NB Not every item is on the map. You can find more details in the linked articles from this post.Marion Blank set out her Language Levels (I-IV) to show the way children move from answering very direct questions to grasping more abstract ideas by 5+y. Assessments developed from her work stress the importance of looking not just at whether the child’s answer is technically correct. It is vital to judge whether the child has offered:
By thinking along these lines, it is much more likely that the adult can use play and other resources to develop the child’s understanding.
Free resources: The most helpful introduction to working with Marion Blank’s Language Levels is this resource: CATEGORY PICTURES FOR COGNITIVE VOCABULARY TASKS (& INFO ON MARION BLANK) match/sort/group/choose/associate/exclude i.e. Something for all Levels (I-IV) lang of learning 1 It includes:
NB Not every item is on the map. You can find more details in the linked articles from this post.
NOTES ON MARION BLANK lang of learning 2 Notes about how we deliver the message, rather than what the message is. Language learning is integral to teaching. Included (with examples for Levels II & III) are some suggestions for implementing language work while studying two common topics: people who help us and wild animals. (Guidance on P-Scale targets is listed but this information may have changed since I wrote the sheets.)
FURTHER EXAMPLES OF VOCABULARY PICTURES (GENERAL & TOPIC SPECIFIC) lang of learning 3 Suggestions included. Most tasks are at Levels I & II but there is always scope for extension work by building in recall / using more pictures at a time etc. Included are 24 pages of common vocabulary for matching by association, talking about why things go together / what things are for / making up descriptions, and 19 pages of topic vocabulary pairs. All presented with an idea per page for a task. Many can be used for other tasks as well.
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