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 the book 'Smart Aunties' by Nick Sharratt, with thanks to Walker Books for granting permission for us to use the book. We will then use questions and recall to sequence the story.

﻿Hello, my name is Alison, and I'm your teacher today. In today's lesson we're going to be reading a book together. We're going to have a look at the pictures, we're going to listen to the text. We're also going to have a go of predicting the missing word in the sentences. And then we're going to ask some questions about the story. Before we can do this though, we need to get everything ready. But today's lesson you will need the book, "Smart Aunties" if you don't have the book, you can listen to the story in the video. You'll also need the symbols for the story. These are blue, spots, sweater, lacy, brolly, hat, cap and badge. If you don't have the symbols, you can always draw a picture or write the word. Press pause while you get things ready. let's get ready. Before we start make sure you find a quiet space to work away from distractions, make the area a comfy reading space with cushions, bean bags, or blankets. Make sure your resources are nearby and 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. Now that we're ready, it's time to look, listen and learn. Today's story is Smart Aunties is by Nick Sharratt, published by Walker Books. Before reading the story of your child, why not take time to have a look at the front cover of the book first? See if you can point out some of the key features of a book cover. The title and the illustration or picture. Talk about what you can see in that picture. Does it give you a clue about what the story's about? I can see this one, two, three ladies, and they all look very different. Let's see if we can spot the same ladies inside today's story. When my seven aunties came for the day, auntie Sue wore blue. Auntie Dot wore spots. Auntie Etta wore a sweater. Auntie Tracey wore something lacy. Auntie Molly had a brolly. Auntie Pat had a flowery hat. And auntie Madge had a cap with a badge because she was driving the coach. Bye-bye aunties. This time when we read the book, we're going to think about leaving gaps in the reading. Little pauses are opportunities for your child to have a go at guessing the missing word and predicting the story. They can do this by using just a spoken word, a sound, a gesture, it might be sign, or you can use symbols to help your child with their communication. So I'm going to read the story again, leaving those gaps to see if your child can fill in the missing word. You might find it really handy to have some symbols ready for doing this or the written word ready on a piece of paper so that you're prepared for actually asking those questions and your child joining in. Don't worry if you've not gotten to hands right now, I'm just going to show you how to do this, and then you can have another go with your symbols when you've got them ready. So Smart Aunties by Nick Sharratt. When my seven smart aunties came for the day, auntie Sue wore... What'd you think she wore? Shall we have a guess? Auntie Sue wore which one? Did auntie Sue wear a sweater, or did auntie Sue wear blue? She did, auntie Sue wore blue. There she is with her blue dress, blue shoes, blue bag, and blue hair. Auntie Dot wore... What she wearing? Couple of choice again. Auntie Dot wore... Did she wear brolly or spots, what do you think? Spots. Auntie Dot wore spots. What colour of the spots? Red spots to match her red bag and her red shoes. Auntie Etta wore a... Do you think auntie Etta wore a cap or sweater? Think about which word rhymes with Etta. Etta cap, or Etta sweater? That's right, auntie Etta wore a sweater. Auntie Tracey wore something, have a look at the picture to give you a clue, wore something... Hat or lacy? Auntie Tracy wore something lacy. Let's have a look how we write something lacy. Can you see all the lace on her top? Auntie Molly had a... What did she have? Let's have a look again. Auntie Molly had a... Did she have a badge or a brolly? She had a brolly. Auntie Molly had a brolly. Auntie Pat had to flowery... Lets have a look, had a flowery cap, or spots, or hat. Did wear hat at this time we've got three choices, flowery it is hat let's have a look, auntie Pat had a flowery hat. And auntie Madge had a cap with a... Do you know? Badge. Can you remember why auntie Madge was wearing her cap with a badge? Do you remember? Can you see her? Here's auntie Madge, she's at the front of the coach because she was was... What's she doing? Driving the coach. Bye-bye aunties. As well as we're reading the story and leaving gaps to predict the missing words, you can also use questions to see if they can remember or recall the story. So let's have a go at that now. Think about the story that we've just read, and we're going to have a think about who was wearing blue. Can you remember? You might need to look back in the book to help us. Let's have a look. Who was wearing blue? Auntie Sue. Can you remember who wore spots? Again, can use the pictures in the book to help us, so let's have a look where are the spots. There's the spots. Who wore spots? Auntie Dots. Who wore the sweater? Her name if you remember rhymed with sweater. Auntie Etta. Auntie Etta wore the sweater. Who came next in the story? Should I give you a clue, this auntie was something lacy. Can you remember? Let's turn the page and see, it was auntie Tracey. Well, something lacy. Tracey lacy. Can you remember who had the brolly? Auntie Molly. Auntie Molly had a brolly. One of the aunties wore a flowery hat, flowery hat, who wore the flowery hat? Of course it was auntie Pat wore the flowery hat. Pat and hat rhyme. Can you remember who the last auntie was in the story? This auntie wore a cap with a badge. She also drove the coach, who was it? Auntie Madge wore the cap with the badge. Can you remember what happened in the end of the story? All the aunties went home in the coach. Shall we count the aunties together? One, two, three, four, five, six, seven. Seven aunties on the coach. So now we can label all of our aunties on the book with the symbols to match what they were wearing. Should we do it together, can you help me? Who was first, can you remember the first auntie? Auntie Sue wore something... Can you shout the answer? Blue. Auntie Sue so wore something blue. Auntie Dots wore... Was it a hat? No. Auntie Dots wore spots. Can you remember this one? This is Auntie Etta wore the... Sweater. Blue, spots and the sweater. Auntie Tracey wore something... Rhyme to the name again, remember? Lacy. Who's next? She had a brolly under her arm if you remember, her name was auntie Molly. Auntie Molly had a brolly. Can you remember her name? Auntie Pat, wore a flowery hat. And the last auntie who is driving a coach is auntie Madge and she wore a cap with a badge. That's all things that our aunties were wearing in order. Thank you for helping me order my story. Now it's your turn. That finishes our story for today and now it's your turn. Using questions that are similar to those models in the video have a go at recalling the story, and see if you can put your own story board pictures together in order. Press pause once you complete the task. Well done, we've finished today's lesson. You've managed to fill in the missing words and think about the different things our aunties were wearing in the book. You've also helped me put the story into order of what the aunties were wearing. I hope you enjoy today's story and I'll see you again soon. Bye. To make today's lesson easier, use symbols as prompts when answering the question, and use the book to help sequence the story. If you'd like to make it harder, you can reduce the amounts of prompts given, or have a go at reading the story on your own. If you'd like more ideas, why don't you try making up your own rhyming story using names and clothing or colours. Share your work with Oak National. To do this, ask your parent or carer to share your work on Instagram, Facebook or Twitter, tagging us Oak Nationals.

