Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Column: Routes for Learning (RfL) routemap

Indicative summaryLearners working on the RfL routemap have a growing awareness that they can affect the actions of others by using their own repertoire of communicative behaviours. They demonstrate an interest in what others do and in sharing information with them.

(When learners are working on the progression statements shown here you should refer closely to the Routes for Learning materials.)

Communicates choice to attentive adult [RfL 37]Assessment activities/things to try Things to look forOffer two items simultaneously. Observe the learner closely for obvious or increased attention to one of the items which communicates his/her preference.

Look for:

• smiling• eye pointing• reaching• turning towards a preferred item.

Teaching strategies (to move learner to this step)Offer a preferred item alongside a non-preferred item. If there is no clear response to the preferred item, either move it, bring it closer, or make it make a noise to attract the learner’s sustained attention. Try this with a variety of objects and situations.

Shared attention [RfL 40]Assessment activities/things to try Things to look forPoint to an item in the distance. Does the learner looks towards the item then back at the adult?Move to music. Does the learner join in with similar movement?Stroke a dog. Does the learner also touch the dog and smile at the adult?The learner should join the adult in attending to a stimulus, confirming the attention of the adult visually throughout.

Look for the learner gaining attention of an adult, for example: looking towards or indicating a

stimulus and then looking back to the adult

stilling to a sound, or moving to music, and then looking back to the adult

touching an item and then feeling for the adult’s hand.

Look for the learner showing pleasure in sharing, or trying to ‘comment’ on the item.

Teaching strategies (to move learner to this step)Teach shared attention by prompting the learner (verbally or with touch) to look at, listen to, or feel an item of adult choice, then to attend to the adult and the item in turn.Take the opportunity to share a stimulus to which the learner is attending. Encourage attention to the stimulus and then the adult in turn. This is key for all future communication.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Communicates ‘more’/’no more’ through two different consistent actions [RfL 28]Assessment activities/things to try Things to look forObserve the learner’s reactions to a less preferred activity or food, etc. Note the actions which may indicate ‘no more’. This should be distinct from the action used to indicate ‘more’.

Look for a response which may indicate ‘no more’; for example, eyes closing, turning away, closing of the mouth. Reinforce and build upon this, responding consistently on every occasion.

Teaching strategies (to move learner to this step)Note even a slight response or change in expression to an activity which the learner wishes to end. Reinforce and shape this behaviour by saying or co-actively signing ‘finished/no more’ and clearly finishing the activity.

Changes behaviour in response to interesting event nearby [RfL 25]Assessment activities/things to try Things to look forIntroduce a second toy/stimulus/adult/peer nearby while the learner is engaged in an activity.

Look for the learner ‘noticing’ a second event/stimulus and reacting or changing behaviour; for example, by turning, attending or vocalising.

Teaching strategies (to move learner to this step)Introduce a second activity – draw the learner’s attention to it (e.g. an adult or peer entering the room)

Initiates social game [RfL 33]Assessment activities/things to try Things to look forTry pausing in an established routine; as the learner requests ‘more’ (as in RfL 22), continue to delay the response. Build on this, by approaching the learner and waiting for him/her to initiate a game.

Look for the learner attempting to initiate a game through a signal used in 30 or by other means.

Teaching strategies (to move learner to this step)Use an established routine of a social game, pause, and then wait for the action to be repeated. Lengthen the delay, encouraging the learner to persevere.Prompt the learner to initiate a game and respond to this; for example, the learner knocks a toy off the table and then attracts attention to get it back.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Column: A steps

Indicative summaryLearners working on ‘A steps’ show differentiated responses to people, situations and objects. They use and respond to body language, gestures and contextual clues, and are increasingly recognising and using signs, symbols and/or words when these are linked closely to familiar activities.

Aspect: SPEAKING

Give a symbol/picture as a ‘token’ for a desired item (doesn’t distinguish representation)Assessment activities/things to try Things to look forChoose carefully a highly preferred item, prepare a symbol or picture.

Try increasing the distance between the learner and the symbol.

The learner gives the symbol or picture in order to get the item. (The learner ‘gives in order to get’ but may not particularly look at or recognise the symbol or picture).

The learner ‘travels’ to fetch and then give the symbol when it is not in their immediate vicinity.

Teaching strategies (to move learner to this step)The Picture Exchange Communication System, or ‘PECS’ , is a highly structured approach to teaching learners to communicate with symbols or pictures. PECS provides very detailed procedures to support learners to achieve this step, which is PECS Phase 1. Ideally, the whole staff team should attend PECS training, to ensure that it is implemented in a consistent and effective way.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Point to a desired item or item of interest (that is visible but out of reach) and vocaliseAssessment activities/things to try Things to look forPlace items known to be favourites of the learner in a variety of locations where they can be seen but not independently reached.

