Receptive Language 2

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Consider the use of non-literal language (e.g. idioms, sarcasm and ambiguities) and explicitly explain meanings where necessary.
• Provide opportunities to explore and understand non-literal language (e.g. the use of visuals alongside verbal instructions, multi-sensory approaches, objects of reference and modelling). 
• Model thinking aloud to explain how meaning changes depending on context.
• Support CYP to understand implicit information by making thinking visible (e.g. "I think... because..."). 
• Use structured opportunities to support inference and reasoning (e.g. discussing "why" and "how" in play, stories, pictures or real situations).
• Use open-ended language to introduce abstract thinking (e.g. "I wonder, What do you notice?") and use Blank's Levels of Questioning.
• Draw attention to tone of voice, facial expression and context to support understanding of meaning.
• Encourage CYP to join activities that include anticipation (e.g. listening games, action songs, and the use of CYP's interests).

Targeted

Where High Quality Teaching and universal support are not effective, use more targeted strategies to support CYP with their receptive language, for example:

• Use a range of approaches (e.g. outdoor learning, experiential activities) to support CYP who may require more targeted support.
• Use a more targeted approach to support non-literal language (e.g. idioms, sarcasm, ambiguities) and explain meanings where necessary (e.g. scripting).
• Provide small group support that focuses on anticipation (e.g. turn-taking games, predictable routines, action songs, repetitive stories, predicting what might happen next in a text, film clip or real-life scenario, structured discussion tasks or debating possible outcomes).