Building Blocks for Language in Early Year’s Settings

Introduction

Building Blocks for Language (BBL) is a 6 week language group to be used in Early Year’s Settings for children with a developmental delay in language acquisition. It is also run as an 8 week parent programme in Children’s Centres.

First Steps

Parents are informed that their children are to be assessed using the ICAN Progress Check: Communication and language to identify any speech, language and communication needs. The results will then be discussed with parents and the practitioner may suggest the child attends the SLT drop-in. SLT’s may also refer from the drop-in to BBL if the child meets the criteria of developmental language delay. The children who have been identified with a development delay in language will be invited to join the BBL 6 week group run in the setting by the early year’s practitioners. The practitioner will explain what will happen each week at the group and the purpose of each week’s activities. There will be some home learning tasks the parents will be expected to take home and practise and these will be explained to them after each group session. The practitioners will compile a scrapbook with photographs and information for parents to add to and keep at the end of the sessions. The parents are not expected to attend the sessions but if they are able to they would be welcome. After the group the progress made by the child will be discussed with parents and the practitioner and a joint decision made regarding next steps. This could involve being referred to the SLT drop-in for a more in-depth assessment. The Progress Check will be used as a reference in these discussions.

The activities would take about an hour and a half if ran together one after another. However taking the age and stage of development of children in the EYFS it may be more appropriate to integrate each short session throughout the week, being sensitive to the children’s provocations and their preferred areas of play. The course has been designed by a Speech and Language Therapist and although an SLT is not present there will be communication between the SLT services if necessary.Helen Fletcher, Speech and Language Therapist, York Teaching Hospital NHS Foundation Trust 2013Bev Crisp, Family Outreach Worker, Whitby and Rural Children’s Centre 2013Adapted for settings by Jo Collett, SLCN Consultant, NYCC 2015

ACTIVITY Week 1 - Animals INFORMATION RESOURCES

Hello Song(same song each week)

Sing the ‘Hello’ song to each child. Encourage the child to respond (can be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:Plan when and where to sing the song – does it fit into your usual setting routine? Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, i.e. where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

Cushions to sit on. Children can sit or stand, they may need to move/sway/dance as they sing.

Animal Theme – using the ‘Tap Tap’ box with 6 – 10 different animals

‘TAP, TAP, TAP, WHAT’S IN THE BOX?’ Box needs to be sturdy so it can be used throughout all the sessions. This gives the children familiarity and they will experience a feeling of anticipation and excitement as they will get to know what is coming – routine is important.Adults’ role:Use animated voice and facial expressions to provoke interest/excitement. Adults sing What’s in the Box song clearly articulating the words, facing the children.Use animals of interest to the children in the group. Adults model the use of language and comment, i.e. name the animals the textures, say the sounds and comment on the textures. Limit the use of questions to genuine or open questions. Children take turns to take an animal out of the box. Focus on clearly naming the animal and making the sound it makes, talk about it and extend the language to talk about texture, size, etc. Remember to keep the language simple using repetition and emphasising key words. Develops vocabulary, attention and listening skills, and turn

Tap Tap Box – any box with a lid on it which can be easily opened by children.

Toy animals, farm animals, wild animals , dinosaurs

Camera

taking.Group Activity Adults’ role:

Plan an animal related activity linked to the children’s play/exploration interests. For example, farm or zoo small world play, water animals in the water tray, desert animals in the sand, polar animals in the ice tray, creative making of animal masks, dressing up as animals using animal print fabrics – inside or out.Join children’s play and use the opportunity to emphasis and model the vocabulary linked to animals’ names, appearance, noises they make. Emphasis should be on commenting and modelling use of gesture rather than asking questions.

Animal masks, colours, glue, lolly sticks, scissors.Small world animals, dressing up clothes/materials

Snack Time Opportunity to talk about simple choices, use prompts to encourage responses. Encourage children to try different textures and flavours.Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Snacks and drinks suitable for children with a variety of textures.

Plates, cups, straws.

Songs/Rhymes Variety of songs/rhymes that encourage gesture and actions. Encourage all children to join in. Use musical instruments and talk about linguistic concepts such as soft and loud and play the instruments in this way. Sing “Starting very softly.”Adults’ role:Plan singing and rhyming opportunities which may be impromptu as adults play alongside the children in the provision or may be pre-teaching short singing sessions planned for the BBL children to provide extra support in addition to the group singing sessions held in the room. Try to link songs and rhymes to children’s interests as well

Rhymes on display board with props. Musical instruments. A small selection should be left on display with the props/puppets so that children can return to the area and practise their singing.

as introducing new ones and repeating familiar ones.Adults model singing in different parts of the provision inside and outside and at different times of the day.

