that it is two words. Do you want ice cream?

A syllable can be explained as the number of beats in a word. can - 1 syllable basket - 2 syllables banana - 3 syllables January - 4 syllables Syllables let learners chunk up words to support reading and writing.

Alliteration refers to words that share the same initial sound. apple, ant, ankle

Rhyme Awareness is all about identifying the onset and rime of words and determining if those words rhyme. Rhyming is a great phonological awareness skill to work, but just remember it’s not a prerequisite for reading. Some learners, especially those with dyslexia, may struggle with rhyming, but they can still learn to read

The onset is the initial unit of sound in a word (/c/ in cat). The rime refers to the letters that follow.

Phonological Awareness

Effective Reading InstRuction

CMO training

Difference between 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

Why teach Phonological and Phonemic Awareness?

Phonological Awareness

Feedback

EEF Reading House

Why strong Phonological skills help readers?

Phonological Awareness Development tool

Structured practice /interventions/phonological awareness games

Developing Early Phonological Awareness and Literacy skills

learning to listen and talk

Professional learning

Chapter 4

The Art and Science of Teaching Reading Christopher Such

Phonological Awareness

P18

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The Art and Science of Teaching Reading Christopher Such

Learning through listening and talking

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

Listening and Talking skills are required to develop thinking and learning

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

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

P19

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

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

SUPPOrts

Quality Questioning????

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5 Principles

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Learning through listening and talking

Dialogic Teaching Evaluative Report EEF

Professional learning

EEF Dialogic Teaching Reports

The Power of Talk - Dialogic Teaching

Dialogic Teaching in brief - Robin Alexander

Dialogic Teaching Primary Science

Listening, Talking and Learning in Inverclyde

P20

Dialogic Teaching and the study of Classroom Talk

Dialogic Teaching - Rethinking language

Dialogic Teaching summary

Neil Mercer - The Power of Talk

Dialogic Teaching Support

Effective Instruction

Quality Questioning????

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Es & os

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the 5 principles of dialogic teaching

P21

Quality Questioning????

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collective

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5 Principles

Es & os

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

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

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

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

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

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

P22

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

SUPPOrts

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Supportive

Es &Os

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5 Principles

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

The arrangement of words in a phrase or sentence can change the meaning: Notice how moving the word only changes the meaning of the entire sentence. Only Batman fights crime. Meaning: Batman is the only person who fights crime. No one except Batman fights crime, not even Superman. Batman only fights crime. Meaning: Fighting crime is the only thing Batman does. He doesn’t work, he doesn’t shower—fighting crime is all he does. Batman fights only crime. Meaning: Batman doesn’t fight anything except crime. He doesn’t fight Alfred or Robin; he doesn’t fight the dry cleaner if they accidentally stain his shirt. Crime is the only thing he fights. Learners who understand syntax comprehend better than the ones who don’t.

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

Language Comprehension is a significant part of Simple View of Reading and The Reading Rope The ultimate purpose of reading is to extract and construct meaning from all kinds of text (Snow 2002). We need knowledge about language structures and what the words inside the statements mean if we are to understand what we are reading; understanding how words work together in sentences to make and change meaning is crucial for comprehension When teaching language structures concentrate on parts of speech and their functions within a sentence. Looking at the model of skilled reading (above), it is evident there are many facets to language structures, including knowledge of grammar, being able to make inferences, and having knowledge of literacy concepts, such as what reading strategies to use for different types of texts (e.g., poems versus informational texts).

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

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P23

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

SUPPOrts

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Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

reciprocal

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5 Principles

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

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Higher order questions should be asked to expand thinking and learning

Es &Os

P24

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

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

SUPPOrts

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purposeful

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5 Principles

Es &Os

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

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

Feedback

SUPPOrts

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

P25

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

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

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.

Dialogic approaches should underpin all learning, in all curricular areas

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Cumulative

Es &Os

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

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

Verbal reasoning refers to how a person works with words to get their full meaning. A good aptitude in this area is demonstrated by being able to draw reasonable conclusions from sentences and paragraphs

5 PRINCIPLES

SUPPOrts

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P26

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

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

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

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Questioning

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

Practitioners can use open ended and closed questions

spotlights

Supports

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P27

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

The questions we ask determine the level of thinking we develop

Effective questioning is a key aspect of dialogic teaching.

