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3 Contents Introduction...2 What is Talk Boost KS1?...3 Background to the development of Talk Boost KS1...5 Talk Boost KS1 as part of Primary Talk, a wholeschool approach to improving speech, language and communication...7 Structure of Talk Boost KS1 week-to-week...9 Key messages...12 Selecting the children for Talk Boost KS1 and tracking their progress...15 Outcome data...18 Classroom link activities for class teachers...19 Week 1: Focus on listening...23 Week 2: Focus on vocabulary...27 Week 3: Focus on building sentences...31 Week 4: Focus on telling stories...35 Week 5: Focus on careful listening...39 Week 6: Focus on vocabulary: action words...41 Week 7: Focus on building longer sentences...43 Week 8: Focus on telling stories...45 Weeks 9 & 10: Focus on talking and listening together...47 Trackers...49 Resources...53 Further materials...87 Talk Boost KS1 Teacher Manual / 1 Talk Boost KS1 / 1 TBKS1_TeacherManual_Intro.indd 1 25/02/ :25

4 Introduction Introduction This Teacher Manual is for the class teachers of children who will be involved in a Talk Boost KS1 group. It: outlines in brief what Talk Boost KS1 is and the background to the intervention guides teachers in selecting the right children and tracking their progress supports teachers in managing the overall operation of the groups and supporting the teaching assistant in their role of organising and running the groups gives detailed advice to teachers on how to include the mandatory class activities each week in the classroom. 2 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 2 25/02/ :25

5 What is Talk Boost KS1? What is Talk Boost KS1? Talk Boost KS1 is a targeted intervention designed to improve the language and communication skills of 4 to 7 year olds. It comprises three minute group sessions a week, delivered over a 10-week period by a trained teaching assistant. It is designed to be run with groups of four children. Which children benefit from Talk Boost KS1? The intervention is designed for children whose current language skills are below the average for their age, and who need a boost to enable them to narrow the gap with their peers, and function within the average range. The Talk Boost KS1 Tracker is provided to support staff in selecting the right children for the programme and tracking their progress. Can Talk Boost KS1 be used with children who have English as an additional language (EAL)? Research shows that supporting the development of the home language enhances the learning of English. The best advice for parents and carers therefore is to talk to their children in the language they themselves feel most confident using, and for children to have opportunities to use their first language in school. Talk Boost KS1 is not designed or targeted at children with EAL who have a good, strong home language, as they have a solid foundation on which to learn and build their English as an additional language. Children with EAL who are showing language delay in both their home language and English have been shown to benefit from being included in Talk Boost KS1 groups, making good progress in English language skills. Talk Boost KS1 is therefore an appropriate intervention for these children. There can be challenges in identifying these children accurately and ideally there would be assessment in their home language, plus discussion with parents around their home language levels and with available bilingual staff in school. Talk Boost KS1 Teacher Manual / 3 TBKS1_TeacherManual_Intro.indd 3 25/02/ :25

6 What is Talk Boost KS1? How does Talk Boost KS1 support the targeted children in their classroom and at home? In this Teacher Manual there are key whole class activities and approaches provided for each week that specifically support the language focus of the Talk Boost KS1 group. These enable the key principles and approaches to supporting language development, which are applicable to all children, to be embedded in classroom practice. The Children s Activity Book provides activities and games for parents each week so they can also support the language focus of the Talk Boost KS1 group with their children at home in a fun way. What does Talk Boost KS1 aim to do? Talk Boost KS1 is built on a foundation of evidence-based practice and aims to: support children with language below the average for their age to narrow the gap with their peers address all elements of language and communication: appropriate to this age group through an evidence-informed programme of activities provide a programme that is simple to understand and use, and which can be delivered by trained school support staff or volunteers support teachers to identify children with language delays support teachers to identify those with more significant difficulties who may need more specialist support from a speech and language therapist support teachers to embed speaking and listening into whole class activities. 4 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 4 25/02/ :25

7 Background to the development of Talk Boost KS1 Background to the development of Talk Boost KS1 Why focus on language and communication? Language development is accepted as being critical to learning, cognitive development 1 and literacy. 2 In the classroom, spoken language is the primary medium through which teachers teach and children learn. 3 It is expected that, when a child starts primary school, they will be able to understand much of what is said, express themselves clearly, share their feelings and make their needs known. This level of proficiency in speech, language and communication is critical to the development of a child s cognitive, social and emotional wellbeing. 4, 5 Children starting school with speech, language and communication needs (SLCN) may struggle with any aspect of speech, language and communication. A child who struggles to speak will often struggle to read and write. 6, 7 This issue can be compounded if children are taught reading and written language before their spoken language skills are developed enough to access this teaching. 8 National Ofsted reports have highlighted the importance of speaking and listening in the most successful schools 9 and communication across the curriculum is highlighted in the Ofsted framework for inspection. 10 Children with SLCN can become withdrawn or present with challenging behaviour within the primary school environment. 11 Many children with SLCN can be withdrawn socially; they play alone more and are less liked by others in their class Goswami, U. & Bryant, P. (2007) Children s Cognitive Development and Learning (Primary Review Research Survey 2/1a). Cambridge: University of Cambridge Faculty of Education. 2 Snowling, M. & Stackhouse, J. (eds) (2006) Dyslexia, Speech and Language: A Practitioners Handbook, 2nd ed. London: Whurr. 3 Lee, W. (2008) Speech, language and communication needs and primary aged children (I CAN talk series, issue 6). London: I CAN. 4 Rose, J. (2006) Independent Review of the Teaching of Early Reading. London: DfES. 5 Byron, T. Chatter Matters [DVD]. 6 Stackhouse, J. & Well, B. (1997) Children s Speech and Literacy Difficulties: A Psycholinguistic Framework. London: Whurr. 7 Dockrell, J., Lindsay, G., Mackie, C. & Connolly, V. (2007) Constraints in the production of written text in children with specific language impairments, Exceptional Children, 73, Locke, A., Ginsborg, J. & Peers, I. (2002) Development and disadvantage: implications for early years, International Journal of Language and Communication Disorders, 27(1). 9 Ofsted (2010) Removing barriers to literacy. Ofsted Annual Report, 2009/2010. London: Ofsted. 10 Ofsted (2012) Framework for Inspection London: Ofsted. 11 Hart, K.I., Fujiki, M., Brinton, B. & Hart, C.H. (2004) The relationship between social behaviour and severity of language impairment, Journal of Speech, Language and Hearing Research, 47(3), Coster, F.W., Goorhuis-Brouwer, S.M., Nakken, H. & Lutje Spelberg, H.C. (1999) Specific language impairments and behavioural problems, Folia Phoniatricia et Logopaedica, 51, Talk Boost KS1 Teacher Manual / 5 TBKS1_TeacherManual_Intro.indd 5 25/02/ :25

8 Background to the development of Talk Boost KS1 Why a targeted intervention? In parts of the UK, particularly in areas of social disadvantage, upwards of 50 per cent of children enter school with speech, language and communication needs (SLCN). 13 Some of these children are unable to speak in sentences, understand simple instructions, or listen or join in with conversations either socially or during school tasks. Teaching staff have expressed similar concerns; that around half of children start school with inadequate language skills. 14 Many of these children do not have an underlying impairment and have the potential to catch up, but often will not do so without support. How do we know Talk Boost KS1 works? The programme was researched, designed and tested with around 140 children as part of an initial pilot. Children made significant progress with an average of 18 months progress following the 10-week intervention (compared with the control group of six months progress). The programme was subsequently rolled out as part of a national pilot where more than 350 children completed the programme in the first year, with statistically significant results in all aspects of language levels tested across the pilot sites. Talk Boost KS1 is designed to offer targeted support to this group of children. 13 Locke, A., Ginsborg, J. & Peers, I. (2002) Development and disadvantage: implications for early years, International Journal of Language and Communication Disorders, 27(1). 14 Basic Skills Agency (2002) Summary Report into Young Children s Skills on Entry to Education, 4, / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 6 25/02/ :25

9 Talk Boost KS1 as part of Primary Talk Talk Boost KS1 as part of Primary Talk, a whole-school approach to improving speech, language and communication For Talk Boost KS1 to have a broader impact, it is highly recommended that it is part of a whole-school approach to improving speech, language and communication. I CAN s Primary Talk supports the communication development of all primary-aged children, including those with speech, language and communication needs (SLCN). It provides a package of training, mentoring and resources for staff, as well as accreditation of primary schools. An independent evaluation of Primary Talk training and accreditation showed that after only 10 months the programme had a substantial impact on classroom practice. Primary Talk training supports schools to: Develop understanding of typical speech, language and communication development. Identify children with speech, language and communication needs. Use strategies and approaches that will contribute to high quality teaching, helping schools to raise children s attainment. Develop communication skills across the curriculum. Develop the social aspects of learning making friends, working in groups and building relationships. Talk Boost KS1 Teacher Manual / 7 TBKS1_TeacherManual_Intro.indd 7 25/02/ :25

10 Primary Talk accreditation: Provides a structure to focus on improved outcomes for children. Can be used alongside other school initiatives to raise attainment and contribute to meeting government floor standards. Provides schools with a clear structure to demonstrate the effectiveness and impact of their provision for the development of the communication aspects of the Ofsted framework. Talk Boost KS2 Talk Boost KS2 is designed for children in Years 3 5 who have delayed language and communication skills. Evaluation has shown that Talk Boost KS2 is effective in increasing children s understanding and use of language. Children made progress with reading comprehension following the Talk Boost KS2 intervention. For further details, see For further details, see the Primary Talk website at 8 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 8 25/02/ :25

11 Structure of Talk Boost KS1 week-to-week Structure of Talk Boost KS1 week-to-week The Talk Boost KS1 programme consists of: The Intervention Manual The Teacher Manual The Children s Activity Book. It is vital that the class teacher becomes familiar with the organisation and content of the Intervention Manual so they are in a position to understand and manage the overall programme. This will ensure that appropriate support can be given to the teaching assistant (TA) in their preparation for and running of the groups, and establish the basis and rationale for the whole class activities. Detailed explanations are given in the Intervention Manual on how to run the group activities, as well as ideas and guidance on how to simplify activities or make them harder for different ages or groups of children. The following is a summary of the structure of Talk Boost KS1 and how it works week-to-week. What areas of language does Talk Boost KS1 cover? The programme breaks language and communication down into five components: l l l l l Attention and listening Vocabulary Building sentences Telling stories Conversations There is one key activity for each of these areas of language, except Conversations. These key activities teach the foundation skills necessary for each area of language and are introduced one a week for the first four weeks. The whole class activities described in this manual are based on these key activities and ensure a clear and tangible link between the group sessions and the classroom, reinforcing these fundamental language skills and embedding good practice within the classroom. Talk Boost KS1 Teacher Manual / 9 TBKS1_TeacherManual_Intro.indd 9 25/02/ :25

12 Structure of Talk Boost KS1 week-to-week How is Talk Boost KS1 delivered? Activities are run with groups of four children. Sessions run three times a week for 10 weeks. Each session runs for minutes. Each session covers four of the five components of language. Each week has a particular focus linked to one of the areas of language. Class teachers identify which children are appropriate for the intervention, using the Talk Boost KS1 Tracker see page 49. The groups are run by trained teaching assistants. What is the structure of each session? All sessions follow the principle of plan... do... review, which involves telling the children what activities they will be doing and how these support different aspects of their learning, and encouraging them to reflect on what they have learned. All sessions encourage children to be aware of their own learning through the above structure, enabling them to review their learning with support from the adult who can model and help children to reflect on aspects of the session. Each session has the same structure, with activities covering four of the five components of language, usually in this order: l l l l Attention and listening Vocabulary Building sentences or Telling stories Conversations Each week has a particular focus linked to one of the areas of language. 10 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 10 25/02/ :25

13 Structure of Talk Boost KS1 week-to-week What is in the Intervention Manual to help plan, prepare and deliver the three sessions each week? Each week has: an outline of the aims for that week a summary of the week s activities a summary of resources needed. Other resources, e.g. a beanbag, musical instruments and a puppet, are included in the Talk Boost KS1 Toolkit (see the Intervention Manual). If you don t have the Toolkit, you ll need to collect these resources from the classroom. Each session has: a crib sheet with notes to support delivery detailed explanations of the activities a summary of what resources are needed from the Resources section of the manual and what resources need to be collected from the classroom. Some of the resources are packaged separately at the back of the manual, while others are numbered separately so they can be cut out and laminated. For example, u means you need to use the Word magic template from the Resources section. Talk Boost KS1 Teacher Manual / 11 TBKS1_TeacherManual_Intro.indd 11 25/02/ :25

14 Key messages Key messages A great deal was learned about the delivery and management of Talk Boost KS1 during the pilot phases in the development of the programme. These issues were raised as fundamental to the success of Talk Boost KS1 and were collated into key messages, which come with the strongest recommendation from teachers and school leadership teams. These key messages are included to guide class teachers and senior leaders in the delivery and management of Talk Boost KS1: Delivery Plan withdrawal time and an identified space carefully so that sessions are regular and consistent for both the children and the teaching assistant. Have a maximum of four children in the group more children means too much waiting and dilutes what children can get out of the sessions. Run the group for three times a week. More sessions are too much for staff and children, and fewer sessions not enough for children. Do not be tempted to run Talk Boost KS1 for any less than 10 weeks the full programme is essential to achieve the levels of progress found in the pilot phase. Build in time for teaching assistants to read through and plan activities, and develop and prepare the materials. Encourage staff, where possible, to observe others who are skilled in running Talk Boost KS1, either within school or from other schools. 12 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 12 25/02/ :25

15 Key messages Use the flexibility afforded by the programme in terms of content by reflecting what is happening in class, e.g. using words in activities that fit in with the classroom topic. There is also flexibility in the suggested ways to simplify activities for younger or less able children, or make them more challenging for more able or older children. Use your school s own pictures or additional resources to add to materials available for different age groups. See the Resources section in the Intervention Manual for what is included in the programme and for additional ideas to supplement these resources. There is necessary repetition of activities in Talk Boost KS1. This is an important part of the approach and ensures not only that the principles for learning language are understood by the children, but also that they get to practise language skills in both familiar and new activities. Management Take time to select the right children for the group. The Talk Boost KS1 Tracker is included in the Tracker section to assist this process. Build in the weekly whole class activities as detailed below. It was reported from the pilot phase that an extremely positive difference was made when class teachers understood Talk Boost KS1, followed through on reviews and link activities, and were able to reinforce children s learning in relation to language and communication. Enable the children from the Talk Boost KS1 group to practise explaining what they have done and what they have learned, ideally to the class teacher. This is an important part of their learning, as at the end of each session they review what they have learned and focus on one activity, so they can explain it to another person. This is noted each week as the Children s review in the classroom link activities section. Talk Boost KS1 Teacher Manual / 13 TBKS1_TeacherManual_Intro.indd 13 25/02/ :25

16 Key messages Reception-age children are those who find Talk Boost KS1 most challenging. However, it was found that despite the fact they seemed to struggle at times, they made a similar rate of progress to that of older children, so do carry on with these groups, adapting activities as suggested to ensure the children understand. Do not expect the same level of progress for children with long-term SEN. Although these children will benefit from the group, Talk Boost KS1 is designed for children with moderate to severe language delays (12 months plus) who have the potential to catch up. These are the children who therefore make significant progress. To support the identification of progress and achievement, supplement the Talk Boost KS1 Tracker by using the Children s attitude survey before and after Talk Boost KS1. Support the teaching assistant in facilitating the use of the resources in the Children s Activity Book to inform and engage with parents, and to enable further reinforcement and practice of the activities in a fun way at home. Carry out some moderating of the groups to ensure consistency of approach. Refer to the Talk Boost KS1 Moderation guidelines, which are packaged separately at the back of this manual. 14 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 14 25/02/ :25

17 Selecting the children Selecting the children for Talk Boost KS1 and tracking their progress Talk Boost KS1 is a targeted/wave 2 intervention designed for children whose current language skills are below the average for their age, and who need a boost to enable them to narrow the gap with their peers, and function within the average range. It is likely that class teachers will have a good idea about the range of children in their class who may have some difficulties in listening, understanding and expressing themselves and who may benefit from Talk Boost KS1. However, it is not always easy to judge how well a child is progressing with these skills; children may have good skills in one area while struggling in others. They may be quiet, struggle to make friends or seem confused in lessons. Alternatively, their difficulties might be seen in other ways, such as poor behaviour or difficulties with literacy. It is particularly difficult to determine whether children learning English as an additional language have language delay across their home language as well as English or even a more significant long-term language impairment, which would affect their acquisition of any language. The Talk Boost KS1 Tracker provides a quick way of determining where children are against where they should be for their age, and provides information about how their language and communication skills have progressed following Talk Boost KS1. It is not designed as a speech, language and communication assessment or screening tool and should only be used with Talk Boost KS1. Talk Boost KS1 Tracker The Talk Boost KS1 Tracker is designed to record a child s communication and language development in key areas. It can be used to select which children will benefit most from taking part in Talk Boost KS1 and to evaluate their progress after the intervention. The Talk Boost KS1 Tracker covers children s language and communication skills in Reception, Year 1 and Year 2. For each year group the Tracker has five sections: l l l l l Understanding spoken language Understanding and using vocabulary Sentences Storytelling and narrative Social interaction Talk Boost KS1 Teacher Manual / 15 TBKS1_TeacherManual_Intro.indd 15 25/02/ :25

18 Selecting the children It s important to be aware of these different areas as children can struggle with some elements and not others, and this can be difficult to spot. Each section starts with a statement in blue relating to what children should be able to do based on developmental norms for their age. What you need to say or ask the child is in bold, and additional information or guidance for you is in italics. Once you ve completed all the questions you can log on to the Talk Boost KS1 tracker at uk and enter the scores into the online scoring system. Guidelines are provided on how to score the results, so you can see at a glance a child s areas of strength and need. For further details and the three Trackers, please see the Tracker section. Children s attitude survey This survey can be used with the children in the Talk Boost KS1 groups, during the first week of the group and after the 10-week intervention. For schools who are keen to elicit and understand the child s voice this survey gives an opportunity to explore how the child sees their own language skills and abilities as related to classroom and school life, and whether being involved in the Talk Boost KS1 group has helped them improve their self esteem and confidence in the development and use of their language skills. These are hard concepts for a child to understand and respond to, so it is appropriate to adapt the language of the questions to suit the individual child, as long as the same wording is used when the survey is completed after Talk Boost KS1. Five faces are provided to match the feelings or judgements of the child as they relate to the question, and the child can be encouraged to point to the face that best reflects how they feel or judge themselves. The Children s attitude survey is packaged separately at the back of this manual. 16 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 16 25/02/ :25

19 Selecting the children Talk Boost KS1 Moderation guidelines There are some brief guidelines and a Moderation summary to support the class teacher and/or the special educational needs co-ordinator (SENCo) in moderating the quality and efficacy of Talk Boost KS1 as delivered within the school. The Talk Boost KS1 Moderation guidelines, including the Moderation summary, are packaged separately at the back of this manual. There are many targeted interventions adopted and used within primary schools as part of the graduated response to meeting children s needs. Within the principles of provision management it is important for the school to be able to show not only the rate of progress of children accessing that intervention, but also that the intervention is being delivered in an effective way that is consistent with the guidelines and principles laid down by the developers of the programme. The Talk Boost KS1 Moderation guidelines give a framework to assist class teachers and/or the SENCo to fulfil this responsibility. Talk Boost KS1 Teacher Manual / 17 TBKS1_TeacherManual_Intro.indd 17 25/02/ :25

20 Outcome data Outcome data I CAN is very keen to continue to learn about how Talk Boost KS1 is working in schools, and part of how we do this is by encouraging schools to collect their outcome data and share it with us. If you have used the Talk Boost KS1 Tracker or the Children s attitude survey, you can use our online scoring system to record and analyse your results. Individual children s details are not stored and the information is subject to data protection regulations. You can find the online tracker at 18 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 18 25/02/ :25

21 Classroom link activities Classroom link activities for class teachers The Classroom link activities section contains whole class activities and approaches that form an integral part of the Talk Boost KS1 language and communication intervention. As language and communication are fundamental to teaching, learning and children s progression, key activities have been taken from the small group intervention, which provides continuity for children targeted in Talk Boost KS1 and simple evidence-based activities suitable for all learners. Rationale and purpose of the classroom link activities Making links between targeted support and the classroom is general good practice for all interventions. Talk Boost KS1 uses the same terminology, therefore making links between the group and the class for the children and magnifying their opportunities to learn. The first four weeks key activities are used in the group to teach the key principles for each area of language. It is important these are also used in the classroom to consolidate, reinforce and provide opportunities for practising skills. All other activities build on these key principles. The whole class activities are useful in supporting language and communication in all children, so will benefit other children in the class. These activities will also support teachers in integrating well-evidenced speaking and listening techniques into their teaching. Children taking part in Talk Boost KS1 can be used as experts for particular activities, supporting groups to carry out the activity or use the resources. Talk Boost KS1 Teacher Manual / 19 TBKS1_TeacherManual_Intro.indd 19 25/02/ :25

22 Classroom link activities Teachers are therefore encouraged to integrate one of these key activities into their teaching each week. Initially, these activities are to support key principles for teaching language skills, applicable to all children. Later in the 10-week programme, these activities are often simple practice exercises that can be integrated into teaching and learning approaches. The best time to incorporate these activities will depend on the scheduling and progress of the Talk Boost KS1 group, and so should be at the discretion of the class teacher in liaison with the Talk Boost KS1 teaching assistant. However, it is recommended that the whole class activity for a particular week is not used until the Talk Boost KS1 group has completed all three sessions of their week s activities; this may mean that the whole class activity runs a few days after or during the week following the sessions in which the Talk Boost KS1 group focused on the particular area. successful activities from the Talk Boost KS1 group and revising and recapping the important themes and key principles, which is an important element of consolidating learning. Children s review The class teacher is requested to build in time each week to hear the children reporting back on the group activities they have been involved in that week if this is not possible, could they report back to another designated adult? This is a really valuable exercise for these children to explain their learning and practise their language and communication skills. Children have been prepared to do this as part of their Talk Boost KS1 group work. Where appropriate they could be considered to play the role of expert for children in class when carrying out the whole class activity. The review and sharing process could also be built in as an activity to do with parents as part of the children s homework. Activities for the first four weeks are key activities of the programme and are detailed in the week-by-week lesson outlines. The following four weeks revisit and build on the key principles through a range of suggested activities and approaches. The final two weeks can be used flexibly, drawing on the 20 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Intro.indd 20 25/02/ :25

23 Classroom link activities General good practice principles for teaching language The good practice principles below are the foundation to all the activities in Talk Boost KS1. They are also key principles to support class teachers embed language and communication effectively in their approaches to teaching and learning, and in particular when leading the whole class activities and approaches. The key activities use these principles as a foundation, and it is incredibly useful if teachers are able to embed these principles more generally into their teaching. Throughout Talk Boost KS1 there is a focus on: understanding and talking children building awareness of their own skills adults making learning explicit. The key principles across the five components of language are as follows. Area of language Attention and listening Key principles Make listening an active and explicit process. Provide children with strategies for good listening. Give regular, ongoing and specific feedback. Vocabulary Teach meaning and phonic makeup. Link to current knowledge to make it meaningful. Use the words repetition and practice in different contexts. Building sentences Build a solid understanding as well as talking. Target the right level and scaffold from there. Model and encourage longer sentences. Telling stories Focus on the importance of day-to-day narratives and stories. Spoken stories and narratives come before written. Children need clear and explicit narrative structures to support these skills. Conversations Focus on verbal and non-verbal elements. Share with children the importance and purpose of conversations. Provide opportunities for conversations, both for social interaction and learning. Talk Boost KS1 Teacher Manual / 21 TBKS1_TeacherManual_Intro.indd 21 25/02/ :25

24 Notes TBKS1_TeacherManual_Intro.indd 22 25/02/ :25

25 Activities Classroom link activities for class teachers Talk Boost / 1 TBKS1_TM_dividers.indd 1 25/02/ :24

26 Week 1 / Focus on listening Week 1 Focus on listening During Week 1 of the Talk Boost KS1 group activities the children have been introduced to the three key behaviours of good listening. The aim of introducing this to the whole class is to: l help reinforce a core element of what the children in the group are working on Key activity: Recipe for good listening This activity teaches good listening by breaking it down into three key behaviours. This approach also provides you with a simple way to recognise and praise good listening behaviour. l l establish a link for them between their group intervention and the whole class support class teachers in giving a structure to their approach to good listening in their classroom. Children then know what they need to do in order to listen. (This activity is demonstrated on The Communication Cookbook DVD.) This activity is the foundation to all listening tasks and is needed for language. The key to teaching this activity: Clear demonstration of good and poor listening, identifying key behaviours. Lots of repetition. Linking behaviours to listening. Using the same language to label listening behaviours. Catch the children doing the behaviours and tell them, e.g. You were doing good sitting, and that s good listening. Talk Boost KS1 Teacher Manual / 23 TBKS1_TeacherManual_Activities.indd 23 25/02/ :27

27 Week 1 / Focus on listening Main idea to convey to the class Good listening involves three key behaviours: 1. Sitting still 2. Looking at the person who is speaking 3. Thinking about what the other person has said. What you will need A visual prompt for good sitting, good looking and good thinking it is best if this is the same visual prompt used by the TA in the Talk Boost KS1 group. Class organisation Choose what is best for your class, e.g. sitting as a class on the carpet, sitting at their tables or sitting as for circle time. Whole class activity l Tell the class: We are learning to listen. l Role-play both poor and good listening this is what helps children remember. l Demonstrate each behaviour separately and link it to good listening. l When you demonstrate poor listening, make sure you break the rules very obviously. Children love to see adults making fun of themselves. They will be able to tell you what you are doing wrong. l Give specific praise for each behaviour and link it to listening. 24 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 24 25/02/ :27

