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Amanda’s butterfly – ELGs

This clip is of speaking and listening in a whole class situation. They have just come in from playing outside after a sudden downpour of rain. They talk about what's happening in the story and make links with their experience of the real world.

Good for looking at

  • Speaking
  • Listening
  • Communication
  • Understanding the world
  • Sustained shared thinking
  • Adult led activity
  • Effective practice

This clip is of speaking and listening in a whole class situation. Previously they were all playing outside when there was a sudden down pour. They talk about what’s happening in the story.

Notice

  • how new knowledge is explored and how the adult builds on the responses and contributions of the children.
  • how specific vocabulary is discussed, refined and defined, and how children are happy to contribute.  How does the adult enable this?
  • what happens the minute the adult asks the question about the story.

Reflect

Refer back to the ELGs for Language and Communication

  • The is more than one child involved in this clip. Including one, who we don’t see, but she speaks as soon as the teacher asks the question.  Each child is demonstrating that they are within both goals
  • Which other Early Learning Goals are being demonstrated here?

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Communication and language

Listening attention and understanding

Children at the expected level of development will:

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
  • Make comments about what they have heard and ask questions to clarify their understanding;
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

Children at the expected level of development will:

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present, and future tenses and making use of conjunctions, with modelling and support from their teacher.