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

Questions play a key role in scaffolding learning

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questioning

Professional learning

Effective questioning in the classroom

Education Scotland - Raising Attainment - Improving life chances

CMO training

EEF - Supporting pupils through questioning

spotlights

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Bloom’s question starters for higher order thinking

Using a question fan with a class - building on ideas

Using effective questioning techniques at the early Level

How to Use Bloom’s Taxonomy in the classroom

Feedback

P28

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creating the culture

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

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

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

CMO training

SUPPOrts

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

P29

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

Listening and Talking should be scaffolded

Actionable feedback should be provided to learners

A whole school unified approach is crucial

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

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creating the culture

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P30

what will it look like?

Dialogic changed my life - view of the children

Using dialogic talk to develop reading skills

Establishing the Rules - class video

Dialogic Teaching Webinar

Creating classroom environment for talk

Talk realisations

What the rules could be?

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SPotlight on ...

English as an additional language

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Assessment

Questioning

Family learning

Metacognition

Secondary

Pupil support assistant

Supporting pupils with ASD and ADHD

Supporting Emotional Literacy

Equity

P32

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Literacy Rich Environment in the Early Years

Key messages for assesssing, tracking and providing support

spotlights

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

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

Scaffolding assessment allows all learners to demonstate their learning fully

When assessment is taking place learners should have access to the supports they would normally have at that time. Scaffolds should be removed when the learner is ready.

P32

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

Feedback

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

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

Return to Listening and talking main PAge

Examples of Practitioner and pupil Trackers

REturn to Key messages

P33

spotlights

Feedback

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Interventions for listening and talking

REturn to Key messages

Return to last page

spotlights

Feedback

P34

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

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SUPPOrts

spotlights

REturn to Key messages

birth - early level interventions

Feedback

P35

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SUPPOrts

spotlights

REturn to Key messages

P36

First to second level interventions

Feedback

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SUPPOrts

spotlights

REturn to Key messages

P37

BGE secondary and senior phase interventions

Feedback

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Equity

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

The vocabulary gap should be supported early

spotlights

Supports

Feedback

P38

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

Poor communication skills are strongly linked to mental health difficulties.

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

Dialogic approaches are essential for all but critical for some

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Equity

Professional learning

The Word Gap : The Early Years Make the Difference

What makes great teaching?

spotlights

Feedback

P39

What are tier 2 words?

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Family learning

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

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

spotlights

Supports

Feedback

P40

Language acquisition starts at home

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

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

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Family learning

Professional learning

CMO training

Speech and language support for parents

Supporting Speech, Language & Communication in the Early Years

Communicating with your child - tips for parents

spotlights

Talk Together

Strategic framework for parental involvement

Bitesize Top Tips

Feedback

P41

Why the way we talk to children really matters

Play for parents/carers

How to encourage parents to be more involved?

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Metacognition

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 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

Metacognitive approaches have high levels of impact

spotlights

Supports

Feedback

P42

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

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

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metacognition

Professional learning

Meta-skills toolkit

Improving learning and teaching in numeracy and maths using metacognitive skills

Metacognition and self regulated learning - EEF

spotlights

Getting started with metacognition

A framework for thinking skills

Cognitive load theory

Metacognitive talk

Feedback

P43

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Supporting Those with ASD

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

Learning techniques must be explicitly taught

Metacogniton 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 meta cognitive techniques relevant to different ages and subjects

Metacognitive approaches have high levels of impact

spotlights

Supports

Feedback

P44

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

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

REview image and Q

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CMO training

spotlights

Feedback

P45

Supporting Those with ASD

Professional learning

Effective use of Teaching Assistants EEF

Support staff approaches and interventions

Glasgow's 3 Read Approach

Empowering Pupil Support Assistants in our classrooms

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spotlights

Feedback

P46

SEcondary

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

Subject specific/disciplinary vocabulary needs explictly taught

Listening and Talking skills are key to developing meta-skills

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

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

Vocabulary is taught in 3 ways

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spotlights

Feedback

P47

Secondary

Professional learning

Meta-skills Toolkit

Vignettes of practice in subject areas

Building Academic Vocabulary

The Three Pillars of Teaching Vocabulary

Improving Literacy in Secondary Schools Report

EEF Dialogic Teaching Reports

Why Dialogic Teaching works

The Power of Talk - Dialogic Teaching

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spotlights

Feedback

P48

Support Staff

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

More than independent, silent reading.

