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 (Secondary)

Specialist

UNIT

In this lesson, we will be read a story from Indian folklore called 'The Drum'. We will answer questions around the story and sequence the story.

﻿To get ready for today's lesson, find a quiet space to work away from any distractions, make the area a comfy reading space. Make sure if you have any resources that they're nearby you. 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. Hello, my name is Leann, and I will be your teacher for this lesson. Today, we're going to be thinking about our world. So different places in the world that we could visit. Today, we're going to read a story called "The Drum", which is a folklore story from India. Find a comfortable space and get ready for our story. Today's story is "The Drum", a folk tale from India retold by Rob Cleveland, illustrated by Tom Wrenn, and published by August House. It's time for our story, "The Drum" by Rob Cleveland. illustrated by Tom Wrenn, and published by August House. There was once a lady who lived with her son. They were very poor. Their clothes were torn and the boy had nothing to play with. The boy had a secret wish. He wanted a drum. His mother was going to sell grain at the market. "Is there anything you would like?" she asked. "A drum." said the boy. His mom was sad. She knew she could not sell enough grain to buy a drum. On the way home she bumped into a strange little man by the side of the road. "Why are you sad?" asked the strange little man. The woman told him. This strange man gave the woman a stick of wood. "This is a magic stick." he said. Mum gave the magic stick to her son. The boy said, "Thank you." And went out to play. He met an old woman who was trying to light a fire so she could cook bread. "Why are you sad?" ask the boy. "My wood is too wet and will not burn." said the old woman. The boy gave her his magic's stick. The old woman started the fire. "Oh, thank you." she said. And gave the boys some around flat bread, mm. The boy then met a lady with a baby who was crying. "Why is your baby crying?" he asked. "He is hungry." said the lady. The boy gave her the bread. The baby ate the bread. "Oh, thank you." said the lady. And gave the boy a large pot. The boy came to a river. A man and a woman were yelling. "Why are you yelling?" ask the boy. "The woman has broken my pot." said the man. "I need to wash clothes." The boy gave the man his pot. "Oh, thank you." said the man. And gave the boy a coat for being so kind. The boy met a man who was only wearing his underwear. He was cold and wet. "Why are you cold and wet?" said the boy. "Where are your clothes?" "I have been robbed" said the man, "and pushed in the river." The boy gave the wet and cold man the coat. "Thank you." said the wet and cold man. And he gave the boy his horse. The boy and the horse walked down the road. They saw a wedding party but no music was playing. Everybody looked sad. "Why are you sad?" ask the boy. "The bridegroom cannot get to the wedding. "We have no horse." The boy gave the bridegroom the horse. "Oh, thank you." said the bridegroom. And he gave the boy a drum. The boy was so happy. He had always wanted a drum. He ran all the way home. This strange little man was right. This stick really was a magic stick. That is the end of our story of "The Drum". Did you like the story? Now that our story, "The Drum" has finished, let's sequence the story. We're going to retell the story by sequencing these three pictures. Look at the pictures. What do you think happened in the beginning of the story? So the boy use different objects to help people. Hmm. The boy got a drum. Hmm. Or the boy had no toys. Let's remember that the boy felt sad at the beginning. Hmm. Which picture do you think comes at the beginning of this story? Let's check and see which picture is at the beginning of our story? Look, in the beginning of the story, the boy had no toys. He felt very sad. Now that we know the beginning of the story, what happened next in the middle of the story? Did the boy use different objects to help people, or did the boy get a drum? Let's check. Look, in the middle of the story, the boy used many different things to help people. Do you remember his magic stick? So now we know in the beginning of the story, the boy had no toys. Then, he used lots of different things to help many people. Hmm. Can you remember what happens at the end of the story? Did the boy get a drum or did the boy get a trumpet? What do you think? That's right. The boy got a drum. That's what he always wanted. So now we've sequenced our story with the beginning, the middle, and the end. We can retell our story by looking at the pictures and describing what you can see. To make this lesson easier, you can provide additional resources to support the storytelling. You can also use symbols or pictures rather than words. And adult could help rephrase ideas or act as a scribe. To make this lesson harder, try to produce extended writing relating to the story. You can build sentences around the story, and practise these before writing them. For more ideas of activities, you can do related to this lesson, why don't you focus on a country that a family member is from, or that you would like to visit. Draw a picture of that country and describe it. You can make a poster about the country of your choice. What is special about that country? So that's the end of our lesson for today. I want to say a big thank you for taking part in my lesson. and a huge well-done for all the learn that you've achieved today. So I'm going to say goodbye, and I hope you enjoy the rest of your learning with Oak. We would love to see your wonderful work. 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 different items from around the home and use possessive language to label them.

﻿Hello, my name is Leanne. And today, I will be your teacher. Today's lesson is about possessive language. What does that mean? Possessive language is what you say when you want to know who the object belong to. For example. This is Tom's teddy. So the possessive language is Tom's. This is dad's dog. The possessive language is dad's. Find a comfortable space where you know you can work, and let's get started. For this lesson, you will need photos of each person who lives in your home, items that belong to that person, for example, their t-shirt, their favourite book, or their mug, a pencil and some paper. 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 a suitable working space. Make sure all your resources are nearby. You can 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. For this lesson, we'll be learning about possessions. Possessions belong to a certain person. So using possessive language, will show who the objects belong to. Let's practise. For our activity today, this is how I would like you to set up your resources. So use your family photos and arrange your items into piles belonging to each person. You can press pause on this slide while you get these resources ready. So now that all of your resources are set up and you have different piles of possessions belonging to each person in your home, you can start thinking about using possessive language. Look, here is dad's hat. So now, I want you to find a possession in one of the piles. Who does it belong to? I'm going to do another one, are you ready? Look, here is mum's cup. So this possession belongs to mum. Can you find a different possession in a different pile? Who does that possession belong to? Maybe the adult can support you to build that into a sentence. Here is mum's cup. I'm going to do one more possession, are you ready? Look, here is Leanne's teddy. So this is Leanne's Teddy. It is not mum's and it is not dad's. This teddy belongs to Leanne. Now, find a different possession in a different pile. Who does that possession belong to? So now, you've practised using possessive language with different objects from around your home. You can carry on with this game for a little bit longer, if you like. Just pause this slide if you'd like to continue. Now that we've practised using possessive language with different objects in our home, we're going to see if we can listen to possessive language. The adult is going to ask you questions such as, "Where is dad's glove?" Or, "Can you find Tom's ball?" The adult might then build that into a bigger question such as, "Can you find mum's cup and dad's hat?" This is where we are listening to possessive language. Keep playing this game until you feel really confident that you understand how to use and listen to possessive language. So learners might want to extend their possessive language by using his and hers. If the object belongs to a boy, we say his. That is his teddy. Can you find objects around the home that you would refer to as his? For hers, the object belongs to a girl. That is her teddy. Can you find objects around the home that would belong to her? Please make sure that the items were referring to as his and hers, belong to a boy or a girl and are not just objects that we would normally associate with boys and girls. To make this lesson easier, you can use symbols or pictures rather than words to support possessive language. You can use large objects in bold colours to support the learner to find these objects that they have been asked to find. To make this activity harder, you can introduce his and her possessive language. Create his and her piles. Explain that his belongs to a boy and hers belongs to a girl. You can hold up items and ask the learner if the item is his or hers. For more ideas of things you can do relating to this activity, you can read a story and ask questions using possessive language. "That is his toy. Whose dog is that?" You can play a treasure hunt around the home. Solve clues using possessive language. "Look in Tom's room." 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. We would love to see your wonderful work. Please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

This lesson is a resource lesson pack. In this lesson, we will make a cultural fact file of an author of our choice. We will use the internet to research and find out different things about the author and then add the information to our fact file writing frame.

This lesson is a resource lesson pack. In this lesson, we will look at pictures of animals from different areas around the world. We will answer questions about the animals in the pictures and build a sentence. There are step by step instructions to follow.

Unit: Our World (Secondary)

Lessons:

Language comprehension: 'The Drum'

Language comprehension: Possessions

Transcription: Cultural fact file

Composition: Descriptive writing