﻿Hello everybody. My name's Emma and welcome to today's lesson. I'm looking forward to today's session and I hope you are too. I can't wait to get started. But before we do, just a quick reminder, we here at Oak, are here to support any approaches that you might already be using and any work you might have already been set. We know this lesson is going out to so many different children and families. So if you're not sure or have any questions, please do contact your child's school or usual speech and language therapy team. In today's lesson, I'm going to be sharing a bit more information about the Blank's level of language scheme. We're going to be thinking about information at a bit of a deeper level, and we're going to be focusing on thinking on parts of what we can see and hear in order to be able to answer questions. I'm going to be setting you up with some tasks that you can complete at home. And I'll also be sharing some tips for adults. So for today's session, you're going to need some everyday objects or toys that you have around the house, and a box or a bag, whatever is most available to you. So before we begin find a quiet place where you won't be disturbed for the lesson, turn off any distractions or notifications that you might have running on your device, and then make sure that you and your adult are seated comfortably. When you're ready, let's begin. Okay. Let's start by doing some talking and thinking about more information. As we know, the Blank Language Scheme is a language development model. It was developed in 1978 by Blank, Rose and Berlin and came about because they observed teachers in the classroom and found that there were four levels of typical questions that teachers were asking. At Level One, the simplest type of question requires the child to match simple language that they see and hear to immediate objects or materials. At Level Two, the child has to listen to language and match it to what they're looking at, but also focus more selectively on parts of it. Here are some questions and examples of the types of language that you might see and hear at Level Two. One type of question that we might ask a child is about the function of an object. For example, if you were looking at a selection of objects that would include a paintbrush, glue and scissors, asking, "What shall I paint with?" or "What should I glue with?", would be a Level Two question. So pause the video here to gather up some everyday household objects that you have. We're going to use these for our first activity. Now that you've got your objects, lay them out on the table. Let's have a go using some of our Level Two language, adults. We're going to ask our children to find things that we use for a certain action or job. For example, if you had a hairbrush, spoon, cup and shoe on your table, you might ask a child, "Find something that you drink with." Pause on the next slide for more examples of Level Two language that you could use during this activity. Once you've had a go for five or 10 minutes, come back to the video and press play to continue. With the same objects, let's have a go finding things that go together. For example, if you had a toothbrush as one as your objects, one of your tasks could be to find something that goes with the toothbrush. For example, toothpaste. Once you've had five or 10 minutes completing this activity, come back to the video and press play to continue. Here are some more activities that you could complete at home. Skittles is one of my favourite. This is where we place pictures of objects on cans, and then take it in turns to describe the job, what the object looks like or the category that the object is in, so that the other person can then try and knock that down. Pause the video to pick one of these activities to complete at home. When you've had to go, come back to the video and press play to finish the lesson. We want to create a language-rich environment where children are accessing words in fun-filled natural ways. We want to create as many opportunities for talking and using language as possible. But we need to be mindful that most of the questions that we ask our children are at a level that they can succeed at. In our previous session, we talked about strategies. Refer to the downloadable resource to remind yourself of these strategies so that we can make sure that every language opportunity that we're creating is successful and positive for our children. Well, that brings us to the end of today's lesson. But a really big well done on all the work you've done today, Level Two of the Blank Language Scheme. Don't forget to share the progress that you're making with school. And if you'd like, you could ask your parent or carer, to share your work on Instagram, Facebook or Twitter, by tagging @OakNational, so I can see your progress as well. Well, all that's left for me to say is thank you, but enjoy the rest of your learning for today. Bye-bye.

Listen to language and match it to what they are looking at, but then also focus more selectively on parts of it

In this lesson, we will explore beginning to describe, using the blank language scheme. 

At Level 2 - The child has to listen to language and match it to what they are looking at, but then also focus more selectively on parts of it.  Resources provided by University of Gloucestershire (CC BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0)

Lesson overview:Beginning to describe

Core Content

Equipment Required

Verbal reasoning: