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 be reading the book 'Elmer's Weather' together. We will also be looking at when to use 'what' and 'where' questions when reading with your child.

﻿Hello. My name's Alison. I'm your teacher today. In today's lesson, we're going to read a story together. We're going to have a look at the pictures, and we're going to listen to the words. When we finish reading the story, we're then going to have a look at some questions to ask. Are we ready to start? For this lesson you'll need symbols for different weather that's in the book. Wind, cloud, storm, fog, rain, snow, and sun. You'll also need question symbols. Such as what and where. 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 use a familiar reference to indicate that the activity is going to be starting. This could be a symbol, sound or a song. Press pause while you get things ready. It's time to look, listen and learn. Today's story is "Elmer's Weather" by David McKee. And it's published by Andersen Press. Wheeeee! Elmer flies in the wind. Elmer loves to watch the shapes in the clouds. He can see a teddy and a rabbit. What can you see? Flash! Bang! Crash! Elmer think storms are exciting. Bump! Oops! Sorry.! It's hard to see grey elephants in the fog. Splish! Splash! Splosh! Elmer plays in the rain. Brrr! Brrr! Whoop! Elmer loves to throw snowballs. Hahaha! Elmer loves the sun. He likes to wear sunglasses." That was the end of the story. When I'm going to reread the story and use some questions to help us find out more about what's happening. The first question we're going to use in the story is what is Elmer doing? Have a look with your child at the picture. First of all, see if you can spot Elmer. Then have a look and see if the picture gives you any clues about what Elmer is doing. Is Elmer on the ground or is Elmer in the sky? If you look closely, there's also the text that tells you what Elmer is doing. Can your child find the key words in that sentence? Let's have a look together. Elmer flies in the wind. So what is Elmer doing? Press pause whilst she looked at the picture and decide what your answer is. The second question we're going to ask is what can Elmer see? We can use the pictures to help us and we can you use the text. Read the text together with your child to see if they can answer the question. The text says, "He can see a Teddy and a rabbit." Now ask your child the question again. What can Elmer\ see? Press pause while you look for the answer. The next question we're going to ask is what can Elmer hear? You'll need to look at the picture and read the text to work out the answers. Press pause whilst she looked for the answer together. This time, we're going to ask a where question. Where are the grey elephants? Have a look at the picture of your child and see if you can point out where the two grey elephants are. Press cause whilst you do this. Our next question is a what question? What is Elmer doing? Have a look at the picture with your child and see if they can describe all of the things that Elmer is doing. Press pause whilst you do this together. Have a look at this next picture together and ask your child, what can Elmer see? See if they can name all the different things in the picture. You might also want to extend their vocabulary, by asking further questions. For example, if your child says they can see two grey elephants, you might want to ask, what are the elephants wearing? This will extend their vocabulary to describe the elephants in more detail. I can see two great elephants wearing stripey scarves. Press pause while you look at the picture together and ask questions. On the final page, we're going to ask the question, what is Elmer wearing? You might want to look at the picture to answer the question, or you can use the text to help you answer the question. When your child has found the sunglasses on Elmer, see if they can also find the word sunglasses in the text. Press pose whilst you explore the picture together. We finished our book and questions, but can you use where and what questions next time you read a book together? 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 reduce the number of symbol prompts that are used. If you'd like more ideas, why don't you find other books to read that are about the seasons or the weather? Or can you dress up in different clothes to match the different weathers in the book? That was fantastic work today, well done! If you'd like to share the work that you've done, please ask your parents or carer to share it for you on Instagram, Facebook or Twitter, tagging @OakNational and #learnwithOak.

In this lesson, we will be exploring different sets of words that rhyme. We will then use rhyming words to create our own poem.

