Provide an environment in which children are surrounded by spoken and written words and inspired to learn them using multi-modal approaches (e.g. key words highlighted on the board and in worksheets to remind the children to check their vocab sheet).

Ensure access to a range of communication opportunities, so children can contribute in different ways or across contexts and in relation to different topics (e.g. including those they are more confident/interested in).

Pre-teach key vocabulary and support generalisation to the classroom (e.g. have worksheets with key vocabulary on their desks, which they can refer to, use of word webs to promote experiential language learning).

 Teach specific vocabulary, such as ‘word of the day/week’ in smaller groups and support vocabulary use and understanding within the classroom.   Vocabulary programs such as Bedrock Learning are available, which track a child’s progress and have specific topic vocabulary available.

Consider the three tiers of vocabulary:

1. Every day, basic words.

2. More complex words (e.g. using ‘combine’ for mix) or words with more than one meaning.

3. Subject specific e.g. Galapagos.

Focus on developing the children’s understanding and use of words in Tier 2. These words have the highest utility in helping to close the language gap for those children with limited vocabulary.

 Use of vocabulary checklists/word maps.

Create personalised dictionaries, vocab cards or knowledge organisers.

Use the STAR approach in content-rich subjects: Select the really useful vocabulary that is from the topic or class text. Teach the selected vocabulary in a structured manner. Activate the meaning by using the words in context and linking the word to the child’s existing knowledge. Review the taught words to ensure they are retained.

In small groups, encourage children to re-tell a narrative about a school or class activity, where the teacher and other children can give prompts and support the narrative. Also encourage children to give personal narratives or ‘news’ about their own lives. Ensure they include information about who, where, when and what happened.

Use of intervention programmes within a small group, such as:

Listening and Speaking and Oral to Written narrative packs from Blacksheep press. To support children’s structure of oral stories and the transition to a written narrative.

Colourful Stories (ELKLAN) a visual support strategy which helps children to learn about the structure of stories and to become more confident about telling and writing stories. Colourful Stories encourages oral-narrative skills and introduces written words only when the child is confident about how to structure and tell a story orally.

Talk Boost KS2 a targeted intervention for 7- to 10-year-olds with a language delay, which aims to narrow the gap between them and their peers.

Language for Thinking an approach aimed at developing the verbal reasoning and thinking skills of children aged 4-11 through drawings, written scenarios, and questions.

Junior Language Link an intervention for children aged 7-11 years, which focuses on higher-level language skills such as inference, complex grammar and figurative language. 

Colourful semantics  an approach aimed at helping children to develop their grammar by linking the structure of a sentence (syntax) and its meaning (semantics).

Talking Maths  a 10-week intervention programme that targets speaking and listening skills in the context of mathematical language.

From Oral to Written Narrative helps support children’s understanding of story structure and develop descriptive language for character and setting.

Consider a referral into speech and language service to support child and implement targeted approaches including adaptations to learning (reading aloud etc.) and access to low level interventions.