In this lesson, we will look at different items of clothing. We will focus on listening to instructions and following positional language cues.

﻿Hello, my name's Alison, and I'm going to be your teacher today. In today's lesson, I've got lots of different items of clothing here. Got some hats. Got socks. T-shirts. Even got a long scarf. And today, we're going to have a go at finding lots of different types of clothing and then dress my friend here. Here's Tiger. Hi, Tiger. Tiger's going to help us today. So before we can start today's lesson, you need to get ready and you need to find all of your resources. In today's lesson, you'll need some hats, socks, scarves, T-shirts, and a teddy or a doll to dress. Press pause while you get things ready. Let's get ready. Find yourself a quiet space to work away from distractions, make sure you've got enough space to move around, make sure your resources are nearby, and use a familiar reference to prepare your learner 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, we've got everything ready. It's time to look, listen, and learn. First, before we start today's activity, we need to get our items of clothing ready. We need a hat, a T-shirt, a scarf, and some socks. Make sure that you've gotten them ready and prepared. And if you can't find the things that I've listed, make sure you've got something similar that you can use. So the first thing that we need to find are our socks. Have a look at the symbol and see if you can recognise the socks from your items of clothing. Okay, so let's have a look at what I've got here. Hmm. Is this a sock? No. And, oh. Ooh, what's this? Is this a sock? No. What about this? Is this a sock? Sock. Yes. My socks. Hmm, can I find the other one that matches? Let's have a look. They're the same? Nope. There it is. A pair of socks. Two socks. I'm going to put them to the side, ready for dressing Tiger. Now, we have found our socks. The next item that I'm looking for is my hat. Have a look at the symbol at the side for hat and then see if you can find the hat in your pile of clothing. So I'm going to have a look now and see what I can find. So we've got socks, that's not a hat. We've got a scarf. Hmm. Is this a hat? No, it's my T-shirt. Oh. Here is my hat. Hat. I've got two hats. Which hat do you like best? Straw hat or the woolly hat? Do you like the woolly hat best? Let's put the woolly hat on my head. Hat. Now, have a look in your pile of clothing and see if you can find your hat. Okay, so the next thing that we need to find in our pile clothing is our T-shirt. Okay, so let's have a look. Okay, we've got hmm. Not sure what that is. Don't think it's a T-shirt. What else have we got? Is that a T-shirt? No. No, that's not a T-shirt One. Two. Nope, it's not a T-shirt. Oh. Look what I can see. How about this? I think this is a T-shirt. Do you agree? Yes. It's my T-shirt. Your turn now to have a look, see if you can find a T-shirt in your pile of clothing. The last thing that we're going to look for is our scarf. Okay, so let's have a look again through our pile of clothing and see if we can find a scarf. Okay, we've got, no, that was a hat. Ooh. Could this be a scarf? It's a bit short. No, it's a sock. Oh, where's that? Oh, here it is. Do you remember I kept finding something really long? How long that is. What do you think it is? Is this scarf? What do you think? Yeah, it is. It's a scarf. Keeps me nice and warm. Have a look in your pile of clothing. See if you can find your scarf. Not that we've got our clothing ready, we need to think about positional language. Today, we're going to focus on four positional instructions. These are on, in, under, and over. The next part of the lesson we're going to think about positional language, and the first position that we're going to look at is on. You can see at the side there's a symbol for on. And I have a basket and a pair of socks rolled in a ball for doing this. You can use anything around at home that will help you work for your challenge and understand positional language. So what we're going to do with the socks is we're going to say, "Socks on." We put the socks on the basket. On. Have a go with that with your child and keep practising and reinforcing the language on as you place the object on the box. Now, it's your turn. The next position we're going to look at is in. In. Using your basket again and your pair of socks, putting them in. In. You can keep reinforcing this lots of times using your resources. And each time you're placing the socks in, using the language in. In. Okay? Now, it's your turn. In. Have a go. The next position that we're going to focus on is under. Under is quite difficult to understand and therefore, only move onto under and over when your child has understood on and in. It's okay to keep practising on and in for as long as it takes before you move on to under and over. So again, to teach under, we're going to be using a pair of socks and the basket that we have before. This time, we're going to start with the socks. Actually, under the basket before we