Talk Boost KS1 Tracker / Reception / 1© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Child’s name ............................................................................... Date of Tracker .......................................................................................................

Date of birth ................................................................................ Age: Years ............... Months...................Male/Female ..........................................

Name of person completing the Tracker .....................................................................................................................................................................

Notes:

Talk Boost KS1 Tracker / Reception

Talk Boost KS1 Tracker / Reception / 2© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Understanding spoken language 3Score 1

3Score 3

3Score 5

1. They should be able to follow simple two-part instructions reasonably well

Use Picture 1 and ask the following questions:

Instructions to child: Have a look at these pictures. Now, point to the pictures I’m talking about:

a. The old man and something you can put on your chips

b. Show me the shops and someone who’s running

c. The drink and the boy pointing to his teeth

d. Show me the old lady’s hat

Scoring guidance: Only score correct if they get both pictures right.

0–1 correct 2 correct 3–4 correct

2. They should understand simple ‘Why’ questions

Continue using Picture 1 and ask the following questions:

Instructions to child: I’m going to ask you some questions about these pictures.

a. Why is the boy with the chips licking his lips?

Score correct: e.g. Because he likes chips/He’s hungry: NOT Because his lips are sore

b. Why is the little girl running to her grandma?

Score correct: e.g. Cos she’s happy to see her/She’s excited: NOT Cos she’s a good runner

c. Why has the old man got a stick?

Score correct: e.g. He needs it to walk/His legs are old: NOT Because he just found it

Scoring guidance: Children don’t need to say a full or perfect sentence to get a point, they just need to show they understand the question.

0 correct 1 correct 2–3 correct

Talk Boost KS1 Tracker / Reception / 3© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Understanding spoken language 3Score 1

3Score 3

3Score 5

3. They should be able to understand words related to colour, number and time

Use Picture 2 and ask the following questions:

Instructions to child: Have a look at these pictures. Now, point to the one I’m talking about:

a. Who has three balls?

b. Find something blue

c. Which picture shows morning?

d. Who has lots of balls?

e. Find something yellow

f. Which picture shows winter?

Scoring guidance: Score correct any of the pictures that demonstrate the above.

0–2 correct 3–4 correct 5–6 correct

Understanding spoken language total scores

Talk Boost KS1 Tracker / Reception / 4© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Understanding and using vocabulary 3Score 1

3Score 3

3Score 5

1. They should be able to understand a range of words related to size, space and actions

Use Picture 3.

Instructions to child: Have a look at these pictures. Now, point to the one I’m talking about:

a. Heavy

b. Over

c. Behind

d. Blow

e. Pull

f. Break

g. Open

h. Next to

0–2 correct 3–5 correct 6–8 correct

2. They should be able to understand a range of simple verbs

Use Picture 4.

Instructions to child: I want you to find different things people are doing. Look carefully at the pictures (Picture 4). Now, point to the one I’m talking about:

a. Who is dancing?

b. Who is hopping?

c. Who is waving?

d. Who is hiding?

0–1 correct 2 correct 3–4 correct

Talk Boost KS1 Tracker / Reception / 5© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Understanding and using vocabulary 3Score 1

3 ✔

Score 3

✔ 3Score 5

3. They should be able to name a range of simple words

Use Picture 5.

Instructions to child: Have a look at the pictures and tell me what each one is. I’m going to write down what you tell me so I don’t forget.

Write down what they say:

Scoring guidance: How they pronounce words for this question doesn’t matter; they’re correct even if they mispronounce the words.

Fork Knife Glass Banana Egg

(Ask: What is he doing?) Licking Cabbage Carrots Chips Mug

Cakes Orange Potatoes Toast Peas

0–4 correct 5–9 correct 10–15 correct

Understanding and using vocabulary total scores

Talk Boost KS1 Tracker / Reception / 6© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Sentences ✔ 3Score 1

✔ 3Score 3

✔ 3Score 5

1. They should be able to speak in longer sentences

Can they describe a picture and join their ideas together? For example, ‘The boy opened the box and looked inside.’