Have a Turn and Pass it on Using a drum let the children take turns playing softly and loudly and pass it on after they have had a turn.Adults’ role:Take into consideration the learning styles of the children in the group when planning this activity. For example, it can be carried out boisterously outside when playing marching band, quietly inside within different provision areas. Build on your good EYFS knowledge when planning and carrying out the activity.Adults’ to model listening, stopping, playing quietly, loudly, naming the sounds and instruments.

Homemade drum and wooden spoon or other similar instruments which may be made by the children.

Goodbye Song Same song each week

Sing a simple ‘goodbye’ song. Encourage children to respond can be non- verbal e.g. waving. Everyone is encouraged to look at the child and wave goodbye.Adults’ role:This can be part of the room routine or you may decide to have a smaller BBL circle based on your knowledge of the children involved, how long they can concentrate and listen and whether they would take part in a larger group.

Cushions in a circle.Children can sit or stand, they may need to move/sway/dance as they sing.

Home Learning Children take animal masks, other creations made, or photographs of them playing with animal small world or dressing up in animal prints home. Parents are asked to talk with their children about them. Adults’ role above is shared with the parents to support their modelling vocabulary at home. Information is given to parents about Speech and Language Development in the form of Talk Together booklet from ICAN. Listening Sheets from file, Listening Information, Listening Treasure Box and Listening Spot the Mistake.

Animal masks.Talk Together Booklet.Listening sheets x 3Words to ‘Starting very Softly’.

ACTIVITY Week 2 - Food INFORMATION RESOURCESHello Song(same song each week)

Sing the ‘Hello’ song to each child. Encourage child to respond (can be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:Plan when and where to sing the song – does it fit into your usual setting routine? You may choose to have a small BBL circle. Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, ie where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

Cushions to sit on.Children can sit or stand, they may need to move/sway/dance as they sing.

Tap Tap Box - Using the Tap Tap box with approx. 6 – 10 different foods.

“TAP TAP TAP WHAT’S IN THE BOX”Adults’ role:Use animated voice and facial expressions to provoke interest/excitement. Adults sing What’s in the Box song clearly articulating the words, facing the children.Use interesting foods. Adults model inspecting the foods visually and smelling them and make comments, ie, It smells sweet; it is crunchy as I bite it; oh its juicy, it’s dripping down your chin. Limit the use of questions to genuine or open questions.

A child takes turns to take a food item out of the box. Focus on clearly naming the food and extend the language to talk about colours, texture, shape etc. Repetition and routine of the sessions is a vital part of children’s learning. Children develop listening and attention skills and turn taking skills.

Real food e.g. bread, potato, carrot, apple, raisins, milk tomato – think about colour, shape, size, smell and time of year.

Group Activity Make a fruit salad, fruit kebab or stuff pitta bread with fruit. This activity would link in with snack preparation for the whole group.Adults’ role:Offer simple choices to encourage attention and listening. Children to take turns to safely prepare fruit and add it to the bowl. Adults to

Fruit – different colours and textures. Bowls, utensils, wooden skewers. Don’t forget the wipes!

model vocabulary naming fruit and talking about cutting, squeezing, tasting, smelling, texture.Supervise threading to encourage hand-eye co-ordination when making kebabs. Use praise statements and gestures. Model words, phrases, interactions and use descriptive commenting.Encourage BBL children to offer the prepared fruit to others in the group. Adults to model social phrases, such as would you like some apple slices?

Snack Time Children to have a snack and drink. Opportunity to talk about simple choices, use prompts to encourage responses. Encourage children to try different textures and flavours. Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Snacks and drinks suitable for children. Children can have the fruit salad, kebab or pitta that they have made. Plates, cups and straws.

