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Strategies to support understanding of spoken language in the classroom (KS2)

Visual support

Seat the child in the front of the class where they can easily see visual teaching aids.

a visual timetable reading 'first' 'next' 'then' 'then' and finally'

Use a visual timetable or task schedule and support spoken language with visual materials.

 

hands showing what is being described

Use signing or gesture.

Giving instructions

one big square next to one small square

Break language down into chunks.

numbers one, two, three

Give instructions one step at a time.

a group of circles that have been sorted in a line starting from small to big

Give instructions in chronological order.

speech bubble with arrows pointing to paper

Repeat key instructions.

snail

Speak at a slower rate than normal to allow the child to process what has been said.

Comprehension monitoring

lips and speech bubble with line through

Encourage all children to say when they have not understood. For example:

  • “What do I have to do?”
  • “Can you say it again?”
  • “Can you say it more slowly?”
  • “What does that word mean?”
blue tick

Praise the child when they ask for help:

  • ”That was really good when you said you didn’t understand”
  • “That was really good when you asked for help”
Black question mark

Check back with the child that they have understood what they are meant to be doing by asking open ended questions. For example:

  • “What do you need to do?”
Green box with two symbols inside meaning 'I understand'

Use symbols for all children to use. For example:

  • green for “I understand”
  • orange for “I’m not sure”
  • and red for “I don’t understand”
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Disclaimer

Please note this is a generic information sheet relating to care at Sheffield Children’s. The details in this resource may not necessarily reflect treatment at other hospitals. This information is not intended as a substitute for professional medical care. Always follow your healthcare professionals’ instructions. If this resource relates to medicines, please read it alongside the medicine manufacturer’s patient information leaflet. If you have specific questions about how this resource relates to your child, please ask your doctor.

Resource number: SL40

Resource Type: Article

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