Observe how the learner communicates in more naturalistic situations.

The learner gains the adult’s attention then points or clearly eye-points to indicate the item. Whilst doing so they vocalise. (This may sound like an appropriate word).

The learner uses pointing and/or eye-pointing accompanied by vocalisation(s).

Teaching strategies (to move learner to this step)This is an enhancement of ‘shared attention’, (item 40 on the Routes for Learning routemap). Here, the learner is proactive and uses a specific point or eye-point, accompanied by some form of vocalisation (which might be a word) to manage the interaction. Using a similar approach to that mentioned above, confirm that you have understood their intention and extend their focus to a key word and sign, by saying/signing, e.g. “You want the book”, or “Yes, it is a balloon”.

(N.B. it is well-known that learners with autistic spectrum disorder may not ‘initiate’ shared attention in this way. They may learn to ask for items that are not present – for instance, using PECS (see below), but may not learn to point things out merely to share an interest in them with another person.)

Use a combination of gestures and more formal communication (signs/speech) to seek attention, to say ‘no’ and to satisfy needsAssessment activities/things to try Things to look forProvide appropriate opportunities in contexts across the curriculum and in situations throughout the school day.

The learner’s communicative repertoire includes some words or signs but they still rely on whole-body communication and gestures, often as the primary mode, with vocalisation being secondary.

Teaching strategies (to move learner to this step)Carefully observe the learner’s responses and find out how they communicate when in other environments – especially at home. Look for the learner continuing to use any of the following:

Taps/pulls an adult or turns an adult’s head to gain their attention Sits down/refuses to move to indicate ‘no’ Reaches or points towards items they want Shows or takes item to an adult as a signal Takes an adult’s hand and places it on item to make it work (e.g. door handle) Nods and/or shakes head for ‘yes’/’no’ Waves to greet familiar person

Don’t try to stop learners using these successful but ‘informal’ ways of communicating, but do try to help them link these with more ‘formal’ means (speech and signing), e.g. by saying and signing, “Ah, I see, ‘open the door’ ”, as you respond.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Use a few very familiar words/signs or symbolsAssessment activities/things to try Things to look forProvide appropriate opportunities in contexts across the curriculum and in situations throughout the school day.

Carefully observe the learner’s responses and find out what they might use to communicate in other environments – especially at home.

The learner’s vocalisations and/or signs are clear enough to be understood as (representing) specific words by those who know them well.

and

The word(s) and/or signs the learner uses are produced in appropriate contexts.

and/or

The learner gives a symbol as a token to obtain a highly desired item (see below) in more than one very structured context.

The learner uses a (combined) total of at least 10 different words, signs and/or symbols.

Teaching strategies (to move learner to this step)Most learners will use a combination of vocalisations, gestures, signs and symbols. It is very important to focus on what they communicate and respond to it rather than try to make them use a specific mode (e.g. sign, rather than gesture).

Learners need to have the opportunity to learn words, signs and symbols in a range of appropriate contexts. They are more likely to do this if the staff team speak clearly, use simple phrases and focus initially on a small vocabulary of key words. Key words are those which carry information. For instance in the phrase “I’m going home now”, the key words are “go” and “home”). These words can be emphasised by signing and can also be linked with symbols which can be used for labelling and recording.

Some learners (especially those with autistic spectrum disorder, or who find it difficult to produce signs) may be more inclined to manipulate and exchange a symbol than use a sign.

A ‘personal communication passport’ is a ‘person-centred’ approach to recording learners’ preferred ‘modes’ of communication, as well as what interests them and their likes and dislikes. Where learners have communication difficulties an accurate ‘passport’ ensures that all those who interact with the learner do so consistently.

Makaton is a well-established approach to helping learners to develop communication, using signs and symbols. (Find out more about using signing with Makaton and Signalong).

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Communicate clearly enough for an adult who knows them well to interpret what they meanAssessment activities/things to try Things to look forWhen the learner has attempted to express something but the adult is uncertain about the learner’s meaning.

The learner persists, and helps to repair any misunderstanding by:

giving a clear ‘no’ response (using body language, signing or vocalisation),

repeating, modifying, or trying a new communicative action.

giving a clear ‘yes’ response when their meaning is understood.

Teaching strategies (to move learner to this step)Whatever their means of communication may be, there will inevitably be occasions when a learner’s communicative intention is not immediately clear. Although the learner might not articulate words or signs very clearly, they should know that the adults in their learning environment expect them to keep trying and will facilitate them until they are understood.