28 Week 1 / Focus on listening 1. Sitting l Ask a child to tell you something, e.g. the best bit of their last holiday. Warn them that when they are talking you might listen really carefully or you might not. When they are talking, wriggle around, look all over the place. Don t listen! You won t need to do this for very long. l Ask the class: Was I listening? How do you know I wasn t listening? What do I need to do to listen properly? l Often children come up with being still or looking. Get the children to ask you a question about what they were talking about. Obviously get the answer wrong. Say: I wasn t sitting still and that s not good listening. Let me try again. This time I will sit still, as that is good listening. 2. Looking l Do the same thing again. This time, sit still but don t look at the child who is speaking. Look all around, look at your watch, out of the window, etc. l Ask the class the same questions as before again, get the answer wrong. Say: I was sitting still, but I wasn t looking and that s not good listening. Let me try again. This time I will do good sitting and good looking, as that is good listening. 3. Thinking l Go through the same process again this time you are demonstrating to the children that sitting and looking are great, but you need to also do good thinking. This is harder to demonstrate, but you could stare blankly at the child as they are talking. Get them to ask you a question about what they were talking about, answer it with something that really doesn t relate at all to what they were talking about children find this quite funny. Say: I don t know the answer because I wasn t doing good thinking I was thinking about what to cook for my dinner... that s not good listening. Let me try again. This time I will do good sitting, good looking and good thinking, as that is good listening. Talk Boost KS1 Teacher Manual / 25 TBKS1_TeacherManual_Activities.indd 25 25/02/ :27

29 Week 1 / Focus on listening Putting it all together l Go through the process again and this time listen well, and show you know the answer to their questions. l This time say: I was sitting, looking and thinking about what you were saying, and that is good listening. l Ask the class: So what do we need to do for good listening? l If time permits, ask a couple of children to demonstrate to the class all of the components of good listening (i.e. the same as before, but with a new speaker and a child as listener instead of you). Then review with the class if the couple were doing good listening, and how they know. Whole class approach Now that the class knows what good listening involves, you can make your praise very specific to individuals, e.g. You knew the answer because you were doing good sitting and good thinking well done for doing good listening. This is very powerful as it tells children specifically what they are doing well. You could introduce the visual prompts to remind the class about the three behaviours for good listening, display them prominently in the classroom and refer to them when you remind them about good listening. On a day-to-day basis catch children in the class using these behaviours of sitting, looking and thinking, and always link the behaviours to listening. Ensure that the children in the Talk Boost KS1 group are praised in this way in the classroom. Also in Week 1... Children s review Please make time for the children s review with the class teacher following each of their group sessions. 26 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 26 25/02/ :27

30 Week 2 / Focus on vocabulary Week 2 Focus on vocabulary During Week 2 of the Talk Boost KS1 group activities the children have focused on understanding and remembering new words, and have been specifically introduced to ways of finding out lots of information about a word so that they become aware of how they learn new words. The activity is known as word magic and the aim of introducing this to the whole class is to: l help reinforce a core element of what the children in the group are working on Key activity: Word magic This exercise is a really structured way of teaching children new words so that they will understand and remember them. (This activity is demonstrated on The Communication Cookbook DVD.) This activity is the foundation to teaching vocabulary and really helps children to remember and understand new words. The key to teaching this activity: l l show them, through using the same strategy, that there is a link between their Talk Boost KS1 group and the whole class support class teachers in offering a structure to their approach to learning new words with their class. Information is given in different ways visually through the Word magic template, pictures, objects, talking about, looking at and feeling objects. Lots of repetition the more children hear new words in different contexts, the more likely they are to understand and remember them. Linking all new words and information to what children know already. Learning about the meaning of the word and how it is made up. Children being aware of how they are learning new words tell them what works. Talk Boost KS1 Teacher Manual / 27 TBKS1_TeacherManual_Activities.indd 27 25/02/ :27

31 Week 2 / Focus on vocabulary Main idea to convey to the class l Learning lots of information about new or different words will help them to understand and remember the new words they hear. What you will need Word magic template u Sufficient copies if you want each table/ child to have a paper copy, or have a large one on paper for all the class to see, or load it on to the whiteboard. Real objects, photographs or picture cards of the target words. Class organisation This will depend on whether you want to do this as a class activity together around the whiteboard or enlarged paper copy, or whether you prefer the children to sit at their tables for a class activity. Whole class activity l Tell the children: We are learning to... learn new words. We are learning lots of information about different words. This will help us to understand and remember new words we hear. l You will need to choose a word(s) you are going to focus on ideally, use key vocabulary from the topic work in class. l Ask the class to think about lots of different information about a word/words. l Introduce the headings on the Word magic template to help the children find out about the new word/words by encouraging them to talk about the object from various perspectives. l Recap and reinforce the different things you can find out about a word. l You could ask one of the Talk Boost KS1 group to help you demonstrate. 28 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 28 25/02/ :27

32 Week 2 / Focus on vocabulary An example of using word magic to teach vocabulary, using pineapple as the target word. l Say to the class: Today s new word is pineapple. l Ask who has heard that word, do they know it a little or well, do they know what it means? l Tell them: We are going to talk about this word and think about as many things as we know about it. l Go through the different questions on the Word magic template, and as you go through, you or the children can write or draw pictures to represent their answers. l Ask the children to describe it. You might need to use some additional prompts like: What colour is it? How big is it? and What does it feel like? l Ask some what questions. What do we do with it? What is it/what category does it belong to? i.e. a fruit or vegetable? l Ask some where questions. Where do we keep pineapples in the house? Where can you buy one? or Where do they grow? l Ask some who questions. Who has tasted a pineapple? Who has bought one? Who likes the taste? l Finally, ask some anything else questions. What else do you know about pineapples? What other fruits are grown in hot countries? What other things go well with pineapple? (e.g. ice cream!) l The anything else questions are also about how the word is made up. So what sound does it begin with? How many syllables does the word have? Can you think of something that rhymes with this word? How is it made up?... pine and apple. l As you go through the questions or before you try a new word, go back and repeat the information the children have told you, e.g. So we know a pineapple is spiky and juicy, and it grows in hot countries, or confirm with the children that now they know lots of things about the new word and get them to recap, e.g. get each table to remember one thing about the new word. Talk Boost KS1 Teacher Manual / 29 TBKS1_TeacherManual_Activities.indd 29 25/02/ :27

33 Week 2 / Focus on vocabulary Whole class approach l It may be that children are more familiar with some words than others it is still worth going through the word magic game, though spending more time on the less familiar words and revisiting them more often. l As the class become familiar with the approach you will be able to differentiate their learning by the number of words they explore or the independence with which they use the approach. Also in Week 2... Children s review Please make time for the children s review with the class teacher following each of their group sessions. l You can then add your completed Word magic template to a word wall you have in class, add it to a key words display or keep it in a word bank for children to reference and add to. l You can use this approach as an introduction to many different subject or topic lessons. l As always, recognise and praise good listening behaviours as learned and practised in the Week 1 session. 30 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 30 25/02/ :27

34 Week 3 / Focus on building sentences Week 3 Focus on building sentences During Week 3 of the Talk Boost KS1 group activities the children have been learning about what sort of words you need to make a sentence, how you can build sentences, and understanding about the words they need to make longer sentences. They have also been making judgements as to whether their sentences make sense, i.e. if they are silly or sensible. The aim of introducing this idea to the whole class is to: l help reinforce a core element of what the children in the group are working on l show them, through carrying out similar activities, that there is a link between their Talk Boost KS1 group and the whole class Key activity: Silly and sensible sentences This exercise provides children with a clear structure to help them build longer sentences and make decisions about whether they make sense or not. The key to teaching this activity: Visual information so children can see as well as hear themselves building up longer sentences. Remembering to reinforce understanding as well as talking. Identifying for children the value of speaking in longer sentences. l support class teachers in offering a structure to their approach in helping all children understand about building longer sentences. Talk Boost KS1 Teacher Manual / 31 TBKS1_TeacherManual_Activities.indd 31 25/02/ :27

35 Week 3 / Focus on building sentences Main idea to convey to the class l You are learning about how to make longer sentences. l It is important to try and speak in longer sentences and it is also important to know which words can help you, but you must always make sure it makes sense too. What you will need Some pictures/photographs of people, pictures representing different actions, and pictures/photographs of objects or places. Some picture resources are available at Resources 1$ and 2) Silly/sensible cards 1@ And/because cards 1# Class organisation This will depend on what approach you decide to take having read through the outline of the activity. This could be done as a short carpet activity with the whole class, but there will be more flexibility if children are grouped in tables. Whole class activity l Tell the children: We are learning to... talk in longer sentences. We are learning about what words we need to make longer sentences. l The essence of this activity is building a sentence with three parts, i.e. a person, an action, an object/place. l The fun is finding a way of doing this randomly so that the three-part sentences may or may not make sense. l In the Talk Boost KS1 groups Sentence strips 1! is a colour coded template used to support the learning visually. This could be incorporated into the class activity too with an A3 or larger template, i.e. put the person on the orange square, the action on the yellow square and the object or place on the red square. 32 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 32 25/02/ :27

36 Week 3 / Focus on building sentences The girl Is building a sandcastle The boy Is painting the paddling pool Here are some different suggestions that could be used/adapted for your class l Use a large velcro type colour coded sentence template and have a number of pictures available under the three parts of the sentence. These could be randomly selected to go on the template, the sentence could be read and the decision made by the class if it makes sense or not, i.e. is it silly or sensible. l Build on this approach using the and card and a second sentence template leading to examples such as: The boy is paddling in the paddling pool AND the girl is building a sandcastle. Again the class can talk about whether these sentences make sense or not and vote if they are silly or sensible. or object, then each table can vote as to whether the sentence is silly or sensible. Start a table discussion as to what you would need to change to make a silly sentence into a sensible one. l Extend this approach with one table choosing a conjunction and then other tables choosing another set of three parts of the sentence to make a long sentence, again to be voted on as to whether it is silly or sensible. l Depending on the age and capabilities of the class, ask them to come up with their own sentences and then get the other tables to decide if they are silly or sensible, or challenge them to make the longest sensible sentence they can together. l Give different tables of children pictures/photographs depicting a particular part of the sentence. Build up a round, e.g. the first table must come up with a person, the next an action, the next a place Talk Boost KS1 Teacher Manual / 33 TBKS1_TeacherManual_Activities.indd 33 25/02/ :27

37 Week 3 / Focus on building sentences Whole class approach l The principles behind this activity can be reinforced and referred to in other speaking and listening activities as well as supporting early written work. l Although the silly/sensible element of the activity is great fun, the importance of understanding and knowing when something doesn t make sense is an important skill for the children in the classroom and socially. Also in Week 3... Children s review Please make time for the children s review with the class teacher following each of their group sessions. l The colour coding from the Talk Boost KS1 activity could be adapted to support building sentences across the class. l As always, recognise and praise good listening behaviours as learned and practised in the Week 1 session. l Reinforce the principles of word magic as new words are introduced or heard. 34 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 34 25/02/ :27

38 Week 4 / Focus on telling stories Week 4 Focus on telling stories During Week 4 of the Talk Boost KS1 group activities the children have been learning about telling verbal stories and the structure that is needed for a story to make sense. The focus was on the dayto-day stories we tell each other and not just or necessarily on stories in books. The aim of introducing this idea to the whole class is to: l help reinforce a core element of what the children in the group are working on l show them, through carrying out similar activities, that there is a link between their Talk Boost KS1 group and the whole class l support class teachers in offering a structure to their approach in helping all children develop their verbal storytelling. Key activity: Story words This activity helps children think about the different elements needed in a story and about different words that fit into each category. This activity is the foundation to teaching storytelling and really helps children to structure their stories verbally as well as in written text. The key to teaching this activity: Teaching the children the structure needed for a story to make sense. Understanding of the key story words. Lots of repetition the more children hear the story words and how they are used, the better. Children being aware of how they are learning story structures tell them what works and get them to tell you. Talk Boost KS1 Teacher Manual / 35 TBKS1_TeacherManual_Activities.indd 35 25/02/ :27