Songs/Rhymes ‘Pat a cake’‘5 Current buns in a bakers shop’‘Starting very Softly.’Encourage all children to join in particularly with actions. Joining in as part of a group. Use opportunities to go fast and slow and quiet and loud.Children are learning listening skills; understanding; anticipation and taking turns. Adults’ role:Plan singing and rhyming opportunities which may be impromptu as adults play alongside the children in the provision or may be pre-teaching short singing sessions planned for the BBL children to provide extra support in addition to the group singing sessions held in

Rhymes on display board or use props.Homemade shakers, homemade drum and wooden spoon.Children may prefer to move as they sing, build on your existing knowledge of the children and the expectations of the EYFS and plan when and where to sing

the room. Try to link songs and rhymes to children’s interests as well as introducing new ones linked to the activity themes and repeating familiar ones.Adults model singing in different parts of the provision inside and outside and at different times of the day.Adults model turn taking, pausing for silent listening moments and active listening (e.g. Looking, smiling, encouraging nods.)

accordingly, ie, large carpet space, outdoor area.

Goodbye Song (same song each week)

Simple goodbye song. Encourage children to respond can be non-verbal e.g. waving. Everyone is encouraged to look at the child and wave goodbye.Adults’ role:This can be part of the room routine or you may decide to have a smaller BBL circle based on your knowledge of the children involved, how long they can concentrate and listen and whether they would take part in a larger group.

Cushions in a circle.Children can sit or stand, they may need to move/sway/dance as they sing.

Home Learning Explanation given to parents of hand outs and games to do at home and to encourage parents to have a go and feedback the following week.Emphasise the importance of modelling language, supporting this with the use of actions/gestures and limiting the use of questions.

Parents are given a Cooking Sheet and Ollie’s Shopping Bag activities to do at home.Written Information given on descriptive commenting.Parents take words to ‘Pat a Cake’ and ‘5 Current Buns.’

ACTIVITY Week 3 - Body Parts INFORMATION RESOURCESHello Song(same song each week)

Sing the ‘Hello’ song to each child. Encourage child to respond (can be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:

Cushions to sit on.Children can sit or stand, they may need to move/sway/dance

Plan when and where to sing the song – does it fit into your usual setting routine? You may choose to have a small BBL circle. Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, ie where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

as they sing.

Tap Tap Box – Body Parts Jigsaw “TAP TAP TAP WHAT’S IN THE BOX”Adults’ role:Use animated voice and facial expressions to provoke interest/excitement. Adults sing What’s in the Box song clearly articulating the words, facing the children. Avoid asking too many closed questions during this activity. Adult to introduce and reinforce vocabulary, using gestures to support understanding.This activity can be linked to stories, rhymes and songs, such as the Funny Bones or Head, Shoulders …Children take turns taking a body part out of the box. Focus on clearly naming the body parts and talking about where it is on the body. Children are encouraged to identify their body parts. Children are learning turn taking skills and attention and listening as well as the vocabulary around the body.

Tap Tap box and jigsaw of body parts.

Group activity – paper plate faces, play dough faces, oral awareness play/activities.

Adults’ role:Encourage children to talk about faces. The following activities may provide a context for this. Make faces from the plates or play dough. Alternatively use mirrors in the dressing up area to explore making different facial expressions and talk about them.Oral awareness play – blowing bubbles, pulling faces in the mirrors, blowing straws, paint, feathers. Blowing harmonicas, party trumpets, and party blowers.

Adults model and encourage children to talk about faces and what their tongue and lips are doing. Use language children can learn by.

Paper plates, card/paper for sticking, scissors, glue, paint, brushes other craft materials.Play dough.Mirrors, dressing up clothes

Use comments not questions and praise statements. Bubbles, blowing instruments, feathers, mirrors.

Snack Time Opportunity to talk about simple choices. Keep language simple, use prompts to encourage responses. Not too many questions. Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Suitable snack for children with variety and different textures.

Songs/Rhymes ‘Head, shoulders, knees and toes’‘If you’re happy and you know it’‘Have a turn and pass it on’‘Starting very softly.’Encourage all children to join in, particularly with actions, joining in as part of a group.Adults’ role:Plan singing and rhyming opportunities which may be impromptu as adults play alongside the children in the provision or may be pre-teaching short singing sessions planned for the BBL children to provide extra support in addition to the group singing sessions held in the room. Try to link songs and rhymes to children’s interests as well as introducing new ones linked to the activity themes and repeating familiar ones.Adults model singing in different parts of the provision inside and outside and at different times of the day.Adults model turn taking, pausing for silent listening moments and active listening (e.g. Looking, smiling, encouraging nods.)

Rhymes on display board or use props, homemade shakers and homemade drum.

Goodbye Song (same song each Simple goodbye song. Encourage children to respond can be non- Cushions in a circle.

week) verbal e.g. waving. Everyone is encouraged to look at the child and wave goodbye.Adults’ role:This can be part of the room routine or you may decide to have a smaller BBL circle based on your knowledge of the children involved, how long they can concentrate and listen and whether they would take part in a larger group.