Try asking the learner simple yes/no questions supported by signing, or point to possible objects, or people, that the learner might mean. Celebrate when the interaction is successful. These skills build upon RfL Routemap item 43 (‘Exerting autonomy’) and items 31, 38 and 42 (which relate to problem-solving) but are in the context of a communicative interaction which they have initiated.

Copy actions in simple action games (e.g. Simon says..), attempting an action of some kind when adult uses only wordsAssessment activities/things to try Things to look forTry playing a game such as ‘Simon says’ using a range of different actions. When the learner is ‘warmed up’ and you are sure they are following the actions and words, say ‘Simon says, e.g. stand up/sit down’ but without the accompanying gesture or action.

The learner attempts an action at an appropriate moment which is suitable to the context of a game, song or rhyme.

Although the learner may copy the actions they see you or other learners making, they are also beginning to select actions according to the words that are used.

Teaching strategies (to move learner to this step)Music provides important clues which support communication. When used routinely, contrasting rhythms, tunes, and rhymes all help learners to recognise contexts associated with words and help them to predict when a particular word can be used. Vocalisation is more likely to occur as an accompaniment to an action. Therefore, learners should experience a wide range of action songs and rhymes throughout the school day with encouragement to join in – both with the actions and the words.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Aspect: LISTENING AND UNDERSTANDING

Show they understand spoken language (although they rely heavily on visual and other clues within the immediate context)Assessment activities/things to try Things to look forIn a wide range of situations, encourage the learner to communicate, and observe carefully the extent to which they understand the spoken language that is used.

The learner responds appropriately to a small vocabulary of familiar words within familiar situations but is reliant on contextual support in less familiar situations.

Teaching strategies (to move learner to this step)Vary the way in which you communicate so that you sometimes consciously avoid providing visual clues. Does the learner still respond:

If you avoid using gesture, eye pointing and body language? If they can’t see the thing or the person you are referring to? If you use the language outside of their normal routine?

Re-introduce these, one by one, and note the learner’s responses. When teaching, adjust the way you use these clues to take account of each learner’s needs. This provides an effective means of differentiating within a group.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Show they understand a small number of words/signs for familiar objects or peopleAssessment activities/things to try Things to look forIn the presence of several very familiar people, ask the learner “Where’s [e.g. John]?” *

Place three different, very familiar objects at a time within easy reach of the learner. (If they are using eye pointing, place yourself and the objects so you can easily distinguish the learner’s choice).

Ask them “Where’s the (e.g. shoe)?” *(* use signs for the underlined words)

In ‘natural’ situations across the curriculum and in situations throughout the school day, observe the learner’s responses.

When asked, the learner points, gestures or eye points towards a person who has been named (from amongst at least three different people).

The learner points, gestures or eye points towards an object that has been named (from a choice of three different objects).

The learner looks at the person or object that is the topic of conversation.

The learner demonstrates that they understand at least 20 words which relate to both people and objects.

Teaching strategies (to move learner to this step)At any particular time, learners will generally understand far more words than they are able to use themselves. They need to have a lot of experience of hearing words in meaningful contexts before they begin to attempt saying or signing them.

It is likely that words for people and objects (nouns) will form a large proportion of the first words learners understand. Daily circle time provides the opportunity for learners to hear and recognise the names of their peers and of the staff team. The names of objects can be introduced and practiced in a range of ways, for instance: hiding and revealing them (under a cloth or in a rummage bag).

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Aspect: COLLABORATION AND DISCUSSION

Take own turn in group turn-taking activityAssessment activities/things to try Things to look forProvide a range of different opportunities for learners to interact within a group setting, e.g. registration, ‘circle time’ or music.

Practise these as routines so that the learner understands their role or task within the overall activity (e.g. to indicate “I’m here”).

The learner observes as other learners take their turns and comes in on cue after seeing that the previous learner has had their turn.

Teaching strategies (to move learner to this step)The ‘collaboration and discussion’ aspect of Oracy in the LNF refers particularly to learners’ interactions with other learners. Whilst adults may adapt their responses to take account of a learner’s particular needs, here the learner must observe and respond more independently. Ensuring that turns routinely go around the circle in a particular direction will help learners to anticipate and time their turn. Passing a visible prop, such as a karaoke ‘mike’ (or a Big Mack switch), to the current ‘speaker’ will also assist in this.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Column: B steps

Indicative summary Learners working on ‘B steps’ respond appropriately to an increasing number of words, signs and/or symbols in phrases with up to two key concepts. They repeat or use words, signs or symbols (often in two-part phrases) for a variety of purposes and when prompted can refer to a broadening range of contexts.

