Attention and Listening



|Child’s Name:       |d.o.b.       |

|Class teacher:       |Date completed:       |

|1. Attention and listening |

|Consider how the child demonstrates appropriate attention and listening when: |

|a. 1:1 adult/child or child/child |b. in small group |c. in whole class |

|Reason for concern |

|      |

|2. Understanding spoken language |

|Consider the child’s response in: 1:1, small group, large group |

|to instructions |to questions |to story-telling |to discussion/conversation |

|Reason for concern |

|      |

|3. Spoken language |

|When the child is talking/chatting consider the following aspects: |

|grammar, pronouns, tenses, word order, use of the ‘little words’, joining ideas (e.g. and, but, because) the length of utterance |

|Reason for concern |

|      |

|4. Using spoken language |

|Consider the range of use, the sequencing of ideas, and effectiveness of conveying their ideas. |

|Does the child use spoken language appropriately to: comment, question, protest, explain, direct others, negotiate (in play), express emotions etc. |

|Reason for concern |

|      |

|5. Conversational skills |

|Observe the ease with which the child converses with |

|other children and adults (1:1, small group) |

|a. initiating and continuing conversation |b. responding |c. ‘turn-taking’ |d. staying on topic |

|Reason for concern |

|      |

|6. Vocabulary and concepts |

|Consider: |

|a. the range of the child’s vocabulary |b. the ability to learn and use new|c. concepts of space, time, size, shape, |d. categories |

|knowledge and use (nouns, verbs, |vocabulary |emotion etc. | |

|adjectives etc.) | | | |

|Reason for concern |

|      |

|7. Reasoning |

|Consider how the child interprets a developing knowledge of the world in order to: |

|a. reach logical conclusions. |b. predict |c. explain |d. relate cause and effect |

|Consider how the child demonstrates these abilities (verbally/non-verbally) |

|Reason for concern |

|      |

|8. Speech |

|Is speech intelligible |

|Reason for concern |

|      |

|9. Phonological awareness |

|Can the child join in: |

|rhythm activities, |clapped syllable games e.g. names |rhyme play e.g. easy-peasy etc. |start to show interest in initial |

| | | |sounds of words |

|Reason for concern |

|      |

|10. Auditory memory |

|Consider how well the child remembers what he has heard: |

|a. messages, instructions |b. rhymes/songs |c. stories |d. information |

|Bear in mind: context, information, length, time lapse and whether there has been visual support |

|Reason for concern |

|      |

|11. Exceptional problems that may occur |

|Stammering |

|Over-use of non-specific vocabulary e.g. thingy, doing, got, that one. |

|Unusual length of time to respond |

|Odd social interaction |

|Strange subject matter/responses |

|Excessive hesitancy when talking |

|Unusual quality or tone of voice e.g. hoarseness, pitch, nasality |

|Other |

|Reason for concern |

|      |

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