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Celebrating Communication - Coggle Diagram

- - - - By the age of THREE - 90% of children will acquire m, p, b, h, w and vowels
        
        By the age of FOUR - 90% of children will have acquired sounds of k, g, t, d, n, f, ng
        
        By the age of FIVE - 90% of children will have acquired s, z, l, v, y, th, sc, ch
        
        By the age of SIX - 90% of children will have acquired r and j
    - - Reception Year we expect pupils to;
        
        Make most speech sounds apart from l, r and j and th, ch and sh
        
        unable to make two consonant cluster sounds at beginning of words
      - KS1 we expect pupils to;
        
        Use clear speech throughout but make some mistakes with r, l and th, words with lots os syllables and words with consonant sounds together e.g. scribble and strong
      - KS2 we expect pupils to;
        
        Use all speech sounds clearly
    - - Making and saying sounds accurately and articulating sounds
        
        Putting the right sounds in the right places
        
        Saying words clearly in sentences
        
        Speaking fluently without pausing, prolonging or repeating words/sounds
        
        Speaking with expression with a clear voice, using volume, pitch and intonation to support meaning
        
        Volume - quiet to loud
        
        Pitch - low to high
        
        Intonation - changing rhythm and pattern of pitch
      - Speech and phonological awareness are vital foundation skills in reading, writing and spelling
        
        Any concerns over a pupil’s speech development are addressed and are vital for development
      - Phonological awareness - processing and manipulating sounds into words to understand what is being said
        
        Can include knowledge of letter/sound correspondence, blending sounds, breaking down words or rhyming properties
      - Speech skills underpin phonics which are critical to know, understand and use when reading
        
        Understanding ‘speech’ is fundamental to teaching literacy
        
        REMEMBER SPEECH DIFFICULTIES ARE COMMON ON YOUNG PUPILS
  - - - By 18 months - 20 words, understand simple words and short phrases, point to familiar objects
        
        By 2 years - 50+ single words, put 2 - 3 word sentences together, ask questions and understand 200 - 500 words
        
        By 3 years - use 300+ words, use past tense, put 4 - 5 word sentences together, ask questions and understand ‘who?’, ‘what?’ and ‘where?’ questions
        
        By 4 years - understand and say lots of words, ask questions, use longer sentences and link together, describe events in past tense and answer ’why?’ questions
    - - All about rules and gives us the framework to understand
        
        Attention and listening skills are the foundations to language development
      - Morphology - how words are made, added to or changed
        
        Vocabulary / Semantics - what these words mean
        
        How words are joined together correctly to make sentences, stories, narratives and converse (includes syntax, narrative and discourse)
      - Language isn’t just verbal as using signs, symbols and gestures is also using language
        
        You dont have to be able to speak to have good language skills
    - - KS1
        
        Listen to and understand classroom instructions
        
        Describe what a simple word means
        
        Retell stories
        
        Give extra information about something not visible
        
        Use long sentences that are formed correctly
        
        Join sentences using conjunctions
        
        Use pronouns appropriately
        
        Understand ‘first’, ‘last’ and ‘maybe’
      - KS2
        
        Be selective about what they are listening to
        
        Ask to clarify
        
        Understand how words link / sound
        
        Use new vocabulary appropriately
        
        Ask lots of ‘how?’ and ‘why?’ questions
        
        Use decriptive words
        
        Use complicated grammar and ways to join phrases
        
        Describe own experiences
        
        Tell a story in the correct order
      - KS3
        
        Follow hard directions
        
        Understand common simple sayings
        
        Understand some words have multiple meanings
        
        Use a range of joining words in speech and writing
        
        Tell original stories with sentences of 7 - 11+ words
      - KS4
        
        Understand instructions that don’t follow the word order of the sentence
        
        Understand less obvious sayings
        
        Use ‘academic words’
        
        Confidently explain meanings of words
        
        Give clear and detailed explanations of rules
        
        Use longer spoken sentences
    - - ‘If children don’t say it, they won’t write it’
        
        ‘Successful development of literacy depends upon competent language skills’ - Palmer 2004
        
        ‘Language and phonological skills are the foundations of literacy development’ - Snowling and Holme 2012
  - - - These skills are at the heart of social interaction, participation, relationships, making sense of the human world
        
        Are key to interact and learn from others in all environments
        
        Pragmatics - how we interact with others
      - Being able to demonstrate good listening and attention skills
        
        Looking at people when in a conversation
        
        Knowing how to talk to others and take turns
        
        Knowing how to change your language to suit the situation or person
        
        Understanding other people’s POVs, intentions and wider contexts
        
        Understanding proximity and personal space
        
        Reading facial expressions, body language, volume, tone of voice and gestures
        
        Keeping to topic but recognising when others are bored
        
        Knowing how to fix a conversation and keeping on appropriately
    - - By 2 years - focus on activities but hard to be directed by adults, follow adult body language e.g. pointing, gestures and facial expressions
        
        By 3 years - listen and talk with interest but easily distracted, hold a conversation but jump from topics, show interest in play and others to join in
        
        By 4 years - understand turn-taking, sharing and initiation of conversations
    - - KS1
        
        Start and take part in conversations
        
        Join in and organise role-play
        
        Pretend to be talking to someone else
        
        Look at who is talking and think about what they are saying
        
        Use language to ask, negotiate and disuss
        
        Use mostly relevant information
        
        Seek clarification when needed
      - KS2
        
        Talk about rules of communications
        
        Repair conversational breakdown
        
        Be less literal in conversation
        
        Stick to a topic but change if necessary
        
        Copy others’ language
        
        Be aware of terms and phrases
        
        Use and experiment different styles of talking to people
      - KS3
        
        Change style or politeness to suit the situation and person
        
        Be aware of when someone doesn’t understand
        
        Negotiate to resolve issues
        -Understand jokes with double meanings
      - KS4
        
        Understand the difference between styles of talk used in situations
        
        Use sarcasm to interact
        
        Keep a topic going with someone who finds that difficult
        
        Understand and use slang terms and keep up with current slang
- - - - Spoken language difficulties impacts
        
        finding it hard to learn and remember new words
        -struggling to make up stories or explain what happened when talking or writing.
        -only being able to say or write muddled sentences for their age.
        -being slower to learn to read and slower when reading aloud.
        -finding it hard to hold, or play around with language and ideas in their head.
      - Difficulty understanding language impacts
        
        difficulty understanding the meaning of common and more complicated words.
        -misunderstanding instructions or expectations
        
        confusing meaning about the language of future + past
        
        not understanding what reading.
        
        being slow to answer when spoken to
        -responding incorrectly to words and sentences that can mean more than one thing.
        
        difficulty picking out main idea,
      - Difficulty with communication impacts
        
        finding it difficult to join in in games and activities
        
        not understanding rules of the game.
        
        being distracted or upset by change in routine.
        
        poor organisation skills.