Why do we ask children to #read out aloud?

Other reading stuff 1

We ask children who are learning to read to ‘read out aloud’, but forget to tell them why. It is not just so we can hear they have decoded a word correctly. The important point is to encourage them to actively listen to what they are saying. The idea is that if they hear the words they will, if it is part of their vocabulary, understand their meaning and therefore fully comprehend the text they have read.

Many children, and grown-ups for that matter, do not enjoy or find reading difficult.

So, keep it short, simple and practical. We read all sorts of things as part of our daily activities but do not always ask our children to do the same or read them out aloud. If getting your child to read from their school reading books is proving to be a battle every day then don’t do it. Try getting them to read other things instead, such as:

  • Packets/tins food labels and the cooking instructions;
  • Simple recipes for meals you might cook (these can be from a book, magazine, phone, notepad or laptop),
  • Ask family and friends to write a text or what’s App message to your child//children every day or two and get them to read them out aloud to you.
  • 1 or 2 paragraphs from a suitable article about something they are interested in or enjoy, football, ballet, computer game reviews etc… (these can be from a book, magazine, phone, notepad or laptop). We all like to share information about things that are important to us.

Remember it is not about the number of pages they read but that they are understanding what they are reading and hopefully get an enjoyment from the experience. Who doesn’t like to read a message or letter from family or friends!

Sound Screen/Barrier Games – Part 4

Barriers Game 2

Last week we explained the three things required for good listening skills:

  • To pay attention – being able to focus on a particular voice or sound by filtering out other voices and ambient noises.
  • To concentrate on the voice or sounds to take in the information, building the stamina needed to listen for extended periods of time.
  • To interpret that information to gain meaning – comprehension.

Here are some games to help build these skills.

These games are designed to help a child learn how to block out ambient noises so that they focus and concentrate on one particular sound.

Create a barrier between you and your child so that they cannot see the object you are going to use to make noises with and see if they can guess the object. Try to use objects that make sounds that occur around them a lot of the time, for example keys rattling together or wooden blocks being knocked together. There are many variations of the game that can be played but you need to make sure your child has the opportunity to experience the sounds with the relevant object beforehand so they don’t get frustrated by the game.

  • Mrs Blog has a box… To the tune of Old MacDonald changing the name as best fits the situation. Place a box, on its side with a number of objects inside that make a noise (choose items your child is familiar with the sound of), between you and your child so they can’t see what is in the box. Start singing “My mummy has a box ee, i, ee, i, o and in that box she has…” Stop and gesture to encourage your child to listen (maybe a cupped hand to your ear) then pick one of the objects and make a sound; your child then tries to guess what it is. Continue to sing but imitating the sound of the object you played, which your child can now see. If it was a bunch of keys for example; “with a jingle, jangle here and a jingle jangle there, my mummy has a box ee, i, ee, i, o.” Swap places so your child can choose an object in the box, change the song so you are using their name, for example “My James has a box…”
  • Same or Different? Place a barrier between you and your child so they cannot see which object you will use to make a sound and that you duck behind so they cannot see your face when you make vocal sounds.  This can be played at different levels. At the basic level using animal noises such as baa, moo, woof etc. A more complex level would be to use shakers with different size things inside to make different shaking sounds. Plastic containers or bags of the same size and type can be used to make the shakers with different small items in such as dried pea, rice, sand or small coins, pebbles or small Lego bricks. Make the noise once and then repeat either with the same noise or a different one. The child then says if they were the same or different.
  • Copy Cat! Place a barrier between you and your child so they cannot see which object you will use to make a sound and that you duck behind so they cannot see your face when you make vocal sounds.  You will need two set of the same objects, a set for you and one for your child. The aim of the game is for you to make a noise with either an object or your voice and for your child to copy that sound choosing the correct object in front of them or using their voice as you did. The game can become more complicated as you mix a number of sounds using objects and your voice. Swap roles so that your child becomes the leader of the game and you have to copy them.

Have Fun! N.B. Be careful of small objects, especially those escaping from shakers, as these can be a choke hazard.

What is listening? – Part 3

Listening Skills 1

Listening is a complicated skill that requires children to learn how to pay attention – being able to focus on a particular voice or sound by filtering out other voices and ambient noises. They then have to concentrate on the voice or sounds to take in the information, building the stamina needed to listen for extended periods of time. Then they have to interpret that information to gain meaning – comprehension.

The usual approach to teaching children to listen is based on three behaviours:

  1. Sitting or standing still
  2. Looking at the person who is speaking
  3. Thinking about what the person is saying or said

However just because your child is replicating these behaviours doesn’t mean they are listening.

