Enabling Environment People who help us (Transition)/ Under the Sea Listening and Attention 40- 60

Raise awareness of speaking and listening within the learning Subtopics: months
environment, particularly within the listening zone both indoor and People who Help us at School (Transition project)
outdoor, in order to: Rainbow Fish by Marcus Pfister Maintains attention, concentrates and
 Develop opportunities for verbal and non-verbal Commotion in the Ocean by Giles Andreae sits quietly during appropriate activity.
communication Mr Seahorse by Eric Carle • Two-channelled attention – can
 Develop opportunities to experiment with language, speak and Sharing a Shell by Julia Donaldson listen and do for short span.
listen, representing ideas through talk in their activities The Fish Who Could Wish by John Bush Early Learning Goal
 Encourage children to speak clearly, fluently and confidently Children listen attentively in a
and with expression range of situations. They listen to
 Think about and organise what they say, choose appropriate Bears stories, accurately anticipating key
vocabulary and highlight specific detail Subtopics: events and respond to what they
 Allowing opportunities for children to practice, rehearse and We’re Going on a Bear Hunt by M. Rosen and H. Oxenbury hear with relevant comments,
consolidate Brown Bear, Brown Bear by E. Carle questions or actions. They give
 Fire children’s creativity and imagination The Magic Sky by L. Richards their attention to what others say
 Understand the basic concept of listening Me and my teddy and respond appropriately, while
 Sustain concentration and interest Real Bears: compare and contrast engaged in another activity
 Foster enjoyment, engagement and response Winter
 Understand the importance of listening to and hearing what is Christmas
said
 Practitioners modelling speaking and listening People Who Help Us (Transition)/ Under the Sea Understanding 40-60 months
Provide opportunities to listen attentively with interest and enthusiasm  Read a story about a child going to school for the first time. Responds to instructions involving a
responding appropriately through word and gesture, verbally and non- What are they looking forward to/worried about? Introduce two-part sequence.
verbally. picture timetable. Understands humour, e.g. nonsense
 T focus – talk about what they are looking forward rhymes, jokes.
to/worried about? Discuss ideas. C to order picture • Able to follow a story without
Speaking and Listening Planned provision timetable of their day. pictures or props.
Practitioners modelling speaking and listening (expressive and  Give C a problem to solve. Who could help us? Talk about • Listens and responds to ideas
receptive language) people who help us in school. expressed by others in conversation
Practitioners should  Read the Story of Hector the Hermit Crab and discuss why or discussion.
• Support children’s growing ability to express a wide range of feelings Hector was shy. Discuss how he made friends. How can Early Learning Goal
orally, and talk about their own experiences. you be a good friend in class Children follow instructions
• Encourage conversation with others and demonstrate appropriate  Read the story of the Rainbow Fish and discuss how the involving several ideas or actions.
conventions: turn-taking, waiting until someone else has finished, Rainbow fish shared with his friends They answer ‘how’ and ‘why’
listening to others and using expressions such as “please”, “thank you”  Introduce talking partners questions about their experiences
and “can I…?”. At the same time, respond sensitively to social and in response to stories or
 Read the story of The Little Red Hen (link to Harvest) and
conventions used at home. events.
discuss sharing. Discuss how Harvest is a time that
• Show children how to use language for negotiating, by saying “May
Farmers gather their crops.
I…?”, “Would it be all right…?”, “I think that…” and “Will you…?” in your
 Link to story Commotion in the Ocean children to choose a
interactions with them.
sea creature card and verbally describe the creature. Start
• Model language appropriates for different audiences, for example, a
to think about words that begin with the same initial
visitor. Speaking 40-60 months
phoneme.
 Set up a listening area where children can enjoy rhymes and Extends vocabulary, especially by
stories grouping and naming, exploring the
Bears
 Explain why it is important to pay attention when others are meaning and sounds of new words.
speaking  Role-play the Bear Hunt story – sequence of events. • Uses language to imagine and
Play games which involve listening for a signal, such as Simon Says’,  Using a rucksack as a stimulus, discuss where we might recreate roles and experiences in
and use ‘ready, steady…go find bears and what would we need to take with us on a play situations.
bear hunt. • Links statements and sticks to a
Choose stories with repeated refrains, dances and action songs  Map out the story and go on own bear hunt. main theme or intention.
involving looking and pointing, and songs that require replies and turn-  Children to bring in own favourite teddy bear from home. • Uses talk to organise, sequence and
taking such as ‘Tommy Thumb’ Introduce them to the class. clarify thinking, ideas, feelings and
 Write a questionnaire to find out information about your events.
Make up alliterative jingles, draw attention to the similarities in sounds friend’s teddy bear. • Introduces a storyline or narrative
at the beginning of words and emphasise the initial sound.  Interview your friend – children to record their interview. into their play.
 Play some rhyming games linked to words in the story. Early Learning Goal
Plan activities to encourage listening carefully to different speech Children pick a teddy bear read the word and find a word Children express themselves
sounds, e.g. a sound chain copying the voice sound around the circle, that rhymes with it. E.g. moon, spoon, space, face. effectively, showing awareness of
or identifying other children’s voices. listeners’ needs. They use past,
 Introduce and discuss the language of sequencing eg first,
present and future forms
then, next ,after,
•Support children’s emerging self-confidence to speak to others about accurately when talking about
 Children to retell the Christmas story using a variety of
wants and needs events that have happened or are
props.
to happen in the future. They
•Encourage children using simple grammatical structures develop their own narratives and
Provide opportunities for children : explanations by connecting ideas
or events.
~to ask simple questions, often in the form of “where”, “what” or “why”.
~initiating conversation, attending to and taking account of what others
say, and their views, negotiating positions, and using talk to resolve
disagreements
~ to listen attentively with interest and enthusiasm responding
appropriately through word and gesture, verbally and non-verbally.
~to understand instructions and discussion containing sequence words,
first…after…last.
~ to understand and use adjectives
~ think about and respond with increasing confidence,
~ to develop their own thoughts, ideas and feelings in relation to:
personal requirements (new environment)
social talk
daily routine (new environment)
experiences: recount/ describe/ predict/ explain/ discuss/ talk about
play/ reason
activities
book talk
writer talk
story-telling and story-making: imitate, innovate, invent
word and language games
role-play and drama
circle time discussions
reflection and enquiry, review (SEAL)
~ to use talk for a range of purpose and audiences in order to:
ask questions
answer questions
engage in two way conversation
talk about own experiences 1/1 and in small group (peers/adults)
discuss tasks, activities, ideas and fantasies
sequence events
describe their experiences
explain
predict
report on information
reason
clarify
retell
give and respond to feedback
convey simple messages accurately
perform simple stories/recounts etc (act out/ puppets/ small world
‘stories’ / plays/ in costumes/ masks/ shadow puppets etc…)
• Provide activities in the speaking zone that have previously
been modelled by an adult such as hot-seat activities, puppets,
telephone conversation, recording answer machine messages, tannoy
announcements
• Ensure children listen to a range of stories, songs, rhymes,
poems, chants and non-fiction, responding by:
 Listening to and repeating sounds and words
 Listening to and recalling/retelling simple stories
 Showing an awareness of rhyme and alliteration
 Continuing a rhyming string
 Recall 2-3 facts related to learning theme
• Provide story prompts in the role play area i.e. choose a
setting and 4 character cards to put on the story board - what's going to
happen in your role play story  negotiate roles, events, story. Plan a
story map before the role play
• Develop thinking and talk by responding to a variety of stories,
songs, chants, rhymes, poems and non-fiction:
 Experiment with sounds through rhyme and repetition by
identifying and joining in with rhymes, poems, simple repeated words,
phrases and simple rhyming patterns and exploring alliteration
 Retelling stories and sequencing events, highlighting main
sequence and characters
 Predicting what they think the story/rhyme etc is about
• Sustain attentive listening, implementing agreed listening rules,
not interrupting and valuing each other’s thoughts and feelings, in small
group and whole class situations
• Ensure children become increasingly reflective, able to listen
and respond by transferring knowledge of the immediate and beyond to
activities/experiences
• Support children beginning to take turns in group discussions,
games, listening to peers/adults
• Encourage listening with increased attention and concentration
• Encourage listening and taking turns in group discussions,
games, etc
• Support children to respond with growing confidence when
addressed directly in group
• Provide opportunities to listen to and follow 2 part
instructions/directions confidently
• Encourage children to listen to and answer questions related to
past/present experiences

Letters and Sounds -

Phase 1 and Phase 2

TERM 2

COMPETENCES STRATEGIES/PERFORMANCES Assessment:

Enabling Environment Traditional Tales Listening and Attention 40- 60 months

Raise awareness of speaking and listening within the learning Subtopics:
environment, particularly within the listening zone both indoor and The Three Little Pigs Maintains attention, concentrates and sits quietly
outdoor, in order to: The Three Billy Goats Gruff during appropriate activity.
 Develop opportunities for verbal and non-verbal Little Red Riding Hood • Two-channelled attention – can listen and do for
communication Jack and the Beanstalk short span.
 Develop opportunities to experiment with language, speak and Goldilocks and the Three Bears Early Learning Goal
listen, representing ideas through talk in their activities Children listen attentively in a range of
 Encourage children to speak clearly, fluently and confidently Castles situations. They listen to stories, accurately
and with expression Subtopics: anticipating key events and respond to what
 Think about and organise what they say, choose appropriate Different types of castles they hear with relevant comments, questions or
vocabulary and highlight specific detail Who lives in a castle actions. They give their attention to what others
 Allowing opportunities for children to practice, rehearse and Attack and Defence say and respond appropriately, while engaged
consolidate Knights and Dragons in another activity
 Fire children’s creativity and imagination Medieval People
 Understand the basic concept of listening
 Sustain concentration and interest Traditional Tales
 Foster enjoyment, engagement and response  Orally tell the story of G and the T B using props as a Understanding 40-60 months
 Understand the importance of listening to and hearing what is stimulus. Adult to scribe the story as it is told. Responds to instructions involving a two-part
said  Set up the role play area as the Bears’ Home. C to use sequence.
 Practitioners modelling speaking and listening props and stimulus to role play the story. Understands humour, e.g. nonsense rhymes,
Provide opportunities to listen attentively with interest and enthusiasm  Explore a range of words in relation to trip trap. Have a jokes.
responding appropriately through word and gesture, verbally and non- variety of objects on a tray such as treacle, tree, truck and • Able to follow a story without pictures or props.
verbally. train. Make a list of ‘tr’ words. • Listens and responds to ideas expressed by
Speaking and Listening Planned provision  Role play the story of Little Red Riding Hood using props others in conversation or discussion.
Practitioners modelling speaking and listening (expressive and and masks. Early Learning Goal
receptive language)
Practitioners should
 Encourage children to predict possible endings to stories and
events.
• Encourage children to experiment with words and sounds, e.g. in
nonsense rhymes.
• Encourage language play, e.g. through stories such as ‘Goldilocks and
the Three Bears’ and action songs that require intonation.
 Talk about and listen to the similarities in the rhyming words
 Plan regular short periods when individuals listen to others,
such as singing a short song, sharing an experience or describing
something they have seen or done
 Make up alternative endings and encourage children to supply
the last word of the second line, e.g. Hickory Dickory boot, the mouse
ran down the…
• Support children to link statements and stick to a main theme
or intention
• Give children opportunities to talk confidently to people other
than those who are well known to them
• Plan opportunities to talk, take turns, develop social talk
strategies with a talk partner/ small group
• Give children experiences which allow them to respond to and
recall significant information from small group conversations
• Encourage children to think about and express thoughts,
feelings, mood and ideas in relation to self, environment and others
through talk:
personal requirements
social talk
daily routine
experiences: recount/ describe/ predict/ explain/ discuss/ talk about
play/reason
activities
book talk
writer talk
story-telling and story-making: imitate, innovate, invent
word and language games
role-play and drama
circle time discussions
reflection and enquiry ,review(SEAL)
• Provide experiences that encourage talk for a growing range of
purposes in order to:
ask and answer questions appropriately
give 1/2 part instructions
talk appropriately in large/small groups when working
take part in interactive discussions with peers, adults and visitors
retell events, sequencing as appropriate
