Wellcomm Supporting language at home and Resources CD

On this CD you will find the Supporting language at home video clips and also a collection of pdfs that can be printed out to help with your implementation of the Wellcomm Toolkit. The contents include:

  • The Supporting language at home video clips showing parents modelling good language with their children to help parents understand how they can better support their child’s general language development.
  • All of the Score Sheets that you need to administer the Wellcomm Screening Tool – both with and without the age ranges included on them. The Score Sheets without the age ranges included can also be found in the Little Book of Score Sheets and Rules.
  • A Group Profile Sheet to help you record the progress of both individuals and groups of children. This template can also be found in the Little Book of Score Sheets and Rules
  • All of the language activities are from The Big Book of Ideas. This includes the ‘Other things to try’ sections. All the activities have been written to be jargon-free and easy-to-use, so they can be easily printed, photocopied and shared with parents/carers.

We recommend that these resources are printed in colour to take advantage of the Wellcomm colour-matching scheme.

We offer a free online training resource which provides support in small sections, to be accessed at the convenience of the user. Each section of the training will be self-contained, so users can access separate modules, for example, help with administration or with data interpretation. Users will be sent the website address and their establishment’s log in details so they can access this online support once they have purchased the Toolkit.

Support videos

Supporting Language at home

1 Year Olds - Face-to-face

2 Year Olds - Face-to-face

3 Year Olds - Following the child's lead

The purpose of these Supporting language at home video clips is to help parents understand how they can better support their child’s general language development, and the very simple strategies they can use to affect this.

Strategies include repetition, using choices, adding language, using questions, simplifying instructions and giving clues.

The video clips can be used by early years settings and schools to develop and improve communication with parents via parenting sessions, language support classes and training workshops etc.

Score sheets

Without age ranges Group Profile Sheet With age ranges
Section 1 Group Profile Sheet Section 1: 6-11 months
Section 2   Section 2: 12-17 months
Section 3   Section 3: 18-23 months
Section 4   Section 4: 24-29 months
Section 5   Section 5: 30-35 months
Section 6   Section 6: 36-41 months
Section 7   Section 7: 42-47 months
Section 8   Section 8: 48-59 months
Section 9   Section 9: 60-72 months

Activities from the Big Book of Ideas

Section 1

1.1 – Encouraging the child to respond when his/her name is called
1.2 – Relating two things together
1.3 – Understanding that words, sounds and gestures are associated with everyday actions and things
1.4 – Following the movement of an object and an adult’s gaze
1.5 – Beginning to understand language by using non-verbal clues/cues
1.6 – Learning to use gesture to get an adult to make the right response
1.7 – Copying actions and gestures
1.8 – Learning to reach and point
1.9 – Playing (with) and listening to different sounds

Other things to try:

1a – Learning that objects still exist even when they can’t be seen
1b – Being a social play partner!
1c – Taking turns

Section 2

2.1 & 2.2 – Understanding single words
2.3 – Understanding what real things are for
2.4 – Learning that toys represent real things/objects (symbolic understanding)
2.5 – Understanding instructions using everyday routines
2.6 – Learning to take the initiative/lead
2.7 – Pointing to things or people which are interesting
2.8 – Using those important ‘first words’
2.9 – Learning to ask for things by gesturing
2.10 – Learning to use ‘my own name’

Other things to try:

2a – Developing understanding of single words
2b – Encouraging children to take turns during play
2c – Developing eye contact
2d – Matching two objects together
2e – Matching something to the picture it represents
2f – Using early words – ‘go’!

Section 3

3.1 – Learning to make sense of the world through play
3.2 – Using songs and rhymes to learn single words/the names of body parts
3.3 – Learning what ‘doing’ words (verbs) mean
3.4 – Understanding sentences with two key words
3.5 – Understanding the words only (no cues and out of routine!)
3.6 – Putting two early words together
3.7 – Using one word to describe an action
3.8 – Naming more everyday things
3.9 – Using/copying actions in rhymes and songs
3.10 – ‘Talking about what I have seen or done’

Section 4

4.1 – Remembering two things at a time
4.2 – Understanding simple describing words (adjectives) in sentences
4.3 – Understanding that ‘no’ plus an object is an early negative
4.4 – Learning to talk through play
4.5 – Understanding more complex instructions
4.6 – Understanding and using doing words (verbs) in simple sentences
4.7 – Using ‘in’ and ‘on’ at the simplest level
4.8 – Adding ‘ing’ to describe an action
4.9 – Understanding and using pronouns: ‘I’, ‘you’ and ‘we’
4.10 – Learning to use ‘big’ and ‘little’

Other things to try:

4a – Understanding three key words (i)
4b – Understanding three key words (ii)
4c – Understanding three key words (iii)
4d – Taking turns in a small group
4e – Matching colours
4f – Learning ‘my’ and ‘your’
4g – Joining play sequences together

Section 5

5.1 – Understanding ‘in’, ‘on’ and ‘under’ at the simplest level
5.2 – Learning to remember and then say the names of two things
5.3 – Learning to play with a friend
5.4 – Learning the names of colours
5.5 – Learning the meaning of ‘where’
5.6 – To encourage the use of three-word sentences
5.7 – Using ‘under’ in a simple game
5.8 – Beginning to use ‘what’ and ‘where’
5.9 – Understanding what things are for
5.10 – Using simple plurals/plural forms

Other things to try:

5a – Understanding and responding correctly to questions requiring a ‘yes’/’no’ answer
5b – Understanding ‘who’
5c – Sorting things that go together and being able to name the category
5d – Develop listening skills through games
5e – Using the names of colours in a two-word phrase

Section 6

6.1 – Understanding and using pronouns: ‘he’ and ‘she’
6.2 – Understanding ‘behind’ and ‘in front’
6.3 – Understanding the negative form
6.4 – Understanding functions of body parts
6.5 – Playing sociably and learning to share
6.6 – Developing expressive language
6.7 – Understanding and using verbs in the past tense
6.8 – Generating ideas about the function of objects (semantic links)
6.9 – Understanding ‘why’ questions
6.10 – Learning to remember and then say the names of three things

Other things to try:

6a – Attending to an adult-led activity for longer (encouraging attention and listening)
6b – Remembering three and then four items
6c – Understanding and using ‘where’, ‘who’ and ‘what’ questions

Section 7

7.1 – Role play
7.2 – Understanding ‘many’ and ‘few’
7.3 – Understanding ‘long’ and ‘short’
7.4 – Learning the meaning of ‘why’
7.5 – Understanding ‘first’ and ‘last’
7.6 – Understanding and using four-word sentences
7.7 – Using comparatives: ‘bigger’, ‘longer’ and ‘smaller’
7.8 – Understanding opposites: ‘wet’/‘dry’
7.9 – Understanding and using pronouns: ‘his’ and ‘her’
7.10 – Linking sentences using ‘because’

Other things to try:

7a – Talk about things that have happened: ‘News Time’
7b – Understanding pronouns: ‘they’ and ‘their’
7c – Playing socially in groups
7d – Understanding ‘same’ and ‘different’
7e – Taking turns in a small group
7f – Listening to stories to understand ‘what’, ‘where’ and ‘why’ questions

Section 8

8.1 – Learning the meaning of ‘when’
8.2 – Understanding that things that go together are not always the same
8.3 – Learning the meaning of ‘after’
8.4 – Understanding post-modified sentences
8.5 – Understanding sentences containing ‘either’ and ‘or’
8.6 – Using an increasing range of prepositions: ‘behind’, ‘in front’, ‘next to’ and ‘between’
8.7 – Understanding emotions from facial expressions
8.8 – Understanding question words using stories
8.9 – Learning to remember and then say five things
8.10 – Using superlatives: ‘biggest’ and ‘tallest’

Other things to try:

8a – Developing vocabulary skills using ‘word webs’
8b – Re-telling simple stories
8c – Understanding and using concepts

Section 9

9.1 – Understanding which day comes next
9.2 – Understanding passive sentences
9.3 – Identifying an increasing range of emotions and feelings in ourselves and others
9.4 – Beginning to understand idioms
9.5 – Predicting what might happen next
9.6 – Understanding periods of time
9.7 – Remembering more and more information
9.8 – Using category names and explaining the differences between things in the same category/finding the odd one out
9.9 – Making inferences using idioms
9.10 – Talking about things that are going to happen (the future tense)

Other things to try:

9A – Supporting language understanding and use by using visual prompts
9b – Describing what might happen next

Attention and Listening Skills

2a – Familiar noises in the environment
2b – Nursery rhymes are the greatest fun!
2c – Turn-taking
3a – Locating the direction of less obvious sounds
3b – Watching, remembering and copying what someone else is doing!
3c – Listening to sounds and reacting when they stop
4a – Matching a sound to an object (i) Animal noises
4b – Matching a sound to an object (ii) Sounds in the environment
4c – Matching a sound to an object (iii) Musical instruments
4d – Listening, remembering and finding two objects (from a choice of three) (i) Inset puzzle
4e – Listening, remembering and finding two objects (from a choice of three) (ii) Postman Pat
5a – Listening, remembering and finding two objects (from a choice of three) (iii) Shopping game
6a – Listening to a story
6b – Playing memory games
6c – Variations on a ‘shopping’ theme
6d – ‘Guess what it is!’
6e – Using visual supports to help children complete an activity