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 a story together. We will explore how books work and demonstrate the use of questioning to support understanding.

﻿Hello. My name is Alison. And I'm going to to be your teacher today. Today, we're going to be reading a story together. The story is all about the little boy that's got lots of different facial expressions to show how he's feeling. For this lesson, you will need symbols to show your feelings. We're going to be using happy, scary, sad, annoyed, pleased, tired, asleep. You'll also need a mirror. 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. Make sure your resources are nearby. And you can use a familiar reference to indicate that the activity is going to start. This could be a symbol, a sound, or a song. Press pause while you get things ready. It's time to look, listen, and learn. Today's story is called, "What Do I Look Like?" It's written by Nick Sharratt, and it's been published by Walker Books. "What do you look like? "I look like this. "When I'm having fun, I look like this. "When I'm a scary monster, I look like this. "When I bite my thumb, I look like this. "When the car's a nuisance, I look like this. "When daddy gives me ice cream, I look like this. "When I'm ready for bed, I look like this. "And when I'm fast asleep, I look like this." In today's story, there were lots of different faces made by the little boy. Can you now reread the story and use a mirror and make call the different faces that the boy pulled? Press pause to complete this task. When you've had a go at pulling faces in a mirror, press play to resume the lesson. Using questions is a really good way to find out what your child remembers about a book you have shared together. You can also use questions when you're looking at the pictures in a book. Questions can be simple, or they can be hard. Today we're going to focus on at what and how questions. The questions that we're going to use today are, "What can you see? "What is happening? "What will happen next? And, "How does the boy feel?" We're now going to reread today's story using these questions. The first question we're going to start off with is, "What can you see?" This is a really good question to start off any book with. It allows the opportunity for your child to really have a good look at the picture in the book and name all the different things that they recognise. Press pause while you have a look at the picture of your child and name all the different things that you can see. The next question that we're going to use is, "What is happening? There's lots of things going on behind the boy in the picture. Have a look with your child and see if you can name everything that the children are doing. Press pause while you do this. We're now going to bring a more difficult question in. "What will happen next?" This question relies on the child having to think about what might happen next from what they've already seen in the picture. They can use things are in the picture to help them with their answers. For example, it could be that the cat will pull the washing off the line. Or that Mum might trip over the basket. How can look at the picture of your child and decide what's going to happen next. You can pause the video whilst you do this. The final question we're going to use today is, "How does the boy feel?" Look at the picture and see if he can find clues about how the boy might feel. To help you, you might want to use symbols that describe feelings. You might want to limit this to a choice of two, perhaps happy and sad first so your child can choose which is the right answer. Press pause whilst you look at the picture of your child and decide, "How does the boy feel?" Let's carry on with the story and repeat some of those questions. So the question that I've chosen for this page is, "How does the boy feel?" Again, let's have a look at the picture and see if we can get an idea. We can see from the picture that something's happened to his own drawing. And he might be a little bit upset. Or maybe he's angry. What do you think? Press pause while you decide. Can you see the question? It says, "What can you see?" Have a look at the picture and see if you can name all the things in the picture beginning with c. Can you see the cat? And a cooker? And a cupboard? When you're looking at pictures in books, don't just focus on the main thing. Have a look also at what's in the background. There's lots of different things in the background of this picture, including the letter A and an apple. Can you find the apple? Press pause whilst you explore the picture together. For this picture, I've chosen the question, "What will happen next?" Have a look and see if there are any clues to what you think might happen next in the book. Perhaps you can remember from the last time we read the story. Press pause whilst you have a think about what will happen next. Did you guess correctly? That's right. The boy was so tired, he fell asleep. I wonder how he feels now. He looks happy to me all tucked up with his teddy in bed. That's the end of our questions in today's story. But you can now use those same questions when reading a different story with your child. Press pause whilst you do this. I hope you enjoyed today's story. If you need to make it easier, you can use symbols to help you answer the key questions. If you need to make it harder, reduce the amount of support provided when finding missing words, or you can reduce the number of symbol prompts used. If you'd like more ideas, why don't you find other books to read about changes and transitions? Or make a self portrait to show how you're feeling. That was brilliant work today. Thank you for helping read the story. If you'd like to share your work, then please ask your parents or carer to share the work for you on Instagram, Facebook, or Twitter, tagging @OakNational and hashtag #LearnwithOak. See you next time.

In this lesson, we will practise forming graphemes along with listening to the corresponding phonemes.

﻿Hello, my name is Leanne and I'll be your teacher today. For this lesson, we're going to be thinking about graphemes. Graphemes are a single letter or a collection of letters that make one sound. So today we're going to practise drawing our letters. For this lesson, you will need some paper and a pencil or pen to write with. Press pause while you get things ready. To get ready for today's lesson, find a quiet space to work away from any distractions. Make the area appropriate for working. Make sure your resources are nearby. 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. To get to grips with our graphemes, we're going to separate them into four different families. The first family is the zig zag family. So get your pen or pencil and let's practise the graphemes from the zig zag family. The first grapheme is v, v, v for vet. So to write this grapheme, we're going to go down and up, v. Our next grapheme is w, w, w, w for wet. To draw our w grapheme, we're going to do down and up, down and up. Ready? Down and up, down and up, w. Now, our next one is x, x, x, x, this is for fox or box. So to draw the x grapheme, we're going to cross our lines. Let me show you. Draw one line and then another and cross through the other line, x. Our last grapheme in the zig zag family is z, z, z, z for zebra. For z, we need to start at the top and we're going to go across, down, across, watch me. Across, down, across, z. Now you can practise your zig zag family graphemes. The next grapheme family we're going to look at is the curl family. All of these graphemes have curly lines. Get your pen or pencil and let's get ready to write our curl family graphemes. The first grapheme we're going to write is the c, c, c, c for caterpillar sound. C, c, c, ready? Start at the top and we're going to curl around and stop, c. The next sound we're going to do is a, a, a for apple. This grapheme we're going to go round in a curl, up, down and flick. That's round in a curl, up, down and flick. The next grapheme is d, d, d, d, dog. Okay, so this grapheme we need to do similar to a, we're going to go round the curl and then we're going to go up really high, down and flick, d. The next grapheme in the curl family is e, e, e, e for egg. For this one, we're going to start in the middle. We're going to draw a line and then we'll do our curl. All the way round and stop, e. So that's a line through the middle and a curl around the outside. Our next grapheme is g, g, g, g. So for this grapheme, we're going to start with our big curl, we're going to go up and then we're going to go down and curl again. So that one, curl up and curl down again, g. Now this one's really easy, we're going to do o, o, o, orange, o. It's a circle, let's try. Round we go on to the top, o. The next one is f, f, f, frog. For f we're going to start with our curl, for our curl we'll go straight down and then we'll do another curl. So that's the shape you should have, curl, straight down, curl. And now let's put a line through the middle, f. The last grapheme I'm going to show you in the curl family is s, s, s, s for snake. So let's draw a little snake, you ready? Let's start with his head and he curls all the way around and again. So we're going to start from the top and we're going to curl over and curl over again, s. Well done, those are the curl family graphemes. So now you can practise those. The next graphemes we're going to get to grips with, are from the stick family. These are all long lines with flicks on the end. Get your pen or pencil and let's practise. The fist grapheme is l, l, l, l for leg. This grapheme is down and flick. It's a long stick with a flick, l. The next grapheme is i, i, i, i for insect. This is a little stick, down and flick, i. What's missing? Dot on the top. So that's down, flick and a dot on the top. And the last grapheme I'm going to show you in the stick family is t, t, t, t for teddy. Start at the top, long stick down and flick and put a line through it, t. The last graphemes we're going to get to grips with today are from the down and up family. Get your pen or your pencil and let's practise. The first grapheme is b, b, b, b for bear. So start at the top and we're going to go down and then we're going to up halfway. When you're in the middle, you can do your big curl to the bottom, b. The next grapheme we're going to do is n, n, n, n. Ready? Down we go and we're going to go up to the top and over to the floor, n for night. And the last grapheme we're going to the look at in the down and up family is m, m, m, m for mum. So this time we're going to go down and up all the way to the top. Then we're going to jump twice, ready? One jump, two jumps, m. Well done, so we have practised and got to grips with lots of graphemes today. You can carry on writing your graphemes with your pen, pencil or even with your finger in different things, such as shaving foam or flour. Have fun. To make this lesson easier, you can practise a tripod grip, use a triangular pencil, a pencil grip or an elastic band to support your grip. Adults can trace the letters and ask the learner to write over it. If you'd like to make this lesson harder, adults could say the sound and ask the learner to write the grapheme. Trace the grapheme in the air saying how the letter is formed, can the learner name the grapheme? For more ideas of different things you can do, you could find objects around the home that start with each sound. You could try forming letters in different media, such as shaving foam or chalk. 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 today. 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. The focus of the lesson is to support the development of phonemes and their corresponding grapheme. Please also refer to lesson 2 to hear the phonemes.

This is a resource pack lesson. In this lesson, we will follow simple steps to create a recount story about our life. We will use recall and sequencing to create the story.

Unit: Changes and Transitions (Primary)

Lessons:

Language comprehension. What do I look like?

Transcription: Getting to grips with graphemes

Word Reading: Perfectly pronounced phonemes

Sequencing text: My personal life story