Aspect: SPEAKING

Give a symbol/picture to obtain a matching desired itemAssessment activities/things to try Things to look forPrepare symbols or pictures and follow procedures for ‘PECS’ phase III B.

The learner chooses the correct symbol on most occasions from an array of at least three familiar symbols or pictures and gives to a communicative partner with intent to obtain a desired item.

Teaching strategies (to move learner to this step)Although all learners should be helped to develop speech, many may communicate more effectively with the help of alternative or augmentative means. Encouraging the learner to copy speech necessitates focusing eyes on the face, and training a learner to make signs will necessitate manipulating their hands. Many learners with autistic spectrum disorders will not respond well to either of these strategies, whereas, exchanging pictures or symbols avoids such problems. Some learners may therefore need specific teaching in communicating through picture or symbol exchange. The PECS programme does this is in a highly structured way.

Communicate mostly about familiar objects, people or pictures immediately present, but can also refer to their absenceAssessment activities/things to try Things to look forObserve the learner in a wide variety of contexts across the curriculum and in everyday situations.

The learner refers to people and things, including at times when they are (temporarily) out of view.

Teaching strategies (to move learner to this step)For a small and familiar group (such as pupils and staff of the class during daily registration), provide the learner with clear photographs of people and encourage them to say who is present by naming them or pointing to/choosing between photos. Then get the learner to watch as one member of the group goes out of sight. Ask the learner “Who’s gone?” or “Who’s hiding?” encouraging them to name/select a photograph of the person who is absent (the ‘missing person’ can prompt by peeping or being seen in silhouette).

Gather a group of familiar objects (e.g. the tools needed to complete a particular task). Hide one, (for instance in a draw-top bag, so that the object’s shape can be seen and felt). Ask the learner “What’s missing?” or “What’s gone?”, and encourage them to name/select a photograph of the relevant object.

These activities can be used to encourage the learner to use two-word phrases, such as “Sian gone” or “no cup”.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Use single words/signs/symbols and some two-part phrases, e.g. to signal repetition or recurrenceAssessment activities/things to try Things to look forObserve and record the learner’s expressive communication in a range of contexts. Are they beginning to use some combinations of words?

The learner uses at least five two-part word/sign or symbol phrases which are appropriate to the context.

Teaching strategies (to move learner to this step)The earliest two-part combinations may be similar to the following:

Greeting: ‘Hi, Jo’, ‘bye, Ann’Absence: ‘Dad gone’Recurrence: ‘more crisp’

Provide lots of opportunities and a range of contexts which encourage or require the learner to use two-part phrases made up of words, signs or symbols.

Encourage the learner to request a repeat of favoured activities, e.g. saying “Swing again” to obtain another push on a swing).

Learners can be helped to use ‘more’ in a two-word phrase through group activities where they hear the phrase used repeatedly. For instance, give one learner the role of ‘banker’ for a collection of different items (e.g. bricks, cars and books). The others in the group have to collect all of one item and must take turns to ask for the item they need. (This activity could be linked to numeracy, if learners were given a list or template specifying or depicting a specific number of each item).

Use single words/signs and a growing number of brief phrases (e.g. ‘all gone’, ‘drink please’) mostly to express their own wishes and needsAssessment activities/things to try Things to look forObserve and record the learner’s expressive communication in a wide range of contexts.

Analyse and discuss as a team the purpose(s) for which they use words, signs or symbols.

The learner can use words/signs or symbols, for a range of purposes but spontaneous use may still focus on need satisfaction.

Teaching strategies (to move learner to this step)Communication can be used for a wide range of purposes, but the nature of learning tasks provided across the curriculum may favour some purposes more than others. It is important therefore to ensure that there are sufficient opportunities for many ways of communicating, including:

- to seek attention- to satisfy a need- to say no- to interact with another person for the pleasure of interacting- to comment on something of interest in a shared activity.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Communicate clearly enough to be understood in structured contexts by adults who know them wellAssessment activities/things to try Things to look forWithin contexts which

are routine, or in which the adult limits the range

of options available, and/or provides props such as symbols or

pictures for key concepts.

the learner:

uses appropriate communicative actions (e.g. pointing/eye-pointing, vocalising, signing or selecting pictures or symbols)

makes their meaning understood even though they may not articulate particular words or signs very clearly

Teaching strategies (to move learner to this step)It is important to continue helping the learner to find ways through which they can make their meaning understood and repair any misunderstanding. They should practise strategies which will help them to do this. For instance by:

repeating the message using the same words, signs or symbols – “Tell me again.”

using alternative words, “Tell me again but use a/some different word(s).” repeating using additional means (e.g. adding a gesture or sign as well as

speech). “Show me with a sign?” selecting a relevant symbol from a collection. “Find a symbol to tell me.”