 Model reading the story of Little Red Riding Hood. Reinforce Children follow instructions involving several
book terminology. Ask the C to help make a list of the ideas or actions. They answer ‘how’ and ‘why’
characters in the story. In small groups ask the C to questions about their experiences and in
describe what each character is like. How do we know - response to stories or events.
what clues are there? Encourage C to look at pictures for
clues and to listen to the text
 Present the C with a large boot. Where did it come from?
Why is it here? How did it get here? Who could it belong to?
Begin to solve the mystery and scribe some ideas. Speaking 40-60 months
 Then take the Giant’s boot outside and search for more Extends vocabulary, especially by grouping and
props from the story naming, exploring the meaning and sounds of new
 Retell and read the story of Jack and the Beanstalk using words.
the props that have been found. • Uses language to imagine and recreate roles and
 Model the telephone conversation between Jack and his experiences in play situations.
mother. Jack uses his mobile phone to call Mum as he • Links statements and sticks to a main theme or
comes down the beanstalk chased by the Giant. What does intention.
Jack tell his mum, what does he want her to do? • Uses talk to organise, sequence and clarify
 Role-play area should include props, masks and a mobile thinking, ideas, feelings and events.
phone. • Introduces a storyline or narrative into their play.
Early Learning Goal
Children express themselves effectively,
 Think about what the C would like to ask the Giant. Make a
showing awareness of listeners’ needs. They
list of questions. Use the tape recorder to record your
use past, present and future forms accurately
questions for the Giant.
when talking about events that have happened
or are to happen in the future. They develop
 Play game like hang man with words from the story. C to
their own narratives and explanations by
suggest letters and try to guess the word.
connecting ideas or events.
Castles
 Discuss who lived in castles- hot seat a King/Queen.
Children to ask questions about castles and what it was like
to live in a castle.
 Discuss when and why castles were built. Look at the main
features of castles and discuss why they were important eg
moat, arrow slit, dungeon.
 Listen to a range of fairy stories that have castles in them eg
Sleeping Beauty, Rapunzel, Cinderella. How are they
similar/ different? Which is their favourite and why?
 Introduce castle role play area and support children to use it
correctly.
report on information
explain
predict
anticipate
reason with growing confidence
clarify
evaluate
plan
analyse
convey more complex messages
practice and perform – ICT, rehearsing to record,
hot seat – ask questions and respond in character
• Support children to talk confidently to convey their thinking in
response to a range of fiction, non-fiction, expressing thoughts, feelings,
mood, ideas:
recalling and sequencing traditional stories, with rhymes, poems,
repeated words and phrases or patterns of language in spoken and
written forms
identifying alliteration
beginning to understand humour in jokes, riddles and nonsense rhymes
begin to structure ideas through logical sequencing (e.g. beginning to
use story language, i.e. story starts, middles and ends)
explore and analyse different versions of stories
• Provide opportunities to listen to a range of songs, rhymes,
nonsense rhymes, poems, chants, non-fiction, responding by:
 Responding to traditional stories by joining in repeated
phrases, words and language pattern
 Listening to and recalling/ retelling simple stories
 Listening and giving an opinion/making choices
 Assimilate information, recall 3-4 facts related to the learning
theme
• Use freeze frame techniques to explore parts of a story
• Ask children to tell you what they plan to do before the activity,
what will they need, how will they tackle the activity, order of actions
• Support children to listen with increased attention and
response in groups
• Develop children’s ability to become increasingly reflective,
able to listen and respond by transferring knowledge of the immediate
and beyond to activities/experiences
• Support those children who are beginning to take turns in
group discussions, games, listening to peers/adults
• Encourage listening with increased attention and concentration
• Encourage listening and taking turns in group discussions,
games, musical activities etc
• Provide opportunities for children to respond with increased
confidence when addressed directly in groups
• Support children to listen, follow and carry out instructions
accurately
Letters and Sounds –
Phase 1 and Phase 3