11



Column: Routes for Learning (RfL) routemap

|Indicative summary |

|Learners working on the RfL routemap have a growing awareness that they can affect the actions of others by using their own repertoire of communicative |

|behaviours. They demonstrate an interest in what others do and in sharing information with them. |

| |

|(When learners are working on the progression statements shown here you should refer closely to the Routes for Learning materials.) |

|Purposeful action on everyday environment [RfL 24] |

|Assessment activities/things to try |Things to look for |

|Try a range of everyday play activities (e.g. sand, water) which require the |Look for the learner deliberately making things happen in an everyday |

|learner to interact repeatedly to gain an effect. |environment. |

|Teaching strategies (to move learner to this step) |

|Use a range of preferred objects or activities and use prompts to initiate exploration. |

|Reduce these over time. |

|Shared attention [RfL 40] |

|Assessment activities/things to try |Things to look for |

|Point to an item in the distance. Does the learner looks towards the item then |Look for the learner gaining attention of an adult, for example: |

|back at the adult? |looking towards or indicating a stimulus and then looking back to the adult |

|Move to music. Does the learner join in with similar movement? |stilling to a sound, or moving to music, and then looking back to the adult |

|Stroke a dog. Does the learner also touch the dog and smile at the adult? |touching an item and then feeling for the adult’s hand. |

|The learner should join the adult in attending to a stimulus, confirming the | |

|attention of the adult visually throughout. |Look for the learner showing pleasure in sharing, or trying to ‘comment’ on |

| |the item. |

|Teaching strategies (to move learner to this step) |

|Teach shared attention by prompting the learner (verbally or with touch) to look at, listen to, or feel an item of adult choice, then to attend to the adult |

|and the item in turn. |

|Take the opportunity to share a stimulus to which the learner is attending. Encourage attention to the stimulus and then the adult in turn. This is key for all|

|future communication. |

|Expresses preference for items not present via symbolic means [RfL 41] |

|Assessment activities/things to try |Things to look for |

|Present to the learner objects of reference/pictures/symbols for items of |Look for the learner giving attention to a symbol for a preferred item and |

|interest which are not present. Does the learner indicate or pay attention to one|then waiting for the item to be presented. |

|of the symbols in order to request a preferred item? | |

|Teaching strategies (to move learner to this step) |

|Show a photo or symbol of a preferred item to the learner before presenting a stimulus. Repeat this to build up the association. Now show two |

|objects/photos/symbols – one for the preferred item plus one other – then present the item related to the symbol which has been indicated |

|Communicates ‘more’/’no more’ through two different consistent actions [RfL 28] |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s reactions to a less preferred activity or food, etc. Note |Look for a response which may indicate ‘no more’; for example, eyes closing, |

|the actions which may indicate ‘no more’. This should be distinct from the action|turning away, closing of the mouth. Reinforce and build upon this, responding|

|used to indicate ‘more’. |consistently on every occasion. |

|Teaching strategies (to move learner to this step) |

|Note even a slight response or change in expression to an activity which the learner wishes to end. Reinforce and shape this behaviour by saying or co-actively|

|signing ‘finished/no more’ and clearly finishing the activity. |

Column: A steps

|Indicative summary |

|When they handle books and other representational items, learners working on ‘A steps’ attend increasingly to the information that is conveyed by pictures and |

|symbols, giving correspondingly less attention to their sensory properties as objects. They are beginning to link what they see with sounds and key events in |

|familiar stories. |

Aspect: READING STRATEGIES

|Show increased attention to some book(s), whilst discarding others |

|Assessment activities/things to try |Things to look for |

|Provide the learner with a variety of books and other visual material representing|The learner focuses more on some items and/or attends to them for a slightly|

|a range of different sizes, styles, materials, types of binding and relative |longer period, even if this is still relatively fleeting. |

|proportion of print to pictures. | |

|Teaching strategies (to move learner to this step) |

|Encourage the learner to sample the range of items as a pleasant, shared activity. Follow their line of interest, ‘read’ or comment on an extract from each |

|book they choose, but move on to something else as soon as the learner wants to. Help the learner to look at book and magazine covers and to recognise items |

|they have seen before. |

| |

|Observe and record the items, styles, etc. which they seem to like the best. Return to these on other occasions and try to make additional material with |

|similar properties available to them in the future. |

|Seek out ‘representational’ items, e.g. pictures, photos, tactile/flip flap books, etc. |

|Assessment activities/things to try |Things to look for |

|Provide the learner with a broad range of ‘everyday’ objects including a variety |The learner explores objects using a variety of strategies, including |

|of books and other ‘representational’ items. |examining them visually. |

| | |

|Observe how the learner interacts with objects and materials which include | |

|representations as they play explore their everyday environment. |The learner goes to, or reaches for, books, magazines, catalogues, etc., in |

