Communication and language breakdown 30-50 and 40-60 …



left4025537This is a yearly breakdown of 30-50 and 40-60 months in communication and language. It plots a rough indication where each strand can be taught to ensure effective overall coverage. This can be used to support planning and learning intentions.020000This is a yearly breakdown of 30-50 and 40-60 months in communication and language. It plots a rough indication where each strand can be taught to ensure effective overall coverage. This can be used to support planning and learning intentions.left3711666Communication and language breakdown 30-50 and 40-60 months035000Communication and language breakdown 30-50 and 40-60 months Communication and LanguageWeek 1Week 2Week 3Week 4Week 5Week 6Autumn 1? Can retell a simple past event in correct order (e.g. went down slide, hurt finger).? Understands use of objects (e.g. “What do we use to cut things?’)? Uses intonation, rhythm and phrasing to make the meaning clear to others.? Understands use of objects (e.g. “What do we use to cut things?’)? Uses vocabulary focused on objects and people that are of particular importance to them.? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Listens to others one to one or in small groups, when conversation interests them.? Listens to stories with increasing attention and recall.? Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle.’? Is able to follow directions (if not intently focused on own choice of activity).? Questions why things happen and gives explanations. Asks e.g. who, what, when, how? Responds to simple instructions, e.g. to get or put away an object.Autumn 2? Can retell a simple past event in correct order (e.g. went down slide, hurt finger).? Uses a range of tenses (e.g. play, playing, will play, played).? Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle.’? Uses intonation, rhythm and phrasing to make the meaning clear to others.? Listens to others one to one or in small groups, when conversation interests them.? Uses vocabulary focused on objects and people that are of particular importance to them.? Questions why things happen and gives explanations. Asks e.g. who, what, when, how.? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.? Listens to stories with increasing attention and recall.? Focusing attention – still listen or do, but can shift own attention? Is able to follow directions (if not intently focused on own choice of activity).? Responds to simple instructions, e.g. to get or put away an object.Spring 1? Uses a range of tenses (e.g. play, playing, will play, played).? Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.? Uses intonation, rhythm and phrasing to make the meaning clear to others.? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Uses vocabulary focused on objects and people that are of particular importance to them.? Builds up vocabulary that reflects the breadth of their experiences.? Is able to follow directions (if not intently focused on own choice of activity).? Responds to simple instructions, e.g. to get or put away an object.? Questions why things happen and gives explanations. Asks e.g. who, what, when, how.? Focusing attention – still listen or do, but can shift own attention.? Beginning to understand ‘why’ and ‘how’ questions.Spring 2? Questions why things happen and gives explanations. Asks e.g. who, what, when, how.? Beginning to understand ‘why’ and ‘how’ questions.? Uses vocabulary focused on objects and people that are of particular importance to them.? Uses a range of tenses (e.g. play, playing, will play, played).? Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.? Builds up vocabulary that reflects the breadth of their experiences.? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Focusing attention – still listen or do, but can shift own attention.? Is able to follow directions (if not intently focused on own choice of activity).? Responds to simple instructions, e.g. to get or put away an object.Summer 1? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Uses intonation, rhythm and phrasing to make the meaning clear to others.? Uses vocabulary focused on objects and people that are of particular importance to them? Uses language to imagine and recreate roles and experiences in play situations.? Builds up vocabulary that reflects the breadth of their experiences.? Able to follow a story without pictures or props.? Links statements and sticks to a main theme or intention.? Focusing attention – still listen or do, but can shift own attention.? Is able to follow directions (if not intently focused on own choice of activity).? Questions why things happen and gives explanations. Asks e.g. who, what, when, how.? Beginning to understand ‘why’ and ‘how’ questions.Summer 2? Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.? Uses intonation, rhythm and phrasing to make the meaning clear to others.? Uses vocabulary focused on objects and people that are of particular importance to them? Uses language to imagine and recreate roles and experiences in play situations.? Builds up vocabulary that reflects the breadth of their experiences.? Able to follow a story without pictures or props.? Links statements and sticks to a main theme or intention.? Focusing attention – still listen or do, but can shift own attention.? Is able to follow directions (if not intently focused on own choice of activity).? Questions why things happen and gives explanations. Asks e.g. who, what, when, how.? Beginning to understand ‘why’ and ‘how’ questions. ................
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