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Be familiar with written words

Description:

Develop early familiarity with written words.

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Early years skill:	Reading
Early years typical range:	30-50m
P-scales/Curriculum skill:	English Reading
P-scales/Curriculum level:	P5
TAP skill:	Understanding of Language/Comprehension
TAP level:	TAP36
Pre/Nat. Curriculum Area:	not specified
Pre/Nat. Curiculum Standard:	not specified

Section: Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info

Additional information (Click to show) (Click to hide)

Communication area:	Early communication; Other understanding
Includes:	Activities
Suitable for:	Individual; Small group
Contributors:	neil; anonymous contributors
Date last changed:	July 25, 2022

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Word labels in any lesson/situation Any lesson Laminated cards - each big enough to fit a word on Dry- or wet-wipe marker	Identify the key words used in a lesson - the words that are used often. These could be the names of repeated actions such as "roll", "count", (knock) "over"; or names of items such as "flour", "butter", "sugar". You could do this before the lesson, or during the lesson as you go along. Write one word on each laminated card. For actions: around the time when the action is done (by anyone), show the child(ren) the corresponding word and label it. For objects: have the word next to the item (e.g.next to some flour in front of a child). When you get the flour, or do something with the flour, point to the card and say the word: do this as part of your natural talking e.g. "You're mixing the flour" or "Let's get some flour" (point to the words in bold).	The goal is simply for the child to become familiar with the written words and begin to link them to language. You are not expecting them to use the words in any way - though if they do point at word, confirm what they have pointed to - and respond appropriately. Refer to the written words naturally during talking. Make sure you refer to the written word often. Don't "test" the child - e.g. don't say "point to the word for this". You can facilitate errorless communication - for example "which one shall we put in next" - with a choice of words to choose from: then go with the child's response and include the word in your spoken response to them.