| |order to look closely at the pictures, feel the textures and/or manipulate |

| |the pages. |

|Teaching strategies (to move learner to this step) |

|Ensure that learners have access to a diverse range of visual and tactile materials, including books of all types: stories, poems, information texts, |

|magazines, catalogues, comics, TV magazines, photographs, advertisements and product packaging, pictures on paper or card and on PC or tablet computer. Use |

|simple text and symbols as labels within the learning environment. |

| |

|Involve learners in recording key events and routines, taking photos and making them into stories. Encourage learners to watch as you draw or write (include |

|any marks they make). Add these ‘stories’ to the range of available materials. |

| |

|Assist them to handle and physically manipulate books and the range of other materials. Initially this might mean allowing them to explore by mouthing and |

|other unconventional means. |

| |

|Provide learners with opportunities to use a range of art materials to create materials of their own. |

|Attend with interest as an adult reads a story, look at, touch and manipulate the book at intervals |

|Assessment activities/things to try |Things to look for |

|In a variety of situations (e.g. within a group, or quiet one-to-one setting; with|The learner ceases other activity, at least briefly, and looks towards the |

|or without ‘story bag’ props), ‘read’/recite/perform folk tales, simple rhymes and|adult as they speak. |

|poems encouraging the learner to listen to your voice and to repeat elements | |

|within the story. Point at intervals to large, clear pictures and encourage the |The learner’s body language, facial expression and use of vocalisation are |

|learner to look at them and to engage physically in holding and touching the book.|consistent with an interest in the interaction around the story. |

| | |

| |The learner reaches for and looks at the book on at least three occasions. |

|Teaching strategies (to move learner to this step) |

|Provide opportunities for a range of adults (as well as more able peers) to share, draw attention to, act out and verbalise the information conveyed by |

|representational materials. Help learners to express their own responses by encouraging any verbalisations, gestures or signs they may make. Assist them to |

|manipulate the book, considering carefully the extent to which they need tactile and sensory elements (e.g. flap books or those with interactive sound |

|elements) and the extent to which these might be distracting. |

| |

|If the learner cannot readily manipulate conventional materials, consider what needs to be done to maximise their opportunities for involvement and control. |

Aspect: COMPREHENSION

|Vocalise in response to a particular feature of a familiar story |

|Assessment activities/things to try |Things to look for |

|In a variety of situations (e.g. within a group, or quiet one-to-one setting; with|The learner makes vocalisation(s) which might demonstrate interest or |

|or without ‘story bag’ props), ‘read’/recite/perform folk tales, simple rhymes and|excitement connected with the story. |

|poems encouraging the learner’s participation. | |

|Teaching strategies (to move learner to this step) |

|Learners’ responses to texts and tales may take a wide variety of forms – reaching, touching, pointing, smiling, etc. The point here is to encourage them to |

|attend to the sounds of the story and to attempt to contribute their own sound – whatever that might be – at an appropriate moment. |

| |

|You need to ensure that there are plenty of ‘spaces’ in the story when the learner can intervene. Remember that learners may need a lot of time to organise a |

|response. Using exaggerated emphasis, rhythm, intonation or volume can help create a signal that it’s a moment to respond. |

|Listen with interest to sounds recorded on a ‘step-by-step’ switch, or in a talking story on PC; use switch or touchscreen to repeat sounds and move the story |

|on |

|Assessment activities/things to try |Things to look for |

|Choose one or several noises, words or short phrases which feature in a story, |The learner presses a switch, waits to listen to the sound recorded on it, |

|poem or drama. With the learner observing, record these on a speaking switch (e.g.|then presses the switch again, demonstrating an interest in hearing the |

|Big Mack switch, step-by-step switch or similar device). Rehearse pressing the |sounds. |

|switch to hear the effect. | |

| |The learner: |

|Provide the learner with a switch or touchscreen to ‘turn the pages’ of a ‘talking|listens to a page of a ‘talking story’ as it is read (by the software) |

|story’ on the computer. |presses the switch to turn the page, |

| |listens and looks at intervals at illustrations on the screen. |

|Teaching strategies (to move learner to this step) |

|Careful thought needs to be given to providing the most appropriate means of access. As far as possible, any switch should be anchored appropriately to ensure |

|that it is in a predictable and stable location for the learner to use (rather than being held by an adult). |

| |

|You can download a number of free interactive stories for PC from the Priory Woods School website along with a blank template to create your own stories. |

|Participate in creating a personalised story, then look and listen with interest when it is read |

|Assessment activities/things to try |Things to look for |

|Create a story about something the learner has done or does regularly. Involve |The learner participates in the process of creating the story. They listen |

|them in the process of taking photographs, choosing symbols and/or words to |to the story when it is read looking at one or more of the pictures. They |

|describe the pictures and organising the pictures into a sequence that tells the |touch or manipulate the pictures and the finished book. |

|story. | |

|Teaching strategies (to move learner to this step) |

|Ensure that pictures are very simple at first with a good contrast between the focus of the picture and its background and with minimal distracting elements. |

|Personalised stories can also include ‘real objects, or objects of reference (e.g. a door knocker), in place of pictures on some pages. |

