Overview of learning 2

Example of literacy planning and resourcing 2

What we want children to learn (Development matters)

Speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, 'please' and 'thank you'

Related Early Learning Goals

Have a developing respect for their own cultures and beliefs and those of other people (PSED)
Form good relationships with adults and peers (PSED)
Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously (PSED)
Be confident to try new activities, initiate ideas and speak in a familiar group (PSED)
Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others (PSED)

Possible contexts

Give children responsibility for taking objects around the setting, for example registers, notes and messages.
In everyday experiences, encourage children to use conventions such as manners at a table.
Engage in role-play, stories, puppetry and plays of shared meaningful experiences.
Encourage children to develop positive relationships with adults and their peers.
Use everyday conversations that are given time and where there are opportunities for developing children's confidence and control over language.
Give children opportunities to speak and listen to each other, for example in circle/group times.
Provide positive models through stories, videos, etc., that can be used as a basis for discussion.

Example of adult-led activities

Context: Making books 'All About Me'

Make an 'All About Me' book about yourself in a thin folder with plastic wallets so it can easily be added to. Use photographs, drawings and small objects. Keep it simple, with not many wallets used.

Show/read it to the children, modelling speaking to an audience clearly as you introduce yourself, your name, where you live, if you have children/pets, what you like.

Start children off on making a similar book by drawing a picture of themselves or taking a photograph of each other for their first page.

Encourage children to share their books with each other, supporting them in telling their name and showing the picture of themselves. They could also introduce themselves on video and play back on a screen or interactive whiteboard; the need for speaking audibly will become apparent.

Involve families in taking the book home and helping their children to add pictures and photographs that tell more about themselves.

Give children opportunities to continue to share these with each other as the audience, and support moving from simple statements to comments and questioning.

Adult role

Provide opportunities for children to communicate thoughts, ideas and feelings and build up relationships with adults and each other. Develop spoken language through conversations between children and adults, both one to one and in small and large groups, with particular awareness of, and sensitivity to, the needs of children learning English as an additional language, using their home language when appropriate.
Give importance to both the speaker and listener, modelling an awareness of both positions. Where appropriate, recast sentences, modelling conventions of speech.
Provide opportunities for children who use alternative communication systems to develop communication skills. Support children's communications by incorporating the use of sign and a variety of languages where appropriate.

Opportunities for children to explore and apply

Give children responsibility for taking objects around the setting, for example registers, notes and messages. Talk to them about how they greet the person and how they are going to say what they need to say. Let them rehearse.
In everyday experiences, encourage the children to use conventions such as manners at a table. Respond by making it overt how nice it can feel when someone talks like that.
Extend role-play and stories of shared meaningful experiences into short puppet shows and plays for each other. Use photographs or video to capture and retell. Point out how some things helped: It was so nice that you looked at us; I could tell what you were saying better then.
When children have problems together, rather than just tell you, encourage them to tell each other. Help them to explain to each other what they need or what happened that they did not like.

Adult role

Make a language and literacy rich environment. For an audit see Early Reading Audit.
Provide opportunities for children to communicate thoughts, ideas and feelings and build up relationships with adults and each other.
Give importance to both the speaker and listener, modelling an awareness of both positions.
Provide time and opportunities to develop spoken language through conversations between children and adults, both one to one and in small groups, with particular awareness of, and sensitivity to, the needs of children learning English as an additional language, using their home language when appropriate.
Provide consistent adult models throughout the environment.
Create opportunities for encouraging conventions of speech, for example visits and visitors, snack times, moving around the setting.
Provide opportunities for children who use alternative communication systems to develop communication skills.

Look, listen and note

Do children speak clearly and confidently and show awareness of the listener?
Observe how children concentrate on what others say and their responses to what they have heard.