1. Communication Week Parents Workshop
Tuning In
KS1 Focus
Georgie Livesley

2. Tuning In
Environment
Important Influences
What puts us off communicating
Great Environments – Top Tips!
Provoking Thoughts for Communication – Using Books and
Illustrations or Pictures
Benefits
Top Tips
Focus on Book Sharing – an example
Promoting and Developing Vocabulary
Why? – the Benefits.
How?
Word Categories and Meanings
New Words
Website

3. Environment Important Influences What puts us off communicating
Great Environments – Top Tips!

4. Ideal Environment
A Communication-Friendly Environment is one that encourages and supports children to communicate... Think about What natural, easy and enjoyable conversations are like. Who is communicating. What you are communicating about. The mood. Noise levels.
Own behaviour impt . As adults we’re put off convos when the Importance is not recognised, Ignoring /dismissing ideas, Only half listening, Interrupting,

5. What puts us off Communication?
Not recognising when you have something important to say
Ignoring your feelings or dismissing ideas
Only half listening
Interrupting before you’ve had time to finish
Talking about things that are of interest to only one person
Finishing off others sentences
Its the same for young children as well as adults...

6. Great Environments... Get rid of distractions
Get down and comfy with the child
Keep the atmosphere fun – enjoy and relax! Pleasure not stress!
Offer comments rather than questions
Use the right level of language
Be a good role model –children pick up on how we use language
Use visual support – pictures, photos, symbols
Do it together – eg If you let them watch TV – and communicate!
Encourage! encouraging noises... ‘Wow!’
comment on what the child is doing,.. ‘you’re building a castle!’
Don’t just give Instructions – make it 2-way (comment, praise, negotiate, question, clarifying)
Use praise! ‘well done’ and be specific... ‘I like the way you...’
Give response time (need time to process and think)
Name the emotion – often has a strong calming effect
Use a child’s name... Its their special time

7. Benefits Top Tips An Example – ‘When Sheep Can Not Sleep’
Provoking Thoughts for Communication Using Books and Illustrations / Pictures
Benefits Top Tips An Example – ‘When Sheep Can Not Sleep’

8. Book Power and Communication! The Benefits.
As a parent, you are your child's first and most important teacher. Talking and Reading can be a family activity. Spending time with word games, stories, and books will help your child to…
Gather information and learn about the world
Learn how stories and books work – that they have beginnings, endings, characters, and themes
Build a rich vocabulary by reading and talking about new words
Learn how to listen and how to think
Learn the sounds of language and language patterns
Fall in love with books

9. Tips for developing language and communication skills while children learn to read.
1. Talk to Your Child
2. Make Reading Fun
3. Read Every Day (and support your child by having a great chat about the book before you read any of the words!)
4. Set an Example
5. Talk About Books
6. Listen to your child read
7. Show that you value your child's efforts

10. Using Stories and Pictures to Promote Talk
Routine
Reading is something that you and your child can look forward to every day. By taking the time to read with your child, you show him or her that reading is important and fun to do.
How?
Sharing books is a language based activity so whether you are just reading the story to your child, or discussing the pictures, speculating on plot, or your child is reading to you, channels of communication ,vocabulary and language structures are developed.

11. Talk for Communication
Help your child by becoming familiar with the story before reading it.
Deliberately TALK about the story.
Get your child familiar with the PLOT – the series of events across the story.
Model and talk about phrases of language / vocabulary s/he may never have heard or come across – say these together
At first, don’t worry about the print… talk about the meaning and structure of the story…
Children expect books to have an introduction, a problem, a climax/tension/main event, a solution and an ending.
Try not to ask too many ‘closed questions’ eg ‘What is the puppy’s name?’ Get your child to think more freely and creatively… eg ‘What do you think the puppies name could be?
Get your child to make suggestions instead of telling him/her what the story is about.

12. ‘ Before opening the book, look at the front cover and entice your child to want to find out… eg ‘Ooh! This sheep’s in bed! I wonder why he’s awake?’

13. Talk about the pictures… Woolly the sheep is in his meadow, I wonder if he’s going to stay there..? What other Language and Communication Opportunities?
Anticipating plot... Engaging children in producing their own ideas. Speculating. Preparing for later reading – supporting the structure of events...Vocab development (eg meadow) Asking ranges of questions re a single picture ie who, where, what, why, when? Encourage children to address different elements

14. OOoooh. A Butterfly. How lovely
OOoooh! A Butterfly! How lovely! Where’s he going to fly to do you think? I wonder why a sheep would chase a butterfly?

15. Do you think the butterfly may be with these creatures here
Do you think the butterfly may be with these creatures here? I wonder what’s going to happen next? Look who else has arrived! Hmmm… what do you see?
Prompt for speculation and ideas... Model language structures eg the ladybirds is on the tree... Yes well spotted the ladybirds are on the tree

16. I wonder if you can guess what the owls are calling out
I wonder if you can guess what the owls are calling out? Do you know any owl noises? (make the sound together and look at the print ‘Hoo hoo hoo’)
Develop particpation .. Language sounds and onamatopoeia

17. Wow. More creatures. They look interesting… what do you think
Wow! More creatures! They look interesting… what do you think? They seem to be flying , gliding, flittering, above … Have you noticed what Woolly is doing?

18. I don’t think these are creatures
I don’t think these are creatures. Are you guessing what Woolly wants to do now?

19. To summarise ...Talk and Chat
Talking about the books you read is just as important as reading them. Discussing a story or a book with your child helps your child understand it and connect it to his or her own experience of life. It also helps enrich your child's vocabulary with new words and phrases.
Encourage your child to ask questions and to comment on the story and pictures in a book – before, during, and after reading it.
Look at the cover and the title of a book with your child, and ask your child what he or she thinks might happen in the story.
Think out loud about the story as you read, and encourage your child to do the same. For example, ask, "Does this make sense? Why or why not?"

20. Promoting and Developing Vocabulary
Why? ...the Benefits.
How?
Word Categories and Meanings
New Words

21. A Great Vocabulary... Improves understanding
Supports creativity in formulating new ideas
Helps children to express themselves
Boosts confidence

22. How...?
Make connections between words and objects (explain what a new word means)
Show links between words
Meaning (tall, high, long)
Categories (animals)
Subcategories (Jungle animals)
Sounds (Initial Letters - ball bee boy)
Rhyme (hat mat cat)
Different uses of words
Doing (sitting, running, sleeping)
Describing (Purple, heavy, small)
Names (table, dad, park)
Ideas or Concepts (size, weight)
Repetition – lots!
Anytime, Anywhere! – do it!

23. Ideas for Activities... www.communicationcookbook.org.uk
‘Vocabulary’ Section for games to support...
Learning and remembering new words and their meanings
Developing skills at learning new verbs (doing / action) words
Introducing new words
Reinforcing new vocabulary

24. Happy Chatter!
Enjoy your communication with your child! Its good to talk and its been great to talk to you! Thanks for coming!