Aspect: RESPONSE AND ANALYSIS

|Show specific reaction to sensory aspect of a well-known story, e.g. laughter and excitement in battle scene, unease at ‘spooky’ music |

|Assessment activities/things to try |Things to look for |

|Use music, lighting, projection and other features of a sensory room or drama |The learner responds to the atmosphere depicted by demonstrating an |

|studio to create an atmosphere appropriate to specific scenes in a dramatic tale. |‘affective’ reaction of some kind. |

|Act out the scene and look for the learner engaging with the event(s). | |

|Teaching strategies (to move learner to this step) |

|Provide opportunities for learners to show differential reactions to contrasting (multi-sensory) experiences connected with texts. At this level, reactions are|

|likely to be to the totality of the experience which should be as involving as possible. The contrast between experiences also needs to be very clear. Sensory |

|rooms can be used very effectively when linked to a theme. |

| |

|Learners’ reactions at this level are likely to be expressed behaviourally rather than by a specific comment about the experience. |

| |

|The work of Nicola Grove and Keith Park (e.g. Ways into Literature, Odyssey Now, Interactive Storytelling and Bible Stories in Cockney Rhyming Slang) is full |

|of suggestions and strategies for developing learner responses. They also show how dramatic tales (e.g. from Shakespeare and the Bible) can be adapted to |

|enable learners with severe and complex learning difficulties to access the key texts of our culture. |

|Anticipate repeating pattern in a story, e.g. smiling at ‘fi, fie foe, fum’ |

|Assessment activities/things to try |Things to look for |

|Choose a story which strongly features dramatic repeating patterns, e.g. ‘I’ll |The learner shows excitement or anticipation by facial expression, body |

|huff and I’ll puff and I’ll blow your house down’. |movement or vocalisation on several occasions as the repeating pattern |

| |reaches its climax. |

| | |

|As an alternative to speech, encourage the learner to make the same noise on each |The learner tries to knock at an appropriate point in response to a |

|repeat, e.g. knocking on the little pigs’ door. |repeating pattern in the story. |

|Teaching strategies (to move learner to this step) |

|Repeating patterns within a story can be used to help shape more specific responses and assist learners to recognise the pattern within the story. Choose a |

|story (or poem or drama) with lots of repeats. Use intonation, increasing emphasis and volume each time as you reach the key point. |

Column: B steps

|Indicative summary |

|Learners working on ‘B steps’ can match clear visual information presented in two-dimensions to specific objects, people and events. They may indicate a picture|

|at an appropriate point when being read to, or repeat familiar words/phrases in context. |

Aspect: READING STRATEGIES

|Bring favourite book to an adult for them to read |

|Assessment activities/things to try |Things to look for |

|Encourage the learner to go to the book corner/library and ‘find a book for us to |The learner looks carefully at two or three books before selecting one in |

|look at’. |particular. |

| |or |

|Observe how they make a selection. |The learner immediately chooses a book you know to be one of their |

| |favourites. |

|Teaching strategies (to move learner to this step) |

|Continue to provide a range of opportunities for learners to access and identify books and other texts. Help them to identify particular items by pointing out |

|cover features, binding, size, thickness and branding. Introduce the idea of rating different books in a simple way (e.g. “Which book do you like?” from a |

|choice of two, or “Show me your favourite.”). |

|Hold/turn a book the right way up |

|Assessment activities/things to try |Things to look for |

|Observe how the learner interacts with books, magazines and other representational|The learner picks up books or other representational items and spontaneously|

|material when unsupported. |corrects their orientation when they are upside down. |

| | |

|Hand the learner an open book so that they receive it upside down. | |

| | |

|Sit with the learner and deliberately look at a book upside down. |The learner protests or shows surprise when an adult holds or reads from an |

| |upside down book |

|Teaching strategies (to move learner to this step) |

|Children learn to adopt a conventional orientation preference for pictures and books between the ages of 18–30 months. According to De Loache et al, (2000): |

| |

|‘Looking at pictures this way is so natural to adults that it is hard to imagine an alternative; |

|it is difficult to think of picture orientation as a convention. However, pictures are distinctly different from real-world settings and objects… Unlike the |

|real thing, a picture of a glass of milk will not spill if turned upside down, and one cannot sit in a depicted chair, regardless of whether its legs point |

|down toward the floor or up toward the ceiling’. |

| |

|Learners therefore need plenty of experience with pictures and books, so that they learn to follow the model presented by other readers. Adults need to be |

|sensitive when ‘correcting’ picture orientation, and encourage learners to acquire the ‘convention’ gradually. |

|Find own name in a range of settings in the classroom |

|Assessment activities/things to try |Things to look for |

|Provide the learner with opportunities to find their own name from amongst others.|The learner picks out their own name from a choice of several names in at |