It is also surprising how often children are happy to follow steps 1 and 2 but completely miss step 3.

This is not surprising really as listening is not a set of behaviours but a set of skills that need to be taught and developed, starting from birth.

A child with poor listening skills will find it difficult to complete tasks, as they have not taken in all the information and so not understood the full extent of the task, or what was required of them. This can lead to a child flitting from one activity to another and never finishing anything, slowing down their learning. They also miss out on the sense of achievement and feeling of pride when a task is completed. This helps to build a child’s confidence, self-esteem and self-motivation to try again or attempt a more challenging task.

For many children good listening skills do not develop naturally, they have to be taught!

Speaking & Listening Skills

Developing a Child’s Speaking and Listening Skills is Vital!

It is not just the key to literacy success but an essential social communication skill.

Sadly, schools are still reporting ever increasing concerns over the decline in young children’s speaking and listening skills. So, over the next 6 weeks, we are looking again at the different developmental elements of speaking and listening; providing practical games and activities to help build a child’s skills.

Week 1. The Importance of Small Talk

Week 2. Conversational Turn Taking Skills

Week 3. What is Listening?

Week 4. Games to Develop Listening Skills – Sound Screen Games

Week 5. Games to Develop Listening Skills – Sound Scanning Games

Week 6. Games to develop Listening Skills – Music Fun

Christmas Card Drawing Ideas to Support Language Development

pre-handwriting pics 1

Drawing pictures with your child is a great way of introducing topic specific language, in this case words relating to Christmas and the winter season (depending in which part of the world you live). As you draw the pictures you can talk about the colours, shapes and sound you might hear. Such as: straight lines, curved line, wavy lines, squiggles spirals, circles, squares, triangles, crossed lines, diagonal lines, press softly, press hard, dark and light.

It is also a great way to help your child develop their pre-handwriting strokes and shape forming skills. It is amazing how using simple shapes can help you and your child create fantastic Christmas cards, pictures or gift tags.

We have put together some quick step by step Christmas drawing ideas for you to try using basic shapes such as circles, rectangles and triangles.

We hope you find them useful: http://bit.ly/2LktVRZ

Christmas Finger Printing a Fun Way to Support Language Development

Christmas printing 2

Hand and finger printing can be a fun way of getting your child used to touching, using different textured mediums and descriptive language associated with it. Such as: slimy, smooth, slippery, squidgy, wet, dry, squelch, ooze, press, push down, harder, softer, gentle, lift, light and dark.

Printing activities also help your child to start to become aware of how to control the amount of pressure they use and to develop a vocabulary to describe the different range of pressures required. Learning to control the amount of pressure exerted and how it feels can be very difficult for some children and it takes time and a range of experiences to develop these skills.

There are some fabulous printing ideas out on the internet; one of my favourite art resources is The Usborne Art Idea Books. Hand and finger printing can create some amazing artwork which can be used to make wonderful personalised Christmas cards, tags and paper.

Who could not be charmed by these fun thumb and fingertip snowmen or robins or delighted by a hand print angel or Father Christmas?

For other useful tips on printing and setting up a printing work station (http://bit.ly/35Z7pWQ ), check out our ‘More fun handwriting activities in our Resources section: http://bit.ly/2kyeo3w

The difference between receptive and expressive language

Receptive & Expressive 2

Receptive language is how we take in and understand language; it is what we hear, see and read. This also includes body language and environmental clues. All these elements help us to interpret a situation and give it its meaning, so that we can understand what is being communicated. We do not need to be able to produce language to receive and understand it, so infants and toddlers understand far more than they can express (expressive language).

Expressive language is our ability to put our thoughts, needs and wants into words and sentences in a way that makes sense and is grammatically correct. A baby’s expressive language to begin with is based on cries and gestures and then moves to sound making, gestures and body language signals. We use this expressive language when we speak and write. When babies and toddlers move to speaking words, they have a limited vocabulary which is why they can get frustrated when we do not understand them.

A good word awareness (receptive and expressive language) is a key phonics skill.

Helping a child build their vocabulary (word awareness – receptive & expressive language) is vital if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important as well as making sure that you pronounce words clearly and correctly for a child to hear. A child may not have developed all the skills needed to copy you accurately but they will store the sound pattern information for later use. The more they hear the correct sound patterns the sooner they will start to use them themselves.

Click the link for ‘Tips to Help Develop Word Awareness (Receptive & Expressive Language)’: http://bit.ly/29LajVk