Use Picture 6.

Instructions to child: Have a look at the pictures and tell me two things about each picture.

Write down what they say. Give them an example if they’re struggling, though don’t score the example.

a.

b.

c.

d.

e.

f.

Scoring guidance: Score correct if they give you more than one piece of information, using more than four words in the sentence.

0–2 correct 3–4 correct 5–6 correct

Talk Boost KS1 Tracker / Reception / 7© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Sentences 3Score 1

✔ 3Score 3

✔ 3Score 5

2. They should be able to use sentence starters to put longer sentences together

Use the following sentence starters to encourage children to put longer sentences together.

Instructions to child: I’m going to give you the start of a sentence and I want you to finish it, and make the longest sentence you can.

a. I like sweeties because...

Score correct: e.g. They are yummy/They my favourite: NOT Nice

b. In the morning I...

Score correct: e.g. Get ready for school/Am fed up: NOT Sleep in

c. I like going to the park because...

Score correct: e.g. I like playing on the swings/My dad takes me: NOT It fun

d. I like coming to school because...

Score correct: e.g. I like my teachers/I don’t really like school: NOT See friends

Scoring guidance: Score correct if they can finish each sentence using more than two words.

1 correct 2 correct 3–4 correct

Talk Boost KS1 Tracker / Reception / 8© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Sentences ✔ 3Score 1

✔ 3Score 3

3 ✔

Score 5

3. They should be able to explain their ideas, talk in sentences and talk about things that have happened – and be able to explain an event or activity

Instructions to child: Can you tell me what you did at the weekend?

You could ask: Did you go out somewhere or stay at home?

Write down what they say:

Scoring guidance: Can they explain what they did? You might expect at least three key points.

Example responses scoring full marks:

• I didn’t really do anything, just stayed home and watched telly.

• My mum and me goed into town and have dinner in a cafe... it was nice.

Unclear

Difficult to follow

Inaccurate

Main points reasonably clear and easy to follow

Accurate

Clear

Easy to follow

Sentences total scores

Talk Boost KS1 Tracker / Reception / 9© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Storytelling and narrative ✔ 3Score 1

✔ 3Score 3

✔ 3Score 5

1. They should be able to explain a simple picture sequence

Use Picture 7.

Cut up the six pictures into squares and get the child to place them in the right order.

Once they have done this, get them to explain how to make a sandwich.

Instructions to child: Have a look at the pictures; they’re all muddled up. Can you put them in the right order?

Allow some time for them to do this. Now, the pictures are showing how to make a sandwich.

Can you explain how you would make a sandwich?

You would expect a short sentence for each picture that links together, e.g. First get the bread, then...

Write down what they say:

Scoring guidance:

Score 1 if they are unable to put the sequence in broadly the right order and/or if their explanation is unclear, difficult to follow or inaccurate.

Score 3 if at least four pictures are in the right order and they can explain in sentences of at least two words what’s happening in each picture so that it follows in the right order. One mistake is allowed, e.g. putting butter on after filling. They will be able to say that the pictures show someone making a sandwich.

Score 5 if five or more of the pictures are in the right order and they can explain in sentences of three words or more what’s happening in each picture so that it follows in the right order. They may also correct or rearrange pictures to make sure it makes sense in the end.

Unclear

Difficult to follow

Inaccurate

Main points reasonably clear and easy to follow

Accurate

Clear

Easy to follow

Talk Boost KS1 Tracker / Reception / 10© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Storytelling and narrative ✔ 3Score 1

✔ 3Score 3

✔ 3Score 5

2. They should be able to explain a familiar sequence of events

Instructions to child: Can you tell me what you do in the morning before you come to school?

Example scoring full marks: Get up and get dressed, then have breakfast and come to school.

