Overview of learning 3

Example of literacy planning and resourcing 3

What we want children to learn (Development matters)

Extend their vocabulary, exploring the meanings and sounds of new words

Related Early Learning Goals

Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music (CD)
Find out about their environment, and talk about those features they like and dislike (KUW)

Possible contexts

Take children on visits and walks, discovering new things and places.
Use stories, poems, rhymes and songs. Investigate the meanings of particular words and share the pleasure of their sounds.
Use word banks and labels for shared interests; involve the children in making their own and discussing meanings.
Provide opportunities for children to share a variety of languages including sign language.
Introduce and extend vocabulary in play.

Example of adult-led activities

Context: Sharing stories and rhymes, for example Rumble in the Jungle by Giles Andreae and David Wojtowycz

Read Rumble in the Jungle by Giles Andreae and David Wojtowycz.

Play at being some of the different animals. Ask the children to listen carefully to the words to see how the animal is described. Use highlighting pens on a scanned or photocopied page, or scan into the interactive whiteboard and enlarge or colour the adjectives. Ask the children what some of the words mean; when they are not sure use dictionaries (can be web-based) to find out.

Make a collection of other things that that word could describe, for example what else could shine?

Act out the chosen animals, again with strong intonation on the adjectives.

With the children's help, make a display that shows the animal, uses the text for the animal and labels the animal with the adjectives.

Children could make their own animals, using a variety of media. Encourage the children to have a go at writing words that describe their animal using models, the labels in the display or books as above, and word banks with picture support.

Read and share their descriptions of their animals with each other.

Adult role

Share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books.
Give opportunities for linking vocabulary with physical movement in action songs and rhymes.
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 opportunities for children who use alternative communication systems to develop vocabulary.
Scaffold children's spoken and written language, recasting sentences and providing new vocabulary.
Participate alongside children's role-play activities to develop use of language, for example talking with customers and answering the phones.
Connect children's vocabulary development with their growing phonological awareness.
Use visits and walks as a base for vocabulary development.
Introduce specific and accurate vocabulary across all areas of learning, for example the vocabulary of mathematics.

Opportunities for children to explore and apply

Create word banks and labels for shared interests, involving the children in making their own and discussing meanings.
Provide opportunities for the children to become familiar with stories, poems, rhymes and songs. Investigate the meanings of particular words and share the pleasure of their sounds, with the children.
Encourage the children to share their languages and bring in others by naming and, where appropriate, labelling or listing familiar items such as food.
Introduce and extend vocabulary in play, for example positional vocabulary in 'small world' play and the language of quantity and measures in cooking.
Recast children's sentences positively to increase use of vocabulary. For example: 'I did it' can become 'Oh well done, you took the register back to the office, thank you.'
Use visits and walks to see new objects and gather new vocabulary.

Adult role

Make a language and literacy rich environment. For an audit see Early Reading Audit.
Share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books.
Give opportunities for linking vocabulary with physical movement in action songs and rhymes, role-play and practical experiences such as cookery and gardening.
Provide opportunities for sharing languages and using vocabulary from a variety of languages in the environment, for example in signs, notices and labels.
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 opportunities for children who use alternative communication systems to develop vocabulary.
Scaffold children's spoken and written language, recasting sentences and providing new vocabulary.
Participate alongside children's role-play activities to develop use of language, for example talking with customers and answering the phones.
Connect children's vocabulary development with their growing phonological awareness.
Use visits and walks as a base for vocabulary development.
Introduce specific and accurate vocabulary across all areas of learning, for example the vocabulary of mathematics.

Look, listen and note

Do children display an increased use of vocabulary?
Do they make up their own rhymes or alternative versions of favourites using their phonic knowledge?
Do they take pleasure in using language and trying out new words?
Are they curious about words and their uses?

Assessment opportunities

Are children developing confidence in speaking to adults?
Are children developing confidence in speaking in a group?
Observe how children use specific vocabulary, for example in cooking.
Do children show an interest in words and language through comments or questions, for example in listening to songs, stories and rhymes?
Observe how children use new words, for example in play.