39 Week 4 / Focus on telling stories Main idea to convey to the class l There are five kinds of words that we need to make a good story about something that has happened or something we have made up. What you will need Visual representation of the five important story words: who words, where words, when words, what words and end words. Important story word pictures 1* but you may prefer to make your own or enlarge these for a whole class activity. Story strips 1( again you may want to enlarge these for a whole class activity or display. Teachers have found it very useful to have a story strip on the desk of each child to support their organisation of storytelling, both verbally and in written form. Class organisation The first part of this activity lends itself to sitting as a class on the carpet but it could be done with the children sitting at their tables. Story strips can be used on an ongoing basis on children s desks. Whole class activity l Tell the children: We are learning to... tell stories. We are finding out about what words we need for telling stories. l Use the five Important story word pictures you have prepared. l The cards represent five kinds of words that are very important for storytelling: who words, where words, when words, what words and end words. Use these cards throughout the activity to remind the children of the five kinds of words. l Tell the children a very simple story that you make up which includes examples of the five kinds of words. For example: Daddy and me went to the cinema last night. We saw a very funny film and then ate fish and chips. I was tired but happy when I got home. Or Me and my sister went to the park on Sunday. She fell off the swing and hurt her knee. She was crying so we went home. 36 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 36 25/02/ :27

40 Week 4 / Focus on telling stories Who words Me and Daddy Me and my sister Where words Cinema The park When words Last night On Sunday What words Saw a funny film, ate fish and chips Fell off the swing, hurt knee, cried End words I was tired but happy So we went home l Use the cards to help the children identify different types of information in a story (see above). l Spend time thinking about each category, e.g. Let s think of some more who words. That s right, there s you and me and Daddy and Mrs Brown. Repeat for where, when and what words. End words tend to be a conclusion or final action of some sort, e.g. We stopped playing when it rained. They can also refer to how people feel, including the person telling the story: I was upset by how angry he was. l In groups, ask the children to make their own very simple story support them by using your version as a starting point. The key is to make it very simple at this point. See if the other children can pick out the story words. Have the story words available or on display. Talk Boost KS1 Teacher Manual / 37 TBKS1_TeacherManual_Activities.indd 37 25/02/ :27

41 Week 4 / Focus on telling stories Whole class approach l This storytelling structure could be useful for retelling news/stories at carpet or circle time having the story words on display as a reminder will support children in remembering what type of words they need and give the teacher the chance to remind and reinforce during other activities. Also in Week 4... Children s review Please make time for the children s review with the class teacher following each of their group sessions. l Story strips 1( could be used or adapted to go on the children s tables as a prompt to both verbal and written story structures. l This structure closely matches that used for writing sessions the talking activity could be used as an introduction to a writing task. l As always, recognise and praise good listening behaviours as learned and practised in the Week 1 session. l Reinforce the principles of word magic as new words are introduced or heard. 38 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 38 25/02/ :27

42 Week 5 / Focus on careful listening Week 5 Focus on careful listening During Week 5 of the Talk Boost KS1 group activities the children have been focusing on careful listening and being helped to understand how to pinpoint what they are listening for, particularly through identifying rhyme. It is suggested that this week the whole class activity should also focus on listening in three ways: l The group sessions have a focus on rhyme activities to encourage really careful listening. Incorporate a simple rhyme activity at carpet time to reinforce the specific activity of the Talk Boost KS1 group. Main idea to convey to the class l Remind the class about the three key behaviours for good listening: l l Revise, and possibly repeat, the recipe for good listening from Week 1 and review the awareness of the children, and how prominent and how established the three key behaviours for good listening are. Refocus the class to the three key behaviours and reward moments of good listening by giving out Attention and listening certificates, possibly one each day or one at the end of the morning and afternoon each day. You could designate one child each day as listening monitor to decide who has done some good listening and should receive a certificate. Maybe one could also be given out in an assembly or merit/ awards assembly to highlight your focus on good listening. Sitting still Looking at the person who is speaking Thinking about what the other person has said. l Explain that you will be looking out for examples of good listening and will award a certificate each day or at whatever frequency will work best in the class. What you will need The visual prompts you used in Week 1. Attention and listening certificates packaged separately at the back of this manual and the Intervention Manual. Talk Boost KS1 Teacher Manual / 39 TBKS1_TeacherManual_Activities.indd 39 25/02/ :27

43 Week 5 / Focus on careful listening Whole class activity l Following your review of how well the class is responding to good listening, repeat what you feel is appropriate from the Week 1 activity. l Be very explicit about what particular good listening behaviours have warranted the awarding of an attention and listening certificate, e.g. Sophie, you did some really good listening in your pairs today you sat so well and looked at Amel when she told you her news, and I know you were thinking carefully about what she was saying because you asked Amel a very good question. l Give the children three words, two that rhyme and one that doesn t can they pick out the odd one out? l If you know a member of the Talk Boost KS1 group has done particularly well in this activity, get them to demonstrate their new knowledge to the class. Also in Week 5... Children s review Please make time for the children s review with the class teacher following each of their group sessions. l The group sessions have a focus on rhyme activities to encourage really careful listening. As part of a carpet activity, use a familiar rhyme game if the children already know one. l Introduce the idea of rhyme and give some examples, then give the children a simple word so that they can think of other words that rhyme with it remember it is OK to use made up words as long as they rhyme give two words and ask the children if they rhyme or not. See the Odd one out rhyming words 2^ for examples. 40 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 40 25/02/ :27

44 Week 6 / Focus on vocabulary: action words Week 6 Focus on vocabulary: action words During Week 6 of the Talk Boost KS1 group activities the children focused on vocabulary in general and action words in particular. The children played a number of games that helped them learn about doing words and encouraged them to say them, act them out and recognise what others are pretending to do. It is suggested that this week the whole class activity should also focus on vocabulary in three ways: l Review the use of Word magic templates: are they being used to introduce new topic vocabulary?; is there a word wall or word bank where children can access the word magic information?; are the children familiar with the key elements they can find out about a word using the Word magic template? Repeat/reinstigate depending on how well you think this approach is established in the class. the morning and afternoon each day. You could designate one child each day as word spotter to decide who has used a good action word and should receive a certificate. Maybe one could also be given out in an assembly or merit/awards assembly to highlight your focus on using action words in class. Main idea to convey to the class l Learning lots of information about new or different words will help them to understand and remember the new words they hear. l Explain that you will be listening out for examples of good action or doing words and will award a certificate each day or at whatever frequency will work best in the class. What you will need Word magic template u Sufficient copies if you want to repeat the activity as a table activity. l Use class/carpet time to talk about action words, thinking of different ones, and either acting them out or guessing what someone is doing. Action pictures 3# or a list of actions either for you to do and the children to guess or for them to do and everyone else to guess. l Reward examples of hearing really Vocabulary certificates packaged good action or doing words by giving separately at the back of this manual out Vocabulary certificates, possibly and the Intervention Manual. one each day or one at the end of Talk Boost KS1 Teacher Manual / 41 TBKS1_TeacherManual_Activities.indd 41 25/02/ :27

45 Week 6 / Focus on vocabulary: action words Whole class activity l Following your review of how well established the use of the Word magic template is, repeat what you feel is appropriate from the Week 2 activity. l As part of the whole class or carpet activity: Introduce the idea of action/doing words, talk about all the things you can see people doing in the classroom, think about what you saw people doing at the weekend either at home or on TV. Perform some actions and get the children to guess what you are doing. Can they think of other words that describe this action, e.g. walking strolling, wandering, pacing, marching. How do these words differ and when would you use one rather than another? l If you know a member of the Talk Boost KS1 group has done particularly well in this activity, get them to demonstrate their new knowledge to the class. l Be very explicit about what particular good action word has warranted the awarding of a Vocabulary certificate, e.g. James, that was a great word you used when you were telling Mustafa about your brother Callum who has a bad foot; you told him he was limping when he tried to walk. Also in Week 6... Children s review Please make time for the children s review with the class teacher following each of their group sessions. Show selected children a picture, get them to act out what is happening and get the rest of the class to guess what they are doing. 42 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 42 25/02/ :27

46 Week 7 / Focus on building longer sentences Week 7 Focus on building longer sentences During Week 7 of the Talk Boost KS1 group activities the children have been focusing on building longer sentences through fun activities, including a sentence starter game and a sentence lotto game where they had to use at least five words in their sentence. It is suggested that this week the whole class activity should also focus on longer sentences in three ways: l Use sentence starters as a starter or plenary activity for any lesson. Ask the children to think about what makes a really good sentence. You could come up with a class definition to display. l Send children to take simple messages to different parts of the school. l Reward examples of hearing really good sentences by giving out Sentence building certificates, possibly one each day or one at the end of the morning and afternoon each day. You could designate one child each day as sentence spotter to decide who has used a great long sentence as part of their work and should receive a certificate. You could also have a longest sentence of the day award though of course they must make sense or a sentence with the most descriptive words or best connectives. Maybe a certificate could also be given out in an assembly or merit/awards assembly to highlight your focus on building longer sentences in class. Main idea to convey to the class l You are learning about how to make longer sentences. l It is important to try and speak in longer sentences and it is also important to know which words can help you, but you must always make sure it makes sense too. l Explain that you will be listening out for examples of good sentences and will award a certificate each day or at whatever frequency will work best in the class. What you will need Sentence starter I like to eat... pictures 3& and Sentence starter pictures 3* or your own class version and pictures along the same lines but linked to your own topic. Sentence building certificates packaged separately at the back of this manual and the Intervention Manual. Talk Boost KS1 Teacher Manual / 43 TBKS1_TeacherManual_Activities.indd 43 25/02/ :27

47 Week 7 / Focus on building longer sentences Whole class activity l The Talk Boost KS1 group will have played a sentence starter activity, I like to eat, where you pick out two pictures of food and make the sentence, e.g. I like to eat pizza and jelly and then say whether that is true or not. This could be repeated as a class group but possibly with other sentence starters and a collection of pictures, e.g. I like to drink I like to play with I like to watch on TV... If you know a member of the Talk Boost KS1 group has done particularly well in this activity, get them to demonstrate to the class. l The sentence starter approach can be used as a starter or plenary activity linked to the class topic or lesson, e.g. On the farm you can see a cow and a tractor, or At the zoo you can see... a monkey and a cage or At the beach you can see a spade and a sandcastle. l Be very explicit about what particular sentence has warranted the awarding of a Sentence building certificate, e.g. That was a lovely long sentence, Katie do you remember you said Zara is painting a picture of a big giant on the beanstalk and it is funny? Well done, you. Remember the focus is on sentences you have heard, not written language: Kyran used fantastic connectives to make his sentence much longer. Also in Week 7... Children s review Please make time for the children s review with the class teacher following each of their group sessions. l Giving children the responsibility to take simple messages to other adults or classes in the school gives them the opportunity to remember and say a given sentence to someone else. With some co-operation from colleagues this can work out as two messages as the children have to say the message and bring back and say the reply. 44 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 44 25/02/ :27

48 Week 8 / Focus on telling stories Week 8 Focus on telling stories During Week 8 of the Talk Boost KS1 group activities the children have been focusing on telling stories. They extended the use of the five kinds of words to use to make a good story by being introduced to why, e.g. to explain why someone was feeling happy or sad at the end. They also practised their skills to make up a group story using story cards. It is suggested that this week the whole class activity should also focus on telling stories in three ways: l Use story structure cards to build a group story in class. l Use story strips on each table or one for each child. l Reward examples of hearing really good stories, i.e. news or recounting events, by giving out Storytelling certificates, possibly one each day or one at the end of the morning and afternoon each day. You could designate one child each day as story spotter to decide who told a great tale, maybe in news time, describing a historical incident or summarising a story well. Maybe a certificate could also be given out in an assembly or merit/awards assembly to highlight your focus on telling stories in class. Main idea to convey to the class l There are five kinds of words that we need to make a good story about something that has happened or something we have made up, or why someone acted in a particular way in the middle of the story. l You can also include a sixth word at the end, why, e.g. to explain why someone was feeling sad or happy at the end of the story. What you will need Visual representation of the six important story words: who, where, when, what, end and why. The Important story word pictures 1* are used in the Talk Boost KS1 group, but you may prefer to make your own or enlarge these for a whole class activity. Story strips 1( again you may want to enlarge these for a whole class activity or display. Storytelling certificates packaged separately at the back of this manual and the Intervention Manual. Talk Boost KS1 Teacher Manual / 45 TBKS1_TeacherManual_Activities.indd 45 25/02/ :27

49 Week 8 / Focus on telling stories Whole class activity l As a class you could recap the five kinds of words that are very important for storytelling: who words, where words, when words, what words and end words. Use the cards prepared for Week 4 to remind the children of them. Tell a simple story or recount an event and get the class to identify the different types of words used. This story could lend itself to the sixth kind of word why so that you could model explaining how why someone does or feels something adds to the story. l Use the cards with each table in different ways to develop a group story: by having tables of six and each child contributing their part of the story which is put together to make a group story; or by allocating a kind of word to each table and getting them to contribute their ideas to develop a class story. l Extend this idea by getting everyone or every table to think of their ideas themselves without saying anything to anyone else. Each child or table says their part of the story in turn and you see if it makes any sense in the end, and if not which part might need to change this can be quite fun! l Use the Story strips, or the class version, on each table and displayed centrally to encourage and support the children in thinking about the different elements needed for a good story, both in their verbal language as well as in their writing. l Be very explicit about what particular story or recounting of an event has warranted the awarding of a Storytelling certificate, e.g. Tom, that was a great story you told about your trip to London I know who went, when you went, where you went in London, what happened at the Science Museum, and why you had to come back home early and how cross your sister was. Well done, you. Also in Week 8... Children s review Please make time for the children s review with the class teacher following each of their group sessions. 46 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Activities.indd 46 25/02/ :27

