- Communication Chain Report -

Pupil: Edwards Moses

Date of birth: Dec 4, 1999

Receptive language skills Expressive language skills

Understand the meaning - Have ideas and decide what to

literal and non-literal say

Choose words
Understand sentences - syntax

Plan words in an appropriate

sentence structure
Understand words - semantics

Consider the impact the

communication will have on
Remember = auditory memory others

Modify the message

Listen / Hear

Articulate and use sounds

accurately

Interpret non-verbal
communication
Speak fluently

Look / Attend Self-monitor

 Skills and Strategies Summary

Understand the meaning - literal Understand sentences - syntax Understand words - semantics
and non-literal

Strategy - Understand sentences - Strategy - Understand words -

Modify the structure of the lesson syntax semantics

Differentiate the task

Pupils may not have any difficulties with

the underlying communication
processes but the burden of coping with
unfamiliar vocabulary and grammar
leaves less capacity for the working
memory so tasks need to be
differentiated accordingly.

Test with lists

Short term memory extra srategy 1

Short term memory extra srategy 2

 - Communication Chain Strategy Detail: Skill 1 -

Understand the meaning - literal and non-literal

Strategies:

Strategy__13

Modify the structure of the lesson

1/5
Make the pupil aware of the teaching objectives.

Allow suitable learning breaks.

Vary the activity to maintain interest.

Don’t expect the pupil to listen for more than 10 minutes without doing, thinking or talking about
something so that he is actively involved in the learning.

Work for short periods of time.

Make the pupil aware of good listening skills.

Give positive feedback e.g. ‘Good…. You are looking.’ Use symbols to provide a useful visual prompt.
Reward appropriate listening and attention.
Refocus the pupil’s attention when necessary.
Review what has been learnt by ask the pupil to explain not repeat because he could repeat without
understanding.

Strategy__2

Differentiate the task

1/5
Reduce the amount of information
Demonstrate the task
Break down the task

Page ref: REF 200

Strategy__5

Pupils may not have any difficulties with the underlying communication
processes but the burden of coping with unfamiliar vocabulary and grammar
1/5
leaves less capacity for the working memory so tasks need to be differentiated
accordingly.
 Strategy__6

Test with lists

1/5
Task plans (SLBp38) - This breaks tasks down and gives written/visual information to which students can
refer
Teach students how to use task plans
Visual Tools:

Class tools:

Key spellings
Word walls / word banks

Individual tools:

Mind maps
Attribute webs
Word maps
Story planners

Teach use of memory aids, don’t assume students will use them.
Involve students in decisions. Ask them which strategy they want to use. Ask them to evaluate its
effectiveness.
Reinforce use of the same memory strategy over and over again.
Ensure the strategy is used by teaching staff.

Strategy__19

Short term memory extra srategy 1

1/5

Strategy__20

Short term memory extra srategy 2

1/5

Notes:
Skill_Notes__1

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An additional notes area is provided at the end of the report.
 - Communication Chain Strategy Detail: Skill 2 -

Understand sentences - syntax

Strategies:
Strategy__7

Strategy - Understand sentences - syntax

1/5

Page ref: REF 300

Notes:
Skill_Notes__2

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An additional notes area is provided at the end of the report.
 - Communication Chain Strategy Detail: Skill 3 -

Understand words - semantics

Strategies:
Strategy__8

Strategy - Understand words - semantics

1/5

Page ref: REF 500

Notes:
Skill_Notes__3

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An additional notes area is provided at the end of the report.
 - Additional Notes -

Understand the meaning - literal and non-literal

Notes:
Skill_Additional_Notes__1
Understand sentences - syntax

Notes:
Skill_Additional_Notes__2
Understand words - semantics

Notes:
Skill_Additional_Notes__3