Contents. Talk Boost KS1 Tutor Training Manual / 1 Talk Boost / 1

Transcription

1 Tutor Training Manua 2016

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3 Contents Section 01: Tutor information... 3 What is Tak Boost KS1?... 3 Overview of the day... 4 Deivery, Course schedue, Tutor s skis... 5 Tutor s roe / Purpose of Tak Boost KS1 practitioner training... 6 Who wi benefit from this training? / Ateration to course materias / Fim cips... 7 Tutor preparation... 8 Resource checkist... 9 Section 02: Deivering the course Wecome, introductions and warm-up activity Session 1: The importance of good speech, anguage and communication (SLC) skis Session 2: Seecting chidren for Tak Boost KS Session 3: Using Tak Boost KS1: Intervention Manua content and activities Session 4: Teacher Manua, Chidren s Activity Book, panning and questions Bibiography Section 03: Resources and activities Speech, anguage and communication otto Communication breakdown activity SLCN fact or fiction activity Tak Boost KS1 Tutor Training Manua / 1 Tak Boost / 1

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5 01 / Tutor information / What is Tak Boost KS1? Tutor information What is Tak Boost KS1? Tak Boost KS1 is a targeted intervention designed to improve the anguage and communication skis of 4 to 7 year ods. It comprises three minute group sessions a week, deivered over a 10-week period by a trained teaching assistant. It is designed to be run with groups of four chidren. The intervention is a catch up programme designed for chidren whose current anguage skis are beow the average for their age, and who need a boost to enabe them to narrow the gap with their peers, and function within the average range. This training is designed for teachers and teaching assistants (TAs) who wi be deivering Tak Boost KS1, aong with schoo co-ordinators, specia educationa needs co-ordinators (SENCos) and other schoo-based staff who may be invoved. The training has been designed to be deivered in one day of approximatey 5 hours. However, it has been divided into four sessions to aow fexibiity of deivery. Each session has: Tutor notes PowerPoint sides. The sessions are inked to each other and buid on the knowedge from the previous session, and therefore they have to be presented in the given order. There is some repetition within sessions to emphasise those inks, and aso to provide a recap if the sessions are presented in twiight sessions over a number of weeks. Fu academic references for the Tak Boost KS1 intervention are provided in the footnotes of the Intervention Manua. References used in this training are provided in this Tutor Training Manua, the Participant Book and the PowerPoint. Tak Boost KS1 Tutor Training Manua / 3

6 01 / Tutor information / Overview of the day Overview of the day 15 minutes Wecome, introductions and warm-up activity 60 minutes 80 minutes 80 minutes 60 minutes Session 1 The importance of good speech, anguage and communication (SLC) skis Session 2 Seecting chidren for Tak Boost KS1 Session 3 Using Tak Boost KS1: Intervention Manua content and activities Session 4 Teacher Manua, Chidren s Activity Book, panning and questions 4 / Tak Boost KS1 Tutor Training Manua

7 01 / Tutor information / Deivery / Course schedue / Tutor s skis Deivery Course schedue Tutor s skis Deivery Approximate timings for each session are given but you may want to emphasise some areas more than others, depending on the participants understanding and skis. Add exampes from your own experience wherever possibe to scaffod the understanding of Tak Boost KS1 and its underying rationae. Course schedue This course is designed to be deivered over one day of approximatey 5 hours, not incuding breaks. It may aso be deivered as a series of twiight training sessions. Tutor s skis It s essentia that this training is deivered by a quaified speech and anguage therapist (SLT) or experienced schoo practitioner/educationaist who has had training on the Tak Boost KS1 intervention from I CAN and hods a icence from I CAN to deiver Tak Boost KS1 training. I CAN Tak Boost KS1 icensed tutors wi: have experience of teaching adut earners meet the Speech, Language and Communication Framework (SLCF) enhanced eve competencies as a minimum (see www. communicationheppoint.org.uk) have experience of working with primary schoo chidren aged 4 7 years have a great dea of experience in speech, anguage and communication in primary schoo-aged chidren. Tak Boost KS1 Tutor Training Manua / 5

8 01 / Tutor information / Tutor s roe / Purpose of Tak Boost KS1 training Tutor s roe Purpose of Tak Boost KS1 practitioner training Tutor s roe As the tutor, your roe is: providing information, sharing experiences and knowedge with participants faciitating group discussions and idea-generating activities encouraging participants to form networks encouraging participants to share with I CAN data/resuts from practitioners using Tak Boost KS1 undertaking some administrative and preparatory tasks reating to the running and evauation of the training course. Purpose of Tak Boost KS1 practitioner training This training is to deveop participants : abiity to understand the Tak Boost KS1 activities and how to support chidren s communication understanding of how to seect chidren who wi benefit from Tak Boost KS1 and tracking their progress understanding of and ideas for coaborative practice, working with the cass teacher on whoe cass activities and sharing take-home activities with parents and carers. 6 / Tak Boost KS1 Tutor Training Manua

9 01 / Tutor information / Who wi benefit? / Ateration to course materias / Fim cips Who wi benefit from this training? Ateration to course materias Fim cips Who wi benefit from this training? This training is for teaching assistants and teachers who wi be impementing Tak Boost KS1, and who are reguary working with young chidren who woud benefit from a catch up programme to boost their speech, anguage and communication skis. Ideay, they wi have previousy attended some training on speech, anguage and communication needs. Ateration to course materias It s important that you deiver this training just as it is presented here: the PowerPoint presentation shoud not be atered in any way. However, you may wish to add case studies and exampes of good practice where these fit participants training needs. Fim cips There are two fim cips avaiabe to downoad or show directy from the icensee website ( uk/icensing). You need to og in with your user name and password and go to the Tak Boost KS1 page. The two fims show the running of a Tak Boost KS1 session and the Tracker being used in a schoo. The fims are intended to show Tak Boost KS1 in action to support your training and promote discussion among participants. The fims are not intended as exampes of best practice but do show how a session runs and how the Tracker can be administered. You can use these fims in any way you wish to support the existing training for Tak Boost KS1, but bear in mind that you need to adjust the timing of the training accordingy. The fims are hosted on Vimeo, so uness you know you have internet access during your training you need to downoad and save the fims beforehand. Tak Boost KS1 Tutor Training Manua / 7

10 01 / Tutor information / Tutor preparation Tutor preparation Tutor preparation As the tutor, you need to: Famiiarise yoursef with the Tak Boost KS1 training materias: Tak Boost KS1 Tutor Training Manua Tak Boost KS1 Participant Book Tak Boost KS1 PowerPoint presentation: Practitioner Training View the fim cips and consider how you might use these in your training. Famiiarise yoursef with the Tak Boost KS1 intervention materias: Tak Boost KS1 Intervention Manua Tak Boost KS1 Teacher Manua (incuding the Tracker) Chidren s Activity Book Tookit. Further information about the Tak Boost KS1 intervention is avaiabe onine at In addition, you need to prepare some additiona resources/information, as outined in Section 03. Speech, anguage and communication otto (Sides 10 and 11) Communication breakdown activity (Side 12) SLCN fact or fiction activity (Side 14) Five areas of anguage: activity (Side 34) End of course Photocopy and cut up the cards for each group Photocopy and cut up the cards for each group Photocopy and cut up the Fact and Fiction cards for each group Prepare five areas with posters and fipcharts/arge paper sheets and sticky notes for groups to record ideas Course evauation forms and registration for attendance certificates: refer participants to compete the forms onine 8 / Tak Boost KS1 Tutor Training Manua

