Encourage use of gesture (e.g. pointing) and, when appropriate, encourage use of accompanying language by modelling using objects, e.g. ‘Which one, ball or box?’ and providing a commentary.

Use a range of whole-class or whole-school intervention programmes, for example providing consistent visual support/templates, or using Word Aware  to develop vocabulary skills (a structured whole-school approach to promote the vocabulary development of all children).

Use pre-teaching to introduce new, topic specific vocabulary and concepts, before these are included in group or whole class activities e.g. use of mind maps, word maps, word webs can provide visual support with this. (See vocabulary teaching in the Receptive Language section-  understanding of language comes before the use of new language).  

Provide a range of planned communication opportunities in a range of settings, with enough time given for processing*, thinking and responding to verbal information and new vocabulary (e.g. see ELKLAN Language Builders book for activity ideas).

*Allow additional time to process and respond if needed. For example, if multiple instructions are given, pace these. Or if a young person is feeling stressed or overwhelmed, pause and reduce communication.

During group work, allow children to answer after adults have modelled the answer a few times. The use of sentence stems can also support children to engage and contribute. Also consider different group sizes and introducing discussion rules. 

Barrier Games can support the development of speaking and listening skills in relation to specific curriculum areas Barrier Games - The Bell Foundation (bell-foundation.org.uk).

Useful resources:

Progression in Language Structures  a document for identifying how content learning can be built on language structures.  Language structures are presented in sentence starters for different text types, for example, the language of explanations and how it can be structured from foundation stage through to Year 6. Use quality texts to model good language.

Voice 21 – The national oracy education charity has programmes to help schools develop oracy initiatives and oracy/talk rich classrooms. This book is really useful: Transform Teaching and Learning Through Talk.

Talk for Writing is a teaching framework that enables children to imitate the language they need for a particular topic orally, before reading and analysing it and then writing their own version.

Topsy Page a range of resources to support the development of effective child talk. Topsy also offers a Talk Audit where she will visit your school and analyse child and teacher talk, then provide recommendations.