50 Weeks 9 & 10 / Focus on talking and listening together Weeks 9 & 10 Focus on talking and listening together During the last two weeks of the Talk Boost KS1 groups the focus of the activities is on talking and listening together a theme that goes across the activities under the different components of language and offers a recap and practice of many of the activities of the past eight to nine weeks. The children are encouraged to put together what they have learned over the period of the Talk Boost KS1 group. There are no prescribed whole class activities for these last two weeks apart from the class teacher offering opportunities to the children for their weekly Children s review with an adult as listed above. It is important to maintain and revisit, if necessary, those fundamental key activities taught in the first four weeks that provide the foundation for language and communication. By this stage of the Talk Boost KS1 group the children will have gained in confidence and knowledge about the activities and games they have been doing, why they have been doing them, and what they must try and remember to do in and out of class/at other times of day under the five components of language. Class teachers are encouraged to liaise with the Talk Boost KS1 TA to identify any particular games or activities that would not only be beneficial for the whole class but could also offer an opportunity for the children in the Talk Boost KS1 group to lead or showcase the activities by taking on the expert role. Class teachers are also encouraged to use aspects from all of the above to maintain good practice around listening, vocabulary, sentence building, telling stories and conversations; providing key strategies, reminding children of these skills, giving opportunities for practice and rewarding the children through certificates and verbal reinforcement. In addition, it would be worth teachers revisiting the key principles of teaching language highlighted on page 19 some teachers have found it useful to print out this table as a reminder of these strategies, which may only be very slight changes to their already excellent practice, but can make a very big difference in supporting children s language and communication in the classroom. Talk Boost KS1 Teacher Manual / 47 TBKS1_TeacherManual_Activities.indd 47 25/02/ :27

51 Notes TBKS1_TeacherManual_Activities.indd 48 25/02/ :27

52 Tracker Talk Boost KS1 Tracker Talk Boost / 2 TBKS1_TM_dividers.indd 2 25/02/ :24

53 Talk Boost KS1 Tracker Talk Boost KS1 Tracker Introduction The Talk Boost KS1 Tracker is designed to record a child s communication and language development in key areas. It can be used to select which children will benefit most from taking part in Talk Boost KS1 and to evaluate their progress after the intervention. The Talk Boost KS1 Tracker supports teachers to gather evidence and information in the areas of: l Understanding spoken language l Understanding and using vocabulary l Sentences l Storytelling and narrative l Social interaction The Talk Boost KS1 Tracker is not a diagnostic tool and does not in any way replace the detailed speech, language and communication assessment by a speech and language therapist that some children will need. About the Tracker The Talk Boost KS1 Tracker covers children s language and communication skills in Reception, Year 1 and Year 2. For each year group the Tracker has five sections. These sections cover different aspects of language and communication. It s important to be aware of these different areas as children can struggle with some elements and not others, and this can be difficult to spot. Sections 1 4 focus on children s language skills, such as the ability to listen, develop vocabulary, understand and speak in sentences and longer narratives. 1. Understanding spoken language: children s ability to understand what other people say. 2. Understanding and using vocabulary: children s ability to understand, use and learn new words. 3. Sentences: children s ability to talk using grammar appropriate to their age and put together sentences. Talk Boost KS1 Teacher Manual / 49 TBKS1_Tracker_Intro.indd 49 25/02/ :37

54 Talk Boost KS1 Tracker 4. Storytelling and narrative: children s ability to put together well ordered stories and accounts when talking. Section 5 focuses on children s Social interaction skills, such as the ability to listen, take turns in conversations and use their language to interact with others. In each section there are statements in blue relating to what a child should be able to do or say. The statements are based on developmental norms; these are the expected levels of language development for children of this age. Although all children differ in their language development, there are certain things we would expect them to be able to do at different ages. It s these key skills that are highlighted in each section. Without these levels of language, children may struggle to learn and interact with other children and adults. Using the Tracker When you use the Talk Boost KS1 Tracker the usual guidelines when working with children apply. Make the child feel comfortable and tell them that you re going to have a chat and ask them some questions. Say that some might be easy and some a little bit harder, but that s OK. Tell the child you might write down what they say to help you remember. It s always useful to start with a short chat just to put them at ease. The process should be fun and not create any concern for the child; they shouldn t see it as a test. If they become distressed or worried, try completing the Tracker another day. Each section starts with a statement in blue relating to what children should be able to do based on developmental norms for their age. What you need to say or ask the child is in bold, and additional information or guidance for you is in italics. Write down what the child says or how they respond. This gives you a good record of their answers at any given time and can be compared with their responses at a later date. Be careful to write down the exact words the child says, as it s easy to add words they didn t actually say. 50 / Talk Boost KS1 Teacher Manual TBKS1_Tracker_Intro.indd 50 25/02/ :37

55 Talk Boost KS1 Tracker Some children may struggle to get started with the questions. In this case give them an example, but don t include it in their scored responses. You can also repeat information for the child if they re unsure, though make a note of this, especially if they need lots of repetition. Remember to give plenty of time for the child to answer. To use the Tracker: Reception: You ll need one copy of the Talk Boost KS1 Tracker/Reception for each child and Pictures 1 7: the pictures can be reused. Year 1: You ll need one copy of the Talk Boost KS1 Tracker/Year 1 for each child. Year 2: You ll need one copy of the Talk Boost KS1 Tracker/Year 2 for each child. Scoring There s some guidance in italics to help you judge whether the child has given an appropriate answer for each question, and on how to score their answers. Each answer is given a score of 1, 3 or 5, depending on how much detail the child gives or how accurate they are. Once you ve completed all the questions you can log in to the Talk Boost KS1 Tracker at and enter the scores into the online scoring system. Guidelines are provided on how to score the results, so you can see at a glance a child s areas of strength and need. Here are some suggestions for the next steps after completing the Tracker: Some children may need referral to specialists and detailed language assessments; it will be useful to provide the information gathered from the Tracker as part of the referral process. Some children may benefit from completing Talk Boost KS1. You may choose to monitor some children to check they re making progress. Talk Boost KS1 Teacher Manual / 51 TBKS1_Tracker_Intro.indd 51 25/02/ :37

56 Talk Boost KS1 Tracker Online scoring The online scoring system automatically calculates the child s score in each of the Tracker sections and gives you a summary. The Score summary indicates whether a child currently has the need for: l l l Specialist support/assessment Targeted support, such as Talk Boost KS1 Universal good practice (no additional need for support) Using the online Tracker to record your scores enables you to monitor a child s progress. You can also download and print reports to share with colleagues and parents. The Talk Boost KS1 Tracker was developed from an early version of the Communication Trust SLCN Progression Tool originally designed to accompany Talk Boost. 52 / Talk Boost KS1 Teacher Manual TBKS1_Tracker_Intro.indd 52 25/02/ :37

57 Talk Boost KS1 Tracker / Reception Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Notes: Talk Boost KS1 Tracker / Reception / 1 TBKS1_Tracker_Reception.indd 1 25/02/ :11

58 Understanding spoken language 3 Score 1 3 Score 3 3 Score 5 1. They should be able to follow simple two-part instructions reasonably well Use Picture 1 and ask the following questions: Instructions to child: Have a look at these pictures. Now, point to the pictures I m talking about: a. The old man and something you can put on your chips b. Show me the shops and someone who s running c. The drink and the boy pointing to his teeth d. Show me the old lady s hat Scoring guidance: Only score correct if they get both pictures right. 2. They should understand simple Why questions Continue using Picture 1 and ask the following questions: Instructions to child: I m going to ask you some questions about these pictures. a. Why is the boy with the chips licking his lips? Score correct: e.g. Because he likes chips/he s hungry: NOT Because his lips are sore 0 1 correct 2 correct 3 4 correct 0 correct 1 correct 2 3 correct b. Why is the little girl running to her grandma? Score correct: e.g. Cos she s happy to see her/she s excited: NOT Cos she s a good runner c. Why has the old man got a stick? Score correct: e.g. He needs it to walk/his legs are old: NOT Because he just found it Scoring guidance: Children don t need to say a full or perfect sentence to get a point, they just need to show they understand the question. Talk Boost KS1 Tracker / Reception / 2 TBKS1_Tracker_Reception.indd 2 25/02/ :11

59 Understanding spoken language 3 Score 1 3 Score 3 3 Score 5 3. They should be able to understand words related to colour, number and time Use Picture 2 and ask the following questions: Instructions to child: Have a look at these pictures. Now, point to the one I m talking about: a. Who has three balls? b. Find something blue c. Which picture shows morning? d. Who has lots of balls? e. Find something yellow f. Which picture shows winter? Scoring guidance: Score correct any of the pictures that demonstrate the above. 0 2 correct 3 4 correct 5 6 correct Understanding spoken language total scores Talk Boost KS1 Tracker / Reception / 3 TBKS1_Tracker_Reception.indd 3 25/02/ :11

60 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 1. They should be able to understand a range of words related to size, space and actions Use Picture 3. Instructions to child: Have a look at these pictures. Now, point to the one I m talking about: a. Heavy b. Over c. Behind d. Blow e. Pull f. Break g. Open h. Next to 2. They should be able to understand a range of simple verbs Use Picture 4. Instructions to child: I want you to find different things people are doing. Look carefully at the pictures (Picture 4). Now, point to the one I m talking about: a. Who is dancing? b. Who is hopping? c. Who is waving? d. Who is hiding? 0 2 correct 3 5 correct 6 8 correct 0 1 correct 2 correct 3 4 correct Talk Boost KS1 Tracker / Reception / 4 TBKS1_Tracker_Reception.indd 4 25/02/ :11

61 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 3. They should be able to name a range of simple words Use Picture 5. Instructions to child: Have a look at the pictures and tell me what each one is. I m going to write down what you tell me so I don t forget. Write down what they say: 0 4 correct 5 9 correct correct Scoring guidance: How they pronounce words for this question doesn t matter; they re correct even if they mispronounce the words. Fork Knife Glass Banana Egg (Ask: What is he doing?) Licking Cabbage Carrots Chips Mug Cakes Orange Potatoes Toast Peas Understanding and using vocabulary total scores Talk Boost KS1 Tracker / Reception / 5 TBKS1_Tracker_Reception.indd 5 25/02/ :11

62 Sentences 3 Score 1 3 Score 3 3 Score 5 1. They should be able to speak in longer sentences Can they describe a picture and join their ideas together? For example, The boy opened the box and looked inside. Use Picture 6. Instructions to child: Have a look at the pictures and tell me two things about each picture. Write down what they say. Give them an example if they re struggling, though don t score the example. a. 0 2 correct 3 4 correct 5 6 correct b. c. d. e. f. Scoring guidance: Score correct if they give you more than one piece of information, using more than four words in the sentence. Talk Boost KS1 Tracker / Reception / 6 TBKS1_Tracker_Reception.indd 6 25/02/ :11

63 Sentences 3 Score 1 3 Score 3 3 Score 5 2. They should be able to use sentence starters to put longer sentences together Use the following sentence starters to encourage children to put longer sentences together. Instructions to child: I m going to give you the start of a sentence and I want you to finish it, and make the longest sentence you can. a. I like sweeties because... Score correct: e.g. They are yummy/they my favourite: NOT Nice 1 correct 2 correct 3 4 correct b. In the morning I... Score correct: e.g. Get ready for school/am fed up: NOT Sleep in c. I like going to the park because... Score correct: e.g. I like playing on the swings/my dad takes me: NOT It fun d. I like coming to school because... Score correct: e.g. I like my teachers/i don t really like school: NOT See friends Scoring guidance: Score correct if they can finish each sentence using more than two words. Talk Boost KS1 Tracker / Reception / 7 TBKS1_Tracker_Reception.indd 7 25/02/ :11

64 Sentences 3 Score 1 3 Score 3 3 Score 5 3. They should be able to explain their ideas, talk in sentences and talk about things that have happened and be able to explain an event or activity Instructions to child: Can you tell me what you did at the weekend? You could ask: Did you go out somewhere or stay at home? Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Write down what they say: Scoring guidance: Can they explain what they did? You might expect at least three key points. Example responses scoring full marks: I didn t really do anything, just stayed home and watched telly. My mum and me goed into town and have dinner in a cafe... it was nice. Sentences total scores Talk Boost KS1 Tracker / Reception / 8 TBKS1_Tracker_Reception.indd 8 25/02/ :11

