Applying Learning

Changes and Transitions (Secondary)

Language comprehension: Life stages

Transcription: Getting to grips with graphemes

Word Reading: Perfectly pronounced phonemes

Composition: Autobiography

Celebrations and Festivals (Secondary)

Language comprehension: A Christmas Carol

Transcription: Using a writing frame

Listening and understanding: A Cultural Dance

Composition: Making Spring Rolls

Clothes and Fashion (Secondary)

Language comprehension: 'My Mum and Dad Make Me Laugh'

Instructional language: Fashion show

Composition: Designing a fashion poster

Composition: Online shopping

Seasons (Secondary)

Language comprehension: 'Autumn Fires'

Word reading: Rhyming Words

Comprehension: Weather forecast

Composition: Writing poetry

Our World (Secondary)

Language comprehension: 'The Drum'

Language comprehension: Possessions

Transcription: Cultural fact file

Composition: Descriptive writing

Holidays (Secondary)

Language comprehension: 'The Beach'

Composition: Holiday checklist

Transcription: Making a postcard

Composition: Writing photo captions

Changes and Transitions (Primary)

Language comprehension. What do I look like?

Sequencing text: My personal life story

Celebrations and Festivals (Primary)

Language comprehension: The party

Composition: Following a Recipe

Following Instructions

Clothes and Fashion (Primary)

Language comprehension: 'Smart Aunties'

Positional language: Dressing Up

Making a sock puppet

Writing instructions to make a sock puppet

Seasons (Primary)

Language comprehension: 'Elmer's Weather'

How to find words that rhyme

How to write and perform a simple poem

Making a rain catcher

Our World (Primary)

Language comprehension: 'We're Going on a Lion Hunt'

Teaching possession Using Family Items

Making a scrapbook

Descriptive writing

Holidays (Primary)

Language and Comprehension: 'Maisy Goes Camping'

