Bordesley Village Primary School

What is WellComm?

What is WellComm?

WellComm is a Speech and Language Toolkit for Screening and Intervention in the Early Years: Revised Edition that plays a crucial role in identifying children with potential language difficulties and offers a range of customised intervention activities to help support their language development.

Easy to administer and score, the screening tool uses a unique traffic light system to help practitioners understand the child’s current level of speech and language and to provide a pathway for action, ensuring every child gets the support they need.

⬤ Consider referral to a specialist service for further advice/assessment

⬤ Extra support and intervention required

⬤ No intervention currently required

Please find below, activities and resources to help with each section.

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 uyse 'big' and 'little'

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

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

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'

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 containg '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'

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)

What is WellComm?

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'

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'

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

What is WellComm?

Section 3

Section 4

Section 5

Section 6

Section 7

Section 8

Section 9