PRIMARY SCHOOL CHILD SCORECARD

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Please, tick all characteristics your child has:

Can focus on one item for a longer period without being reminded

Will rely less on pictures to learn new words

Can understand longer instructions that contain 2-3 parts e.g. go downstairs, open the fridge, and take out your drink

Can understand that words can be grouped e.g. animals, clothes, food

Can name items such as clothing, animals or characters from familiar books / programmes by their description

Will make themselves clearly understood, by using more specific terminology e.g. I don’t want to wear my stripey socks, I want the blue dotty ones

Will have speech that is clearly understood, may have a few immaturities

Will start to understand and recognise different sounds which will help in the development of reading, e.g. what sound comes at the start of a word

Will acknowledge words that sound alike or rhyme

Can use some irregular verbs e.g. she drank my milk

Can use conjunctions to join sentences

Can use language to reason and persuade adults or other children e.g. can I play with it now because you’ve had a long turn

Can retell favourite stories using a combination of exact repetition and their own words

Will join in and organise role play scenarios with friends

Will pretend play and talk as if they are somebody else

Will give detail in information that they know will influence the listener

Will be aware that if they do not understand they need to ask for clarification

Will understand complex 2-3-part instructions e.g. choose a friend from school, think about how they make you feel, write down your thoughts in your books

Can name items, objects, animals by s description of their size, shape and function

Will use newly learnt words in an appropriate manner

Will have clear speech with no speech sound errors unless it is a regional dialect or accent e.g. pronouncing the /th/ in brother as /v/

Will be able to split word up into sounds to help spell or read them

Is able to count the amount syllables in a word

Will ask lots of how and why questions

Will tell a story by setting the scene, following a storyline in the correct sequence order

Can sequence an event of their own experience in order

Will be aware of what the listener already knows, will continue to check in to make sure while telling event / story

Can predict what will happen in a story accurately

Will take turns, respond and listen in two way or group conversation

Will use language they have heard being used by peers, will start to become aware of peer / slang language e.g. cool, whatever, in your face

Is aware that different language styles need to be used with different people

May exaggerate aspects of stories or events to make them more exciting

Will talk about topics not directly linked to them or of interest to them in conversations

Will listen to information and should be able to work out which aspects are key and make appropriate related comments

Should be able to identify when they haven’t understood and should ask for specific additional information to clarify

Is able to infer meanings, reasons and predictions from what is being said

Can use a range of words that are related to time and measurement

Can use a wide range of verbs to demonstrate cause and effect or express their thoughts

Will join in discussions with peers or adults about topics, programmes, an activity or visit using terminology related to the topic in hand

Will use a wide range of word endings both regular and irregular

Will use complex grammar and sentences correctly to communicate different language functions e.g. to summarise, plan, clarify and explain

Weill use intonation to support understanding of information

Put expression into voice to put excitement into their storytelling

Is aware of much the listener already knows and will take away or add detail / information accordingly

In familiar situations if appropriate will use formal language can make and maintain a conversation in range of settings and with a range of people by making comments or asking questions related to the topic of discussion

Uses a range of language function in order to build maintain and create friendships e.g. complementing, criticising, negotiating and clarifying

Will start to understand sarcasm when it is most obvious

Will understand the different types of questions and will respond accordingly i.e. open-ended questions close ended questions and rhetorical questions

Will be able to recognise idioms but won’t always know why they are funny or what they mean

Will attempt to use larger, complex or sophisticated words but won’t always use them correctly

Will be able to use complex conjunctions e.g. meanwhile

Can recognise when a sentence is not grammatically correct

Can tell extravagant and amusing stories or previous / future events that contain sub plots leading up to the main story line

Will negotiate with peers and adults by suggesting other possible options / outcomes

Will recognise when other do not understand and will try to explain

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