﻿Hello, everybody, my name is 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 are here at Oak, are here to support any approaches 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 session, I'm going to be introducing to you the Blank's Levels of Questioning scheme. We're going to be thinking about activities that support you to begin to be able to name. I'm going to play some games where you're matching objects to words. Throughout the session, I'll be sharing some tips to adults as well as some more activities that you can carry on with at home. So for today's session, you're going to need some toys or some everyday objects that you have around the house. You'll also need some pictures and some things to talk about. These pictures could be anything really. They could be pictures of a photo album or something that you have on your phone. 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. Okay, let's begin. Let's start by doing some talking and thinking about beginning to name. The Blank Language Scheme, or sometimes known as Blank's Levels of Questioning was developed by Blank, Rose and Berlin in 1978. The language scheme is a structured approach that encourages children to develop their verbal reasoning skills. It breaks down language development into small steps. The first step is level one. This is where the child is required to match simple language to things that they can see and hear immediately in their environment. Here, I've included some examples of the types of language and questions that you might hear at level one of the Blank's Levels of Questioning scheme. The kinds of questions that we might ask our children at level one could be, to carry out an action on an object. For example, "Give me the apple," or "Show me the spoon," "or "Point to the monkey." We might also ask our child to find a matching object. So, "Find another car like this." And lastly, we might ask the child to name at this level, perhaps pointing to something and saying, "What is this?" So pause the video here to gather up some of your favourite toys children. We're going to need these for our first activity. Once you've got together a few items come back and press play to continue. Now you've got your favourite items together. We're going to have five minutes of play. During this play, the adults are going to practise using some of the Blank's level one language that I just talked you through. On the next slide, pause to give yourselves a prompt, if you need a reminder of the types of language that would be at level one of the Blank's Language Scheme. When you finished five minutes of play come back to the video and press play to continue. Pause on this slide during play, to remind yourselves of the types of language that you would use at level one of the Blank's scheme. Pause the video here to take a few minutes to reflect on how the child was able to ask Blank's level one questions? If your child needed some support or wasn't consistently able to answer questions at level one here are a few strategies that you could try in the future. Now it's time for another activity. We're going to have a game matching more language to some pictures that I've prepared for you. It's a naming game. Children, I'm going to show you some pictures. You and your adults are then going to talk about them. Adults, we're going to use our level one questioning game, and don't forget. Use the strategies to model and scaffold any support that your child needs throughout this task. We want our children to experience a language rich opportunity where they're feeling successful. So if they're struggling with level one questions be sure to model and scaffold any language as needed. Here's our first picture. Pause on this slide to have a look at the image and then use some of the example questions to talk about this picture at level one of the Blank's Language Scheme. Here's our next picture. So again, pause on this slide to talk about what you can see and use some of the example questions from level one of the Blank's Language Scheme. Playing with objects and words can also be really fun and interesting. And it's a great opportunity for us to work on naming in fun and motivating ways. One example of a game that children who I work with often love is What's in the Bag. This is where I take objects often of interest for the child and put them in a bag or a box. We then bring out one object at a time. As we bring one object out of the bag it gives me the adult, the opportunity to label the object and introduce a symbol to go with it. Then using a level one question put the items back in the bag. For example, I'd ask the child to give me the car and show them the symbol of the car, or show me the teddy. Remember we want to create a language rich environment where children are accessing words in fun and natural ways. Words that are reinforced through multisensory approaches like signs and symbols are also more likely to stick. So if we can create as many opportunities for talking and naming as possible, we're more likely to be having fun with words. Well, that brings us to the end of today's session. But a really big well done on all the work that you've done today, beginning to name. Don't forget to share your progress with school. And if you'd like you could ask your parent or carer to share some of your work on Instagram, Facebook, or Twitter by tagging @OakNational so I can see your lovely progress as well. Well, all that's left for me to say is thank you. But take care and enjoy the rest of your learning for today. Bye bye.

Match simple language they hear to an immediate object or material 


Focusing on information to show our understanding (Blank 2)

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

At level 1 - This child is required to match simple language they hear to an immediate object or material. 
 Resources provided by University of Gloucestershire (CC BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0)

Lesson overview:Beginning to name

Core Content

Equipment Required

Verbal reasoning: