How to use WIZZY’S WORDS to support #EARLYLANGUAGELEARNING
Introduction
Often, we approach a task assuming that it is simple. As a parent of young children, I was not then fully aware of the strategies that would work for supporting my children to learn to read. I have now been an early year’s teacher for many years and have also been involved in child development research. This has led me to realise how helpful it is, for parents and educators to be given ongoing and up to date guidance with respect to the language development that underpins all learning. This blog post is a response to a recent question with respect to Wizzy’s Words and use of the accompanying word sets. The blog post will explain the layout of Wizzy’s Words and how the word sets can be used. The question was raised by an early year’s educator but is helpful for guiding parents, grandparents, carers etc… too
Wizzy’s Words is all about getting ready for reading. Some children will hop along others will skip and others will jump through this stage. The important thing is that children are exposed to this stage as soon as possible and that it is not seen as a race or teaching a child to read and that it is made fun. Wizzy’s Words allows for adults to deliver the rhymes in an appropriate fashion to meet their child’s growing oral language needs. Sharing oral language from the start is the key so let’s look at sample pages of Wizzy’s Words:
These sample pages from Wizzy’s Words, show that each rhyme is set on the left-hand page. On the right-hand page a set of Wizzy’s Words is given. These words are the key oral vocabulary that is being presented in the rhyme on the left. The rhymes should be shared daily so that children get to hear age appropriate language on a regular basis. Saying/reciting the rhymes clearly, in the first instance is important. Playing the audiobook in the background whilst your child is absorbed in play will also aid their language development (the audiobook is read rather than sung for clear presentation of the key oral vocabulary, see blog 2). Remember to deliver the rhymes in a fun and creative way – for example, changing voices, using props, using puppets! The images have been carefully matched to the rhymes to provide everyday examples for talk about everyday things. it is important that Wizzy's Word is not seen as a resource distinct from everyday events. If I had, had this resource as a new parent I would place it amongst the toys, so that language really is a part of play and development.
The focus question for this post is:
I’ve recently purchased your book, Wizzy’s Words and the children love all of the rhymes that we have read/sung so far. I just have a quick question please in regards to how to use the words on the facing page?
The answer to this question is, that in developing Wizzy’s Words I have purposely not been too prescriptive about the use of the word sets. The reason being I didn’t want people to just see them as an assessment tool. My intention in adding them to the book was so that the adult presenting them is aware of the focus oral vocabulary for each rhyme. As a teacher or parent, I would of course be using Wizzy’s Words to identify which children need more time for developing their oral vocabulary and which were ready for the next steps. Use of the word sets will depend on ages and stages.
I have provided a table below with an overview of how these words could be used. The table shows how the oral vocabulary presented in Wizzy’s Words links to Birth To 5 Matters and the current descriptors and Early Learning Goals associated with the new Early Years Foundation Stage Curriculum. Some of the games will link nicely to the audiobook or eBook on an interactive whiteboard, if you have access to one. The games can be easily adapted for use at home. As in school, whilst helping children to develop their key oral vocabulary, using the book, eBook or audiobook, the focus at this stage should be on playing and having fun with language, not teaching reading. It will be evident when your child starts to read the words and then of course it's time for next steps towards phonics, reading and writing.
Wizzy’s Words – ideas for using the word sets for language development
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Birth to 3 years Ages and stages provide a guide – some children will move more quickly across the stages – others must be allowed more time to develop their oral vocabulary if they are to successfully apply phonics to develop their reading and writing |
Initially Wizzy’s Words is all about sharing the rhymes – in order to develop the oral vocabulary that underpins successful life-long learning - as children develop their language skills Wizzy’s Words will then become a language launch pad for phonics and reading and writing.
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Communication Listening, Attention & Understanding/Speaking |
Literacy Comprehension/word reading/writing |
At this stage ensure that when sharing the rhymes with children that the key oral vocabulary that is on the facing page to each rhyme is clearly articulated. The word sets are there so that adults are aware of the focus oral vocabulary for that rhyme. They should be used as a guide to how a child is developing their oral vocabulary.
Often when rhymes are sung these key words are not clearly presented. For example, the word and can often sound like an. Be creative dance, act and sing but also say the rhymes so that these words are heard clearly. As children progress sharing the words by saying them and them repeating them back, in a my turn your turn fashion with silly voices will be fun.
When children start to recite the rhymes, model back clearly when necessary. This will ensure that the key oral vocabulary is being picked up ready for moving on to phonics, the system used in school for learning reading and writing.
Start to use the key oral vocabulary in short orally shared sentences using the images/new/every day experiences as prompts. (link to my turn your turn above)
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-Develop pretend play: ‘putting the baby to sleep’ or ‘driving the car to the shops’. -Understand simple questions about ‘who’, ‘what’ and ‘where’ (but generally not ‘why’). -Turn towards familiar sounds. They are also startled by loud noises and accurately locate the source of a familiar person’s voice, such as their key person or a parent. -Gaze at faces, copying facial expressions and movements like sticking out their tongue. Make eye contact for longer periods. -Watch someone’s face as they talk. -Copy what adults do, taking ‘turns’ in conversations (through babbling) and activities. |
-Enjoy songs and rhymes, tuning in and paying attention. -Join in with songs and rhymes, copying sounds, rhythms, tunes and tempo. -Say some of the words in songs and rhymes. -Copy finger movements and other gestures. -Sing songs and say rhymes independently, for example, singing whilst playing.
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Nursery |
Play – spot the word – give a key oral vocabulary word and recite a poem – children stand on one leg when can hear the word
Play – key oral word bingo – have 2 or 3 key oral vocabulary words – share them – whisper the rhyme and children shout when they hear the words
Play – oral word snap game – you share one of the key oral words – they shout snap when they hear it as you say the rhyme
Play – find the word – given the key word – children then have to find the matching word in the rhyme – moving towards word recognition/phonics/writing
Play – find the word and make a sentence – following on from above
When wanting to develop more formal oral word sharing the emphasis should still be on playing with words. -use mixed pairing for poetry recitals (based on ability/’maturity’/behaviour/confidence…) -mixed pairing simple oral sentence building with given key word(s) (extending to phonics, reading & writing as appropriate) |
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-Know many rhymes, be able to talk about familiar books, and be able to tell a long story. |
-Engage in extended conversations about stories, learning new vocabulary. |
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Reception |
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-Listen carefully to rhymes and songs, paying attention to how they sound. -Learn rhymes, poems and songs.
Comprehension ELG Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. |
Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
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Tips and Reminders for using Wizzy’s Words
-use every day (see tips in Questions and Answers section (Interview tab)
-focus on sharing language
-focus on speaking clearly
-focus on being creative
-focus on developing a love of words
Together let’s puts words in their mouths and leave no child behind
Head to: www.wizzyswords.co.uk for frequently asked questions (click on interview tab) and free downloadable sample rhymes and to listen to the audiobook sampler
Head straight to:
http://www.troubador.co.uk/bookshop/young-children/wizzys-words for orders and publisher information