Vocalise or press a switch to play a recorded ‘part’ when turn comes in a repeating ‘drama’/presentationAssessment activities/things to try Things to look forChoose a short speaking part (a word or short phrase) which recurs several times in a story, poem or drama. In collaboration with the learner, record this on a speaking switch (e.g. a Big Mack switch or similar device). Rehearse pressing the switch to hear the part spoken.

When the learner is familiar with the story, cue them to play their part.

The learner speaks, and/or presses the switch to play their part at appropriate point(s). The learner anticipates their part and shows they understand it as an element of the story.

Teaching strategies (to move learner to this step)You can encourage learners to respond vocally (or via a switch) within a group situation by adopting what is referred to as ‘call and response’. Simple rhymes or songs are constructed around real events which are familiar to the group of learners. The adult calls out a line and learners repeat it as a refrain. You can see a video clip of a teacher using call and response (as well as a range of other strategies for enjoying stories and poetry) in: Training Materials for Teachers of learners with Severe, Profound and Complex Learning disabilities

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Aspect: LISTENING AND UNDERSTANDING

Listen and respond appropriately to instructions accompanied by gestures (e.g. ‘get your coat’)Assessment activities/things to try Things to look forIn a wide range of situations, observe whether the learner appears to understand simple phrases when used at the appropriate time within their everyday context, e.g. ‘get your coat’, ‘dinner time’, ‘sit on your chair’, ‘put it there’, ‘kick the ball’, ‘get on the bus’, etc.

The learner pays attention to what is said, notices visual clues and uses their knowledge of routines, thereby responding correctly to many simple, contextualised requests.

Teaching strategies (to move learner to this step)When they first learn language, learners use many clues to interpret and respond to what is said. Although the examples given above each contain more than one word, it may not be necessary to understand any word specifically to respond to them correctly. It is important to continue to assess the extent to which a learner is using these clues and to provide opportunities for them to focus on the words as well.

Show they understand up to 50 words/signs/symbols mostly in concrete contextsAssessment activities/things to try Things to look forObserve the learner’s communication in a wide range of situations and record their understanding of key words/signs and/or symbols (especially in situations where contextual clues are controlled).

The learner responds appropriately to a combined total of at least 50 words/signs or symbols used by others.

Teaching strategies (to move learner to this step)It is important to provide opportunities for the learner to develop their understanding of different types of words, including:

Nouns - naming people and thingsPronouns - referring to different people – you, me, him, herVerbs - describing actionsAdverbs - referring to position – here, there

Various checklists are available to support this, for instance the Makaton ‘core’ Vocabulary, Living Language (First Words) the Derbyshire Language Scheme, etc. Audit the types of words which are being used most in lessons and adjust accordingly.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Respond appropriately to simple requests involving changing the location of objects or transferring them to peopleAssessment activities/things to try Things to look forPosition items (a) on the table directly in front of the learner and items (b) a little further away.

Items (a): spoon, pen, key.Items (b): box, cup.

Ask the learner to, for example, ‘Put the key in the cup’ or other combination of two key words. Replace all items each time.(NB. the ‘in’ here is not being tested)

Using any of the items above, ask the learner to give a named item to a particular familiar person (from a choice of two or three).

Extend the above to less structured situations and a wide range of contexts.

The learner responds appropriately to words only (when all gestures or other contextual clues are omitted).

The learner is able to do this in a variety of (naturalistic) contexts.

Teaching strategies (to move learner to this step)Provide additional support when needed, (e.g. as well as speaking, point or sign when referring to the item to be moved, or the location to move it to).

Some learners may struggle when there are a number of choices available. In such cases, reduce the number of objects and if necessary make them less interesting (i.e. less distracting).

Answer ‘where?’ and ‘what?’ questions when accompanied by gesturesAssessment activities/things to try Things to look forIn a variety of contexts across the curriculum, refer to concrete objects which are familiar to the learner, using gestures or signs to emphasise the key word(s).

The learner:

points to, shows, fetches, or refers to the location of the relevant item in response to “where?”

tries to name, signs, or selects a symbol in response to “What?”

Teaching strategies (to move learner to this step)Refer to items which are present and visible within the immediate environment.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Aspect: COLLABORATION AND DISCUSSION

Listen/watch for cues that it is ‘their turn’ when turns do not simply ‘go round the circle’Assessment activities/things to try Things to look forChoose a situation such as a group music activity where the learner is responsible for ‘playing a part’.