actually start working with our child. It might help initially to make sure that the socks are sticking out a little bit so that your child knows exactly where they are. So we're going to ask, "Where are the socks?" We can see the socks are under the basket. Again, reinforcing the language under, every time we teach this. So the socks are under the basket. You might want to turn this into a game until later on, once they're understanding where the socks are, and actually hide them under the basket. So where are the socks? Under the basket. Why don't you have a go at hiding things under different items around the house and practising the language under? So the final position that we're going to look at today is over. And for this, I'm going to this time, use a scarf or a piece of fabric. I'm also going to keep the basket that we've been using for a bit of our positions. So this time, with our fabric or our scarf, we're going to place it over the basket. Ask your child if they can put their cloth over the basket. Again, reinforcing that language as you are repeating the action. Placing the cloth over the basket. You could also do this with different objects. So I could place my cloth over Tiger or you could place it over your child. Again, every time we place something over an object, we need to reinforce the language of over. Why don't you have a go at placing a cloth over lots of different things around the home. Well done for finding all of those different items of clothing, and well done too for having a go at that positional language of on, in, under, and over. We're now going to use those clothes on the positional language to dress our teddy bear. So I've got Tiger here, and he's ready to get dressed for a day out. Okay, so the first thing that I am going to look for for Tiger is his T-shirt. Okay, so let's have a look. Is it this? No, over there. Is this a T-shirt? No. Here is Tiger's T-shirt. Here it is. Tiger's T-shirt. Lovely, blue T-shirt. So to help Tiger get dressed, we're going to place the T-shirt over his head. So the T-shirt's going over his head. There we are, over his head. Then can we put his arm in the sleeve? In. And his second arm, placing it. It's quite tricky. And you put it in and it goes in. Here we are. Tiger's all ready, he's got his T-shirt on. Okay, the next thing that I want to put onto my Tiger is his socks. Okay, let's have a look. Can we find the socks? Which one is his socks? This one? This is his socks. Yes. These are his socks so we've got one, two. Two socks. So our Tiger's feet are getting cold. I'ma going to put Tiger's feet in the socks. So let's get our socks ready. You might want to roll them up and we're going to place his foot in the sock. Tight squeeze. Let's put it in. Here we go. Tiger's got his foot in the sock. Okay, his other foot. It's getting a little bit cold. So again, let's get our sock ready and put Tiger's foot in the sock. In. There we go, Tiger's got his foot in the sock. Okay, so we've got a T-shirt that's gone over the head. His feet have gone in to his socks. The next thing I'm going to look for is his hat. Okay, let's have a look. We've got his hat here. Here's his hat. And I'm going to place his hat on his head, are you ready? So placing the hat on Tiger's head. So Tiger's all ready for his day out. He's got his hat on his head. He's got his T-shirt over his head. He's put his feet inside his socks. Just one last thing. Before Tiger can go out, he's looked out the window and he's seen it's raining today. So Tiger is going to make sure that he stays under his umbrella. Tiger is under the umbrella. So now, it's your turn. Have a go at using your clothes and your positional language to dress your teddies or maybe yourself. Great work today. You worked really hard finding all of those different clothes and helping to dress teddy. Hope to see you again soon. Bye. If you need to make today's lesson easier, why don't you try limiting the instructions to just either one or two different positions? If you need to make it harder, you can add further keywords to the instructions. For example, put red hat on head. If you want more ideas, then you can take photos of your teddy when dressed up and use symbols or words to label the position of the clothing. You could also play a game of follow the leader using positional language. If you'd like to, please ask your parents or carer to share your work on Instagram, Facebook, or Twitter by tagging @OakNational and #LearnwithOak.

This lesson is a resource pack. In this lesson, we will follow simple instructions to make a puppet from an old sock.

This lesson is a resource pack. In this lesson, we will use the instructions followed in lesson 3 to write our own instructions to make a sock puppet. This lesson will include using a writing frame. You may want to watch the video lesson (Unit 4 Lesson 2) on how to use writing frames.

Unit: Clothes and Fashion (Primary)

Lessons:

Language comprehension: 'Smart Aunties'

Positional language: Dressing Up

Making a sock puppet

Writing instructions to make a sock puppet