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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