﻿Hello everyone! My name, is Cameron and I am going to be your teacher today. Welcome to Communication and Language, applying learning. This lesson, we're going to be looking at how to find words that rhyme. This is going to really help you when you're creating pieces of writing and also when you're reading pieces of writing off poetry that other people might have written. For this session you will need, paper, a pen or pencil, colouring pencils or felt tip pens, and any appealing household objects to be used as objects of reference. Please feel free to press pause while you get things ready. Before taking part in this session, we advise the following things. Find a quiet space with minimal distractions, gather all the specified resources from the beginning of the session. Ensure your child is ready to learn, and make sure all their sensory needs are met, and they feel comfortable. Ensure that your child is 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. Now it's time to look, listen, and learn. Our introduction is finished, now it's time, for task one. So before we start our task, the first thing that we'll need to do is make a resource. I've put my resource up on the board, but how we would do at home is I would have a piece of paper and I would choose 10 CVC words, that's consonant vowel and consonant words. And separate them into 10 little pieces. On the other side of each card, I would draw a picture I am not a very good drawer, but I'm sure you guys are all fantastic drawers. I've used symbols then we've got a word on one side of each card, and a picture representing that word on the other side of the card. Then obviously we'll coop them all up, and then we can move them around. I would use this as a table-top activity I've put it up on the Smart board just so that I could show you a little bit easier. Right, now it's time for us to start our first task. As you can see on the board, I've got all of our words that we might use for our cards. That you might use on a table, or on the floor, or wherever you're comfortable. And I'm going to have a little look, and see which one I like the look of. I really like the look of this one, D-O-G, dog, dog. I'm going to move it down here, away from the rest of the cards. Now I'm going to have another look and see which other word might sound and look a little bit similar to dog. Let's try this one. W-I-G, wig, dog, wig. They don't sound the same. Let's move that one back up there. Let's try this one. L-O-G, log, dog, log, these two words rhyme, because they sound the same. Let's have another little look. I'm going to go for, this one! C-A-T, cat, cat. Let's see if we can find one that matches, these two are next to each other so that was a little bit easy for me, I cheated a little bit. Let's have a look, I think we're going to go with this one. H-A-T, hat, cat, hat. They sound similar, so they rhyme. You can add as many words to this as you want, you can play games of snap, you can time each other, you can include siblings, whatever you'd like to do with this task, you can kind of extend it in any way that you want to suit your child. But this is the beginning of our lesson, and that is the end of task one. If you feel like the words on their own are a little bit difficult for your child at home, it might be worth adding some symbol support, or some pictorial support above the words that you're using. That way you can have the symbol, or picture, and the word on one side of the card, and then on the other side of the card, you just have a picture. This just allows a little bit more flexibility for the task. And it enables future development as well. Now it's time, for activity two. You may have noticed, that I've turned around, one card from each pair on the board. This means, that one card from each pair, is now a picture. What this also means, is that we have to think about the way things look, and the way things sound, to work out which words are the same, and which words rhyme. That means it's a little bit more difficult than before, because we could work out by looking at the ones that looked the same before, but now we've got to really think about which ones sound the same. So, I'm going to choose one of the words, not picture first I'm going to choose a word first. I'm going to go for this one all the way over here. Let's read it. D-I-S-H, dish. Right, let's think, we've got a word here, so we need to be looking for a picture now. So we're going to go through all the pictures, and work out which one rhymes with dish. Ball, dish, ball, that doesn't rhyme. Pig, dish, pig, that doesn't rhyme. Hat, dish, hat, that doesn't rhyme. It's looking like it's going to be the last one isn't it. Dish, and dog, dog doesn't rhyme with dish. And this one all the way over here, is fish. Dish, fish, those two sounds, sound the same. So this is going to be our first pair. Let's have another look and do another example. I think I'm going to go for this one. W-I-G, wig, so we're looking for a picture again. Wig, ball, that doesn't rhyme. Wig, hat, that doesn't rhyme. Wig, dog, does that rhyme? I don't think so. And wig, pig, those two sounds sound the same. So all we're doing is developing our tasks, we're testing whether words look the same, but we're also looking at whether words sound the same as well. Wow guys, did an amazing job with task one and task two. So now, we're going to move on to task three. This is going to involve looking for words that rhyme within a text. I've put a couple of sentences on the board, using the words that we looked at earlier on in the session. But what I think you should do at home is maybe search for some poems online, some CVC poems. Consonant vowel consonant poems that you'd like to look at. Or if you've got any literature in the household, with any poems along those lines that you'd like to look at, that's also fine. But we're going to go through these ones just to show you a bit of an example of how we would go through this. So our first sentence is, the pig was wearing a wig. So we're going to look for our two words, we might take a little bit of time over this, that's absolutely fine take as long as you need to look at it. And we're just going to take a pen and we're going to underline our two words. If you're doing it on a screen, you can just point to them, but I'm going to underline them so that you can see exactly where they're at. So, I think our first word is obviously, pig. So I'm going to look, within all of these other words, and try and see a word that sounds the same as pig. And I think that's going to be wig. Pig, wig, right, our next sentence, we're going to look at. The dog jumped over the log. So, we know that dog was one of our words from earlier on in the session. The dog jumped over the log would be our other rhyming word. So all we're doing is looking in texts, finding the two random words in a sentence, or in a line of a poem and we're underlining or identifying both of them. And that's our last task for this lesson. If you would like to make the task easier, create two copies of the set of words and match the images before moving on to rhyming. You can also do this with words too. If you'd like to make the task more difficult, create a second set of words that have a mixture of two and one syllable sounds in them. A syllable is the amount of beats in a word. for example, hard is one syllable, but harder is two syllables. For more ideas, maybe search the house and garden for objects with names that rhyme. Create a poem, or a story about where these items are in relation to each other. I hope you've enjoyed our lesson on how to find words that rhyme, you've all done a fantastic job at all the tasks and I'm sure you'll continue to practise them in the future. Until next time, Bye-bye!

This lesson is a resource pack lesson. Using the symbols within the resources we will create a simple rhyme to read out to an audience.

This lesson is a resource pack lesson. In this lesson, we will follow step by step instructions to make a rain catcher for the garden. You can then record the weather each day and write down how much rain we have.

Unit: Seasons (Primary)

Lessons:

Language comprehension: 'Elmer's Weather'

How to find words that rhyme

How to write and perform a simple poem

Making a rain catcher