65 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 1. They should be able to explain a simple picture sequence Use Picture 7. Cut up the six pictures into squares and get the child to place them in the right order. Once they have done this, get them to explain how to make a sandwich. Instructions to child: Have a look at the pictures; they re all muddled up. Can you put them in the right order? Allow some time for them to do this. Now, the pictures are showing how to make a sandwich. Can you explain how you would make a sandwich? You would expect a short sentence for each picture that links together, e.g. First get the bread, then... Write down what they say: Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Scoring guidance: Score 1 if they are unable to put the sequence in broadly the right order and/or if their explanation is unclear, difficult to follow or inaccurate. Score 3 if at least four pictures are in the right order and they can explain in sentences of at least two words what s happening in each picture so that it follows in the right order. One mistake is allowed, e.g. putting butter on after filling. They will be able to say that the pictures show someone making a sandwich. Score 5 if five or more of the pictures are in the right order and they can explain in sentences of three words or more what s happening in each picture so that it follows in the right order. They may also correct or rearrange pictures to make sure it makes sense in the end. Talk Boost KS1 Tracker / Reception / 9 TBKS1_Tracker_Reception.indd 9 25/02/ :11

66 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 2. They should be able to explain a familiar sequence of events Instructions to child: Can you tell me what you do in the morning before you come to school? Example scoring full marks: Get up and get dressed, then have breakfast and come to school. Write down what they say: Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Scoring guidance: Score 1 if what they tell you is difficult to follow or isn t what they d do before school. Score 3 if they can tell you at least one thing they do before they come to school with some detail, or two things with less detail. For example, I get dressed in my uniform or I get dressed and have my breakfast. Score 5 if they re able to give you information about two or more things they do before they come to school with some detail. For example, I get up and get dressed when mum shouts me and I get my coat and walk to school. Talk Boost KS1 Tracker / Reception / 10 TBKS1_Tracker_Reception.indd 10 25/02/ :11

67 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 3. They should be able to answer simple questions about familiar stories Instructions to child: Do you know the story of Cinderella? If yes: Who did Cinderella dance with at the ball? Were Cinderella s sisters kind? Who helped Cinderella with her magic? Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Write down what they say: If they don t know this story, ask similar simple questions about another familiar story they do know, e.g. Three Little Pigs, Jack and the Beanstalk, Red Riding Hood. Storytelling and narrative total scores Talk Boost KS1 Tracker / Reception / 11 TBKS1_Tracker_Reception.indd 11 25/02/ :11

68 Social interaction 3 Score 1 3 Score 3 3 Score 5 1. They should be able to get involved in conversations Do they get involved with conversations with you, either by offering information about themselves, chatting generally about or between the tasks or by asking questions using words like what, where and why? No: they ve been quiet throughout Partially: they ve talked a little Yes: they ve been chatty 2. They should be able to take part in make-believe play and use their talking to organise their games and other people Instructions to child: I m interested in what games you like to play. What kind of games do you like to play? Can you explain how to play...? No examples or very simple explanation 1 example with some detail More than 1 example or details given Scoring guidance: Do they give examples of play and can they explain how to play the games they like? Score 1: e.g. Play football. Score 3: e.g. Play cars on mat with Jack. Score 5: e.g. I like playing horses with my friend Camille. We run around like horses you have to run like this... (might demonstrate) and chase after Cara and Saria. 3. They should be able to take part in conversations with other people Have they joined in or started any conversation with you during the time you ve been with them? No: they ve been quiet and unresponsive Partially: they ve talked a little and/or responded non-verbally Yes: they ve been involved in appropriate conversation Social interaction total scores Talk Boost KS1 Tracker / Reception / 12 TBKS1_Tracker_Reception.indd 12 25/02/ :11

69 Talk Boost KS1 Tracker / Reception Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Score summary Total scores Specialist support/ assessment Targeted support needed, such as Talk Boost KS1 Universal good practice needed 1. Understanding spoken language Understanding and using vocabulary Sentences Storytelling and narrative Social interaction Interpreting the scores Children falling completely in the RED column will need further assessment and may well need specialist support. Children with difficulties (mainly AMBER) in all areas would benefit from Talk Boost KS1. Children falling completely in the GREEN column don t need additional support, just universal good practice to support language and communication. Children with mixed profiles, e.g. with difficulties and strengths in different areas, will need additional assessment and/or support. It s good practice to continue monitoring all children, as difficulties with language may not always be apparent. Talk Boost KS1 Tracker / Reception / 13 TBKS1_Tracker_Reception.indd 13 25/02/ :11

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Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS cker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Pictu Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boost KS1 Tracker: Picture 2 / Talk Boo TBKS1_Tracker_Reception.indd 17 25/02/ :11

74 ! Picture 3 TBKS1_Tracker_Reception.indd 18 25/02/ :11

75 k Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS cker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Pictu Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boost KS1 Tracker: Picture 3 / Talk Boo TBKS1_Tracker_Reception.indd 19 25/02/ :11

76 ! Picture 4 dance hide hop wave TBKS1_Tracker_Reception.indd 20 25/02/ :11

77 k Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS cker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Pictu Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boost KS1 Tracker: Picture 4 / Talk Boo TBKS1_Tracker_Reception.indd 21 25/02/ :11

78 ! Picture 5 TBKS1_Tracker_Reception.indd 22 25/02/ :12

79 k Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS cker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Pictu Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boost KS1 Tracker: Picture 5 / Talk Boo TBKS1_Tracker_Reception.indd 23 25/02/ :12

80 ! Picture 6 TBKS1_Tracker_Reception.indd 24 25/02/ :12

81 k Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS cker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture alk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 / Talk Boost KS1 Tracker: Picture 6 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84 Talk Boost KS1 Tracker / Year 1 Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Notes: Talk Boost KS1 Tracker / Year 1 / 1 TBKS1_Tracker_Y1.indd 1 25/02/ :12

85 Understanding spoken language 3 Score 1 3 Score 3 3 Score 5 1. They should be able to tell you what they need to do in order to really listen well Instructions to child: Do you know what you need to do to help you to listen really well? Scoring guidance: They should come up with words like looking, sitting still, thinking. 0 ideas 1 idea 2 or more ideas 2. They should understand longer two to three-part spoken instructions Instructions to child: Listen carefully to my instructions and do what I say. Try to give the instruction in one go; don t break it up too much. Wave your hand, touch one of your knees and point to the window. 0 1 part correct 2 parts correct 3 parts correct 3. They should be able to listen carefully to a question and focus on the key information needed in the answer Instructions to child: Do you know the story of Cinderella? (or any other well-known story, e.g. Snow White, Jack and the Beanstalk, Toy Story). Ask a why question related to the story. Why did Cinderella do all the cleaning in the house? Scoring guidance: Score 1 for an inappropriate answer that doesn t really answer the question, e.g. Cos it was dirty. Score 3 for a partially correct answer that might be right, but not give the whole reason, e.g. So she can go to the ball. Score 5 for a good answer that is full and accurate, e.g. Because her sisters and step-mother were mean and made her do it. Inappropriate answer or no response Partially correct answer Good answer Understanding spoken language total scores Talk Boost KS1 Tracker / Year 1 / 2 TBKS1_Tracker_Y1.indd 2 25/02/ :12

86 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 1. They should be able to understand that words can be put into groups or categories, and give a number of examples Instructions to child: a. I want you to think of 10 different animals 0 5 correct 6 14 correct correct b. Now think of 10 different kinds of clothes Scoring guidance: Write down what they say. Add up the total number of animals and kinds of clothes they think of, so the total number possible is 20. Use the guidance opposite to determine their score, e.g. if they think of three animals and six kinds of clothes, they have a total of nine items correct and so score in the middle column. Talk Boost KS1 Tracker / Year 1 / 3 TBKS1_Tracker_Y1.indd 3 25/02/ :12

87 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 2. They should understand a range of words that describe the idea of time, shape, texture and size and know in which context to use them Instructions to child: I m going to say some words. Can you use each one in a sentence? So, if I said yellow, you could say, the sun is yellow. Have a try at these: Say each word, one at a time. Help by giving an example if needed, but don t score this as correct. a. Round 0 2 correct 3 4 correct 5 6 correct b. Soft c. Little d. Heavy e. Again f. Now Talk Boost KS1 Tracker / Year 1 / 4 TBKS1_Tracker_Y1.indd 4 25/02/ :12

88 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 3. They should be able to name objects, characters and animals from a description (children at this age should ask if they re unsure) Instructions to child: I m going to describe some things, so listen carefully. See if you can guess what I m talking about: a. It lives in the jungle and is fierce with big teeth and is stripy Score correct if they say tiger 0 2 correct 3 correct 4 5 correct b. It has four legs, it s something you sit on, it starts with ch Score correct if they say chair c. It s something you wear, you wear them on your feet, you wear them in the rain and can splash in puddles with them on Score correct if they say wellies/wellingtons/boots d. It has wheels and handlebars and you pedal it Score correct if they say bike/bicycle/trike e. It s a room in your house. There s a sink and a cooker to do the cooking Score correct if they say kitchen Understanding and using vocabulary total scores Talk Boost KS1 Tracker / Year 1 / 5 TBKS1_Tracker_Y1.indd 5 25/02/ :12

89 Sentences 3 Score 1 3 Score 3 3 Score 5 1. They should be able to use well-formed and longer sentences Instructions to child: I m going to say some sentences. Can you finish them for me? a. I like pizza because... Score correct: e.g. I like the cheesy bits 0 2 correct 3 correct 4 5 correct b. I put on my coat so... Score correct: e.g. I don t get cold outside c. For dinner I had... Score correct: e.g. Chips and beans d. I like to play... Score correct: e.g. With my friend Jack e. Yesterday, I... Score correct: e.g. Can t remember what I done Scoring guidance: Score correct if they can complete the sentence using three or more added words. You can encourage them to say more with a phrase like anything else? or tell me more, though it s useful to make a note when they need this help. If they need help with more than two questions, score only half a point. Talk Boost KS1 Tracker / Year 1 / 6 TBKS1_Tracker_Y1.indd 6 25/02/ :12

90 Sentences 3 Score 1 3 Score 3 3 Score 5 2. They should be able to ask and answer questions starting What?, Where? and When? Instructions to child: I m going to ask you some questions. Can you answer them for me? a. What would you do if you were hungry? Score correct: e.g. Eat something 0 2 correct 3 4 correct 5 6 correct b. What colour is a lemon? Score correct: e.g. Yellow c. Where do cows live? Score correct: e.g. In a field/on a farm/with the farmer d. Where do you keep your food? Score correct: e.g. In the cupboard/in the fridge/in the kitchen e. When does it snow? Score correct: e.g. When it s cold/freezing/in winter f. When would you use an umbrella? Score correct: e.g. When it raining Scoring guidance: The examples above show how children can answer these questions. Score correct for answers that show they can answer them in a way that makes sense. Talk Boost KS1 Tracker / Year 1 / 7 TBKS1_Tracker_Y1.indd 7 25/02/ :12

91 Sentences 3 Score 1 3 Score 3 3 Score 5 3. They should be able to answer What could we do next? questions Instructions to child: I m going to ask you some questions about what you could do next. a. The school bell is ringing what could you do next? Score correct: e.g. Go inside school cos playtime s finished 0 2 correct 3 correct 4 5 correct b. You just woke up what could you do next? Score correct: e.g. Get up and get ready for school c. You re thirsty what could you do next? Score correct: e.g. Get a drink d. You re cold what could you do next? Score correct: e.g. Tell my mum e. Your hands are covered in paint what could you do next? Score correct: e.g. Wash them with soap and everything Scoring guidance: The examples above show how children can answer these questions. Score correct for answers that show they can answer them in a way that makes sense. Sentences total scores Talk Boost KS1 Tracker / Year 1 / 8 TBKS1_Tracker_Y1.indd 8 25/02/ :12

92 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 1. They should be able to list events with some detail Ask children what they did at an earlier time in the day or week. You d expect to hear something that makes sense, e.g. We went to the seaside and I made the biggest sandcastle ever and we ate fish and chips. Instructions to child: What did you do at the weekend? (Give additional clues if needed, e.g. Did you stay at home or go out?) Write down what they say: Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Scoring guidance: Score 1 if what they tell you is difficult to follow or isn t what they d do at the weekend. Score 3 if they can tell you at least two things they did at the weekend with some detail, or three things with less detail, e.g. I went to town with my mum and my sister and we had a sandwich for dinner/i stayed at home, watched telly and played out. Score 5 if they re able to tell you about three or more things they did at the weekend with some detail, e.g. On Saturday, we went to the park and on the slides and stuff, then we went to gran s for dinner and played with my cousins. Talk Boost KS1 Tracker / Year 1 / 9 TBKS1_Tracker_Y1.indd 9 25/02/ :12

93 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 2. They should be able to re-tell favourite stories some as exact repetition and some in their own words Instructions to child: Do you know the story of Cinderella? Tell me about what happens. Write down what they say: Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow Scoring guidance: Score 1 if they are unable to give at least three key points in broadly the right order and/or if their explanation is unclear, difficult to follow or inaccurate. Score 3 if they describe or name at least two characters and give examples of at least three key things that happen in broadly the right order. One mistake is allowed, e.g. giving information in the wrong order. Score 5 if they describe or name at least three characters and give examples of at least four key things that happen in broadly the right order. One mistake is allowed, e.g. giving information in the wrong order. Talk Boost KS1 Tracker / Year 1 / 10 TBKS1_Tracker_Y1.indd 10 25/02/ :12