Children can sit or stand, they may need to move/sway/dance as they sing.

Home Learning Parents are given the Tickling Body Parts and Point to activity cards. They are given written information on oral awareness and dummies. They are provided with the words for ‘Heads shoulders, knees and toes’ and ‘If you are happy and you know it.’Feedback to parents the learning within the setting, the foci of the activities and the adults’ role in modelling, commenting, using gestures and using limited questioning.

Activity cards – Tickling Body Parts and Point to.Sheets on oral awareness and dummies.Song sheets for ‘Head, shoulders, knees and toes’ and ‘If you are happy and you know it.’

ACTIVITY Week 4 – Clothes INFORMATION RESOURCESHello Song (same song each week) Sing the ‘Hello’ song to each child. Encourage child to respond (can

be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:Plan when and where to sing the song – does it fit into your usual setting routine? You may choose to have a small BBL circle. Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, ie where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

Cushions in a circle on the floor.Children can sit or stand, they may need to move/sway/dance as they sing.

Tap Tap Box – selection of dolls “TAP TAP TAP WHAT’S IN THE BOX” Tap Tap box.

clothes both boys and girls. Adults’ role:To plan, prepare and resource clothes that will be relevant to the group of children and that will promote their interest. For example, boys’ clothes, girls’ clothes, super hero clothes. Model vocabulary, avoid closed questions and use open questions to promote thinking and talking. For example, I wonder where the princess will be going when she wears these sparkly shoes?

Take clothes from the box (taking turns), talk about them and where and when you would wear them e.g. outside or to a party or to play in. Clearly label the clothes by naming them, talk about the colour and where you would put them on your body – follow on from last week. Expand on the children’s language by one or two words and check they understand. Encourage listening and attention skills and turn-taking.

Selection of clothes, boys and girls, super hero, princess, dolls’/action figure clothes.

Group Activity Adults’ role:Plan opportunities to talk about clothes. The following may offer such opportunities. Plan the activities/experiences based on the children’s interests.Washing clothes indoors or outside in water tray/kitchen role play area with soap suds and a washing line– could use Mrs Lathers’ Laundry story. Dressing dolls and hanging clothes on the washing line. Children choose a doll and take their clothes off the washing line and dress them. Match clothes with body parts. Helps with hand eye co-ordination and co-ordination skills.Alternatively when using dressing up clothes/fabrics adults’ model language and narrate as the children dress and undress and hang up the dressing up clothes.Introduce interesting and different clothing into the dressing up area to stimulate discussion, school sweat shirts and PE kits at transition times; culturally diverse fabrics and clothing to stimulate positive discussion and similarities and differences.

Dolls clothes, washing line and pegs. Warm water, soap suds, washing line.Dressing up clothes and hangers.

Read Titch stories together. Snack Time Opportunity to talk about simple choices. Keep language simple, use

prompts to encourage responses. Not too many questions. Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Suitable snack for children with variety and different textures.

Songs/Rhymes ‘Dingle Dangle Scarecrow’‘Have a turn and pass it on’‘Starting very softly.’Encourage the children to join in, particularly with actions and joining in as part of a group. It is important to have repetition and routine. This is a good opportunity to use action and sounds e.g. fast, slow, quiet and loud.

Rhymes on display board with props. Homemade musical instruments e.g. drum and wooden spoon and shakers.Children can sit or stand, they may need to move/sway/dance as they sing.

Goodbye Song (same song each week)

Simple goodbye song. Encourage children to respond – can be non-verbal e.g. waving.

Cushions in a circle.

Home Learning Activity sheets – How to Remember Clothes, Clothing Dominies game, Stop and Go game given to parents along with information on Play and its importance. Song sheets for ‘Dingle Dangle Scarecrow.’Feedback to parents the learning within the setting, the foci of the activities and the adults’ role in modelling, commenting, using gestures and using limited questioning.

Activity sheets, information sheets, and song sheets.

ACTIVITY Week 5 – About Me INFORMATION RESOURCES

Hello Song (same song each week) Sing the ‘Hello’ song to each child. Encourage child to respond (can be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:Plan when and where to sing the song – does it fit into your usual setting routine? You may choose to have a small BBL circle. Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, ie where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

Cushions in a circle on the floor.Children can sit or stand, they may need to move/sway/dance as they sing.

Tap Tap Box – Photos of children and workers that have been coming to the group.

