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
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
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
Learning new words (vocabulary) and their meaning begins with earlier play opportunities. Activities, that use play-dough type modelling materials, are great for developing the language knowledge relating to touch, texture, actions and instructional language. Words such as: cold, warm, soft, hard, smooth, rough, gritty, roll, squeeze, squash and pull.
An added benefit to these types of activities is that they also support your child in developing their hand and finger strength, bilateral coordination, sensory perception and for learning and perfecting different grips for using tools.
So, why not make some great salt dough Christmas gifts and tree decorations with your child. Not only will they melt the hearts of those who receive them but you will be developing your child’s fine motor skills (needed for good handwriting) while having fun; can’t be bad!
For a salt dough recipe that I have found good to use with children go to our ‘More fun handwriting activities’ page (http://bit.ly/2kyeo3w ) in our Resources section of our Teach Handwriting website ( https://www.teachhandwriting.co.uk/ ) and just download the ‘Salt Dough Modelling’ pdf (http://bit.ly/2Y9pVcn ).
There are 7 ‘short’ vowel sounds, although children are usually only introduced to the 5 which are most commonly heard in simple CVC (consonant, vowel, consonant) words: /a,(æ)/ in cat, /e,(e)/ in peg, /i,(I)/ in pin, /o,(ɒ)/ in hot, /u,(ʌ)/ in bus.
The other two ‘short’ vowel sounds are: /oo(u),(Ʊ)/ in bull or could and /uh,(ǝ or schwa)/ heard as the final sound in the words: zebra, doctor and corner.
Our ‘Short Vowel’ Finger Chant can help you, and your child, to learn and remember the 7 ‘short vowel’ sounds: bit.ly/1lR4AiV
There are 24 consonant sounds in the English language. A consonant sound is made (produced) when the air flow is being restricted in some way, which means that the mouth doesn’t open as wide and so the jaw doesn’t drop noticeably, which is different from vowel sounds.
Here is a list of just some of the most commonly seen letter and letter combinations used to represent the 24 consonant sounds. For a more comprehensive lists check out our English Phoneme Chart or Alphabet Keyboard which can be found on our ‘Phonemes’ page: bit.ly/1Qgc9dA
- /b,(b)/ bin, rabbit
- /k,(k)/ cat, key, duck, queen, anchor, broccoli
- /ch,(ʧ)/ church, watch
- /d,(d)/ dog, ladder, towed
- /f,(f)/ fish, puffin, phone, laugh
- /g,(g)/ girl, digger, ghost
- /h,(h)/ hen, who
- /j,(ʤ)/ jigsaw, giant, bridge
- /l,(l)/ lion, llama
- /m,(m)/ man, hammer, lamb
- /n,(n)/ nest, penny, knife, gnome
- /ng,(ŋ)/ king, sink
- /p,(p)/ panda, hippo
- /r,(r)/ robin, lorry, wrist
- /s,(s)/ sun, dress, city, geese, castle
- /sh,(ʃ)/ ship, chef, delicious, initials, sugar
- /t,(t)/ tent, butterfly, jumped
- /th,(θ)/ thumb
- /th,(ð)/ feather, breathe
- /v,(v)/ van, sleeve, of
- /w,(w)/ well, whale, penguin
- /y,(j)/ yo-yo, euro
- /z,(z)/ zero, puzzle, sneeze, cheese, is
- /zh,(Ʒ)/ measure, television
Reading is the ability to first decode the letter sequence of the word (phonics) and then to place meaning to it in relation to the context in which it is being used.
Unfortunately, many children just decode, speak and do not actively listen to what they have said, so they do not gain meaning from the words they are reading (poor reading comprehension skills).
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.
Poor reading comprehension skills may also occur because a child has a limited vocabulary usage and/or understanding. A language rich environment is vital to help support and develop a child’s vocabulary and linguistic comprehension, which in turn, will support their reading comprehension skills.