Packing for a holiday

Writing for a purpose: How to write a postcard

Recount writing: Captions for photos

﻿My name's Alison. And I'm the subject lead for the specialist communication and language department here at Oak National Academy. I am delighted to be able to introduce to you the work of our department. Myself and eight special teachers have worked tirelessly to pull together a series of lessons to support schools and families with further learning opportunities. This is particularly important at a time when you may find that you're spending more extended periods of time learning in the home environment. Teaching pupils with special educational needs is extremely personalised and one size does not fit all. Therefore, what we have produced for you is a starting point. You know your child best, and therefore, you may find it necessary to adapt some of the content and the communication styles to match your child's needs. I'm now going to take you through our subject content. The Units. We have divided the curriculum into six units. Changes and Transitions, Celebrations and Festivals, Clothes and Fashion, Seasons, Our World, Holidays. These are our suggested order of units. However, you may wish to change them to match your school's own themes or topics. Early development. For each unit we are going to be delivering two lessons, a video lesson and a PowerPoint resource lesson. In our video lesson, our teachers will be sharing with you a sensory story to start the topic off. They will provide demonstrations on how to deliver a sensory story, the questions you should use and the activities you may want to include. The PowerPoint resource lesson will be fully downloadable so that you will be able to adapt this, to meet the needs of your specific learners. Each lesson will also look at the areas of engagement, initiation, persistence, exploration, anticipation, and realisation, building understanding, and applying learning. We provide secondary and primary-specific content. Each unit begins with a suggested text and the teacher will take you through the story or poem and includes support on how to use questioning and recall. The other lessons will cover content relating to sequencing, grapheme and phoneme correspondence, following instructions written and verbal, positional language, writing for a purpose, one and two level word understanding, descriptive language and recount. Each unit is split into four lessons. Lessons 1 and 2 are video lessons. Here the teacher will be visible on screen to talk you through and guide you with the lesson. Lessons 3 and 4 are PowerPoint lessons. These lessons a resource pack that take you through an activity step-by-step. These will be available to view on screen, download as a PowerPoint, so that you can adapt, and many of these will also be accompanied by downloads with principal resources. All of our lessons are accompanied by symbols. With each lesson, please use your child's preferred communication method. The Levels. The Early Development level is for pupils who are engaged in non-subject-specific study, working below pre-K stage standard 1. The pupils working at this level, the most important aspect is to ensure that they're engaged in their learning. in order to gain engagement with your child, it is essential that you use activities and stimuli that will engage and motivate your child. Engagement can be observed as five different areas. These are initiation, persistence, exploration, anticipation, and realisation. To provide you an example of what these might look like, for initiation, does your child investigate a stimulus or activity to bring about a desired outcome? Persistence. Does your child sustain their interest in a stimulus or activity? Exploration. Does your child show interest and curiosity in an activity? Anticipation. Does your child predict or associate different stimuli with activities or events? And Realisation. When your child interacts with stimuli and activities, do they show excitement, delight, or possibly fear? Pupils working at Early Development level should be given opportunities to do two different actions in a sequence, demonstrate understanding of cause and effect, make purposeful actions on their everyday environment and begin to participate with an adult in reciprocal games, begin to notice and react to a range of sensory stimuli and respond to environmental changes and to briefly focus on activities and experiences and demonstrate simple reflex responses to high contrast sensory cues. Pupils working at the building understanding level will be engaged in subject-specific content and maybe beginning to work within or working at pre-key stage standard 1. This slide provides some examples of the things your child may be able to do or is working towards. Language comprehension. They may be following single keyword instructions. Be able to indicate characters or objects in familiar text by responding to "Where is...?" questions. Show anticipation, join in with some familiar actions and words when prompted, and communicate, "Yes" and "No", In their preferred method of communication. They may also be able to demonstrate single word understanding, by answering "Who, where and what?" questions. Join in with predictable phrases, follow simple two keyword instructions, differentiate by colour, and respond to questions about immediate events. Composition. Pupils may be able to say, sign and select symbols, complete sentences. They may be able to repeat, copy and imitate single words signs or phrases, or use single words, signs and symbols for familiar objects. Pupils may also be able to say a clause to complete a sentence that's said aloud, combine two key ideas and repair communication breakdowns in their preferred method of communication. Transcription. Your pupil may be able to draw lines or shapes, give meaning to their emerging writing and understand that marks and symbols convey meaning. They may also be able to form correctly or recognise 10-plus lowercase letters and identify or write these graphemes on hearing the corresponding phonemes. They may also be using their letter knowledge in emergent writing. And for word reading, pupils will be listening and responding to familiar rhymes and stories. They'll be handling books in appropriate ways, holding them the right way up and turning pages. They may also be matching the photos. Pupils should also be given opportunities to say single sounds for the 10-plus graphemes that they know, read words by blending known graphemes with help, match and choose symbols and ask simple questions. Following on from Building Understanding, we have Applying Learning. This level would be appropriate for pupils who are working beyond pre-K stage standard 1. This slide provides some examples of what your child may already be able to do or what they are working towards. Language comprehension. Pupils will be responding to questions that require simple recall, recount a short sequence events and follow requests and instructions, with three keywords, pupils should also be given opportunities to talk about events in stories, retell some of the story and engage in role-play, responding to questions, including "Why and how?" questions. Composition. Pupils may be making up their own phrases or short sentences, writing captions or short phrases using the graphemes that they know and communicating about ideas about the past, present and future events. Pupils should also be given opportunities to make up their own sentences, say them aloud in their preferred method of communication, write down sentences and use possessives and conjunctions. Transcription. Pupils will be forming correctly lowercase letters, spelling words with known graphemes, producing their own free writing in their preferred method of communication and writing separate words. Pupils should also be given opportunities to form their lowercase letters correctly, write or identify 40-plus graphemes, spell words, identifying phonemes, spell a few common exception words, write for a range of purposes. This may include letters, lists, or stories, and begin to use upper and lowercase letters. Word reading. Pupils will be saying a single sound for graphemes, reading accurately and predicting elements of narrative. They should be able to distinguish between print and pictures in text and understand the conventions of reading, moving from left to right, top to bottom on a page. Pupils should also be given opportunities to say sounds for 40-plus graphemes, reading accurately by blending sounds in words, read some common exception words, begin to read aloud books that are consistent with their phonic knowledge and associate sounds with patterns and rhymes, with syllables and with words or symbols. You may find that your child sits between levels. This is normal development. And it may be appropriate for you to look at lesson content across the levels. If you're unsure which level to focus on, ask your child's teacher and they will be able to support you. As a parent, always speak to your child's class teacher to find out which levels and which activities would be most suitable for you to use. As a teacher, you may want to download our PowerPoint lessons and adapt these for the specific needs to your class. We hope you find all of our content of views over this next coming academic year. Sharing pupil's work with Oak National. We'd appreciate it, if you could encourage your parents and carers to share their child's work on Instagram, Facebook, or Twitter by tagging @OakNational and #LearnwithOak.

Communication and Language

AL Communication and Language (Primary)

Specialist

UNIT

In this lesson, we will read together a story about a birthday party. After reading the story, we will use questions to sequence the story.

﻿Hello, my name's Alison. And I'm your teacher today. In today's lesson, we're going to be sharing a story all about Jim and his birthday. After we've read the story, we're going to ask some questions about the story, and then we're going to think about sequencing the events in the story. Before we can do that though, we need to get ready. For today's lesson, you'll need question cards, who, what and how. You can print these off or draw them on paper, press pause while you get things ready. Let's get ready. Find a quiet space to work, away from distractions. Make the area a comfy reading space. This could be with cushions or blankets or bean bags. Use a familiar reference to prepare your child that the activity is going to start. This could be a symbol, a sound or a song. Press pause while you get things ready. Now that we've got everything ready, it's time to look, listen and learn. Today's story is Jim's Birthday written by Alison Ley. images from Pixabay. Jim was very excited. Tomorrow was his birthday. He went to bed thinking about how much fun it would be. Jim woke up early, mom was in the kitchen baking. What do you think mom might be baking on Jim's birthday? Jim asked if he could help. Jim and mom decorated the cake with icing. Did you guess right what mom was going to bake? Jim made a list of all the things he needed to do. He needed to blow up the balloons, find the candles and set the table. What colour is the balloon in the picture? Everything was ready, it was time for the party. Do you like parties? I do. There was a knock at the door. Jim's three friends arrived. What do you think his friends have brought with them? Shall we turn the page and see? Each friend was carrying a present. Let's count how many presents we can see. One, two, three, three presents. Can you see the really big present with stars on it? Jim unwrapped the presents. Can you guess what was inside? Have a look at the pictures and see if you can name the three presents Jim got. So rocket, a Teddy bear and a football. Next, it was time for cake and ice cream. Don't forget the candles. Can you count how many candles are on the cake? One, two, three, four, five. Five candles on the cake. Everyone sang happy birthday. Jim blew out the candles. After tea, they played games. Pass the parcel was Jim's favourite. Soon it was time for everyone to go home, bye. What a great party said Jim, we can do it all again next year. A good way of checking the level of understanding when reading a story is by using questions. Today, we're going to use who, what and how questions. Now that we finished our story, we're going to have a go at answering some questions about what happened. The first question that we're going to have a look at is who's birthday? I've given three possible answers for you to have a look at. When asking questions to your child, it's sometimes a really good idea to give some prompts to what the answers might be, just to help them remember what it was that they heard or read in the book. So whose birthday? Is it mom's, dad's or Jim's. Why don't you try and point to the right answer. Did you say Jim? Whose birthday, Jim's birthday. The next question we're going to ask about today's story is who's baking? Again, I've given three possible answers. Is it Jim, mom or dad? Why don't you have a look at the answers and see if you can choose the right one. Did you you say mom, if you did then you're right. Who's baking, mom. She was baking the cake in the kitchen. We're now going to try and recall how many presents we saw in the video. Do you remember? If you need to go back and have a look and count them, then that's okay. I've given you three possible answers. Can you find the right one? How many presents? Three, two, or one. Can you point to the right answer? If you said there were three presents, then you're right, three presents. We're now going to try to remember what were in the presents. Again, if you need to look back on the video to remind yourself, you can do, but I have given you four possible answers. Did he get a teddy, a ball, a puzzle or a rocket? Now remember there are three answers here, so can you choose the three things that Jim got in his presents? The right answer is teddy, ball and rocket. And our last question today is how many candles were on Jim's cake? Did you count them? Were there three, seven or five? Have a think and point to the right answer. There were five candles on Jim's cake, Well done for answering all of those questions about Jim's party and the story today. We're now going to have a look at sequencing the events in this story. Now that we've read the story and answered some questions, we're going to think about sequencing our story. Can we use the following symbols to sequence today's story? First of all, we're going to think about what happened in the beginning of the story. Was it that everyone went home after the party and they said, goodbye, or was it, Jim helped his mom to get ready for the party, getting ready. Or was it his friends arrived for the party and they had to pay to eat and played games, party? Which one do you think was at the beginning of the story? Now that you've thought about what happened in the beginning of the story, let's think about the middle of the story. Again, our three choices are everyone went home after the party, they said goodbye. Jim helped his mom get ready for the party, getting ready. Or, his friends arrived to the party. They had cake to eat and played games, the party. Which one do you think happened in the middle of the story? Have a look at the three choices and see if you can decide. Finally, we're going to have a think about what happened at the end of the story. So again, our three choices are, everyone went home after the party, they said goodbye. Jim helped his mother get ready for the party, they were getting ready, or his friends arrived for the party and they had catered eat and played games. Look carefully at the three choices and see if you can decide what you think happened at the end of the story. Now let's see if you got it right. So this is the order of our story, going to start at the beginning, then the middle and then the end. So in the beginning, Jim helped his mom to get ready for the party, getting ready. In the middle of this story, his friends arrived for the party. They had cake to eat and played games. So the party was in the middle of the story. At the end of today's story, everyone went home after the party and they said goodbye. Did you get the sequence right for today's story? Well done, you've worked really hard today, reading the story, answering questions and then sequencing the events. See you again soon, bye. To make today's lesson easier, you can provide additional resources to support the storytelling. You could use symbols or pictures rather than words to support storytelling. And you can find resources from around the home that link to the story. To make today's lesson harder, why don't you reduce the prompts given when asking questions or try to extending the use of your questions to what will happen next or what would happen if? For more ideas following today's lesson, why don't you find other books to read with your child and engage them with questioning? Or write your own story about a festival or celebration. At Oak, we'd really like to see all the hard work that you are doing and the work you are completing. If you'd like to share, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnWithOak.