11 01 / Tutor information / Resource checkist Resource checkist Resource checkist PowerPoint equipment (incuding audio if you re using the fim cips). PowerPoint presentation: Practitioner Training Fim cips (if you re using them) on a memory stick, or access to the internet. Posters for the Five areas of anguage activity (Side 34), which are incuded in the Intervention Manua. Tak Boost KS1 Intervention Manua, Teacher Manua and Chidren s Activity Book for each teacher/ta pair. Participant Book for each participant. Sticky notes. Fipchart and pens. Activity resources for tutors (see Section 03 for resources that you need to photocopy and prepare). Some activity resources are incuded in the Participant Book. Tak Boost KS1 Tutor Training Manua / 9

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13 02 / Deivering the course / Wecome, introductions and warm-up activity Deivering the course Wecome, introductions and warm-up activity Use the notes in this section of the Tutor Training Manua to accompany the PowerPoint presentation: Practitioner Training The PowerPoint presentation aso has some notes added to aow you some choice in your deivery stye. 15 minutes Wecome (Sides 1 5) The wecome incudes: 5 minutes Introductions 10 minutes Warm-up activity Tak Boost KS1 Tutor Training Manua / 11

14 02 / Deivering the course / Wecome, introductions and warm-up activity Side 1: Tak Boost KS1 Practitioner Training Introduce yoursef, wecome participants and outine that everything that they need for this course wi be provided. Aso provide genera housekeeping information, e.g. ocation of toiets, refreshment arrangements, emergency evacuation procedure. Participants each have a Participant Book to support their earning. During the course, however, each teacher/ TA pair wi share the other resources between them and work together. Emphasise that the focus of this training is on the targeted intervention ony. It s recommended that the whoe schoo staff team have anguage training to support quaity teaching for a chidren and access to a speech and anguage therapist for those chidren who require speciaist support. Senior schoo staff may be interested in earning about other I CAN resources, such as Primary Tak and Tak Boost KS2. Give each participant a Participant Book to support their earning through the day. The Participant Books have more content than the images on the sides you re about to show them. We hope that combining images and text wi keep participants interest and hep them remember the training. 12 / Tak Boost KS1 Tutor Training Manua

15 02 / Deivering the course / Wecome, introductions and warm-up activity Side 2: About Tak Boost KS1 Sma group intervention Activities with groups of 3 4 chidren, three times a week for 10 weeks minutes each session with a teacher/teaching assistant Measures of chidren s anguage and communication before and after Tak Boost KS1 Tracker and the Chidren s attitude survey Chidren s Activity Book Activities for chidren to take home and share with parents or carers Whoe cass activities for cass teachers Linking sma group activities to the cass and supporting whoe cass speaking and istening skis Expain that: The Tak Boost KS1 Intervention Manua and Teacher Manua give detaied instructions on the activities. It s important to foow these instructions, especiay when starting out. It s equay important to understand and work towards the principes of anguage teaching. Whoe cass activities are essentia because: they make the ink for chidren between the sma group activities and cass they support whoe cass speaking and istening skis. In the evauation study, chidren whose teachers fuy engaged with Tak Boost KS1 and did the whoe cass activities made more progress. Some schoos took on the activities across the whoe schoo, e.g. good istening. We go through the measures in more detai they support the teaching staff to know how effective Tak Boost KS1 is. Tak Boost KS1 Tutor Training Manua / 13

16 02 / Deivering the course / Wecome, introductions and warm-up activity Side 3: Session 1 Session 2 Session 3 Session 4 Course outine The importance of good speech, anguage and communication (SLC) skis Seecting chidren for Tak Boost KS1 Using Tak Boost KS1: Intervention Manua content and activities Teacher Manua, Chidren s Activity Book, panning and questions Expain that: The first part of the day is a brief introduction to the importance of speech, anguage and communication (SLC) skis (Session 1), and seecting the chidren who benefit from Tak Boost KS1 (Session 2). This is a brief overview and if participants fee they need further training in speech, anguage and communication they might want to consider Primary Tak training (eave a PT eafet with them). The second part of the day is more practica with a focus on using the Tak Boost KS1 Intervention Manua (Session 3), together with the Teacher Manua and the Chidren s Activity Book to compete the fu programme (Session 4). 14 / Tak Boost KS1 Tutor Training Manua

17 02 / Deivering the course / Wecome, introductions and warm-up activity Side 4: Warm-up activity Spend two minutes taking to the person next to you about your morning routine, from getting up to arriving at work: How much of what you do depends on being abe to use communication skis? If you coudn t communicate, what effect woud that have? Give the participants two minutes to have a conversation. Remind participants that even if they ive on their own they re ikey to use communication skis, e.g. istening to the radio, watching TV, traveing to work. What skis do they use for these activities? Foow this with a whoe group discussion (or in smaer groups if the group is too big). Go through each buet point in turn and get participants to think about what they ve just done. Then go on to the discussion points using Side 5. Tak Boost KS1 Tutor Training Manua / 15

18 02 / Deivering the course / Wecome, introductions and warm-up activity Side 5: Warm-up activity Now discuss: Why do we communicate? What skis do we need? What woud be the impact if we coudn t communicate? Ask participants: Why do we communicate? e.g. to find out information, say how we fee, offoad, sove probems, connect with other peope, make friends, etc. What skis do we need? e.g. istening, taking turns, etc. Bring in specific inguistic information if it s not mentioned, i.e. having a good vocabuary, knowing the right words to describe things, morphoogy, grammar, cear speech. What woud be the impact? Get peope to think about their average day, e.g. how woud their day be without communication skis, which parts of the day woud be more difficut, how woud they fee by the end of the day? 16 / Tak Boost KS1 Tutor Training Manua

19 02 / Deivering the course / Session 1: The importance of good SLC skis Side 6: Session 1: The importance of good speech, anguage and communication (SLC) skis 60 minutes Aow 60 minutes for this session, incuding activities (Sides 6 15). Link this to the warm-up activity where you discussed the skis required for communication. Point out that participants are a competent adut communicators and it s a compex ski. The chidren they work with are sti earning this ski and some of them find it very hard. Tak Boost KS1 Tutor Training Manua / 17

20 02 / Deivering the course / Session 1: The importance of good SLC skis Side 7: Speech, anguage and communication Speech The sounds and sound combinations that are put together to make up words Language Understanding anguage (aso known as comprehension or receptive anguage) Taking (aso known as expressive anguage) Communication Gives us a way of sharing feeings and emotions a too for giving and receiving information Foowing on from the warm-up activity, remind participants that: Speech is the way sounds are produced. Understanding of anguage is about understanding what s said or written, incuding vocabuary, grammar, instructions, stories and other nonverba communication. Taking is about the use of words and sentences, vocabuary and grammar, organising sentences into narratives and expanations, and using appropriate conversationa rues. Communication is the giving and receiving of messages through anguage, non-verba gestures, eye contact, reading, writing, etc. It incudes conversation, socia rues and matching anguage to the situation. It underpins everything humans do: paying, earning, sociaising, sef awareness and monitoring. Highight: Speech, anguage and communication are different aspects of the interactive process. It s usefu to think about these different aspects they are muti-faceted and muti-ayered, and a are necessary for effective communication. Like any compex process or machinery it s usefu to break things down into their component parts to understand them, at the same time being aware that a eements are necessary and interact with the others in order to work. If one component doesn t work we or is broken, the whoe thing stops functioning we. 18 / Tak Boost KS1 Tutor Training Manua