“TAP TAP TAP WHAT’S IN THE BOX”Adults’ role:Plan when and where to carry out the activity, ie when the children are not involved in deep learning and in a place that is familiar to them.Prepare good quality photographs so that the children can easily recognise the subjects. Encourage the children to recognise and name the people and objects in the photographs. Provide further photos of familiar objects from the sessions and from around the setting. The children take turns taking photos out of the box. Focus on clearly finding and naming the person in the photo or the object – can they find it? Adults model and extend the language to talk about hair colour, what are they wearing, what and where the object or person is. Children to develop self-awareness and awareness of others, turn taking and attention and listening skills.

Various photographs, washing line and pegs.

Group Activities – Sharing learning journeys Taking photographs.

Look at the children’s learning journeys or photographs of them engaged in BBL experiences with them. Talk together about what they have enjoyed doing, what they like doing in the setting. Adults encourage children to talk about likes and dislikes, adults comment

Learning journeys

Messy play materials.

Messy Play

on similarities and differences between the BBL group children.Children take home the LJ to share with parents and parents discuss with child. Adults use/encourage descriptive language linked to the photograph/experience they have chosen whilst sharing the LJs.This session involves the children turn- taking, awareness of self and others, listening and attention. Adults’ role:Plan Messy play experiences linked to the children’s interests and pre-occupations. This could be inside or outside.Introduce all the descriptive words around messy e.g. squish, touch, squash, rub, cold, warm, soft and smooth and talk about the marks children are making. Let the children have the opportunity to take some photographs of the group and individuals playing.

Camera.

Snack Time Opportunity to talk about simple choices. Keep language simple, use prompts to encourage responses. Not too many questions. Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Suitable snack for children with variety and different textures.

Songs/Rhymes Sing ‘Miss Polly has a dolly’; ‘Wind the bobbin up’; ‘Take a turn and pass it on’; ‘Starting very softly’. Remember the importance of repetition, taking turns, waiting and anticipation. Sing the songs slowly allowing all the children to join in even if they are only using gestures they are practising the important skill of sequencing.Adults’ role:Plan singing and rhyming opportunities which may be impromptu as adults play alongside the children in the provision or may be pre-

Rhymes with props. Homemade shakers and drum with wooden spoon.Children can sit or stand, they may need to move/sway/dance as they sing.

teaching short singing sessions planned for the BBL children to provide extra support in addition to the group singing sessions held in the room. Try to link songs and rhymes to children’s interests as well as introducing new ones linked to the activity themes and repeating familiar ones.Adults model singing in different parts of the provision inside and outside and at different times of the day.Adults model turn taking, pausing for silent listening moments and active listening (e.g. Looking, smiling, encouraging nods.)

Goodbye Song (same song each week)

Simple goodbye song. Encourage children to respond – can be non-verbal e.g. waving.Adults’ role:This can be part of the room routine or you may decide to have a smaller BBL circle based on your knowledge of the children involved, how long they can concentrate and listen and whether they would take part in a larger group.

Cushions in a circle. Children can sit or stand, they may need to move/sway/dance as they sing.

Home Learning Provide parents with song sheets for ‘Miss Polly’ and ‘Wind the bobbin up’. Give parents information sheets on: Understanding; Special Play Time and Benefits of messy play leaflet.Give parents their child’s ‘About Me’ sheet.Give two games, Katie Jump and Learning to take turns.Feedback to parents the learning within the setting, the foci of the activities and the adults’ role in modelling, commenting, using gestures and using limited questioning.

Song sheets, information sheets and game sheets.

ACTIVITY Week 6 - Actions INFORMATION RESOURCESHello Song (same song each week) Sing the ‘Hello’ song to each child. Encourage child to respond (can

be non-verbally e.g. waving). Everyone is encouraged to look at the child and wave hello.Adults’ role:Plan when and where to sing the song – does it fit into your usual

Cushions in a circle on the floor.Children can sit or stand, they may need to move/sway/dance

setting routine? You may choose to have a small BBL circle. Build on good EY practice, chose a time and place where children’s individual learning will not be halted. Plan to sing the song in a familiar place to the children, ie where you would usually sing as a small group.Model singing for enjoyment; clearly articulate the words; face the children to ensure they can see your face.

as they sing.

Tap Tap Box – Everyday objects that a child likes or needs to use in everyday routines.