| |least three different settings and on more than one occasion. |

| | |

|Teaching strategies (to move learner to this step) |

|Ensure that the names of learners are marked in a variety of ways around the classroom, e.g. on coat pegs, tray, timeline/schedule, books, etc. Move named |

|items around at intervals, so they are not always in the same place. |

| |

|Provide the learner with a model (their name written down) to take with them to different locations and match to labels. |

|Point to picture of a character in a familiar story |

|Assessment activities/things to try |Things to look for |

|Choose a story book with which the learner is very familiar. Read the story |The learner points to a picture of the character named. |

|together then stop at a point where a key character is clearly portrayed in a | |

|picture. | |

| | |

|Ask the learner “Where is… (e.g. Jack)?”. | |

|Teaching strategies (to move learner to this step) |

|Learners need lots of experience of others pointing out and naming important characters within pictures, watching them on video (if available) and playing with|

|models (e.g. of animals from the story). Choose pictures with good contrast between the character and the background and display them around the classroom so |

|that learners become familiar with them. |

|Match a familiar person to a clear photograph of that person |

|Assessment activities/things to try |Things to look for |

|Take a set of clear photos of all the learners and staff in the class. Give the |The learner demonstrates that they can recognise at least three familiar |

|learner one photo and ask “Who’s this?” |people in photographs. |

| | |

|Prompt the learner to take the photo to the person or to point or eye point (as | |

|appropriate to their needs). | |

|Teaching strategies (to move learner to this step) |

|This can be introduced by using a photo to label personal items (e.g. coat hook), as well as through timelines and schedules. The learner can be encouraged to |

|select their own photo in routine activities such as registration and circle time. Later this can be extended to matching photos to very familiar people within|

|the class group. |

|Match items in a story sack to characters, places or events in a very familiar story |

|Assessment activities/things to try |Things to look for |

|Choose a story sack that is well-known to the learner and contains a wide range of|The learner finds a matching item from among two or three when the |

|props, e.g. use the various objects taken to the beach by Mrs Armitage in Mrs |corresponding item is pointed out in a picture in the story. |

|Armitage and the Big Wave by Quentin Blake (Random House, 1988). | |

|Teaching strategies (to move learner to this step) |

|Ensure that the learner is very familiar with the story and give lots of practice in various kinds of matching activities connected to the story. |

| |

|Obtain several copies of items depicted in the book and check that the learner can match these to each other. Initially, these may need to be exactly the same,|

|but later might vary in size or design to some degree. |

|Point out specific items in a big book, whilst asking the learner to point to them in their own version of the book. |

|Copy photos of items in the story, mount them on card and put them in the story sack. Ask the learner to ‘find ones the same’. |

|Respond to information in a single picture or symbol (e.g. locate the object represented) |

|Assessment activities/things to try |Things to look for |

|Show the learner a picture or symbol representing a familiar object and ask them to|The learner looks at the picture or symbol then selects or locates the |

|‘find this / find one of these / find all of these’. |relevant item(s). |

| | |

| |They can do this consistently in a range of contexts with at least ten |

| |pictures or symbols. |

|Teaching strategies (to move learner to this step) |

|At the start of lessons and activities, encourage learners to gather the tools and equipment that will be needed. Help learners to form the habit of treating |

|pictures or symbols as information to be acted upon. |

|Activate sound or speech corresponding to a picture in a familiar story, e.g. choose switch (from two) and press to play appropriate sound |

|Assessment activities/things to try |Things to look for |

|Using a familiar story, record two sounds corresponding to characters or actions, |The learner repeatedly activates the recurring sound on cue, but activates |

|at least one of which recurs. (e.g. in ‘Knock, Knock, who’s there?’ by Sally |the ‘monster’ only when its picture appears. |

|Grinley (Puffin, 1985), record ‘knock, knock’ on one switch and the sound of one | |

|of the monsters on the other). | |

| | |

|‘Rehearse’ using the switches before starting the story. | |

|Teaching strategies (to move learner to this step) |

|The story pictures could be presented on an interactive whiteboard and the task simplified by dividing the switches between two learners. When the relevant |

|picture appears, the learners must decide whether their specific sound is required. Roles can then be reversed before one learner controls both switches. |

|Participate in creating a personalised story, then show when it is read that they recognise themselves in it |

|Assessment activities/things to try |Things to look for |

|Create a story about something the learner has done or does regularly. Involve |The learner participates in the process of creating the story. They listen|

|them in the process of taking photographs, choosing words and/or symbols to |to the story when it is read, looking closely at the pictures. They |

|describe the pictures and organising the pictures into a sequence that tells the |demonstrate awareness of their involvement in the story (e.g. showing |

|story. |particular interest in, or vocalising in response to, photographs depicting|

| |themselves). |

|Teaching strategies (to move learner to this step) |

|Begin by making a book depicting all learners in the class, each on separate pages and encouraging the learner to find their own page. Then create stories |

|whose pages all relate to actions or events specific to the learner. |

|Use a (spoken) word or select an object or symbol to ‘describe’ a feature depicted within a storybook |

|Assessment activities/things to try |Things to look for |

|Begin to read a story, drawing the learner’s attention to the pictures (and |The learner says a relevant word (or words) at appropriate moments during |

|following the words with your finger). |shared reading. This should be more than a mere ‘echo’ of something just |

| |heard. |

| | |

| |Or (for learners who are non-verbal): |

| | |

|Prompt the learner at intervals, e.g. “What can you see? Show me!”. |The learner chooses, points or eye-points to an object or symbol which is |

| |relevant to what is happening in the story. Encourage the learner to |

| |verbalise as well. |

|Teaching strategies (to move learner to this step) |

|Encourage the learner to contribute a ‘comment’ which is generally appropriate to the current focus (page) within a text. |

| |

|A ‘story sack’ approach is very effective for engaging learners. Although they can be bought (e.g. see BagBooks), making your own ensures that you can tailor |

|the materials to the communicative needs of your particular learners. The story sack should contain a range of props, including models, objects, pictures |

|and/or symbols which can be used to label and describe characters, actions, places or events within the chosen story. As well as a big book, the sack might |

|include a CD or DVD of the story, a version for interactive whiteboard (e.g. using PowerPoint or similar software), related non-fiction books and games and |

|activities appropriate to the story. |

Aspect: RESPONSE AND ANALYSIS

|Imitate (e.g. copying facial expression) or empathise (e.g. oh!) in response to specific event happening to a character in a familiar story |

|Assessment activities/things to try |Things to look for |

|Read or act out a story with the learner, stopping at key points to elicit their |The learner makes any kind of response which demonstrates a degree of |

|response. |emotional engagement with the story. |

| | |

| |The learner attempts to imitate in ways consistent with the event depicted, |

|Model facial expressions or body language appropriate to the event depicted: (e.g.| |

|surprise, fear, excitement, sadness, etc.). | |

|Teaching strategies (to move learner to this step) |

|Encourage learners to engage with the feelings and emotions depicted in texts and the reasons for them. Emphasising, as you read, the surprise, anger, sadness,|

|joy or tension associated with a character or event will help to do this, but it is also important to link this to causes by asking simple, inferential |

|questions such as: ‘Do you think the giant is happy?’, ‘How do you know?,’ ‘Look at his face’, ‘He must be sad, because…’ (refer to what has just occurred in |

|the story). |

| |

|Some learners with autistic spectrum disorder (ASD) may have specific difficulty interpreting facial expressions and emotions, but using stories with pictures |

|to learn about facial expressions and about what motivates people to feel things can be very effective. ‘Social stories’ are aimed specifically at helping |

|learners with ASD to manage situations by learning more about the way people behave and appropriate ways of behaving. They can be made very simple. Find out |

|more about social stories. |

|Show pleasure when an adult starts to read a favourite story, respond at key points and demonstrate understanding that it has finished |

|Assessment activities/things to try |Things to look for |

|Share a favourite story with the learner. |The learner demonstrates anticipation of shared reading (e.g. settles |

| |comfortably and looks attentively at adult and book). |

| | |

| |The learner actively engages with the book at least three times during the |

| |reading session (e.g. to point at, or look more closely at a picture, or to |

| |vocalise at an appropriate moment). |

| | |

| |The learner ignores distractions during most of the story. |

| | |

| |The learner shows awareness that the story has finished (e.g. comments in |

| |some way – through speech, facial expression or body language, closes book, |

| |etc.) |

|Teaching strategies (to move learner to this step) |

|Learners need to become comfortable with the activity of reading, to develop an understanding of story structure, (including words such as ‘beginning’, ‘next’ |

|and ‘end’) and learn other vocabulary that is associated with texts (e.g. ‘page’, ‘picture’, ‘word’, ‘letter’). |

| |

|Learners may benefit if the staff team use agreed, simple, routine phrases such as “Are you sitting comfortably? Then I’ll begin”, “What do you think happened |

|next?” and “…and that’s the end of the story” to help establish expectations and an understanding of structure. Stopping at strategic points to ask “Can you |

|see the…?”, “Can you show me the picture?”, “Look at this big word”, “Can you turn the page”, etc. will help learners to engage. |

|Look at one or two favourite familiar picture books (or sensory equivalent) with an adult, paying attention to specific aspects of the picture, indicated by |

|the adult |

|Assessment activities/things to try |Things to look for |

|Provide access to a range of suitable books, e.g. in a book corner or library. |The learner chooses one or more familiar books, and seeks help to look at |

|Encourage the learner to look at and choose a book, and be available to read with |and follow the story. |

|them. |When their attention is drawn to a picture, the learner pays particular |

| |attention to the item being talked about. |

| |They maintain their interest throughout the story. |

|Teaching strategies (to move learner to this step) |

|Provide opportunities to browse books, in a broadening range of locations, including the local library. Encourage the learner to spend time looking at books |

|both with, and without adults in quiet surroundings. Ensure that family members are aware of the kinds of books the learner likes and can read with them at |

|home. |

Column: C steps

|Indicative summary |

|Learners working on ‘C steps’ handle books effectively and are aware of the distinction between print and pictures. They can say something about one of the |

|characters or an event in a familiar story they have just heard and may relate this to the sequence of events depicted. |