The learner watches/listens for when to bang their drum, shake their tambourine, etc. and plays their part at the right moment.

Teaching strategies (to move learner to this step)Assist learners to become familiar with a story and the ‘props’ which relate to it. Then give out the items randomly and read the story, emphasising the name of each item and its picture in the book. For example, give each learner in the group a different item of clothing from The Smartest Giant in Town by Julia Donaldson (Macmillan Children's Books, 2003). Encourage them to show or put on the appropriate item when it comes up in the story.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Column: C steps

Indicative summaryLearners working on ‘C steps’ respond appropriately to simple instructions or questions. They now regularly use three key word, sign or symbol phrases for a growing range of purposes. They sometimes spontaneously make reference to people, places and events outside of (not visible in) the immediate context.

Aspect: SPEAKING

Find symbol/picture for desired item and add to phrase on sentence strip or tablet computerAssessment activities/things to try Things to look forPrepare pictures or symbols and make these available in a ‘PECS’ book or on PC or tablet computer software.

Pictures or symbols include ‘I want’ as well as preferred items.

(PECS Phase IV)

The learner chooses a picture or symbol for ‘I want’ from an array of pictures or symbols, places it in the correct location on a sentence strip then chooses a picture or symbol for the preferred item and also places this in the correct location on the sentence strip. They then give the sentence strip to a communicative partner.

Or

The learner creates a two-symbol phrase on a PC or tablet computer.

Teaching strategies (to move learner to this step)If the learner is inconsistent about the left to right sequence and where to start the sentence, you can draw a star on the left hand side and teach them to place the first symbol picture (or word) next to it.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Use some relevant words, signs or symbols relating to things they have made or doneAssessment activities/things to try Things to look forAt the end of a lesson or activity, encourage the learner to say something about what they have done.

The learner uses words or signs in short phrases or can select some pictures or symbols which relate directly to an activity they have just completed or something they have produced.

They may use these to refer to:

the topic or focus of the activity tools, components or resources they

have used actions they have undertaken the features of something they have

produced their response to, or evaluation of the

product or activity concerned. Teaching strategies (to move learner to this step)At the start of lessons across the curriculum emphasise key words/signs and provide a set of symbols or pictures relating to the desired learning outcomes. Throughout the lesson, encourage learners to recall and record what they have done (e.g. by taking photographs using a tablet computer). At the end of lessons, use plenary sessions to review what has been done using the physical outcomes, symbol- or picture-sets as well as the photos as prompts. Encourage each learner to communicate something about the part they have played.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Communicate about familiar stories and symbolic play, as well as people, places and events from their wider experienceAssessment activities/things to try Things to look forObserve the learner’s communication in a wide range of situations. Ask the learner what they do and who they know outside of school.

Talk with the learner about a story, or about something they watch on the television.

Listen to the learner’s use of language during play.

The learner’s communication includes reference to people, places, times and events beyond the immediate context of the conversation.

The learner is able to say something relevant about (an imaginative situation in) a story or what they have seen on the television.

Some learners might also use words for symbolic play (e.g. ‘doll sleeping’, or calling a stick a ‘gun’)

Teaching strategies (to move learner to this step)As their communication develops, learners’ language (whether they use speech, signs or symbols) will extend increasingly to contexts which are less concrete and less directly connected to the present. This should become apparent in their responses to activities and tasks across the curriculum. A number of strategies can be used to support this. Prepare a bank of symbols, pictures or written words relating to what the learner likes and does outside school (e.g. specific tv programmes, sporting events, etc). Use them as prompts to extend what the learner is able to say. Make up ‘stories’ in which the learner is the focus, recording specific events they have experienced. Then read them together at a later date.

Regularly use two- and three-word phrases to communicate interests, comment, give information and ask questions to obtain simple/specific informationAssessment activities/things to try Things to look forObserve and record the learner’s expressive communication in a range of contexts.

Observe the range of purposes for which the learner communicates.

The learner uses a range of two and three word/sign or symbol phrases, as well as, occasionally, more complex patterns involving four key words/signs or symbols.

The learner uses language both to seek and to provide information.

Teaching strategies (to move learner to this step)As learners increasingly speak, sign or use symbols in phrases, it is important to continue to monitor the range of ways in which they do so. You may need to ‘engineer’ situations which require the learner to use specific language constructions, after having heard them modelled repeatedly beforehand. These should be introduced within structured language lessons, but will need to be practised in a wide range of contexts in different lessons.

Symbols and written words enable learners to physically manipulate language and to put words together. You may be able to prompt a move from using two to three (key) word sentences by constructing a phrase using symbols, then encouraging the learner to repeat the phrase whilst looking at/pointing to the symbols (or words).

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Understand and use 50 or more words/signs/symbolsAssessment activities/things to try Things to look forObserve the learner’s communication in a wide range of situations and record their understanding and use of key words/signs and/or symbols (especially in situations where contextual clues are controlled).

The learner is able to use a combined total of at least 50 words/signs or symbols. They use these in ways appropriate to the context.

Teaching strategies (to move learner to this step)Various checklists are available to record this, for instance, the Makaton ‘core’ Vocabulary, Living Language (First Words), Derbyshire Language Scheme, etc. These also provide an indication as to the order in which vocabulary (different words and concepts) might be introduced.

Communicate clearly enough to be understood by adults and peers who know them wellAssessment activities/things to try Things to look forIn everyday contexts, including unexpected situations within, and outside of lessons.

Despite some speech immaturities or difficulties in articulating particular words/signs, the learner:

speaks or signs clearly enough to be understood in most situations, though not necessarily by strangers.

and/or proactively uses a picture/symbol book

or communication device to manage interactions with others they know well.

and realises when there is a

misunderstanding and attempts to repair it.

Teaching strategies (to move learner to this step)As the learner’s communication progresses, there should be an increasing expectation that they will lead and manage interactions, and support (particularly through prompting) should be reduced accordingly. You may need to leave silences, and encourage the learner to recognise these as their turn to lead.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Make an attempt at representing things/animals in familiar structured role play activitiesAssessment activities / things to try Things to look forIn a familiar context (such as a movement/dance lesson) ask learners to ‘be a bear’ or ‘be a tiger’, be ‘a mouse’, ‘be a dog’, or act as a character in a story or drama.

The learner represents two different animals differently in some way. Representation does not need to accurately convey the characteristics of the role play’s focus. The point is that the learner attempts to represent different animals or characters differently.

Teaching strategies (to move learner to this step)Initially, learners might simply hold up a mask or prop, or adopt a particular pose, to represent the animal or character. A sound or specific (catch-) phrase might be recorded on a switch and used to prompt their own attempt at verbalising and gesturing.

Understand and use simple questions, e.g. ‘what?’ and ‘where?’ to clarify understandingAssessment activities/things to try Things to look forIn a range of contexts, encourage the learner to respond to and to ask simple questions.

The learner can say, sign or indicate a desire to know more about particular objects or (their) locations.

They combine a question word, sign or symbol with ‘this’ or ‘that’ and/or with the name of an object or place. They may also use a ‘questioning’ intonation.

Teaching strategies (to move learner to this step)In structured language sessions and in contexts across the curriculum, this can be a game. The adult can begin by modelling the use of simple questions which the learner answers. Then, roles can be reversed with the learner expected to ask the questions. Extend this to group contexts where learners take turns to be the teacher/ask the questions.

Show an interest in particular words or sounds, sometimes repeating them intentionallyAssessment activities/things to try Things to look forObserve the learner in a variety of situations.

The learner repeats words or phrases at relevant moments (e.g. repetitive phrases in a story, a refrain in a poem or song).They recall and experiment vocally with word(s) or sound(s) they have heard.

Teaching strategies (to move learner to this step)Through games, rhymes, songs, chants and stories, draw the learner’s attention to interesting, unusual and memorable sounds and words. Encourage the learner to say them.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Aspect: LISTENING AND UNDERSTANDING

Show they have listened to others by selecting relevant pictures from a collectionAssessment activities/things to try Things to look forIn a wide range of activities across the curriculum, provide the learner with a collection of pictures relating to the focus of the activity. Use questions to enable the learner to demonstrate their understanding of the topic.

For instance, in science, present a collection of pictures of animals and ask a question such as ‘Which one has wings?’

The learner listens to the question and then selects or indicates the most appropriate picture.

Teaching strategies (to move learner to this step)Pictures (or symbols) are an aid to memory and classification, as well as a means of expression. Whilst words and signs are momentary and must be ‘received’ immediately, visual representations persist for longer and can be responded to at a later time. Unlike words or signs, pictures and symbols can be physically manipulated and pointed, or eye-pointed to, as well as organised and presented in a variety of ways. Seeing a picture can also help to elicit a spoken word.

For any topic to be taught, a collection of pictures is therefore an important resource. For learners unable to speak or with limited ability to sign, they are often the best means of checking whether the learner has listened and understood.

Listen to and carry out a simple (one-step) instructionAssessment activities/things to try Things to look forDuring everyday tasks and activities, encourage the learner to interpret and respond to verbal instructions.

The learner listens to, then successfully acts upon simple instructions such as ‘show me your favourite book’ or ‘give John the pencil’.

They do not respond correctly when more than a single step is involved (e.g. ‘give me the seeds and (then) fetch the trowel’).

Teaching strategies (to move learner to this step)Incorporate instructions into everyday situations, use prompts and supports as needed - such as pointing or signing for key words. Ensure that the learner can practice responding to the same kind of instruction (e.g. giving/fetching a named item) whilst any support is gradually reduced. Only then, introduce a new kind of instruction (e.g. giving an item to a named person) and practice this before again moving on.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Listen to songs, rhymes and stories and express some interestAssessment activities/things to try Things to look forProvide a wide range of opportunities throughout the day for learners to experience songs, rhymes and stories of many different kinds.

Observe the learner’s responses.

The learner attends throughout the activity and is not distracted by other things. They demonstrate their interest through facial expressions and body language and may attempt to join in with words or actions.

They make a comment about what they have heard either during the activity, or after it has finished.

Teaching strategies (to move learner to this step)As well as using listening in practical everyday interactions, learners will increasingly come to understand narratives, imaginative representations and storylines, provided that their interest is captured and retained. When selecting stories, account needs to be taken of learners’ age, experience and communicative ability. Many learners with significant ALN may still need to access stories primarily through pictures and simple text and language, even when they are older. This presents challenges when selecting texts since many books may be aimed at the interest and experience level of much younger children. Songs and rhymes also need to be both interest- and age-appropriate.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Respond appropriately to simple requests which include attributes (e.g. big, dirty), possessives (e.g. my, your) and prepositions (e.g. in, on, under)Assessment activities/things to try Things to look forFor ‘big’ or ‘dirty’:

Place the following four items in front of learner:- big plate, small plate, big cup, small cupor - clean plate, dirty plate, clean cup, dirty cup

Ask the learner to, for example, ‘give me the little cup’ or ‘give me the dirty plate’, etc.

Replace all items each time before asking again and provide no visual clues.

For ‘in’, ‘on’ and ‘under’:

Position items (a) on the table directly in front of the learner and items (b) a little further away

Items (a): sweet, brick, keyItems (b): box, cup

Ask the learner to, for example, ‘put the key in the cup’ or ‘put the sweet under the box’. Replace all items each time.

The learner gives the appropriate item or places the item appropriately for each instruction.

The learner also responds appropriately in more naturalistic settings.

Teaching strategies (to move learner to this step)The learner may need additional support with the more abstract parts of the phrase (the attribute and the preposition). Signs could be used for these alongside speech at first.

Contrast ‘in’ with ‘under’ before moving on to ‘in’ with ‘on’. Do not contrast all three until pairs are well-established.

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Literacy Framework – Oracy across the curriculumAssessment support for learners with additional learning needs

Answer ‘where?’ and ‘what?’ questions relating to objects and peopleAssessment activities/things to try Things to look forIn a variety of contexts across the curriculum, refer to objects, places and people familiar to the learner (but not necessarily present). Ensure that you do not give gestural or other contextual clues.

The learner uses a phrase involving several words, signs or symbols which give information relevant to the question.

Teaching strategies (to move learner to this step)Begin with objects within the immediate environment before using questions which reference less visible or more abstract subjects.

Aspect: COLLABORATION AND DISCUSSION

Initiate a ‘conversation’ and repeat words or phrases if not understoodAssessment activities/things to try Things to look forObserve the learner’s communication in a wide range of situations.

Pretend to misunderstand the learner’s utterance.

The learner (sometimes) proactively initiates a conversation or changes the topic to something of interest to them.

The learner uses language to repair a misunderstanding, e.g. by repeating, or by elaborating upon, what they have said.

Teaching strategies (to move learner to this step)From the earliest stages, it is important to follow the learner’s line of interest and to use it to help them take the lead in communication. Circle time can be a specific opportunity to invite each learner to initiate a topic. Pictures or symbols (perhaps in a ‘personal communication passport’) might be used to prompt a choice of topic, e.g. talking about their family or other interests.

There is strong evidence that, when communicating, even infants as young as 18 months of age focus on what has been understood by a communicative partner and attempt to repair misunderstandings when they occur. Initially, this might be through pointing and other means but as their oracy skills develop, learners need to learn ‘repair strategies’ which involve language – whether by repeating the same words, signs or symbols, using different words or putting them together in different ways.

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