94 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 3. They should be able to make up their own simple stories Instructions to child: Let s see if we can make up a story together. I ll start. Once upon a time there was a green, slimy alien who landed on earth. He was hungry, so: Not able to respond Followed with 1 idea Followed with more than 1 idea Write down what they say: Storytelling and narrative total scores Talk Boost KS1 Tracker / Year 1 / 11 TBKS1_Tracker_Y1.indd 11 25/02/ :12

95 Social interaction 3 Score 1 3 Score 3 3 Score 5 1. They should be able to start conversations with other people and join in with group conversations Have they initiated any conversation during the time you ve been with them? No: they ve been quiet throughout Partially: they ve talked a little Yes: they ve been chatty 2. They should be able to join in and organise role play with friends Instructions to child: I m interested in the games you like to play. What games do you play with your friends? Can you explain how to play that game? No examples or very simple explanation 1 example with some detail More than 1 example or details given Do they give examples of playing with others? Write down what they say: Scoring guidance: Do they give examples of play and can they explain how to play the games they like? Score 1: e.g. Play football with George and Jamal. Score 3: e.g. We play houses and police cars. Score 5: e.g. We play tig at playtime; the steps are the base and if someone tigs you that means you re out and you have to help them chase the others. Talk Boost KS1 Tracker / Year 1 / 12 TBKS1_Tracker_Y1.indd 12 25/02/ :12

96 Social interaction 3 Score 1 3 Score 3 3 Score 5 3. They should be able to give their opinions, and discuss ideas and feelings Instructions to child: I m interested in what you think about things. Tell me three things you like about school. Is there anything you don t like? Write down what they say: No examples 1 example More than 1 example or lots of detail Scoring guidance: Score 1: e.g. Don t know. Score 3: e.g. I like my teachers/i don t really like anything about school. Score 5: e.g. I like playtime and dinner time the best/i like it when we do art cos I m really good at drawing and like getting messy with paint and stuff. Social interaction total scores Talk Boost KS1 Tracker / Year 1 / 13 TBKS1_Tracker_Y1.indd 13 25/02/ :12

97 Talk Boost KS1 Tracker / Year 1 Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Score summary Total scores Specialist support/ assessment Targeted support needed, such as Talk Boost KS1 Universal good practice needed 1. Understanding spoken language Understanding and using vocabulary Sentences Storytelling and narrative Social interaction Interpreting the scores Children falling completely in the RED column will need further assessment and may well need specialist support. Children with difficulties (mainly AMBER) in all areas would benefit from Talk Boost KS1. Children falling completely in the GREEN column don t need additional support, just universal good practice to support language and communication. Children with mixed profiles, e.g. with difficulties and strengths in different areas, will need additional assessment and/or support. It s good practice to continue monitoring all children, as difficulties with language may not always be apparent. Talk Boost KS1 Tracker / Year 1 / 14 TBKS1_Tracker_Y1.indd 14 25/02/ :12

98 Talk Boost KS1 Tracker / Year 2 Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Notes: Talk Boost KS1 Tracker / Year 2 / 1 TBKS1_Tracker_Y2.indd 1 25/02/ :13

99 Understanding spoken language 3 Score 1 3 Score 3 3 Score 5 1. They should be able to focus on key points in a sentence in order to answer a question Instructions to child: I m going to ask you a question, so listen carefully. Two buses have one passenger in each but two trains are empty, except for the driver. How many passengers are there all together? You can repeat the question once to help them remember, but say it at a steady pace, all in one go. No/ inaccurate response Tried but couldn t remember Correct response 2. They should be aware of when a message is not clear and ask for an explanation Ask them the following question they should ask for an explanation of what a dromedary is (it s another word for camel). Instructions to child: Can you tell me what the difference is between a dromedary and a camel? No response/ attempt to answer Says I don t know Asks for an explanation/ knows the answer 3. They should be able to understand complex two to three-part instructions Instructions to child: Listen carefully to my instructions and do what I say. Say the instruction at a steady pace, but in one go, being careful not to break it up as you say it. Change the colour if there is nothing blue in the room. Stamp your feed loudly, put your hands behind your back then point to something blue. 0 1 part correct 2 parts correct 3 parts correct Understanding spoken language total scores Talk Boost KS1 Tracker / Year 2 / 2 TBKS1_Tracker_Y2.indd 2 25/02/ :13

100 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 1. Can they compare words the way they look, sound or mean? Instructions to child: What do you notice about the following words? a. Hat, fat, cat (all rhyme) b. Small, tiny, little (all mean the same thing) c. Dog, doll, dive (all start with D) d. Polar bear, bare arm (sound the same, mean something different) 2. They should be able to guess the word when provided with clues about shape, size and function Instructions to child: I m going to describe some words. Can you guess what I m talking about? a. It s a wild animal, grey and quite fat with thick skin. It isn t an elephant, it likes the mud and water, it has a long name and starts with h (hippopotamus) b. It s a round medium-sized fruit that can be green or red, grows on trees and has a core (apple) c. It s a rectangle, with four legs, is big and sometimes made of wood and you can put things on it (table) d. It s a sphere, it is medium-sized and bouncy and you can kick it or throw it (ball) 0 1 correct 2 correct 3 4 correct 0 1 correct 2 correct 3 4 correct Talk Boost KS1 Tracker / Year 2 / 3 TBKS1_Tracker_Y2.indd 3 25/02/ :13

101 Understanding and using vocabulary 3 Score 1 3 Score 3 3 Score 5 3. They should be able to explain what words mean Instructions to child: I m going to say some words. Can you tell me what they mean? So, if I say what does car mean, you could say it s something you can drive and it has wheels. Let s try these. Try and tell me two things about: a. Coat 0 1 correct 2 correct 3 4 correct b. Television c. Aeroplane d. Run Scoring guidance: Score as correct if they say at least one accurate thing about each word. Understanding and using vocabulary total scores Talk Boost KS1 Tracker / Year 2 / 4 TBKS1_Tracker_Y2.indd 4 25/02/ :13

102 Sentences 3 Score 1 3 Score 3 3 Score 5 1. They should be able to use an imaginative range of descriptive words in sentences Instructions to child: I want you to think of lots of good describing words. For example, if we describe an elephant we might say it was huge, wrinkly and grey. Let s think of how you would describe some other things. Think of the best describing words you can. a. How would you describe a tiger? Score correct: e.g. A tiger is fierce, stripy and lives in a jungle 0 1 appropriate response 2 appropriate responses 3 4 appropriate responses b. How would you describe your house? Score correct: e.g. Cosy, warm and a bit untidy c. How would you describe your best friend? Score correct: e.g. My best friend is fun and kind d. How would you describe your favourite food? Score correct: e.g. I like jelly cos it s wobbly and fun and yummy If they re struggling, give another example, e.g. My favourite food is chocolate and I would describe it as sweet, delicious and smooth. What about you, what s your favourite food? How would you describe it? Talk Boost KS1 Tracker / Year 2 / 5 TBKS1_Tracker_Y2.indd 5 25/02/ :13

103 Sentences 3 Score 1 3 Score 3 3 Score 5 2. They should be able to use more complicated grammar and different ways to join phrases to help explain or justify Instructions to child: I m going to ask you some questions: a. Why are too many sweets and chocolates bad for you? Score correct: e.g. They are bad for you cos they make you fat, if you don t do exercise it s even worser: NOT Cos my mum says I can t have any 0 1 appropriate response 2 appropriate responses 3 appropriate responses b. Can you explain how to make a sandwich? Score correct: e.g. I m not sure cos my dad makes all the sandwiches, but it s got bread and jam in and it s delicious and tasty: NOT We buy them from the shops c. A young boy is playing with matches. Why is this dangerous? Score correct: e.g. Matches are really dangerous cos they can set the whole house on fire and everything can burn down and that would be terrible: NOT Because it s really dangerous Scoring guidance: Their answers don t necessarily have to be right, but they do need to give a good argument for why they think that. Talk Boost KS1 Tracker / Year 2 / 6 TBKS1_Tracker_Y2.indd 6 25/02/ :13

104 Sentences 3 Score 1 3 Score 3 3 Score 5 3. They should be able to ask lots of questions to find out specific information (this might include How or Why questions) Instructions to child: Next year I m going to do something very exciting I m going to climb Mount Everest. Can you ask me four questions to find out more about what I ll be doing? 0 1 appropriate question 2 appropriate questions 3 4 appropriate questions Write down what they say: Scoring guidance: Their questions don t have to be perfect, but they do have to try and get more information from you by asking questions, e.g. Why is you going there? How long does it take to climb up? Who you going with? Where is it? What s Mount Everest? Sentences total scores Talk Boost KS1 Tracker / Year 2 / 7 TBKS1_Tracker_Y2.indd 7 25/02/ :13

105 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 1. They should be able to describe their own experiences in detail and in the right order Instructions to child: Can you tell me about what you did when you went on holiday? Or you can ask about a weekend activity or school trip. Write down what they say: Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow 2. They should be able to tell a story with important key components in place Do they: a. Know how to set the scene? b. Have a basic story plot? Unclear Difficult to follow Inaccurate Main points reasonably clear and easy to follow Accurate Clear Easy to follow c. Have a reasonably well-ordered sequence of events? Instructions to child: Tell me about what happens in the story of Cinderella. Write down what they say: If they don t know this story, ask about what happens in a familiar story they do know. Talk Boost KS1 Tracker / Year 2 / 8 TBKS1_Tracker_Y2.indd 8 25/02/ :13

106 Storytelling and narrative 3 Score 1 3 Score 3 3 Score 5 3. They should be able to accurately predict what could happen in a story Instructions to child: I m going to tell you a little story about an adventurous girl. See if you can guess what happens to her. Sally was full of adventure and often got into all kinds of trouble. One cold winter s day, Sally went to the local park where there was a duck pond, but today the pond was completely frozen. The ducks were walking on the ice. It looked just like an ice rink. Sally s mum had warned her never to go on the pond if it was icy because it wasn t safe, but Sally thought she knew best, so... Write down what they say: Not able to respond Not an accurate idea of what might happen Followed with 1 idea/ simple explanation Followed with more than 1 idea/more detailed explanation Scoring guidance: Score 3: e.g. She fell through the ice. Score 5: e.g. She went on the ice and was skating around when the ice cracked and she fell in. Storytelling and narrative total scores Talk Boost KS1 Tracker / Year 2 / 9 TBKS1_Tracker_Y2.indd 9 25/02/ :13

107 Social interaction 3 Score 1 3 Score 3 3 Score 5 1. They should be able to start conversations with other people and join in with group conversations Have they initiated any conversation during the time you ve been with them? No: they ve been quiet throughout Partially: they ve talked a little Yes: they ve been chatty 2. They should be able to join in and organise role play with friends Instructions to child: I m interested in the games you like to play. What games do you play with your friends? Can you explain how to play that game? No examples or very simple explanation 1 example with some detail More than 1 example or details given Do they give examples of playing with others? Write down what they say: Scoring guidance: Do they give examples of pretend play and organising their games? Score 1: e.g. I play running around and things at playtime with my mates. Score 3: e.g. We pretend we are on the telly. Score 5: e.g. We play a game called the Invincibles where we are like spies and we have to look for clues for stuff. Sometimes we have someone who is really evil and the spies have to catch him. Talk Boost KS1 Tracker / Year 2 / 10 TBKS1_Tracker_Y2.indd 10 25/02/ :13

108 Social interaction 3 Score 1 3 Score 3 3 Score 5 3. They should be able to give their opinions, and discuss ideas and feelings Instructions to child: I m interested in what you think about things. Tell me three things you like about school. Is there anything you don t like? Why? Write down what they say: No examples 2 examples or 1 with detail More than 2 examples with some detail Scoring guidance: Score 1: e.g. Don t know. Score 3: e.g. One thing I like is the food at dinner time. I like to have jacket potatoes with beans, that s my favourite and the best thing is the pudding. Score 5: e.g. I like my school because the teachers are really nice and help you learn all sorts of stuff, but I don t like it when they shout cos it gets me a bit worried and I can t think properly. Social interaction total scores Talk Boost KS1 Tracker / Year 2 / 11 TBKS1_Tracker_Y2.indd 11 25/02/ :13

109 Talk Boost KS1 Tracker / Year 2 Child s name... Date of Tracker... Date of birth... Age: Years... Months...Male/Female... Name of person completing the Tracker... Score summary Total scores Specialist support/ assessment Targeted support needed, such as Talk Boost KS1 Universal good practice needed 1. Understanding spoken language Understanding and using vocabulary Sentences Storytelling and narrative Social interaction Interpreting the scores Children falling completely in the RED column will need further assessment and may well need specialist support. Children with difficulties (mainly AMBER) in all areas would benefit from Talk Boost KS1. Children falling completely in the GREEN column don t need additional support, just universal good practice to support language and communication. Children with mixed profiles, e.g. with difficulties and strengths in different areas, will need additional assessment and/or support. It s good practice to continue monitoring all children, as difficulties with language may not always be apparent. Talk Boost KS1 Tracker / Year 2 / 12 TBKS1_Tracker_Y2.indd 12 25/02/ :13