Aspect: READING STRATEGIES

|Choose several different types of reading material from a collection and show interest in each |

|Assessment activities/things to try |Things to look for |

|Ensure that learners can access a library of diverse reading materials. |The learner picks up, and then spends time looking through some, or all of |

| |the pages in several different types of reading material. |

|Teaching strategies (to move learner to this step) |

|Provide the learner with a reduced selection of materials at first, e.g. a box containing a catalogue, a magazine, a comic, a story book, an information text, |

|a talking book, etc. Encourage them to investigate the contents of the box independently. |

|Handle a book, turning pages mostly from front to back, looking at them with interest |

|Assessment activities/things to try |Things to look for |

|Observe the learner when reading on their own. |The learner demonstrates awareness that the ‘direction’ of a book runs from |

| |front to back. |

| | |

|Encourage the learner to hold the book and turn the pages while you read it with |They turn the pages mostly one at a time, looking at/reading something from |

|them. |each pair of pages – although they may miss some pages. |

|Teaching strategies (to move learner to this step) |

|Learners should also be given opportunities to find particular pages in books (e.g. searching for specific items in a catalogue) as well as following the full |

|sequence of a story. N.B. it is easier for some left-handed learners to flick through a book from the back to the front, it may be worth checking whether this |

|is a factor, before assuming that the learner does not understand where the book begins. |

|Look at left page in a book before right page |

|Assessment activities/things to try |Things to look for |

|Observe the learner when reading on their own. |The learner usually looks first at/reads something first from the left hand |

| |page. |

|Encourage the learner to hold the book and turn the pages while you read it with | |

|them. | |

|Teaching strategies (to move learner to this step) |

|Children’s perceptual experience will have taught them that direction is not normally a critical factor. Things presented in all orientations are the same. |

|However, when reading, this flexibility does not apply and the learner needs to attend consciously to the conventions of directionality. |

| |

|When looking together at a book, the adult should point to each word as it is read and emphasise the movement from left page to right page, as well as top of |

|the page downwards, and left to right along the line, returning to the left-most word of the next line. The learner should be encouraged to ‘read by pointing’ |

|if they are physically able to do so. |

|Link a relevant sound to a picture (e.g. ‘moo’ sound when a cow is depicted) |

|Assessment activities/things to try |Things to look for |

|Show the learner pictures of objects or animals which are associated with familiar |The learner attempts a sound which is relevant to the picture. |

|sounds. Demonstrate several examples. Then show the learner another picture and | |

|say, ‘you make the sound’. | |

|Teaching strategies (to move learner to this step) |

|Learners can be introduced to associating pictures and sounds through sound lotto. The Programme of Phoneme Awareness Training (POPAT) includes this step as it|

|systematically introduces learners to phoneme awareness, the link between speech sounds and letters and the phonemic structure of words. POPAT has specific |

|programmes for learners with SEN and a multi-sensory programme for learners with PMLD and sensory impairments. It is also available in Welsh as POPAT Cymraeg. |

|Find out more about POPAT. |

|Match very familiar words and recognise a few specific letters, e.g. letters of own name |

|Assessment activities/things to try |Things to look for |

|Present the learner with several jumbled pairs of words (including both |The learner correctly matches at least 10 pairs of words presented no more than|

|elements of their name) in a variety of presentations, e.g. on food packaging, |five pairs at a time. |

|or elsewhere within the environment, on flash cards or programmes on PC. Ask | |

|them to ‘find two words the same’. | |

| | |

|Present the learner with the letters of their name (cut up on card or in a | |

|programme on PC). Jumble them up. |The learner correctly selects at least the first letter of each part of their |

| |name. |

|Teaching strategies (to move learner to this step) |

|Learners need to learn that text is divided into words with spaces between, that each word has a meaning and that this is expressed through the sounds we make |

|as we read. Learners need to develop their awareness of these concepts about print from an early stage during shared reading. |

| |

|Pointing to words as they are read helps to establish this. Matching and contrasting words in all kinds of contexts will also help. |

|‘Read’ a pictorial or symbolic timeline and say what is going to happen |

|Assessment activities/things to try |Things to look for |

|Provide the learner with a timeline or schedule which is sequenced from left to |The learner can identify what will happen first, next, etc. by reading the |

|right. Adapt to the learner’s needs using pictures, symbols, and some words with |timeline from left to right. |