21 02 / Deivering the course / Session 1: The importance of good SLC skis Side 8: Why do chidren need speaking and istening skis? Language is critica to earning, cognitive deveopment and iteracy. In the cassroom, spoken anguage is the primary medium through which teachers teach and chidren earn. Speaking and istening skis enabe chidren to: understand what s said express themseves ceary share their feeings verbay make their needs known use their anguage as a vehice for earning. Highight that at age 4 5 when chidren start primary schoo, they shoud have reasonaby proficient speech, anguage and communication skis. Give brief exampes for each, e.g. chidren aged 4 5 can: understand teachers instructions tak about the game they want to pay in the payground expain why they re upset or angry say what they want for unch or when they re feeing unwe use their anguage to expain their work, ask for hep or carification, and expand on a simpe expanation or event. Tak Boost KS1 Tutor Training Manua / 19

22 02 / Deivering the course / Session 1: The importance of good SLC skis Side 9: In order to earn, chidren need anguage Speech sounds for reading and speing Use words and sentences to put their thoughts into text Use their anguage to organise their thoughts: expain predict probem sove deveop their understanding and thinking carify Without anguage, there can be no reading or writing, maths, science, history or geography Highight the ink to specific areas of research, e.g. research inking anguage and iteracy difficuties: Amost a chidren with anguage or communication difficuties need support with some aspect of earning to read or write. Without the right hep, between 50 and 90% of chidren with a persistent anguage difficuty wi go on to have reading difficuties (Stothard et a, 1998). There is evidence about the importance of ora narrative skis for the production of written text (Dockre & Conney, 2009). Chidren need to use their anguage to organise their thoughts there is research on how anguage is used to support earning (Deák, 2014). Speech comes before both reading and writing. The earier that a chidren deveop confidence in their speech, aong with an extensive vocabuary, the more ikey it is that they wi be abe to improve their overa competence in reading and writing (Ofsted, 2012). 20 / Tak Boost KS1 Tutor Training Manua

23 02 / Deivering the course / Session 1: The importance of good SLC skis Without anguage, there can be no reading or writing, maths or science, history or geography. Amost everything at schoo invoves spoken anguage; it s the way most earning happens. It is crucia for deveopment in primary schoo chidren (Goswami & Bryant, 2007). Proficiency in speech, anguage and communication is critica to the deveopment of chidren s cognitive, socia and emotiona we-being (Dockre et a, 2012). Participants shoud now shut their books for the next activity. References Stothard, S.E., Snowing, M.J., Bishop, D.V.M., Chipchase, B.B & Kapan, C.A. (1998) Language impaired preschooers: a foow up into adoescence, Journa of Speech, Language and Hearing Research, Vo. 41, No. 2. Dockre, J. & Conney, V. (2009) The impact of ora anguage skis on the production of written text. British Psychoogy Society, BJEP Monograph Series. Deák, G.O. (2014) Interreations of anguage and cognitive deveopment in Brooks, P. & Kampe, V. (eds) Encycopedia of anguage deveopment. Sage Pubications, pp Ofsted (2012) Moving Engish forwards: actions to raise standards in Engish. Manchester: Ofsted. Goswami, U. & Bryant, P. (2007) Chidren s cognitive deveopment and earning (Primary Review Research Survey 2/1a). Cambridge: University of Cambridge Facuty of Education. Dockre, J., Ricketts, J. & Lindsay, G. (2012) Understanding speech, anguage and communication needs: Profies of need and provision. DfE Research Report, DFE-RR247- BCRP4. Tak Boost KS1 Tutor Training Manua / 21

24 02 / Deivering the course / Session 1: The importance of good SLC skis Side 10: Speech, anguage and communication otto The otto board is divided into exampes of speech, anguage and communication Listen to the exampes and decide which category is which Pace the card on the board when you ve decided there s one exampe of each You need to prepare this activity from Section 03. Remind participants to cose their books for this activity. The aim of this activity is to support participants to use these categories and exampes to hep them understand the different eements of speech, anguage and communication. This in turn wi hep them identify what is going wrong when chidren are strugging. Give out one set of cards and one otto board to each group. Expain that the otto board is divided into exampes of speech, anguage and communication. Read out the exampes in a random order and ask participants to sort the exampes into speech, anguage and communication categories and pace them on the board. Make sure participants don t ook at the answers unti they ve competed the activity. 22 / Tak Boost KS1 Tutor Training Manua

25 02 / Deivering the course / Session 1: The importance of good SLC skis Side 11: Speech, anguage and communication otto Ask participants to check their answers in their books, or if you have time, go through the answers as a group and discuss any differences of opinion. You can ask the participants to give exampes of chidren they know who have difficuties with different categories. For exampe, do they know: a chid with cear speech and we structured vocabuary who can t take turns in a conversation? a chid with uninteigibe speech who can sti get their message across using exceent non-verba communication skis? Tak Boost KS1 Tutor Training Manua / 23

26 02 / Deivering the course / Session 1: The importance of good SLC skis Side 12: Communication breakdown activity Work in groups of three One person takes a sentence and tries to get the message across to the others They can t use the words in bod The others can ask questions to carify the message Link what was happening to them to speech, anguage and communication needs (SLCN) how hard it can be for chidren to understand and to get their message across. Point out that athough this scenario wasn t rea, there were feeings of frustration after just five minutes chidren with SLCN can fee this frustration throughout the day, every day. You need to prepare this activity from Section 03. The aim of this activity is to demonstrate the impact of poor communication; it shows how participants need to work hard as isteners and how the right questions make a difference to understanding the sentence. Lead the discussion about how communication in the group broke down, how peope fet, what was going on, what heped and what didn t hep get the message across. 24 / Tak Boost KS1 Tutor Training Manua

27 02 / Deivering the course / Session 1: The importance of good SLC skis Side 13: Speech, anguage and communication needs (SLCN) Speech difficuties, e.g. saying one sound instead of another Language difficuties, e.g. not ooking or istening we. Interaction and communication is then impaired Communication difficuties, e.g. not using necessary words, or ack of understanding On their own or in any combination Bring together the information given so far about SLC and appy it to SLCN, in which a the eements highighted can break down the Communication breakdown activity gave participants a bit of insight. SLC is muti-faceted and muti-ayered it may invove eements of speech, anguage and communication as discussed above: For exampe there is anguage, within which is vocabuary, grammar, understanding, etc. In addition, there are ayers to each of those different eements. So when thinking about grammar, for exampe, it may be at a very simpe eve of a young chid understanding simpe nouns ( car ), or it may be compex as an oder chid understanding a passive sentence ( The car was pushed by the man ) or a post modifying cause ( The man who is eating the doughnut is fat ). There are different eements or facets within SLC and within these eements are different ayers of compexity a of which work together to enabe effective communication. Any of the facets or ayers within these can be impaired, causing some kind of communication breakdown. Tak Boost KS1 Tutor Training Manua / 25

