No Pens Day Wednesday lesson plans matrix
We have developed a large number of lesson plans. You may wish to use these are they are during your No Pens Day Wednesday or you might prefer to take the ideas from them and build your own plan.
This document shows at a quick glance the speaking and listening objectives you will achieve by using the lesson plans provided.
Early Years lesson plans
For Years 0-2 lesson plans
Activity / Speaking and listening objectiveFruit Treasure Basket / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
Listening and Attention
· Reacts interaction with others by smiling, looking and moving.
· Fleeting attention– not under child’s control, new stimuli takes whole attention.
· Has a strong exploratory impulse.
· Concentrates intently on an object or activity of own choosing for short periods of time.
No Paint Brushes Allowed / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
Listening and Attention
· Reacts in interaction with others by smiling, looking and moving.
· Fleeting attention – not under child’s control, new stimuli takes whole attention.
· Has a strong exploratory impulse.
· Concentrates intently on an object or activity of own choosing for short periods of time.
Bubble wrap foot prints / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
Listening and Attention
· Reacts during interactions with others by smiling, looking and moving.
· Fleeting attention – not under child’s control, new stimuli takes whole attention.
· Has a strong exploratory impulse.
· Concentrates intently on an object or activity of own choosing for short periods of time.
Activity Cloud Dough / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing.
Listening and Attention
· Reacts during interactions with others by smiling, looking and moving.
· Fleeting attention – not under child’s control, new stimuli takes whole attention.
· Has a strong exploratory impulse.
· Concentrates intently on an object or activity of own choosing for short periods of time.
Ready, steady, go! / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing
· Uses pointing with eye gaze to make requests, and to share an interest
Listening and Attention
· Concentrates intently on an object or activity of own choosing for short periods
· Reacts in interaction with others by smiling, looking and moving
Musical Bottles / Speaking
· Communicates needs and feelings in a variety of ways including crying, gurgling, babbling and squealing
· Practises and gradually develops speech sounds (babbling) to communicate with adults
· Frequently imitates words and sounds
Listening and Attention
· Concentrates intently on an object or activity of own choosing for short periods
· Reacts in interaction with others by smiling, looking and moving
· Has strong exploratory impulse
Action! / Speaking
· Beginning to put two words together
· Uses different types of everyday words
Understanding
· Understanding of single words in context is developing
· Understands simple sentences
Song time / Speaking
· Uses pointing with eye gaze to make requests, and to share an interest
Listening and Attention:
· Listens to and enjoys rhythmic patterns in thymes and stories
· Enjoys rhymes and demonstrates listening by trying to join in with actions or vocalisations
Understanding
· Developing the ability to follow others’ body language, including pointing and gesture
For Preschool (Years 3-5) lesson plans
Activity / Speaking and listening objectiveGoing on a bear hunt / Listening and attention
· Listens to others one to one or in small groups, when conversation interests them.
· Listens to stories with increasing attention and recall.
· Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions (if not intently focused on own choice of activity).
Understanding
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Responds to simple instructions, e.g. to get or put away an object.
· Beginning to understand ‘why’ and ‘how’ questions.
Speaking
· Can retell a past event in the correct order.
Uses talk to connect ideas, explain what is happening and anticipate what might happen next.
Exploring Bridges and Towers / Listening and Attention
· Listens to others one to one or in small groups, when conversation interests them.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions
· Is able to follow direction (if not intently focused on own choice of activity).
· Two-channelled attention – can listen and do for short span.
Understanding
· Understands use of objects (e.g. “What do we use to cut things?’)
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Beginning to understand ‘why’ and ‘how’ questions.
· Listens and responds to ideas expressed by others in conversation or discussion.
Speaking
· Builds up vocabulary that reflects the breadth of their experiences.
Uses talk in pretending that objects stand for something else in play.
Handa’s Surprise / Children are able to tell a sequence of events using picture prompts.
Leo the Listening Bear / Children are able to identify listening behaviours
Emotions faces / Managing feelings and behaviour
· Can express their own feelings such as sad, happy, cross, scared, and worried.
· Responds to the feelings and wishes of others.
· Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
Listening and Attention
· Listens to others one to one or in small groups, when conversation interests them.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions.
· Two-channelled attention – can listen and do for short span.
Understanding
· Understands use of objects (e.g. “What do we use to cut things?’)
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Responds to simple instructions, e.g. to get or put away an object. Beginning to understand ‘why’ and ‘how’ questions.
Listens and responds to ideas expressed by others in conversation or discussion.
Fruit Kebabs / Listening and Attention
· Listens to others one to one or in small groups, when conversation interests them.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions
· Two-channelled attention – can listen and do for short span.
Understanding
· Understands use of objects (e.g. “What do we use to cut things?’)
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Responds to simple instructions, e.g. to get or put away an object.
· Beginning to understand ‘why’ and ‘how’ questions.
· Listens and responds to ideas expressed by others in conversation or discussion.
I-Spy bottles / Listening and Attention
· Listens to others one to one or in small groups when conversation interests them.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions
· Two-channelled attention – can listen and do for short span.
Understanding
· Understands use of objects (e.g. “What do we use to cut things?’)
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Responds to simple instructions, e.g. to get or put away an object.
· Beginning to understand ‘why’ and ‘how’ questions.
· Listens and responds to ideas expressed by others in conversation or discussion.
Sound hunt with natural objects / Literacy:
· Hears and says the initial sound in words.
· Links sounds to letters, naming and sounding the letters of the alphabet.
Listening Walk / Listening and Attention
· Maintains attention, concentrates and sits quietly during appropriate activity.
· Two-channelled attention – can listen and do for short span.
Understanding
· Responds to simple instructions, e.g. to get or put away an object.
· Responds to instructions involving a two-part sequence.
Speaking
· Builds up vocabulary that reflects the breadth of their experiences.
· Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
Scented play dough / Listening and Attention
· Listens to others one to one or in small groups, when conversation interests them.
· Focusing attention – still listen or do, but can shift own attention.
· Is able to follow directions
· Two-channelled attention – can listen and do for short span.
Understanding
· Understands use of objects (e.g. “What do we use to cut things?’)
· Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
· Responds to simple instructions, e.g. to get or put away an object.
· Beginning to understand ‘why’ and ‘how’ questions.
· Listens and responds to ideas expressed by others in conversation or discussion.
Talking Table / Speaking
· Links statements and sticks to a main theme or intention.
· Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
Listening and Attention
· Listens to others one to one or in small groups, when conversation interests them.
Understanding
· Listens and responds to ideas expressed by others in conversation or discussion
· Beginning to understand ‘why’ and ‘how’ questions
Gloop and Sand Activities, focusing on language and communication / Understanding:
· Responds to simple instructions, e.g. to get or put away an object
· Beginning to understand ‘why’ and ‘how’ questions
Speaking:
· Learns new words very rapidly and is able to use them in communicating
· Questions why things happen and gives explanations. Asks e.g. who, what, when, how
· Builds up vocabulary that reflects the breadth of their experiences