110 Resources Resources Talk Boost / 3 TBKS1_TM_dividers.indd 3 25/02/ :24

111 Describe it What do we do with it? Where might we keep it/ see it/use it? Anything else? plus: what sound does it begin with? what does it rhyme with? how many syllables? Who has seen/likes/would use/knows this thing? u! TBKS1_TeacherManual_Resources.indd 47 25/02/ :30

112 Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic 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magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor gic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word mag mplate / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic templa / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 rd magic template / 7 / Word magic template / 7 / Word magic template / 7 / Word magic template / 7 / Wor TBKS1_TeacherManual_Resources.indd 48 25/02/ :30

113 1!! TBKS1_TeacherManual_Resources.indd 49 25/02/ :30

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115 1!! the girl is building a sandcastle TBKS1_TeacherManual_Resources.indd 51 25/02/ :30

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117 1!! the girl is building a sandcastle the boy is knocking on the door TBKS1_TeacherManual_Resources.indd 53 25/02/ :30

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Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 TBKS1_TeacherManual_Resources.indd 54 25/02/ :30

119 1!! is painting the fence the man the boy is splashing in the paddling pool TBKS1_TeacherManual_Resources.indd 55 25/02/ :30

120 ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence 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strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 ce strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentenc 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips ntence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 / Sentence strips / 11 TBKS1_TeacherManual_Resources.indd 56 25/02/ :30

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122 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / 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Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/sensible / 12 / Silly/ TBKS1_TeacherManual_Resources.indd 58 25/02/ :30

123 and 1# because! TBKS1_TeacherManual_Resources.indd 59 25/02/ :30

124 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/ because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/ because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/ because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/ because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/because / 13 / And/ because / 13 / And/because / 13 / And/because / 13 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133 2)! TBKS1_TeacherManual_Resources.indd 69 25/02/ :31

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135 climb crawl 3# fall down lie down! blow TBKS1_TeacherManual_Resources.indd 71 25/02/ :31

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pictu on pictures / 33 / Action pictures / 33 / Action pictures / 33 / Action pictures / 33 / Action pictures / 33 / Action TBKS1_TeacherManual_Resources.indd 72 25/02/ :31

137 I like to eat... 3&! TBKS1_TeacherManual_Resources.indd 73 25/02/ :31

138 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... pictures / 37 / Sentence starter I like to eat... 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139 chocolate ice cream 3* orange pudding! bread cake TBKS1_TeacherManual_Resources.indd 75 25/02/ :31

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141 jam cornflakes 3* jelly sausages! chips banana TBKS1_TeacherManual_Resources.indd 77 25/02/ :31

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143 jumper pocket 3( T shirt skirt! tights vest TBKS1_TeacherManual_Resources.indd 79 25/02/ :31

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145 Further materials Further materials This section contains the Talk Boost KS1 Children s attitude survey, which is to be used throughout Talk Boost KS1 to support measuring children s progress after the intervention, and the Talk Boost KS1 Moderation guidelines. Also contained in this section are copies of the resources from the Talk Boost KS1 Intervention Manual (listed on the next page), that are used by the teaching assistant in the delivery of the programme. Talk Boost KS1 materials packaged separately at the back of this manual Children s attitude survey Moderation guidelines Timetable Introduction cards Stickers Posters Monitoring form Register Talk Boost KS1 Teacher Manual / 87 TBKS1_TeacherManual_Resources.indd 87 25/02/ :31

146 Further materials Resources used in the Intervention Manual Resource Timetable Introduction cards Stickers Posters Monitoring form Register Certificates Purpose Use the Timetable before Talk Boost KS1 begins to plan when and where the sessions will run, with who and how to build in class link activities Use the Introduction cards at the beginning of Talk Boost KS1 to make explicit to children the different elements of language they are working on and throughout the programme as a reminder Use the Stickers within the sessions as rewards or reminders to the children about the different language skills they are working on Place the Posters in classrooms/corridors or where the sessions are taking place to act as a visual reminder of the five component parts of language Staff leading the sessions should use the Monitoring form to track the children s progression throughout Talk Boost KS1, helping identify those who may be struggling with specific aspects Use the Register every session to check which children are attending, which can then be referred to at the end of Talk Boost KS1 if necessary should children not make the progress expected There are five Certificates, one for each element of language. Use these both mainly in the classroom, to reinforce the link between group sessions and the classroom and to reward children for specific aspects of their language abilities These resources are also packaged separately at the back of the Intervention Manual. 88 / Talk Boost KS1 Teacher Manual TBKS1_TeacherManual_Resources.indd 88 25/02/ :31

147 Further materials Materials Talk Boost / 4 TBKS1_TM_dividers.indd 4 25/02/ :24

148 Children s attitude survey Use this survey with the children in the Talk Boost KS1 group during the first week of the intervention and again at the end of the 10-week programme. Amend the wording as appropriate given your knowledge of the child. The same class teacher or teaching assistant should complete the survey, using the same wording, on each occasion. Use the faces on the card to help the child indicate their level of feeling or awareness. Use the box on the next page to record any additional comments from the child. When you ve completed the survey with the child you can use the online scoring tool at to calculate the scores and the change between before and after the Talk Boost KS1 group. Name: Year group/class: Date: 1. How do you feel about going to school? Very sad Sad OK Happy Very happy 2. How do you feel about going to the Talk Boost KS1 group? Very sad Sad OK Happy Very happy 3. How good do you think you are at talking? Terrible Not very good OK Good Great 4. How good do you feel your teacher thinks you are at talking? Terrible Not very good OK Good Great 5. How do you feel about talking and playing with your friends? Terrible Not very good OK Good Great 6. How do you feel about saying what you think in lessons? Terrible Not very good OK Good Great 7. How do you feel about asking for help when you are stuck in lessons? Terrible Not very good OK Good Great TBKS1_AttitudeSurvey.indd 1 26/02/ :12

149 Do you want to tell me anything else? TBKS1_AttitudeSurvey.indd 2 26/02/ :12

150 TBKS1_AttitudeSurvey.indd 3 26/02/ :12

151 Attention and Listening Certificate This is awarded to for sitting still, looking and thinking about what was said to do some really good listening Really good listening You sat very still! TBKS1_Certificates.indd 1 26/02/ :13

152 Vocabulary Certificate This is awarded to for saying this wonderful word lovely talking! Fantastic word! Great talking TBKS1_Certificates.indd 2 26/02/ :13

153 Sentence Building Certificate This is awarded to for this brilliant sentence Amazing sentence! lovely talking! Great talking TBKS1_Certificates.indd 3 26/02/ :13

154 Storytelling Certificate This is awarded to for telling us a fantastic story about I loved your story! lovely talking! Well done! TBKS1_Certificates.indd 4 26/02/ :13

155 Conversation Certificate This is awarded to who is our special person. Their friends liked their Our special person! Well done! TBKS1_Certificates.indd 5 26/02/ :13

156 I am a good listener! Attention and listening TBKS1_IntroCards.indd 1 26/02/ :14

157 I know lots of words! Vocabulary TBKS1_IntroCards.indd 2 26/02/ :14

158 I am a good sentence maker! Building sentences TBKS1_IntroCards.indd 3 26/02/ :14

159 I am a good story teller! Telling stories TBKS1_IntroCards.indd 4 26/02/ :14

160 Conversations are cool! Conversations TBKS1_IntroCards.indd 5 26/02/ :14

161 Teacher Manual / Moderation guidelines Talk Boost KS1 Moderation guidelines It is important to monitor the quality and efficacy of the Talk Boost KS1 intervention across the school and over time. We know from evidence that teaching assistant-led programmes moderated by the teacher are much more likely to maintain quality and therefore outcomes for children. The following guidance will help support the moderation process. Key principles The aim of Talk Boost KS1 is to accelerate the rate of progress of children with delayed language, narrowing the gap between them and their peers. The pilot phase research showed the Talk Boost KS1 groups were most effective when the following principles were followed: activities with groups of four children three times a week for 10 weeks minutes each session. And in the classroom: link activities one mandatory whole-class activity each week materials available for parents to support their children. Criteria for inclusion Delayed language; so language developing in the same way as typically developing children though much slower, like a younger child. Difficulties listening/paying attention. Poor vocabulary. Difficulties understanding language. Difficulties organising and using language. Immature sentences. Difficulties explaining or describing events, information and instructions. Difficulties socialising/interacting with peers. Difficulties taking turns. Children in the groups should not have: isolated speech difficulties/very unclear speech long-term speech, language and communication needs (SLCN), receiving specialist support specific language impairment Autistic Spectrum Disorder long-term learning difficulties/sen complex needs. Talk Boost KS1 / Teacher Manual / Moderation guidelines / 1 TBKS1_ModerationSummary.indd 1 26/02/ :15

162 Teacher Manual / Moderation guidelines Key principles to support learning for the five components of language Attention and listening Make listening an active and explicit process. Provide children with strategies for good listening. Give regular, ongoing and specific feedback. Vocabulary Teach meaning and phonic makeup. Use the words: repetition and practice in different contexts. Link to current knowledge and make meaningful. Building sentences Build a solid understanding as well as talking. Target the right level and scaffold from there. Model and encourage longer sentences. Telling stories Focus on the importance of day-to-day narratives and stories. Spoken stories and narratives come before written. Children need clear and explicit. narrative structures to support these skills. Conversations Focus on verbal and non-verbal elements. Share with children the importance and purpose of conversations. Provide opportunities for conversations, both for social interaction and learning. 2 / Talk Boost KS1 / Teacher Manual / Moderation guidelines TBKS1_ModerationSummary.indd 2 26/02/ :15

163 Teacher Manual / Moderation guidelines Implementing moderation It is suggested that the class teacher or SENCo should carry out a moderation visit to one of the 30 sessions that comprise one block of Talk Boost KS1. Bearing in mind the guiding principles above for organisation and in support of learning, the moderator should note the following: What is the balance between adult and child talk? Is feedback specific and targeted? Is the programme being followed exactly, with the weekly session plans? Do lessons follow the plan, do, review structure? Is learning for the children explicit? Are classroom follow-up activities carried out? Are children given the opportunity to feed back to an adult? Other evidence that may assist in the moderation includes: comments and feedback from parents and families incidental quotes and comments from school practitioners. Implications for future practice The outcomes from the moderation should not only provide information about the quality and efficacy of Talk Boost KS1 in practice, but also inform future practice. This could include: support for teaching assistants to develop their practice where necessary follow-up training and discussion within year group/key stage/whole school meetings improvement in organisation and procedures to run the Talk Boost KS1 groups. The Moderation summary on the next page suggests a format that schools can use or amend as necessary. before and after data outcomes from the Talk Boost KS1 Tracker, ratings and surveys feedback from the teaching assistant running the group children s feedback Talk Boost KS1 / Teacher Manual / Moderation guidelines / 3 TBKS1_ModerationSummary.indd 3 26/02/ :15

164 Moderation summary Name of moderator Date of moderation observation Name/initials of TA observed Year group observed Number of children in group How often are sessions held per week? Which session was observed? Summary of observations: Points for teaching assistant Points for class teacher/senco Outcomes and actions for whole school development Signed... Date... TBKS1_ModerationSummary.indd 4 26/02/ :15

165 Monitoring form Week Child s name Child s name Child s name Child s name Attention and listening I am a good listener! Vocabulary I know lots of words! Building sentences I am a good sentence maker! Telling stories I am a good story teller! Conversations Rating 0 = unable/ non-compliant 1 = needs lots of support 2 = needs a little support 3 = no support needed TBKS1_Monitoring.indd 1 26/02/ :15

166 Listening is important for learning and making friends Attention and listening To listen we need to... Sit still Look at the person who is speaking Think about what they are saying TBKS1_Posters.indd 1 26/02/ :16

167 If I don t know a word, I can ask What does it mean? Vocabulary To learn new words it helps to ask questions like... Do I know this word? What does it mean? What do I know about the word? What sound does the word begin with? TBKS1_Posters.indd 2 26/02/ :16

168 Here s a good sentence I like playing football. Building sentences To build good sentences, it helps to have... a person an action and something else... Longer sentences need joining words like and... because... with... to... TBKS1_Posters.indd 3 26/02/ :16

169 Remember stories are not just in books we tell stories all the time! Telling stories To tell each other stories, it s good to know... Who is in the story Where the story happens When it happens What happens How people feel at the end TBKS1_Posters.indd 4 26/02/ :16

170 Conversations are a great way to make friends! Conversations To have good conversations, it helps to... Listen Take turns Be kind Get to know each other TBKS1_Posters.indd 5 26/02/ :16