|which they are very familiar. | |

|Teaching strategies (to move learner to this step) |

|Pictures and symbols can be used in a variety of ways to support learners’ reading skills. Used on a timeline or daily schedule (and starting with two or three|

|key events), they will help learners to predict what is going to happen and support their understanding of sequence. A word can be printed below its |

|corresponding symbol and their relative sizes adjusted so that there is a greater or lesser focus on the written word (with the symbol becoming a prompt that |

|is faded). |

| |

|Used in a horizontal orientation, symbols can encourage left to right reading. |

| |

|Some learners, particularly those who have difficulty with articulating sounds, may find it easier to ‘read’ by signing the meaning of a word using a Makaton |

|or Signalong sign (as well as speech). |

| |

|Click here to see examples of symbolic timelines and other ways in which symbols can be used to support early reading. A range of software is available to |

|facilitate the production of symbol-supported print material. |

|Find a wanted item by examining/interpreting labels |

|Assessment activities/things to try |Things to look for |

|This could be in a situation such as a classroom shop, or when selecting items |The learner is able to select familiar items by examining the labels on boxes, |

|to take on a picnic. |drawers, etc. |

| | |

|(The task should not be one which is so familiar that the learner is able to |(Labels might be symbols or pictures.) |

|select objects from containers by memory without looking – move the labelled | |

|drawers, etc. at intervals to avoid this). | |

|Teaching strategies (to move learner to this step) |

|Create a ‘print-rich’ environment in school by labelling objects, materials and locations which are regularly accessed by learners. Place labels at the |

|learners’ level and support print with symbols and pictures according to the particular needs of learners. Label locations where specific materials are stored; |

|use the same labels on learner timelines and schedules. Encourage the learner to take the label from the timeline to the location, match it and remove the |

|materials to undertake an activity. |

|Use relevant words, signs or symbols to refer to important details in a picture |

|Assessment activities/things to try |Things to look for |

|In books and other reading materials, look at and discuss with the learner, |The learner can say, sign or select symbols in response to simple questions|

|pictures which contain several elements of detail important to the story or purpose|to communicate key information conveyed in the picture. |

|of the text. | |

| | |

|E.g. an illustration from ‘Jack and the Beanstalk’ showing Jack’s mother throwing |E.g. ‘who’s this?’ - ‘[Jack’s] mum’, |

|the beans out of the window. |‘what is she doing?’ - ‘throwing [beans]’ |

| |‘where are the beans?’ – ‘[out the] window’ |

|Teaching strategies (to move learner to this step) |

|Begin by looking at pictures with a clear contrast between the focus (e.g. a character in a picture book, or a famous person in a magazine) and the background;|

|encourage the learner to name the character. Next ensure they can talk about simple actions which are depicted, before moving on to other (more peripheral) |

|details in the picture. |

|Match a few written words to symbols, photographs or objects |

|Assessment activities/things to try |Things to look for |

|Present the learner with up to ten familiar written words (one at a time). |The learner can use the written word as a ‘label’ matching it to a |

| |corresponding object or representation. |

|Teaching strategies (to move learner to this step) |

|Learners may, or may not, be able to read words aloud, but they may be able to demonstrate that they understand them. Start with the learner’s own name and |

|very familiar items which match their interests. They might for instance match words to pictures in a personalised story or on a related display. |

|Choose, and respond with understanding to, pictures on-screen |

|Assessment activities/things to try |Things to look for |

|In appropriate software on a pc or tablet computer. |The learner touches a particular picture selected from several possible |

| |choices on-screen because it is correct in the context. |

| | |

| |E.g. The learner consistently selects the picture, symbol or word which |

| |matches a target picture shown on the screen. |

|Teaching strategies (to move learner to this step) |

|A wide range of programmes are available which encourage learners to interpret pictures on-screen, to make choices and to control the way the software |

|responds. In the best software, the content can be customised so that it matches the age and interests of learners. |

Aspect: Comprehension

|Use pictures to sequence (three) key events in a familiar story |

|Assessment activities/things to try |Things to look for |

|Choose a very familiar story and read it with the learner. |The learner places pictures in order using left to right orientation. |

| | |

|Separate the pages of (a copy of) the book or prepare pictures which clearly | |

|depict (three) key events in the story. | |

| | |

|Ask the learner to use the pictures to tell the story, e.g. at the end of a | |

|project involving planting and growing beans, provide the learner with pictures of| |

|three key phases (a seed, the emerging seedling, the plant in full leaf). | |

|Teaching strategies (to move learner to this step) |

|Choose stories and narratives which have clearly definable events that can be easily illustrated. Choose social activities which the learner has directly |

|experienced, record them as a class story and encourage the learner to put in order pictures of the key events, e.g. We went out on the minibus – the minibus |

|broke down – a policeman helped us. |

|Follow simple two-stage instructions ‘written’ in pictures or symbols |

|Assessment activities/things to try |Things to look for |

|In a game situation, show the learner cards indicating the order in which two |The learner reads the instructions (left to right) and carries them out in the |