Write down what they say:

Scoring guidance:

Score 1 if what they tell you is difficult to follow or isn’t what they’d do before school.

Score 3 if they can tell you at least one thing they do before they come to school with some detail, or two things with less detail. For example, I get dressed in my uniform or I get dressed and have my breakfast.

Score 5 if they’re able to give you information about two or more things they do before they come to school with some detail. For example, I get up and get dressed when mum shouts me and I get my coat and walk to school.

Unclear

Difficult to follow

Inaccurate

Main points reasonably clear and easy to follow

Accurate

Clear

Easy to follow

Talk Boost KS1 Tracker / Reception / 11© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Storytelling and narrative ✔ 3Score 1

✔ 3Score 3

✔ 3Score 5

3. They should be able to answer simple questions about familiar stories

Instructions to child: Do you know the story of Cinderella?

If yes: Who did Cinderella dance with at the ball? Were Cinderella’s sisters kind? Who helped Cinderella with her magic?

Write down what they say:

If they don’t know this story, ask similar simple questions about another familiar story they do know, e.g. Three Little Pigs, Jack and the Beanstalk, Red Riding Hood.

Unclear

Difficult to follow

Inaccurate

Main points reasonably clear and easy to follow

Accurate

Clear

Easy to follow

Storytelling and narrative total scores

Talk Boost KS1 Tracker / Reception / 12© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Social interaction ✔ 3Score 1

✔ 3Score 3

✔ 3Score 5

1. They should be able to get involved in conversations

Do they get involved with conversations with you, either by offering information about themselves, chatting generally about or between the tasks or by asking questions using words like ‘what’, ‘where’ and ‘why’?

No: they’ve been quiet throughout

Partially: they’ve talked a little

Yes: they’ve been chatty

2. They should be able to take part in make-believe play and use their talking to organise their games and other people

Instructions to child: I’m interested in what games you like to play. What kind of games do you like to play? Can you explain how to play...?

Scoring guidance:

Do they give examples of play and can they explain how to play the games they like?

Score 1: e.g. Play football.

Score 3: e.g. Play cars on mat with Jack.

Score 5: e.g. I like playing horses with my friend Camille. We run around like horses – you have to run like this... (might demonstrate) and chase after Cara and Saria.

No examples or very simple explanation

1 example with some detail

More than 1 example or details given

3. They should be able to take part in conversations with other people

Have they joined in or started any conversation with you during the time you’ve been with them?

No: they’ve been quiet and unresponsive

Partially: they’ve talked a little and/or responded non-verbally

Yes: they’ve been involved in appropriate conversation

Social interaction total scores

Talk Boost KS1 Tracker / Reception / 13© I CAN February 2016. Any redistribution or reproduction of part or all of the contents in any form is strictly prohibited without express written permission.

Talk Boost KS1 Tracker / ReceptionChild’s name ............................................................................... Date of Tracker .......................................................................................................

Date of birth ................................................................................ Age: Years ............... Months...................Male/Female ..........................................

Name of person completing the Tracker .....................................................................................................................................................................

Score summary

Total scores

Specialist support/ assessment

Targeted support needed, such as Talk Boost KS1

Universal good practice needed

1. Understanding spoken language 3 4–12 13–15

2. Understanding and using vocabulary 3 4–12 13–15

3. Sentences 3 4–12 13–15

4. Storytelling and narrative 3 4–12 13–15

5. Social interaction 3 4–12 13–15

Interpreting the scores

• Children falling completely in the RED column will need further assessment and may well need specialist support.

• Children with difficulties (mainly AMBER) in all areas would benefit from Talk Boost KS1.

• Children falling completely in the GREEN column don’t need additional support, just universal good practice to support language and communication.

• Children with mixed profiles, e.g. with difficulties and strengths in different areas, will need additional assessment and/or support.

• It’s good practice to continue monitoring all children, as difficulties with language may not always be apparent.

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!Picture 4

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!Picture 5

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