Developing communication skills UNEDITED

A Winslow Practical Resource Developing Baseline Communication Skills Catherine Delamain & Jill Spring Winslow Press Telford Road, Bicester, Oxon OX26 4LQ, UK Please note that in this text, for reasons of clarity alone, 'he' is used to refer to the child and 'she' to the teacher First published in 2000 by W i n s l o w P r e s s Ltd, Telford Road, Bicester, Oxon OX26 4LQ, UK www.winslow-press.co.uk © Catherine Delamain & Jill Spring, 2000 All rights reserved The whole of this work, including all text and illustrations is protected by copyright No part of it may be copied, altered, adapted or otherwise exploited in any way without express prior permission, unless it is in accordance with the provisions of the Copyright Designs and Patents Act 1988 or in order to photocopy or make duplicating masters of those pages so indicated, without alteration and including copyright notices, for the express purposes of instruction and examination No parts of this work may otherwise be loaded, stored, manipulated, reproduced, or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information, storage and retrieval system without prior written permission from the publisher, on behalf of the copyright owner 002-4757/Printed in the United Kingdom/1030 British Library Cataloguing in Publication Data Delamain, Catherine Developing baseline communication skills English language - Study and teaching (Preschool) Communicative competence in children - Study and teaching (Preschool) I Title II Spring, Jill 155.4'136 ISBN 86388 277 Contents Page vi / Acknowledgements vii / Preface / Introduction / How to use this Book PERSONAL AND SOCIAL DEVELOPMENT ACTIVITIES W / Turn Taking 29 / Body Language 51 / Awareness of Others 73 / Confidence and Independence 95 / Feelings and Emotions LANGUAGE AND LITERACY ACTIVITIES 1 / Understanding 39 / Listening and Attention / Speaking w 83 / Auditory Memory •4 / Phonological Awareness ACTIVITY RESOURCES 227 / Resources 281 / Cross-Reference Tables 293 / Pupil Record Sheets w Acknowledgements The authors would like to thank the speech and language therapy colleagues with whom they have shared the fun of working with groups of children All such colleagues will have contributed, wittingly or unwittingly, to this collection of games, as old ideas are adapted and improved, and new ones invented They would also like to thank all the teachers with whom they have worked, particularly those language unit teachers with whom they have been most closely involved P A G E V Preface Baseline Assessments are now mandatory for all children entering reception classes in state schools The assessments look at the child's personal and social development, his language skills, and his readiness for reading and writing A child may be graded from Level I to Level IV in any of the identified developmental or skill areas, with Level IV representing the point at which the child is deemed ready to embark on the formal education of Key Stage I Reception teachers are thoroughly accustomed to making formal or informal appraisals of new arrivals in their class, and to planning individual curricula to meet individual needs However, the Baseline Assessments give this appraisal a more formal structure, and perhaps identify some developmental areas that have not in the past been allocated specific attention in the curriculum The authors of this book, both speech & language therapists with a long history of involvement in education, anticipate a demand for teaching resources to meet these new needs This collection of simple games is the result Teachers using the Baseline Assessments will quickly identify those children whose development in one or more areas lags behind the level expected for their age There are likely to be groups with similar needs in the same areas Teachers can turn to the appropriate sections of this resource book, and select suitable games for those groups We are keenly aware that teachers are reluctant to adopt resources involving further testing, complicated paperwork, expensive equipment, or special slots in an already crowded curriculum The use of this pack therefore has the following advantages: • No testing other than Baseline Assessments • Equipment not needed or kept to a minimum • Games can be fitted in to the existing curriculum (circle time, literacy hour, outdoor play, hall and PE, small group work in the classroom) • Games can mostly be organised by classroom assistants or volunteers • Record keeping is simple and minimal W e hope that this resource will prove a useful tool P A G E V I I Introduction Over the past few years there has been an apparent deterioration in the communication skills of young children Teachers have expressed concern that children entering reception classes frequently lack the listening, understanding and speaking skills necessary if they are to make a happy and successful start to their school careers Language is the medium by which education is chiefly delivered This is acknowledged in the National Framework for Baseline Assessment, with its emphasis on listening, responding and speaking Language is also crucial to social relationships, and therefore forms an important part of children's personal and social development Finally, many of the skills underlying speech and language competence are the same as those needed for learning to read, write and spell Children may now enter school at any age from on i y Language education is the medium is chiefly delivered acknowledged in the for Baseline on listening, Assessment, responding just four, to five There will inevitably be extremely wide variations in their speech and language skills, with some of them, particularly the youngest four-year-olds, being unprepared for the language demands which will be put on them by which National This Framewor with its emph and speaking Baseline Assessments look at a wider range of areas than is addressed in this pack The activities included here focus on social communication and certain pre-literacy skills, helping to move reception-class children towards the desirable learning outcomes identified in Baseline Stage IV Levels I—IN/ in this book correspond to Levels I—IN/ in the Baseline Assessment The activities will also be useful for four- to five-year-old children in nursery education and in playgroups, and for groups in speech & language therapy clinics In these cases the appropriate level at which to start a child will be decided by whatever assessments are in use, and by observation P A G E c t c c i i i e c c c i i i i i i c c Body Language Confidence and Independence • Feelings and Emotions > Turn-Taking •, • Listening and Attention _Q Understanding "O Speaking ~0 "O ro in ro CD in in CD Phonological Awareness QJ ro Auditory Memory in CD Turn-Taking Listening and Attention _Q "a Understanding CD o n on CD i— "a "a CD on C D CD Speaking Phonological Awareness i— ro Auditory Memory on CD £ c CD ro cn ro U 00 ro Q ro Q CD E ro o CD J E Cn o u "CD _Q O QJ on ro U "O C ro LEVEL uo on "CD Q_ cn c "i— CD Q E CD Q_ CD -I-' CD U "o > on "a ro CD DQ i— i— O ru Q N CD Q_ O -I-' c CD ro on LEVEL IV "a o ^i ro i cz "Q CD U T3 _C on CD X o _Q "a CD "a ro JZ on CD C Delamain & J Spring 2000 Photocopiable p C Delamam & J Spring 2000 Photocopiabie Awareness of Others Confidence and Independence Feelings and Emotions > u Turn-Taking TS Body Language _Q Listening and Attention QJ in o o QJ TD "D Speaking ro oo Phonological Awareness ro QJ ro LEVEL II LEVEL ) CD JZ LEVEL III ) LEVEL IV ) ) Work it Out! ro Rats' Tails (ii) Listen and Draw -i—1 CD -i—1 Guess Who? It's a Funny World Once Upon A Time Rats' Tails (i) Art Attack Three Clues o Musical Messages Where's Granny Going? Parrot Hunt Farmer Fred CD JZ -I—' Zig's Tea Red and Yellow Counters What Can it Be? Find Zig Listen and Colour OO Category Bingo UNDERSTANDING Auditory Memory u T3 00 CD X O _Q ~o QJ ~o ro JZ oo CD JZ Awareness of Others Confidence and Independence Feelings and Emotions +-J > Turn-Taking • i f.- Body Language > > _Q "D CD /1 on CD "D "D Understanding Speaking ro i/i ro Phonological Awareness CD ro Auditory Memory on i— CD J+-• Z -i—1 CD -i—1 ro u Bandstand Colouring Rainbows You Got it Wrong! Finders Keepers Zoo Game Count the Bears Oranges and Lemons Fruit Salad Threes High or Low? Mousie-Mousie® Mystery Sounds Listening Feet Copy Cat Where am 1? Musical Bumps Guess the Instrument Go Game Hunt the Sound Listening Walk STENING AND TTENTION O CD _£= 1/1 CD X o _Q "D CD "D ro _£Z F W FI LL V CL FVFI II i_C V CL 1! 1 FVFI II! LC V C L III ! FVFI IV LL v LL IV l/l CD C Delamain & J Spring 2000 Photocopiable m C Delamain & J Spring 2000 Photocopiabie Awareness of Others Confidence and Independence • •i i - Feelings and Emotions > Turn-Taking • - u • 03 Body Language _Q Understanding Listening and Attention • • "D OJ ••1 • V:' • oo o £o "O "D fD oo 03 £ 03 Phonological Awareness rfe;- Auditory Memory i/i QJ JZ -i—1 ) ) ) ) ) ) ) ) ) ) ) ) CD -i—1 ) ) ) ) ) ) Imagine It Oops! Gold Crowns Make It Up Zig at the Zoo Only One Left TD LEVEL IV LEVEL III ) U C 03 Disguises Spot the Difference Our Own Story Obstacle Course Picture Partners Zig's Picnic LEVEL II LEVEL George the Giant Colour Families Zig's Day Raindrops Do As Say Circus Act Big Green Apples SPEAKING Something's Missing o CD JZ -i—1 oo CD X O _Q "O CD "D 03 JZ 00 CD ) (, K I Awareness of Others Confidence and Independence Feelings and Emotions > Turn-Taking Body Language _Q "O CU o o o o CD "O "O 03 oo ru a; ru Understanding Speaking Phonological Awareness Listening and Attention 00 CD ^LLI FVFI LEV LL 1 F\/FI II LC VCL II i r\/n in LL V LL III O cu jz CD ru U Jack and Jill Matching Pictures (ii) Fact Finder Pantomimes Parrots Postbag Ring Me Up! Chinese Whispers (ii) Whose News? Pets' Corner Magic Carpets Colour Jumping Chinese Whispers (i) Magic Pictures Shopping game (ii) Postbag Things to Do Magic Passwords Farmers and Mechanics es Shopping Game (i) -I—' FVFI IV LL V CL V oo CD X o _Q "O CD "O ru _£Z oo m Delamain & J Spring 2000 Photocopiable I ) C Delamain & J Spring 2000 Photocopiable Awareness of Others Confidence and Independence Feelings and Emotions > Turn-Taking Body Language _Q "O CU Understanding on on CD ~0 Speaking Listening and Attention ro on ro Auditory Memory on CD CD H—' o ) ) ) U Q-< ) 1 ) ) LEVEL II LEVEL ) ) ) ) LEVEL III LFVFL CD CD £ Cd -1—1 on CD ZD =3 o O) c d O £> "O "O O CU LEVEL IV ) ) ~o Bob's Bunkbed Prove It £ CD Odd One Out CD QJ on TV Tongue Twisters Rhyme the Number on Stepping Stones £ o u ro _Q c ro u CD co C Rhyming Families CD cn > u Sound Ladders I— on CD _Q C QJ ro "a ro ro QJ cd "a u_ o CD QQ ~o ro CT> cn c ro CD c C ro 'CL CD oCD _ £ Q_ > -1—1 CD c -m ro O -1—1 o O U cn h_ to Cats and Rats £ CD O ro +-> On the Beat ro Q_ £ CD _£Z CD CD Pitter Patter o 0 on QJ Z) Incy-Wincy-Mincy-Pincy _ro u JZ ro on u U Beanbags H Q_ CD CD CD Q_ _ro My Mistake £ O "O o u Come When Clap 71 CD Hurry Them Up! £ Q_ Poems Please! QJ Pass on the Code Clap Your Name < Switch Me Off PHONOLOGICAL AWARENESS u CD _Q _v •0 ro u T3 C on CD X O O "a cu ~D ro DQ QJ on _Q on ) ) Developing Baseline Communication Skills PUPIL RECORD SHEETS him* -RECORD — KEEPING/ Personal and Social 294/ Personal and Social Development 295 / Language and Literacy A N D E R S N: A S O C I A L D E V E L O P M E N T R E S O U R C E S IS) C on O CJi +-> c o £ LJ- "O c c 03 « s£ u ~G C C CD CD ~0 CD CD (Z Q_ C "O O C u — CD CD CD CO z: CD cn LIU CD D a, CD C 03 Cj u!i > IXI _l "O o CD Ci cn c hS C i/i Q