28 02 / Deivering the course / Session 1: The importance of good SLC skis Side 14: SLCN fact or fiction activity 1. Chidren from economicay deprived backgrounds are at considerabe risk of anguage deay 2. SLCN is more common in boys than girs 3. By age 4 an average chid woud have experienced amost 45 miion words 4. Chidren with weaker vocabuaries are more ikey to earn new words from incidenta exposure than chidren with arger vocabuaries 5. Young peope who are sow to deveop anguage are ikey to be sow to deveop reading skis and written anguage 6. Chidren do better if you make them work and tak together You need to prepare this activity from Section 03. Use the FACT and FICTION cards have one pair for each group/pair of participants. In pairs/groups, ask the participants to discuss each point and decide if it s fact or fiction. Ask participants to hod up either the FACT or FICTION card, depending on what they think. Discuss the answers. Answers: SLCN fact or fiction activity 1. Fact: Between 40 and 50% of chidren growing up in sociay disadvantaged areas are starting schoo with deayed anguage (Law et a, 2011; Locke et a, 2002). 2. Fact: See Gender is associated with the greatest increase in risk for SLCN with boys overrepresented reative to girs 2.5:1 (Dockre et a, 2012). 3. Fact: An American study by Hart & Risey (1995) found differences in the amount and type of anguage heard in chidren from different backgrounds by age 4 a chid in a professiona famiy woud have experienced amost 45 miion words, compared 26 / Tak Boost KS1 Tutor Training Manua

29 02 / Deivering the course / Session 1: The importance of good SLC skis to a chid in a famiy receiving pubic assistance who experienced around 13 miion words. Chidren from professiona famiies experienced the most encouragements and fewest discouragements in a ratio of about 6 to 1, compared to chidren from ow-income famiies who experienced more discouragements than encouragements in a ratio of about 2 to Fiction: Chidren coming into schoo with poor vocabuary are ess ikey to take in and earn new words than their peers who have more words in their vocabuary (Boyer, 1991). 5. Fact: 50 to 90% of chidren with persistent communication difficuties go on to have reading difficuties (Stothard et a, 1998). 6. Fiction: Just putting chidren together to work in groups does not mean better outcomes. Giving chidren skis and guidance to work together and putting them together in groups does mean better outcomes (Aexander, 2009). References 1. Law, J., McBean, K. & Rush, R. (2011) Communication skis in a popuation of primary schoo-aged chidren raised in an area of pronounced socia disadvantage, Internationa Journa of Language and Communication Disorders, Vo. 46, No. 6, ; Locke, A., Ginsborg, J. & Peers, I. (2002) Deveopment and disadvantage: impications for eary years, Internationa Journa of Language and Communication Disorders, Vo. 37, No Dockre, J., Ricketts, J. & Lindsay, G. (2012) Understanding speech, anguage and communication needs: Profies of need and provision. DfE Research Report, DFE-RR247- BCRP4. 3. Hart, B. & Risey, T. (1995). Meaningfu differences in the everyday experience of young American chidren. Batimore: Pau H. Brookes Pubishing. 4. Boyer, E.L. (1991) Ready to earn. The Carnegie Foundation for the Advancement of Teaching. 5. Stothard, S.E., Snowing, M.J., Bishop D.V.M., Chipchase, B.B. & Kapan, C.A. (1998) Language impaired preschooers: a foow up into adoescence, Journa of Speech, Language and Hearing Research, Vo. 41, No Aexander, R. (ed) (2009) Chidren, their word, their education (Fina Report and Recommendations of the Cambridge Primary Review). Abingdon: Routedge. Tak Boost KS1 Tutor Training Manua / 27

30 02 / Deivering the course / Session 1: The importance of good SLC skis Side 15: Impact Attainment Behaviour Emotiona deveopment Sef esteem Socia skis Literacy Learning Discuss the impact of SLCN: Attainment: chidren with SLCN get fewer GCSE A C grades than their peers: Educationa achievement statistics show a significant gap between the achievement of chidren and young peope with SLCN Just 15% achieve 5 A* C GCSEs compared with 57% of a young peope (Bercow, 2008). Behaviour: chidren with SLCN are at risk of behaviour difficuties. Aso, ots of chidren with behaviour difficuties have hidden SLCN (Cohen et a, 1998). Emotiona deveopment: anguage is needed for sef reguation, sef tak and emotiona deveopment: A pattern of socia difficuties is characteristic not ony of reativey eary peer reations but remains marked through ater chidhood and adoescence (Durkin & Conti- Ramsden, 2010). Sef esteem: a study of chidren in Key Stage 2 with SLCN showed that they saw themseves as ess popuar, ess cever and ess iked than their peers (Somekh et a, 2003). 28 / Tak Boost KS1 Tutor Training Manua

31 02 / Deivering the course / Session 1: The importance of good SLC skis Socia skis: having SLCN means that socia interaction and the deveopment of socia skis is more difficut. Difficuties with anguage are inked to behavioura, emotiona and socia difficuties (McCabe, 2005; Toppeberg & Shapiro, 2000). Literacy: there are we rehearsed inks (covered aready). Reduced vocabuary size is associated with ater iteracy and educationa achievement (Dockre et a, 2007), and probems with reading comprehension have been inked with poor anguage skis (Stothard & Hume, 1995). Many poor readers have underying probems with ora anguage (Nation et a, 2007). Learning: we need anguage for earning (covered aready). References Bercow, J. (2008) The Bercow Report: A review of services for chidren and young peope (0 19) with speech, anguage and communication needs. Nottingham: DCSF. Cohen, N.J., Barwick, M.A., Horodezky, N.B., Vaance, D.D. & Im, N. (1998) Language, achievement, and cognitive processing in psychiatricay disturbed chidren with previousy identified and unsuspected anguage impairments, Journa of Chid Psychoogy and Psychiatry, 39, 6, Durkin, K. & Conti-Ramsden, G. (2010) Young peope with specific anguage impairment: a review of socia and emotiona functioning in adoescence, Chid Language Teaching and Therapy, 26, 2, Somekh, B., Lewin, C. et a (2003) Evauation of the GridCub Educationa Service: Fina Report to the Department for Education and Skis. Manchester: Manchester Metropoitan University. McCabe, S. (2005) We need to tak, Perspectives in Psychiatric Care, 41: Toppeberg, C.O. & Shapiro, T. (2000) Language disorders: A 10-year research update review, Journa of the American Academy of Chid & Adoescent Psychiatry, 39: Dockre, J., Lindsay, G., Paikara, O. & Cuen, M.A. (2007) Raising the achievements of chidren and young peope with specific speech and anguage difficuties and other specia educationa needs through schoo, to work and coege (RR837). Nottingham: DfES. Stothard, S.E. & Hume, C. (1995) Chidren with reading comprehension difficuties: Processes and interventions. New Jersey: Lawrence Erbaum Associates. Nation, K., Ange, P. & Castes, A. (2007) Orthographic earning via sef teaching: effects of exposure, durabiity and context, Journa of Experimenta Psychoogy, 96, Tak Boost KS1 Tutor Training Manua / 29

32 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 16: Session 2: Seecting chidren for Tak Boost KS1 80 minutes Aow 80 minutes for this session, incuding activities (Sides 16 28). 30 / Tak Boost KS1 Tutor Training Manua

33 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 17: Who is Tak Boost KS1 for? Chidren with typica anguage eves Chidren with deayed anguage: 40 50% in some areas Chidren with persistent SLCN: 10% Chidren with specific SLCN: 5 7% We re focusing on chidren with deayed/impoverished anguage due to ack of good communication modes and support for their communication and anguage deveopment in the eary years. In areas of socia disadvantage and ow income chidren and young peope are more than twice as ikey to have SLCN (Dockre et a, 2012; Law et a, 2011; Locke et a, 2002). With additiona input at the right time, we beieve these chidren can catch up with their peers, therefore avoiding some of the impact of onger term SLCN. Tak Boost KS1 may aso hep us identify those chidren who are more resistant to change who though they appear to be deayed, may have a more significant underying difficuty. These chidren wi need further assessment and speciaist support. References Dockre, J., Ricketts, J. & Lindsay, G. (2012) Understanding speech, anguage and communication needs: Profies of need and provision. DfE Research Report, DFE-RR247- BCRP4. Law, J., McBean, K. & Rush, R. (2011) Communication skis in a popuation of primary schoo-aged chidren raised in an area of pronounced socia disadvantage, Internationa Journa of Language and Communication Disorders, Vo. 46, No. 6, Locke, A., Ginsborg, J. & Peers, I. (2002) Deveopment and disadvantage: impications for eary years, Internationa Journa of Language and Communication Disorders, Vo. 37, No. 1. Tak Boost KS1 Tutor Training Manua / 31

34 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 18: Who does best in the Tak Boost KS1 intervention? Difficuties istening/paying attention Poor vocabuary Difficuties understanding anguage Difficuties organising and using anguage Immature sentences Difficuty expaining or describing Difficuty taking turns Difficuty repairing conversation breakdowns Expain that Tak Boost KS1 is designed for chidren with anguage deay. This means chidren who have intact anguage earning abiity in themseves but for some reason haven t had the opportunity to deveop ageappropriate anguage skis. Tak Boost KS1 is not designed for chidren who may need the support of a speech and anguage therapist. Signpost to the Participant Book where this information is suppied. Expain repairing conversations if necessary: this is where communication breaks down because the istener doesn t understand, and the chid is unabe to reword, add expanations or adjust their communication. 32 / Tak Boost KS1 Tutor Training Manua

35 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 19: Criteria: chidren to be incuded in Tak Boost KS1 Difficuties may impact on other areas of earning or sociaising Difficuties may be due to a ack of opportunity or experience in the eary years Chidren who have the potentia to catch up Chidren with Engish as an additiona anguage (EAL) aso benefit from Tak Boost KS1 Incude chidren who have difficuty using anguage to describe, direct others, negotiate, engage in pay activities and converse with aduts and peers. Tak Boost KS1 is not designed or targeted at chidren with EAL who have a good, strong home anguage. Chidren with a soid foundation in their home anguage shoud have no probem in earning Engish given time and good teaching support. Parents shoud aways be encouraged to continue to use their home anguage. However, chidren with EAL who are showing anguage deay in both their home anguage and Engish have been shown to benefit from being incuded in Tak Boost KS1 groups, making good progress in Engish anguage skis. If, however, there is any concern about a chid s anguage eves then assessment in their home anguage as we as Engish is essentia to get an accurate picture of where the difficuty ies. Tak Boost KS1 Tutor Training Manua / 33

36 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 20: Criteria: chidren who wi not benefit as much Chidren with the foowing wi not benefit as much if at a from Tak Boost KS1: isoated speech difficuties/very uncear speech ong term speech, anguage and communication needs (SLCN), receiving speciaist support specific anguage impairment Autistic Spectrum Disorder ong term earning difficuties/sen compex needs Expain that chidren with identified SEN who are aready receiving speciaist support may benefit from Tak Boost KS1, but the pace and eve of activity may be chaenging, and advice from a speech and anguage therapist shoud be sought first to see if the intervention is appropriate. There is further advice on Tak Boost KS1 and SEN on the Tak Boost KS1 website. The chidren who benefit most are those who have the potentia to catch up in a reativey short period of time with a fast-paced intensive programme of activities. 34 / Tak Boost KS1 Tutor Training Manua

37 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 21: Case study: discussion activity 10 minutes Aow 10 minutes for this activity. Jack is 5 years od and sits quiety and smies, but seems to strugge with everything in schoo. He misses a ot of schoo for medica appointments, and he seems very babyish. The other chidren in his group try and hep him with everything Tayor is 5 years od, and he oves paying outside and is reay good at footba. He oves maths but strugges with sitting sti to isten to stories and answering questions. He makes mistakes naming objects and sti uses me in sentences, and he aughs oudy, distracting other chidren at worktime Read out this brief case study information, and mention that these are ony snippets of information. Ask the participants to discuss which chid they d put forward for Tak Boost KS1 and why. Both chidren woud probaby benefit from Tak Boost KS1 to some degree, athough Tayor may benefit more: Jack may have more ong term earning needs and is aready missing a ot of schoo, so may not compete the entire intervention. Tayor fits the criteria with poor istening and attention skis, poor vocabuary and deayed use of simpe grammar. He s aready using distracting techniques when he can t cope with tasks. Tak Boost KS1 Tutor Training Manua / 35

38 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 22: Which chidren? Ask participants to: tak about the chidren they know decide which ones fit the criteria and woud benefit from using Tak Boost KS1 seect four chidren in their cass who they fee woud most benefit from using Tak Boost KS1. 36 / Tak Boost KS1 Tutor Training Manua

39 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 23: Assessment and monitoring The Tak Boost KS1 Tracker is provided: to hep you seect chidren for the intervention to monitor the progress of the chidren after Tak Boost KS1 Note that the Tracker is not designed as a whoe cass screening too The Tak Boost KS1 Tracker is designed to record chidren s communication and anguage deveopment in key areas. It can be used not ony to seect which chidren wi benefit most from taking part in Tak Boost KS1, but aso to evauate their progress foowing the intervention. The Tak Boost KS1 Tracker is not a diagnostic too and does not in any way repace the detaied speech, anguage and communication assessment by a speech and anguage therapist that some chidren wi need. Tak Boost KS1 Tutor Training Manua / 37

40 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 24: Tak Boost KS1 Tracker The Tak Boost KS1 Tracker covers chidren s anguage and communication skis in Reception, Year 1 and Year 2 For each year group the Tracker has five sections The sections cover different aspects of anguage and communication 38 / Tak Boost KS1 Tutor Training Manua

41 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 25: Tak Boost KS1 Tracker Understanding spoken anguage: chidren s abiity to understand what other peope say Understanding and using vocabuary: chidren s abiity to understand, use and earn new words Sentences: chidren s abiity to tak using grammar appropriate to their age and put together sentences Storyteing and narrative: chidren s abiity to put together we ordered stories and accounts when taking Socia interaction: chidren s abiity to isten, take turns in conversations and use their anguage to interact with others In each section there are statements in bue reating to what a chid shoud be abe to do or say, and direct questions to ask the chid in bod. Additiona information or guidance for you is in itaics. The statements are based on deveopmenta norms; these are the expected eves of anguage deveopment for chidren of this age. Athough a chidren differ in their anguage deveopment, there are certain things we woud expect them to be abe to do at different ages. It s these key skis that have been highighted in each section. Without these eves of anguage, chidren may strugge to earn and interact with other chidren and aduts. Tak Boost KS1 Tutor Training Manua / 39