In this lesson, we will use a writing frame to support writing for a purpose.

﻿Hello. My name is Leanne, and I'll be your teacher today. Today we're going to be thinking about writing a letter and writing a recipe. To do this successfully, we're going to be using a writing frame. Find a space with minimal distractions where you can work and let's get started. For this lesson, you will need some paper, a pen or a pencil, and a ruler. Press pause while you get things ready. To get ready for today's lesson, find a quiet space to work away from distractions. Make the area a comfy working space. Make sure your resources are nearby. And use a familiar reference to prepare the learner that the activity is going to start. This could be a symbol, sound, or song. Press pause while you get things ready. It's time to look, listen, and learn. Today we're going to be using a writing frame. A writing frame is a resource that teachers use in order to show learners how to set out their writing, and also to prompt the learner to ensure to remember to include certain features. By using the same writing frame for the same type of writing, learners can structure their ideas. Over time, the writing frame can be faded as the learner becomes more independent. You can watch the video "Getting to Grips with Graphemes" in unit 1 to support writing. This is the writing frame for writing a letter. Look at the picture. Use your ruler and pencil to create your letter writing frame. Don't fill in the text yet. We can do that together. You need a box for the date, a box for the title, a box for your message, and then a box for your name at the bottom. Press pause on this slide while you get things ready. Hello. You should all have your writing frame for writing a letter ready and prepared. In the top box, that's where you're going to write your date. Then the next box will be the name of the person you're writing a letter to. In the middle box, this is where you'll write your message to that person. And in the last box is where you put your name. Get your pen or pencil and let's get started. Hmm. Let's start with the date. Hmm. I'm going to choose a day of the week. I'm going to choose Sunday. It will be Sunday when I write my letter. I'm going to go first, and I'm going to write the word Sunday and show you how you can sound it out. You can choose any day of the week, and you and your supporting adult can sound it out together. My turn. Sunday. Ss. Ss. Ss-uh. Uh. Ss-uh, sun, ss-uh-nn. Ss-uh-nn-duh. Ss-uh-nn-duh-ay, ay. Sunday. Now it's your turn to write the date. Choose any day of the week you like. Next will be the name of the person we want to write to. Hmm. I'm going to choose my friend, Sam. I'm going to write the name Sam, but you can choose anybody who you want to write to. Watch me first. Sam. Ss. Ah. Mm. Ss-ah-mm, Sam. My letter's to Sam. Who's your letter to? After you've wrote the date and the name of the person you're writing to, we'll be ready for our message. Hmm. What could our letter be about? I would like to invite Sam to my house for a party. So I'm goin to put that in my message. I'll go first and write my message, and then you and your supporting adult can create a message of your own. My turn. Sunday. Sam. Can. Can you. Can you come. Can you come to. Can you come to my party. Can you come to my party? Hmm. This is a question, so I'm going to put a question mark at the end. Sam, can you come to my party? I finished my message, so now I'm going to sign my letter with my name. L, e-anne. Leanne. My letter was written on Sunday. Sam, can you come to my party? Leanne. Now I've finished my letter. It's your turn to write yours. This is the writing frame for writing a recipe. Look at the picture. Use your ruler and pencil to create your recipe writing frame. Don't fill in the text yet. We can do that together. You need a box at the top for the title of the recipe you're making. You need a box for what you need. And then you need a box for your instructions, how to make it. Press pause on this slide while you get things ready. Hello. You should all have your writing frame for writing a recipe ready now. The top box will be the name of the recipe that you're making. Then you need a list of things you'll need. And in the bottom box, how to make it. I'm going to show you my recipe. After, you can make your own recipe. Are you ready? In the top box is the name of what I'm making. Hmm. I'm going to make a sandwich today. Sandwich. In the next box. Hmm, what I need to make a sandwich. I need bread. Bread. You might have to write this a bit smaller so it fits in your box because some recipes have lots of ingredients. Bread. Hmm, what will I put inside my sandwich today? Butter. Bread, butter, and, cheese. Hmm. What will I use to spread my butter? Hmm. A fork or a knife? I need a knife. So I've got bread, some cheese, butter, a knife. What will I use to eat my sandwich off? A plate. Bread, cheese, butter, a knife, and a plate. That is everything I will need to make my sandwich. Now I need to think about how to make a sandwich. Hmm. I'm going to number my steps so I remember the order. We start with number one. First, I butter my bread. First I butter the bread. Next is number two. Hmm. I have to slice the cheese. First I'll butter the bread, then I'll slice the cheese. One, two, three. Hmm. What do I do with the cheese? Put the cheese on top of the bread. So first I butter the bread, second I slice the cheese, third I put the cheese on the bread. So the cheese is on the bread, and then I need to cut my sandwich. Number four. Cut. Cut the sandwich. I think that's everything I need to do to make a sandwich, but let's check. One, butter the bread. Two, slice the cheese. Three, put the cheese on the bread. Four, cut the sandwich. I'm going to add one more. Five, eat and enjoy. My recipe for making a sandwich is finished, so now it's your turn to make your own recipe using your writing frame. If you'd like to make this lesson easier, provide learners with a choice of words or phrases to add to their writing frame. You can also use symbols or pictures rather than words. To make this lesson harder, you can build a sentence using symbols and discussion. "Today I went to the park with Mum." Orally rehearse the sentence, then write it independently. For more ideas of things you can do, why don't you make a recipe for a meal you would like to help make? You could also write a letter to your teacher. Write about the different activities you've been doing at home. That brings us to the end of today's lesson. A really big well done for all of the fantastic learning that you've achieved today. So now it's time to say goodbye. Thank you. Take care, and enjoy the rest of your learning for toady. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak. We look forward to seeing your wonderful work.

This lesson is a resource pack. In this lesson, we will create a writing frame for a simple recipe, jam tarts. We will write the recipe in steps using either symbols or written words. We will then follow the recipe to make the jam tarts.

This lesson is a resource pack. In this lesson, we will follow step by step instructions to play a turn-taking game together. The game will support your child in developing language and following two part instructions.

Unit: Celebrations and Festivals (Primary)

Lessons:

Language comprehension: The party

Transcription: Using a writing frame

Composition: Following a Recipe

Following Instructions