﻿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 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, we're focusing on the skill prediction. We're going to be working through some activities while we are working on early predictions and then I'm going to share some activities to help you work on making predictions at home. So for today's session, you're going to need a book, it might also be helpful to have some pictures from everyday activities, a photo album, or even pictures that you have on your mobile phone device. We're going to need these to talk about through one of the activities that we're going to do today. So for today's session, you're going to need to find a quiet place where you won't be disturbed, turn off any distractions or notifications that you might have running on the device that you're using, 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 beginning to predict. Ask me now the blank language game was developed by Blank, Rose and Berlin, in 1978. So far, I've introduced you to level one, level two and level three, of the language scheme. We going to continue to focus on level three of Blank's language scheme today. In our previous session, we talked about sequencing and retelling. These three skills are highlighted in the top three boxes that have been colour coded in the lighter yellow. In today's session, we're going to be focusing on prediction and some of the more complex skills that are listed in the second half of this table, they've been colour coded the slightly darker yellow. Sequencing is an important skill for underpins being able to retell information and make predictions. We can support our children to develop that early prediction skills by modelling language, sequencing tasks, and immersing into that every day. It's really helpful to begin to start introducing the concept of what is going to happen next. This is really the foundation skill for being able to make predictions. So pause the video here to get yourself ready. We're going to look at some pictures and think about what might happen next. Pause on each slide to talk this through with your adults, really take your time to think about what's happening and what might come next. When you're finished, press play and we'll continue with the rest of the lesson. So pause on this picture to talk about what is happening and what you think might happen next. Pause on this picture to talk about what's happening and what might happen next. Pause on this picture to talk about what is happening and what might happen next. Pause on this picture to tell them about what is happening and what might happen next. This is our last picture, pause on this picture to talk about what is happening and what might happen next. When we talking about what is happening and modelling language for our children, so that they're able to form simple predictions, we supporting them to develop their verbal reasoning skills. When working with children, this is a new skillful, we'll often start with sequencing pictures that are highly familiar to them or pictures that I have managed to gather of them completing tasks. So that when they're thinking about what might happen next, it's closely related to their experiences. As children become more confident and able to make predictions, we then might work on stories and events based on their wider experiences. Then we build predictions beyond that. We can discuss things that are happening in the child's future, as well as looking at pictures of new or less muddy situations and talk about what might be happening next in those. So, now it's time to use your book, read the book or story, but before finishing each page, talk about what you think might happen next. If prediction is new for the child, start the book or an activity that the child has experienced or for themselves, so that they can use this personal experience to help them make predictions. When you finished, come back to the video and press play, to continue with the lesson. We want to create a language rich environment where our children are accessing words and predictions in fun natural exchanges, by creating as many opportunities for sequencing and prediction as possible throughout the child's everyday, we'll be supporting them to develop their verbal reasoning skills. But remember, most of the questions that we ask our children should be at a level that they can succeed at. If prediction is a little too high for where your child is at at the moment, that's okay. Go back to the earlier lessons and consolidate some of the language at level one or two before moving on to level three and level four. Well, that brings us to the end of today's lesson, but a really big well done, with all the fantastic work that you've done today on beginning to predict. Don't forget to share your progress 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 the progress that you're making as well. Well, all that's left for me to say is thank you, but take care and enjoy the rest of your learning, bye-bye.

Use language to talk about stories and events, to retell information and develop his understanding of experiences based on 'common links' 


Planning and giving a set of instructions (Blank 3)

In this lesson, we will begin to predict things. The Blank Language Scheme was developed by Blank, Rose and Berlin in 1978. It is a structured approach to encouraging a child in developing their verbal reasoning skills. It breaks down the language learning model into smaller and achievable steps.

At Level 3 - The child learns to use language to talk about stories and events, to retell information and develop his understanding of experiences based on 'common links'. 
 Resources provided by University of Gloucestershire (CC BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0)

Lesson overview:Beginning to predict

Core Content

Equipment Required

Verbal reasoning: