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 'We're Going on a Lion Hunt' by David Axtell. Following the story we will use questioning to support story recall.

﻿Hello. My name's Alison. And I'm your teacher today. In today's lesson, we're going to read the story, "We're Going on a Lion Hunt." We're then going to have a look at story recall by asking questions about what happened. Before we can do that though, we need to get ready. For this lesson, you'll need the book, "We're Going on a Lion Hunt." You'll also be able to see the book and listen to the words on this video. Have the symbols or the words to retell the story ready. The words we're going to need are lion, grass, lake, swamp, cave, nose, mane, paws, home, door, bed and tomorrow. Press pause whilst you get these 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 use a familiar reference to indicate that the activity is going to be starting. 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. Today's story is "We're Going on a Lion Hunt" by David Axtell. It's published by Macmillan Books. We're going on a lion hunt. We're going to catch a big one. We're not scared. Been there before. We're going on a lion hunt. We're going to catch a big one. We're not scared. Been there before. Oh no, long grass! We can't go over it. We can't go under it. We can't go around it. We'll have to go through it. Swish, swash, swish, swash. We're going on a lion hunt. We're going to catch a big one. We're not scared. Been there before. Oh no, a lake! We can't go over it. We can't go under it. We can't go around it. We'll have to go through it. Splish, splash, splish, splash. We're going on a lion hunt. We're going to catch a big one. We're not scared. Been there before. Oh no, a swamp! We can't go over it. We can't go under it. We can't go around it. Have to go through it. Squish, squelch, squish, squelch. We're going on a lion hunt. We're going to catch a big one. We're not scared. Been there before. Oh no! A big dark cave! We can't go over it. We can't go under it. We can't go around it. Have to go through it. In we go. Tiptoe, tiptoe. But what's that? One shiny wet nose. One big shaggy mane. Four big furry paws. It's a lion! Back through the cave. Tiptoe, tiptoe. Back through the swamp. Squish, squelch, squish, squelch. Back through the lake. Splish, splash, splish, splash. Back through the long grass. Swish, swash, swish, swash. All the way home. Slam the door! Crash! We're all tired now. Tired and sleepy. We better catch a lion tomorrow instead. Now that we've read today story, we're going to ask some questions to help with story recall. So the first question that we're going to ask about today's story is, what were they going to catch? So the story was all about two girls going to catch something. They were going on a hunt. What hunt were they going on? When asking questions, we can our child prompts by offering them words, options. These could be symbols, it could be signs, it could be just the written word, it could be the verbal word. So I'm going to start off by giving two choices to answer this question. So what were they going to catch? Were they going to catch a door, or were they going to catch a lion? Have a look at those two choices and see if you can decide what they were going to catch in the story. The lion. They were going to catch a lion. So the next question I'm going to ask about the story is what did they go through first? What did they go through first? So in today's story we know that they went through lots of different things to find the lion. But we want to know what they actually went through first. Again, you can give choices to help with recall and you can make the choices as many or as little as you find appropriate for your child. So you can extend those learning opportunities. So again, I'm going to give two choices for the answer to this question. Is it a swamp, or was it the grass? You might want to relook in the book or retell part of the story to find the answer. You remember it was long, it was swishy, swashy. It was grass. They went through the grass first. So we know they were going to catch the lion. We know they went through the grass first. My next question is all about the sequencing of the story. And we're going to ask, what did they go through second? So the grass was first. What did they go through second? Again, you can give choices. You can give as many or as little choices for this. So we're going to use two choices and we're going to see, did they go through a lake or a cave? So lake. The next question that we're going to ask is, what did they go through next? So we're carrying on with the sequence of events within the story. What did they go through next? They've been through the grass. They've been through the lake. What was next? Again, you might want to give choices to help. Was it the swamp or was it the door? The swamp. My next question, what did they go through last? What did they go through last? So after they've been through the grass and the lake and the swamp what did they go through last? Again, you can give choices to answer the question. So was it a cave? Was it the home? It was the cave. So we're going to catch a lion. They went for the grass first, the lake second, then through the swamp, and then through the cave. Now that we've recalled the first part of the story, we're then going to think about what happens next in the story. And I'm going to ask the question, what did they see? So in the cave, what did they see? This time we might want to give a few choices. I'm going to place my choices in a line so we can choose the answer. So in the cave, what did they see? They see a door, a bed, paws, a nose, or a mane? Have a look at the choices and see if you can point to the right answer. There might also be more than one answer. Did you get it right? Inside the cave, can you remember? They saw one shiny wet nose, one big mane, and four paws. What was it? Of course, it was the lion. They found the lion in the cave. Well done for remembering all of those things that they saw in the cave. Lots of things to remember for that question. So the final question that I'm going to ask about today's story is, what happened in the end? What happened in the end? Can you remember? You might want to have a look back into the book, reread the story, relisten to the story, to help you when answering the questions and you might also want to give choices. So the choices that I'm going to give, did they catch the lion or did they go home? Catch a lion or go home? Have a think. Have you got it? They went home, they did. Can you remember what happened when they went home? They run all the way home. They slammed the door and they went to bed. And tomorrow, they're going to catch a lion. That was a really good answering of the questions today. Why don't you now go and have a go at answering more questions about today's story? Perhaps you can see if you could sequence all of the questions and the answers in order to rewrite the story of "We're Going on a Lion Hunt." Now it's your turn for story recall. After reading the story, use what happened next questions to recall the story. Press pause whilst you complete the task. To make today's lesson easier, why don't you use symbols to help answer the key questions. If you need to make it harder, reduce the amount of support provided when finding missing words and reduce the number of symbol prompts used. If you'd like more ideas, why don't you go on your own lion hunt? You could act out the story in your garden. 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.

In this lesson, we will look at how to systematically teach possession. We will use family items to do this.

﻿Hello everyone. My name is Cameron, and I'm going to be your teacher today. Welcome to Communication and language: Applying Learning. Today we're going to look at teaching possession using family items. This will enable you to think about which things belong to which people in your family household. Let's get started. For this lesson, you will need a photograph of each member of the household, a selection of items that belong to those people. Feel free to add extra people if you feel this will benefit the learner. Please feel free to press pause while you get things ready. Before taking part in the session, we advise the following things. Find a quiet space with minimal distractions. Gather all the specified resources from the beginning of the session. Insure your child is ready to learn, and make sure all their sensory needs are met and they feel comfortable. Ensure that your child's in a space where they feel comfortable to work. This could be at the table, in the garden, on the floor, whatever works for them. And lastly, feel free to adapt any of the teaching materials to suit your child better. You know best what they're interested in, and feel free to adapt them in any way. Our introduction is now finished. Now it's time for task one. All you need for task one is a picture of each member of your family. It can be a picture from around the house or a picture on a iPad or a computer. And the arrangement of items that belong to each person, or animal as the case may be. The reason I've put these on the smart board is because it's easier for you guys to see them. But I definitely, definitely recommend you using real photos and real items so that you can touch them and smell them and feel them at home. And it's a little bit more of a sensory, tactile experience. All I'm going to do for this task is I'm going to choose which item belongs to which member of my family. So let's do dad first. I know that these wellies belong to dad. Now let's have another look. I know that this car belongs to my mum. Let's have a look at Joe. I know that Joe has a green bike. So I'm going to grab this one all the way over here and move it to Joe. Just move this out of the way. And I also know that Sophie plays the guitar. Now what we choose for Mia the dog. I don't think that Mia wears glasses. And I also don't think that Mia wears shoes either. I think that Mia really likes her bone. So we're choosing something that each member of the family to show that this item belongs to them. Let's move on to task two. Task one is now finished. Now it's time for task two. In this task we're really going to be thinking 'about which items belong to which people, but also thinking about saying which items belong to which people. So we're going to have a little bit of a practise. I've moved all the items to the people that they belong to. You're going to do this with your real items at home. You're going to have your photographs and then you're going to have your real items. Obviously you might not use a car or a bike, 'cause that might be a little bit big for the house. But you might want to point at the car outside or point at the bike in the shed or the garage or wherever you might keep it. These are the people in my family, but feel free to adapt this activity, to whoever is in your family. Okay? So we've got dad and he has some wellies. The way am we're going to set it up they belong to him is dad's wellies. That's all we need to know for now. Dad's wellies. Let's do another one. This one's very similar. Mum's glasses, mum's glasses. Let's do one with a name. Now this is a little bit more complicated. So we've got Joe's bike. Joe's bike. We have Sophie's shoes. Sophie's shoes. And Mia the dog, we've got Mia's bone. Mia's bone. That's how we're going to use names and the names of people in the household to be able to talk about what belongs to them. Now that we know how to talk about items that belong to your family, we're going to try and remember to point to items that we've been requested to look for. For example, if we're doing this on a two-word level, I might request that you point to dad's computer. So you look around. Where's dad? He's there. And where's his computer? It's just down here. Okay? For another two-word example, I might say, "Can you find Joe's bike?" So we're looking around, where's Joe? He's over here and his bike is here. That's understanding these requests on a two-word level. If we were to do this on a four-word level, we would make two requests. So we'd have maybe, "Can you find dad's wellies and Sophie's guitar? So we look, we look for dad. He's there. We've got his wellies. That's one half of it. And we'd keep looking where Sophie? She's all the way over here. I've got to stretch. And her guitar is just there. So that's understanding requests on a two-word level and a four-word level. You might use this around the house. You might say, "Can you go and get Sophie's guitar? And can you go and get Mia's ball?" Okay? You see, and you can split, you can break this down to as little or as much as you want, depending on a level of understanding. Fantastic work with task one and task two, guys. Well done. Obviously task two is now finished, and now we're going to move on to task three. The only difference between task three and task one and two is that I'm not going to be using people's names to refer to them, when we say what belongs to them. What we're going to use is something called a pronoun. The pronouns that we're going to be looking at are: his, hers or her, yours, and mine. How this is going to work is I want you to forget everybody in your house's names and pretend that you don't know who they are. That's the best way to do this, because these are the words that we would use if we didn't know somebody's name. I'm going to go through the people in my family's possessions and then their names. And I'm going to give you an example of which pronoun you might use if you're talking about them. So my dad, I'm going to look at his wellies and his computer. For mum, it would be her car and her glasses because they are hers. If I was talking to somebody like I'm talking to you, I would say, and we're going to pretend this one for Joe. We would say, "Your bike and your coats." Lastly, if I was going to say something that belonged to me, I would say, "My hats, my scissors," and I would say, "These things are mine." The best way to do this is to practise in the household with the objects again, but we will say that you're not allowed to use people's names for this task. To make it easier, "Focus only on the name of the person who owns the item to refer to it, rather than moving on to using the possessive pronouns." To make it more difficult, "Create some complex instructions that go beyond the four word level. For example, "Please, can you go and get your bag, my cup, and the dog's lead." For more ideas, maybe "Search the house and garden for objects that belong to each person who lives in the household. Can you count them and say a full sentence about who each one belongs to?" Well done everybody. I hope that you've enjoyed our lesson on showing possession, using family items. Hopefully we'll see you again soon, and hopefully you'll take these skills and use them in many, many different ways. Until next time, bye-bye.

This lesson is a resource lesson. In this lesson, we will go through the steps of how to make a scrapbook about a country of your choice. We chose Africa to match the book read in lesson 1.

This lesson is a resource lesson. In this lesson, we will go through the steps to write a story using a writing frame. We will look at all the parts of a story and use sentence starters as prompts.

Unit: Our World (Primary)

Lessons:

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

Teaching possession Using Family Items

Making a scrapbook

Descriptive writing