“TAP TAP TAP WHAT’S IN THE BOX”The children take turns taking an everyday object out of the box. Focus clearly on naming the object and doing the action associated with it. Talk about what sound it might make, what it is for, when and how you would use it etc. Children are learning object function and use and a variety of verbs, attention and listening skills, turn taking and social skills. Use praise statements often.You may want to sing, ‘This is the way we wash our face/brush our teeth …’ to link the object and function to the child’s everyday experiences.

Tap Tap box and a variety of resources such as a cup; plate; ball; toothbrush; hair brush; spoon; glasses; pencil etc.

Group Activity Adults’ role:Plan a story reading/telling using a familiar or favourite story such as the Hungry Caterpillar or a traditional tale such as Goldilocks to talk about a sequence of events. Make the story telling interactive with plenty of interactions and movement from the children. Provide opportunities for children to talk about and retell parts of the story again by encouraging making paintings or using role play/small world. Adults narrate for children if quiet and avoid too many questions. Ensure role play and props indoors and outdoors are available for children to return to throughout the week.

Book and props. Paper, paints, small world resources, jigsaw puzzle of the story.

Water Play/Oral Awareness Adults’ role:Plan for water play a range of interesting objects and resources that will provoke the children’s interest and curiosity.Join the children when they choose to play in the water, play alongside and narrate your and the child’s play, model language and comment on the object, ask open genuine questions and avoid closed

Water and variety of vessels for pouring and mixing. Bubbles for blowing and mirrors for funny faces.

questions.Adults plan and provide opportunities for bubble play – indoors or outside. Encourage the child to look at their mouth/face whilst blowing bubbles. Adults comment on the size, how many bubbles, how easy/hard it is to blow bubbles.

Snack Time Opportunity to talk about simple choices. Keep language simple, use prompts to encourage responses. Not too many questions. Encourage independence and social skills.Adults’ role:To sit and eat with the children and engage in conversation about preferences, choices, tastes, textures, to model the use of food names, adding in descriptive words, such as juicy, crunchy, soft, sweet.Adults to encourage children to pour their own drinks and model language such as full, empty, half full, finished, please and thank you.

Suitable snack for children with variety and different textures.

Songs/Rhymes Sing ‘If you’re happy and you know it ...’‘Row Row Row your boat’‘Have a turn and pass it on’‘Starting very Softly.’Encourage all children to join in with the actions. Vary the pace of the singing from slow to fast. Use the homemade musical instruments helping the children to take turns.Adults’ role:Plan singing and rhyming opportunities which may be impromptu as adults play alongside the children in the provision or may be pre-teaching short singing sessions planned for the BBL children to provide extra support in addition to the group singing sessions held in the room. Try to link songs and rhymes to children’s interests as well as introducing new ones linked to the activity themes and repeating familiar ones.Adults model singing in different parts of the provision inside and

Song sheets and homemade musical instruments.Children can sit or stand, they may need to move/sway/dance as they sing.

outside and at different times of the day.Adults model turn taking, pausing for silent listening moments and active listening (e.g. Looking, smiling, encouraging nods.)

Goodbye Song (same song each week)

Simple goodbye song. Encourage children to respond – can be non-verbal e.g. waving.Adults’ role:This can be part of the room routine or you may decide to have a smaller BBL circle based on your knowledge of the children involved, how long they can concentrate and listen and whether they would take part in a larger group.

Cushions in a circle. Children can sit or stand, they may need to move/sway/dance as they sing.

Home Learning Parents are given word sheets to the songs. Parents are given activity cards for Ready, Steady Go and 123 Jump. They are provided with information on why reading is good for talking.Feedback to parents the learning within the setting, the foci of the activities and the adults’ role in modelling, commenting, using gestures and using limited questioning.

Provide words to ‘If you’re happy…’ and ‘Row Row Row your boat’.Activity cards for Ready, Steady Go and 123 Jump. Information on why reading is good for talking.

Crib Sheet – if you find yourself concerned over these questions please consider a referral to a Health professional after consultation with parents/carers.

1. How is the child communicating? Gestures, symbolic noises, vocalisations or words?

2. Are they sociable and interested in their peers?

3. Do they have frequent coughs and colds?

4. Do they prefer soft food? Can they use an open cup? Are they messy or fussy eaters?

5. Can they attend to an activity for an appropriate length of time?

6. Can they turn take?

7. Do they respond to noises in the environment, respond to their name?

8. Have they had a hearing test in the last 12 months?

9. What do their play skills look like? Are they able to pretend play with familiar items?