|things need to be done (e.g. peel a banana, then cut it into slices). |correct order. |

| | |

|The learner should be familiar with a range of such instruction cards before the| |

|assessment takes place, but the card in question should introduce a new | |

|activity, to ensure the learner is following instructions rather than simply a | |

|routine. | |

|Teaching strategies (to move learner to this step) |

|Learners need to become familiar with texts such as lists, recipes and instructions which provide information about actions to be taken and the order for |

|carrying them out. |

| |

|In a small group situation, give each learner a card showing one action (as a word and/or picture/symbol). In turn, learners carry out their particular action |

|so that, together, the group completes the overall task (for instance, making a ‘giant sandwich’). When the learner can do this, move on to two-part |

|instructions (e.g. wash hands, then put on apron). |

|Refer to or comment on print in the environment, e.g. labels, notices |

|Assessment activities/things to try |Things to look for |

|Ensure there are plenty of opportunities to observe print within the learner’s |The learner spontaneously indicates a sign, label, etc. and shows by speech |

|environment. |or some other method that they understand its meaning. |

| | |

| |The learner responds when an adult draws their attention to a sign, using |

|Take opportunities to draw attention to signs, labels and notices both within and |speech or another method to show they have understood its meaning. |

|outside school. | |

|Teaching strategies (to move learner to this step) |

|Take opportunities to point out and encourage talk about signs, notices, advertisements on billboards, labels and logos in a wide variety of settings. |

| |

|Provide activities where learners handle familiar food, household, DVD and music packaging. Encourage them to look for specific items in supermarkets and |

|shops. Involve learners in examining packets and tins for clues about their contents, using both the print and the branding. Cut the words from the packaging |

|and match them to each other. Match the branded text to the same words written conventionally on flash cards. |

|Make links to experiences they have had when they are depicted in a personalised story |

|Assessment activities/things to try |Things to look for |

|Create a story about something the learner has done or does regularly. Involve |The learner participates in the process of creating the story. They may |

|them in the process of identifying key events and what pictures might be included, |make some suggestions about scenes which are important to the story (or |

|as well as in taking photographs, choosing words and/or symbols to describe the |about additional scenes after reading a draft). |

|pictures and organising the pictures into a sequence that tells the story. | |

| |They help to read the story, commenting on the pictures. They clearly |

| |relate the finished story to experiences of their own. |

|Teaching strategies (to move learner to this step) |

|See the strategies suggested for this under A steps and B steps. |

|Volunteer some information about a familiar story |

|Assessment activities/things to try |Things to look for |

|Share a story with the learner which is familiar to them and which they are known |The learner says something factual about the story which indicates they have|

|to like. |understood a key point, e.g. refers to something which happens to a |

| |particular character, or at a particular point in the story. |

|Encourage the learner to join in and comment. | |

|Teaching strategies (to move learner to this step) |

|As well as reading the story in a book, enable the learner to use an interactive version on PC, watch a DVD depicting the story, and make classroom displays to|

|support learners’ familiarity with the characters and events that the story contains. Story sacks can contain models and pictures for learners to manipulate |

|and match to each other and to words that label them. Use open-ended questioning to encourage the learner to contribute their own comments about the story or |

|text. |

Aspect: RESPONSE AND ANALYSIS

|Express in some way (when prompted) their personal attitude to or interest in a story that has just been read, e.g. like/dislike, recall of specific event, |

|etc. |

|Assessment activities/things to try |Things to look for |

|Share a text with the learner, stopping at key points to elicit their response. At|The learner gives some kind of ‘evaluative’ response, indicating the impact |

|the end, ask the learner questions about the contents. |of the story, or some element of it, upon them. |

| | |

|Use open questions, such as “What was your favourite bit?”. Pass the book to the |This might include the learner finding and pointing out something in |

|learner and say “Show me”. |particular. Encourage them to verbalise this. |

|Teaching strategies (to move learner to this step) |

|For any text, learners should be encouraged: |

| |

|(at the start) to make predictions about it based on its cover and title |

|(during reading) to comment on and respond to what is happening |

|(on completion) to make some kind of summary or evaluative response. |

| |

|Learners might choose from a simple smiley or sad face. |

|Look at and sustain interest in texts with/without an adult |

|Assessment activities/things to try |Things to look for |

|Assist the learner to choose a text which you know they like (a story or |The learner continues to look at the text, examining each page before |

|information book, comic or magazine). Help them to begin reading it but then |turning to the next. They sustain this for up to five minutes after the |

|withdraw and observe from a distance. |adult has left them. |

|Teaching strategies (to move learner to this step) |

|Learners should be provided with opportunities to look at texts for short periods on their own. Ideally, they will come to associate this activity with a |

|comfortable, quiet book corner. Independent reading can also be encouraged by asking a learner to go and find a particular text, assigning them something |

|specific to locate within in it, and instructing them to show you when they have done so. |

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