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

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

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

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

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P49

Support Staff

Professional learning

Effective use of Teaching Assistants EEF

spotlights

Empowering Pupil Support Assistants in our classrooms

Professional learning for support staff

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spotlights

Feedback

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

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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Emotional Literacy

spotlights

P51

Professional learning

Feedback

Why Emotional Literacy?

What is Emotional Literacy?

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English as an additional language

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

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

spotlights

Supports

P52

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

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

Feedback

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

A silent or non-verbal period is normal

How everyday routines can help?

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English as an Additional language

Professional learning

Effective Instruction

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

Early level strategies

Secondary strategies

Primary level strategies

How good is our school for bilingual learners?

Supporting learners with EAL to extend their vocabulary

EAL learners at all levels need to be given opportunities to grow their English vocabulary range. This could be done by taking advantage of their first language(s) through translation, the use of flashcards and images. It is important to remember to develop the learner’s academic language skills, for instance by focusing on the differences between formal and informal vocabulary.

Supporting parents

How good is our provision for bilingual learners?

Assessment approaches

Resources

spotlights

Feedback

Return to previous page

Activating prior knowledge

P53

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Content Team

Lynn McGachyKirsteen DohertyLiz RuddyRoslynn OliverEllis McAteerChristine CombeSharon Tucker

Claire CogginsPaula McParlaneKimberley MurrayKaren DuncanGill SullivanTelmo GomesMark CoyleLiz Sommerville

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

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P54

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

Page 3 The Framework

Page 6 Learning to Listen and Talk

Page 4 L&T Key Messages

Page 5 Listen and Talk Cogs

Page 9 Learning to Listen in the Early Years

Page 11 Learning to Talk in the Early Years

Page 13 Literacy Rich Environment in Early Years

Page 15 Vocabulary

Page 17 Phonological Awareness

Page 19 Learning through Listening and Talking

Page 21 5 Principles of Dialogic Teaching

Page 22 Collective

Page 23 Supportive

Page 24 Reciprocal

Page 25 Purposeful

Feedback

Page 26 Cumulative

Page 27 Questioning

Page 29 Creating the Culture

Page 31 Spotlight On

Page 32 Key Messages - Assessment, Tracking and Support

Page 34 Intervention for Talking and Listening

Page 35 Birth to Early Level Intervention

Page 36 First to Second Level Intervention

Page 38 Equity

Page 42 Metacognition

Page 52 English as an Additional Language

Page 37 BGE Secondary and Senior Phase

Page 54 Content Team

Page 50 Emotional Literacy

Page 48 Support Staff

Page 46 Secondary

Page 44 Supporting those with ASD

Page 33 Example of Trackers

Page 40 Family Learning

Page 8 Learning to Listen and Talk overview

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

Skills Development Scotland

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.

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 KrugeExamples 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.

The study of the history and origin of words, including their historical development and changes in form and meaning. It focuses on tracing the roots and evolution of words over time.

morphology

The study of the structure and formation of words, including their internal structure, such as roots, prefixes, and suffixes, as well as how they combine to create different forms and meanings.

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.

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

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.

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.

PlanningMonitoring Evaluation

Pairs - Good for quick collaboration and preparing responsesTrios - Useful for rotating roles like speaker, listener, scribeFlexible small Group - For guiding learning, collaborative tasksLarger Group - Often used for perfomance or debatesAbility - To work on particular skills at a simple levelMixed 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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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

Link available in August

Support required

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.

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?' 

New to English/Beginning
Early Acquisition/Emerging
Developing Competence/Expanding
Competent/Diversifying
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.

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.

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.

Up up and away - Inclusive Leanring and Collaborative Working

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

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 KrugeExamples 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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T&L Inverclyde literacy framework

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