42 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 26: Tak Boost KS1 Tracker Each answer is given a score of 1, 3 or 5 depending on how much detai the chid gives or how accurate they are There s guidance on appropriate responses and how to score You can compete the Score summary and use the onine scoring too to cacuate the chid s eve The resuts are coour coded: RED, AMBER and GREEN Chidren faing competey in the RED coumn wi need further assessment and may we need speciaist support. Chidren with difficuties (mainy AMBER) in a areas woud benefit from Tak Boost KS1. Chidren faing competey in the GREEN coumn don t need additiona support, just universa good practice to support anguage and communication. Chidren with mixed profies, e.g. with difficuties and strengths in different areas, wi need additiona assessment and/or support. It s good practice to continue monitoring a chidren, as difficuties with anguage may not aways be apparent. 40 / Tak Boost KS1 Tutor Training Manua

43 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 27: Tracker practice Understanding and using vocabuary: exampe responses of a chid in Reception 1. Correcty pointed to over, behind, pu, break and next to 2. Correcty pointed to dancing and hiding 3. Named knife, gass, banana, icking, chips, cakes and toast Ask participants: In the Reception Tracker, go to Understanding and using vocabuary and find Pictures 3, 4 and 5 that go with this section. Score this chid s responses. Look at the Score summary: is this chid in the RED, AMBER or GREEN coumn for this section? Participants can use the Tracker to hep them seect the chidren they think may benefit from Tak Boost KS1: They can compare a chid s scores before and after the intervention to see how much progress they ve made. I CAN is keen to coect this data so we can see how Tak Boost KS1 has worked in their schoo and has deveoped an onine scoring system to hep with this. Expain that: The Tracker wi not give a months of progress score as in the evauation studies. This is because we used standardised tests in the study which give an age score. The Tracker doesn t give this, but quicker and easier to use than standardised tests. Tak Boost KS1 Tutor Training Manua / 41

44 02 / Deivering the course / Session 2: Seecting chidren for Tak Boost KS1 Side 28: Scoring the Tracker Foow the guidance and use the onine Tracker to get a numerica score and measure this against the chid s age: www. takboostks1tracker.org.uk Chidren scoring in the AMBER bands wi benefit from Tak Boost KS1 Chidren in the RED band may need further support, iaison with parents and consideration for externa referra Chidren in the GREEN band wi not benefit particuary from Tak Boost KS1 The Tracker shoud be competed with individua chidren and not in a group situation. The onine scoring system wi aow teachers to input the chid s scores before and after the intervention and to generate a report on the progress that chid has made. The report can aso be printed and used for reporting within the schoo (e.g. Ofsted, Governing Body, SENCo). The onine scoring too for the Tracker is avaiabe at www. takboostks1tracker.org.uk, and incudes a guide to hep teachers to use it. Te participants that ater in the course they be ooking at the onine system and how they can register their schoo. They shoud aso check the website reguary for updates and more information. 42 / Tak Boost KS1 Tutor Training Manua

45 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 29: Session 3: Using Tak Boost KS1: Intervention Manua content and activities 80 minutes Aow 80 minutes for this session, incuding activities (Sides 29 49). Hand out the foowing materias, one to each pair: Tak Boost KS1 Intervention Manua Tak Boost KS1 Teacher Manua Chidren s Activity Book. Aso have The Communication Cookbook and the Tookit ready to show to participants. Tak Boost KS1 Tutor Training Manua / 43

46 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 30: Supporting materias Introductory training Tak Boost KS1 Intervention Manua Teacher Manua The Communication Cookbook Chidren s Activity Book Optiona Tookit Introductory training: this is what participants are having now. The Tak Boost KS1 Intervention Manua incudes: session pans posters, certificates and stickers resources for each session Monitoring form. The Teacher Manua incudes: cass activities the Trackers (Reception, Year 1 and Year 2) Chidren s attitude survey Moderation guideines. The Communication Cookbook: some of the activities in Tak Boost KS1 are from this resource. The Chidren s Activity Book contains activities for the chid to compete at home with their parents. The optiona Tookit comes with a the resources prepared and a the toys participants need to get started straightaway. 44 / Tak Boost KS1 Tutor Training Manua

47 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 31: Tak Boost KS1 Intervention Manua Introduction 10-week programme in weeky sections Resources section Look at the Tak Boost KS1 Intervention Manua together to ensure that participants can navigate it. Look briefy at each section. If participants have purchased the Tookit, point out that Resources 2 are prepared and contained in the box. Tak Boost KS1 Tutor Training Manua / 45

48 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 32: Tak Boost KS1: overa structure Tak Boost KS1 breaks anguage and communication down into five component parts: Attention and istening Vocabuary Buiding sentences Teing stories Conversations The 10-week programme has a focus each week inked to these five component parts Highight that each component part is coour coded throughout Tak Boost KS1. Weeks 9 and 10 don t have a specific focus, but aim to draw the whoe programme together. Show the posters from the Tak Boost KS1 Intervention Manua and put them up round the room. 46 / Tak Boost KS1 Tutor Training Manua

49 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 33: Throughout Tak Boost KS1 Focus on understanding and taking Chidren buiding awareness of own skis Aduts making earning expicit Theoretica and evidence base Range of difficuty buit in Fits in with cassroom activities Emphasise that it s important to reinforce the understanding of anguage, not just what chidren are saying. Tak Boost KS1 buids meta skis through sef awareness and aduts making earning expicit e.g. this game heps with... this is why it s important to give chidren awareness of what they know and what they re earning. There s evidence that this reay supports earning and it s just as important for earning anguage and communication skis. Vocabuary is suggested for a the activities, though ideay you use the topic vocabuary that s being used in cass. Because Tak Boost KS1 is aimed at chidren between 4 and 7 where deveopmenta stages wi vary, each activity suggests how to make it easier or harder it s reay important to adapt the activities if needed. It s aso important to get the eves right so that you re scaffoding earning pushing chidren on to the next eve. Tak Boost KS1 Tutor Training Manua / 47

50 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 34: Five areas of anguage: activity Attention and istening Vocabuary Buiding sentences Teing stories Conversations Consider each area: Think of one way each area is supported and deveoped in cass Working in sma groups, ask participants to spend 10 minutes thinking about the different areas of anguage how do they currenty support these skis in cass? Put ideas on sticky notes and pace them on fipcharts throughout the room, with the reevant posters above each one. Then read the ideas from the group, share ideas and discuss. 48 / Tak Boost KS1 Tutor Training Manua

51 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 35: Key activities There s a key activity for each anguage area except for Conversations This teaches the principes for that area of anguage This is the activity that aso needs to be carried out with the whoe cass In pairs, ask participants to find a key activity in either Week 1, 2, 3 or 4 of the Intervention Manua. Read and feed back to the whoe group what this activity is. Can participants see how this coud become a whoe cass activity with the Tak Boost KS1 chidren as the experts? Point out that a the whoe cass key activities are aso incuded in the Teacher Manua. The skis covered in Conversations are practised a the time during the Tak Boost KS1 activities. Tak Boost KS1 Tutor Training Manua / 49

52 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 36: Teaching good istening Attention and istening Make istening an active and expicit process This means making key behaviours expicit: Sitting sti, ooking and thinking Expicity inking these behaviours to istening: You re doing good sitting, Sam, and that s good istening. Provide chidren with strategies for good istening Lots of activities and practice for istening Give reguar, ongoing and specific feedback Catch chidren istening we and praise for exacty what they re doing a day, every day! Expain that this side is based on research into teaching istening (Doaghan & Kaston, 1986). Listening principes: Make istening an active and expicit process. Provide chidren with strategies for good istening. Give reguar, ongoing and specific feedback. Expain: What do we mean when we say isten? What exacty are we expecting chidren to do? Often we say isten though we don t aways teach the skis needed to do it. It s usefu to make the component skis of istening expicit. This is based on research on comprehension monitoring. The key is inking the istening behaviours with istening. Reference Doaghan, C. & Kaston, N. (1986) A comprehension monitoring programme for anguage impaired chidren, Journa of Speech and Hearing Disorders, Vo. 51, , August. 50 / Tak Boost KS1 Tutor Training Manua

53 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 37: Vocabuary: principes Vocabuary Teach meaning and phonic makeup Link to current knowedge to make it meaningfu Use the words repetition and practice in different contexts There s a ot of research around teaching vocabuary. What works is to give chidren: semantic information: what does the word mean? phonic knowedge: how is the word made up? meta skis: what do they know aready? The too used to teach this is Word magic... Expain the notion of semantic/phonic knowedge and the importance of meta skis. Tak Boost KS1 Tutor Training Manua / 51

54 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 38: Word magic tempate Vocabuary Word magic Describe it What do we do with it? Where might we keep it/see it/use it? Who has seen/ikes/woud use/ knows this thing? Anything ese? What does it begin with? What does it rhyme with? How many syabes does it have? A copy of the Word magic tempate is in the Tak Boost KS1 Intervention Manua (Resource u) and in the Participant Book. 52 / Tak Boost KS1 Tutor Training Manua

55 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 39: Vocabuary: teaching using Word magic Vocabuary 1. Today s new word is pineappe 2. Have you heard the word pineappe before? 3. What do you know about pineappes? Go through the tempate describe it, what do we do with it? etc 4. When you reach anything ese?, tak about the sounds in the word 5. Then it s down to practice: Put it in a sentence Put it in a rhyme Use it in the cassroom Write it for your word bank Put it on the word wa Use it on your topic tabe Go through the Word magic tempate using the word pineappe. In sma groups, ask participants to use the Word magic tempate from the Participant Book. Give each group a word to work through one person takes the ead and practises the process. Use your own choice of words, or try these suggestions: aigator, cactus, tepee, rucksack, greenhouse, diary, torch. Tak Boost KS1 Tutor Training Manua / 53

56 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 40: Buiding sentences: principes Buiding sentences Buid a soid understanding as we as taking Target the right eve and scaffod from there Mode and encourage onger sentences Supporting both understanding and expressive anguage in practica ways Aduts modeing what they want to hear Making chidren aware of their own anguage skis Emphasise the key importance of teacher tak there s ots of evidence around how important this is for chidren s deveopment of tak in the cassroom. How aduts use their anguage skis is the main infuencer of how chidren s anguage deveops. 54 / Tak Boost KS1 Tutor Training Manua

57 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 41: Siy and sensibe sentences Buiding sentences Expain the coour coding for: a person (orange), an action (yeow) and an object (red). Ask participants to ook at the Tak Boost KS1 Intervention Manua and find Week 3: Session 1: Buiding sentences. Ask participants to ook at the Buiding sentences activity described in Week 3 (Siy and sensibe sentences) and then to find Resources 1!, 1@ and 1#. Show the participants how to use the resources in the activity. Tak Boost KS1 Tutor Training Manua / 55

58 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 42: Teing stories: principes Teing stories Focus on the importance of dayto-day narratives and stories Spoken stories and narratives come before written Chidren need cear and expicit narrative structures to support these skis We a te stories throughout our day it s the basis of much of our communication Many chidren strugge to organise their thoughts into a cohesive narrative Giving chidren a cear narrative structure has been found to be effective for chidren with SLCN This has aso been found to be effective to support written narratives Reinforce the notion of stories being our everyday stories or narratives, not just those in a story book. Ask participants to ook in the Tak Boost KS1 Intervention Manua and find Week 4: Session 1: Teing stories Look together at the Story words activity. 56 / Tak Boost KS1 Tutor Training Manua

59 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 43: Teing stories: teaching narrative Teing stories First, teach the components of a story Each story must have: a person, a pace, a time activities or events a concusion A good way to support this is to expicity teach these components through story words Tak Boost KS1 Tutor Training Manua / 57

60 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 44: Story words Teing stories Story strips can be put on desks in the cassroom to encourage structured narratives, both spoken and written Ask participants to ook in the Tak Boost KS1 Intervention Manua and find Week 4: Session 1: Story words. Ask participants to ook at the activity and the resources given to support teaching narrative. If one of the groups has ooked at this activity in the Key activities task, you can ook at Week 4: Session 3: Teing stories. 58 / Tak Boost KS1 Tutor Training Manua

61 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 45: Conversations: principes Conversations Focuses on verba and non-verba eements Share with chidren the importance and purpose of conversations Provide opportunities for conversations, both for socia interaction and earning This is about practising and making use of anguage skis for a purpose: To get what you want To make friends To te peope how you fee To expain, negotiate, carify, put your point across This demonstrates to chidren how usefu anguage and communication can be Give exampes, e.g. in the evauation study of Tak Boost KS1 staff reported that chidren started having rea conversations, istening to what others had to say, asking reevant and genuine questions. Staff aso reported that they got to know the chidren much better and the chidren got to know each other. Expain there is no rea key activity for this chidren just need ways, opportunities and desire (see aso Side 46). Tak Boost KS1 Tutor Training Manua / 59

62 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 46: Conversations: teaching Conversations Ways Opportunities Desire Expain that chidren need: Some way of communicating: the task needs to be within their communicative abiity. Something to communicate about: experiences, feeings, activities and teachers may need to faciitate this. Opportunities to have conversations: for friendships and for earning. In sma groups, ask participants to discuss how they coud do this in a busy cassroom; when are the best times to faciitate conversations that are usefu and productive? 60 / Tak Boost KS1 Tutor Training Manua

63 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 47: Session pan Each session wi incude: Attention and istening Vocabuary Buiding sentences OR Teing stories Conversations Expain that: There are four activities in each session some wi be quicker than others. At the beginning of Tak Boost KS1 some staff in the evauation study found that the sessions can take onger than 30 minutes. If sessions ook ike they re running over the Conversations activity can be missed out, but don t do this every time. It s important not to do just favourite activities often chidren wi choose the activities they ike best because they re easier, but it s the harder activities that reay move them on. Tak Boost KS1 Tutor Training Manua / 61

64 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 48: Session pan exampe A sessions foow the principe of pan... do...review A encourage chidren to be aware of their own earning Each has the same structure, for exampe: Attention and istening: Good istening Vocabuary: Word magic Teing stories: Group story Conversations: Finding out Divide participants into pairs and give each pair a week to ook at (use Weeks 1 8 ony). Give the groups time to ook through the week they ve chosen, find the materias they need for each activity and choose one activity to carry out. Ask them to choose one person to be the chid and one the adut, and then carry out the activity for the rest of the group. Discuss any issues or concerns that arise from this what do participants fee they need to do to overcome any chaenges they identify? Ask each group to feed back briefy to the whoe group: a summary of what the week covers what they particuary iked any chaenges and what the soutions are. Point out that in Week 3: Session 2: Guess who? some photos are provided, but instead they can use ones their chidren know better if they prefer. 62 / Tak Boost KS1 Tutor Training Manua

65 02 / Deivering the course / Session 3: Using Tak Boost KS1: content and activities Side 49: Chidren s review At the end of each session chidren review what they have earned It s important they get the chance to feed back to someone Who coud this person be? The Chidren s review is an important aspect of Tak Boost KS1, as it reinforces what the chid has earned. Ask participants to think about when they have to expain something to someone ese doing this heps you understand and remember better. This technique of reinforcing earning is what Tak Boost KS1 uses here with the chidren. Remember to draw the participants attention to the waet at the back of the Intervention Manua. Check they know this contains the Register, Monitoring form, Introduction cards, posters and stickers. Tak Boost KS1 Tutor Training Manua / 63

66 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 50: Session 4: Teacher Manua, Chidren s Activity Book, panning and questions 80 minutes Aow 80 minutes for this session, incuding activities (Sides 50 60). Teacher Manua Chidren s Activity Books Panning Questions Course certificates Course evauation 64 / Tak Boost KS1 Tutor Training Manua

67 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 51: Tak Boost KS1 Teacher Manua Provides cass teachers with: The background to Tak Boost KS1 Information to seect the right chidren and track their progress Information to oversee the groups and support the teaching assistant in their roe of organising and running the groups Mandatory cass activities each week in the cassroom for the whoe cass Ask participants to put away the Intervention Manua and get out the Teacher Manua. Ask them to have a ook through the sections. The Teacher Manua is aimed at the cass teachers of chidren who wi be invoved in a Tak Boost KS1 group, and: outines in brief what Tak Boost KS1 is and the background to the intervention guides teachers in seecting the right chidren and tracking their progress supports teachers in managing the overa operation of the groups and supporting the teaching assistant in their roe of organising and running the groups gives detaied advice to teachers on how to incude the mandatory cass activities each week in the cassroom. Tak Boost KS1 Tutor Training Manua / 65

68 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 52: Cassroom ink activities for cass teachers Ensures essentia inks between chidren in Tak Boost KS1 groups and the whoe cass Teachers can use evidenced speaking and istening activities in cass The first four weeks key activities from the group wi be consoidated and reinforced in cass Whoe cass activities wi support a chidren s anguage Chidren from groups used as experts to boost sef-confidence Making inks between targeted support and the cassroom is genera good practice for a interventions. Tak Boost KS1 uses the same terminoogy, therefore making inks between the group and the cass for the chidren and magnifying their opportunities to earn. The first four weeks key activities are used in the group to teach the key principes for each area of anguage. It is important these are aso used in the cassroom to consoidate, reinforce and provide opportunities for practising skis. A other activities buid on these key principes. The whoe cass activities are usefu in supporting anguage and communication in a chidren, so wi benefit other chidren in the cass. These activities wi aso support teachers in integrating we-evidenced speaking and istening techniques into their teaching. Chidren taking part in Tak Boost KS1 can be used as experts for particuar activities, supporting groups to carry out the activity or use resources. Teachers are therefore encouraged to integrate one of these key activities into their teaching each week. Initiay, these activities are to support key principes for teaching anguage skis, appicabe to a chidren. Later in the 10-week programme, these activities are often simpe practice exercises that can be integrated into teaching and earning approaches. 66 / Tak Boost KS1 Tutor Training Manua

69 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 53: Teacher Manua: quaity and outcome measures Tak Boost KS1 Tracker Chidren s attitude survey Moderation guideines Ask participants to find the Chidren s attitude survey in the Teacher Manua. This is an optiona survey participants schoos can use to ook at how chidren rate their own communication skis. We know consuting with young chidren, particuary those with SLCN, is chaenging. This isn t a perfect measure, but it shoud give schoos some information. Use the survey before and after Tak Boost KS1. Both the survey and the Trackers can be scored onine which we ook at next. Point out the Moderation guideines in the waet at the back of the Teacher Manua. It is good practice to use this checkist on a reguar basis as part of the quaity process for the schoo. This might be something that the schoo SENCo woud do as part of their roe. Participants shoud think about who in their schoo woud take on this roe. Tak Boost KS1 Tutor Training Manua / 67

70 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 54: Reports Access the onine scoring system from the website Add scores before and after Tak Boost KS1 Use the onine scoring system for both the Tak Boost KS1 Tracker and the Chidren s attitude survey Expain that: I CAN is very keen to continue to earn about how Tak Boost KS1 is working in schoos. Part of how we do this is encourage schoos to share their outcome data with us. When you use the onine Tracker you can downoad and print off reports. These reports can be used for Senior Leadership Teams, Ofsted and Governors as we as sharing the information anonymousy with I CAN. Access the onine Tracker to show participants how it can be used. 68 / Tak Boost KS1 Tutor Training Manua

71 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 55: Chidren s Activity Book Contains coourfu resources, activities and games to hep deveop chidren s anguage skis Information is provided for parents about Tak Boost KS1, tips on anguage deveopment and how to pay the games A parents need is a bit of time for conversation and cooured pencis to draw! Ask participants to ook at the Chidren s Activity Book. Each chid in the Tak Boost KS1 group has their own specia book; chidren can draw in them, and keep their stickers and certificates inside. The Chidren s Activity Book incudes 10 weeky anguage activities for chidren to share with their parents/ carers. The book provides a home/schoo ink to Tak Boost KS1. Parents are encouraged to pay with their chid, and are given expanations of what to do and why. For exampe: Top tip: Saying words over and over again at different times is the best way to earn and understand them. Discuss how participants wi use this resource with their parents. Participants can order more books separatey for future groups. Tak Boost KS1 Tutor Training Manua / 69

72 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 56: Next steps for you What wi you do now? Timetabe/panning Whoe cass activities TA/teacher inks List three actions to take pace before Tak Boost KS1 begins List three actions to maintain throughout Describe how staff invoved in the evauation study commented that one of the key eements was panning/ timetabing so that it was cear from the outset when and where the Tak Boost KS1 sessions woud take pace. Staff needed some panning time and preparation time between 30 minutes and 1 hour a week. 70 / Tak Boost KS1 Tutor Training Manua

73 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 57: A quick quiz to recap! 1. Who is Tak Boost KS1 for? 2. How many chidren are in the groups? 3. How often do the groups run? 4. For how ong? 5. How many weeks does Tak Boost KS1 ast? 6. What are the five areas of anguage? 7. Name one of the key principes for teaching each of the five areas 8. Can you name one key activity? 9. What is the main barrier for us? 10. How wi we overcome it? Tak Boost KS1 Tutor Training Manua / 71

74 02 / Deivering the course / Session 4: Teacher Manua, Chidren s Activity Book, panning Side 58: Any questions? Aow time for the participants to ask questions. Side 59: Course certificates and evauation Pease compete an evauation of the Tak Boost KS1 Practitioner Training course onine at: When you do this you be abe to downoad a certificate Te participants that to obtain an I CANapproved user certificate they need to register onine. 72 / Tak Boost KS1 Tutor Training Manua