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 read a poem together and then focus on the rhyming words. There will also be an opportunity to look at descriptive words within the poem.

﻿Hello, my name is Leanne, and I'll be your teacher today. Today we're going to be thinking about the different seasons. The different seasons are spring, summer, autumn and winter. Today we're going to be listening to a poem by Robert Louis Stevenson called "Autumn Fires." 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 your resources are nearby if you need any. Use a familiar reference to prepare the learner that the activity is going to start. This could be a symbol, a sound or a song. It's time to look, listen and learn. Today we are learning about seasons. There are four different seasons. The first is spring, then it's summer, then it's autumn and then it's winter. What's your favourite season? Today we'll be reading a poem. The poem is called "Autumn Fires" by Robert Louis Stevenson. This poem is about the autumn season. Now it's time for our poem "Autumn Fires" by Robert Louis Stevenson. In the other gardens and all up the vale, from the autumn bonfires, see the smoke trail. Hmm, look, can you see the green words? These are our rhyming words. Let's listen to them again. Vale, trail. Hmm, they sound the same. Let's see which rhyming words are in the next part of our poem. Pleasant summer over and all the summer flowers, the red fire blazes, the grey smoke towers. Look, the green words are our rhyming words. Let's listen to those words again. Flowers, towers. They sound the same. Look, there's also a red word. The red word is describing the fire as red. Hmm, look around your home, can you see anything that you could describe as red? Or maybe, you can see something you can describe as grey. You can pause this slide so you can have a longer look. Sing a song of seasons, something bright in all! Flowers in the summer, fires in the fall. Hmm, look, can you see the green words? These are our rhyming words. Let's listen to them again. All, fall. They sound the same. And look, all is also in fall. Fall and all, so they look the same as well. That was the end of our poem "Autumn Fires" by Robert Louis Stevenson. Now, as we've looked at some rhyming words, I think you should look around your home and find different objects you can describe. Hmm, I see a red cup. Then you and your adult can work together to think of a good rhyming word for cup and you can see if you can make your own poem about your home. To make this lesson easier, you can provide additional resources to support the storytelling. You can also use symbols and pictures rather than words. You can find resources around the home that link to descriptions in the poem. To make this lesson harder, you could play a rhyming game. Can you match the adult's word with a rhyming word of your own? You can also reduce the number of symbol prompts used. For more ideas of things you can do now the lesson is finished, you could find other books to read about different seasons. Can you make up a poem about a different season? You could create a piece of art around your favourite season. Comment on everything you add to the picture. 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.

In this lesson, we will explore 5 pairs of CVC rhyming words. We will play two games with our word cards and find different ways to match the rhyming words.

﻿Hello, my name is Leanne and today I will be your teacher. So today, we're going to be thinking about poetry and different words that rhyme. We're going to play two games today with rhyming words, let's get started. For this lesson, you will need 10 small pieces of paper with a word written on one side and a picture of that word drawn on the other side. The words we're using today are dog, log, ball, wall, pig, wig, hat, cat, fish and dish. It would be nice if the learner could engage in this as well and create some of the words or pictures for the activity, press pause while you get things ready. To get ready for today's lesson, find a quiet space to work away from disruptions, make the area a comfy working space. Make sure all your resources are nearby and 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. Today, we're thinking about finding rhyming words. For this lesson, we're going to play two games with our rhyme word cards. Rhyming words can be difficult, so please use as much support as is needed to ensure success for the learner. So for our first game, turn all of your cards over so the words are facing up. Let's match. So our first word is log, can you find the word log? Great, so now we have to find the word that rhymes with log. Hmm, is it dog or is it ball? Log and ball, hmm. Log and dog, hmm. Shall we check? These are our rhyming pair, log and dog. Our next word is cat, can you find the word cat? Now, we have to find the word that rhymes with cat, so it sounds the same. Is it wall or is it hat? Hmm, cat and wall, cat and hat, hmm. Shall we check? Look, it's cat and hat. Cat, hat and look, they've got the same letters a-t in them, c-a-t, h-a-t. The next word you have to find is fish. So when you've found the word fish, we have to think about the rhyming word for fish. Is it dish or is it wig? Hmm. Let's think about how that sounds, fish and wig, fish and dish, hmm. Shall we check? Look, it's fish and dish and look, they've got the same sounds in their words as well, i-sh, f-i-sh, fish and d-i-sh, dish. That was the end of our first game, well done for listening and for looking through our rhyming words. Now, turn all of your cards over so that you can see all of the pictures. I'm going to say a word for one of the pictures, you have to find the correct picture and then match the other picture that is its rhyming pair. Are you ready? Look at all of your pictures, can you find the picture of the ball? So when you've found the picture of the ball, look at your other pictures, say some of the words and see if any of them sounds like the word ball. The adult can help you and maybe give you just a choice of two. So when you've found the matching word for ball, you can say them together, ball rhymes with wall. Now, look at your pictures, can you find the picture of the dog? When you've found the picture of the dog, look at the other pictures, say some of the words and see if you can find the word that sounds like dog. You can either work with all of them as your choices or just a choice of two to make it simpler. When you think you've found it, let's say it together, dog and log. Look at your pictures and see if you can find the picture of the fish. When you think you've found the picture of the fish, look at the other pictures and say some of the words and the sounds in the words. Hmm, which one sounds like the word fish? When you think you've found it, let's say it together, fish and dish. Well done, that was really tricky, so if you managed to find pairs of rhyming words, that's fantastic. You can carry on playing that game until you feel really confident in it. To make this lesson easier, you can provide additional resources to support the learner, this could be items from around the home, symbols or objects. You can use words a with similar spelling to start with, for example, ball and wall. Highlight the same part of the word, so the learner can match. To make this lesson harder, you could play a rhyming game, can you match the adult's word with a rhyming word of your own? You can find words which are spelt differently, soul and bowl, for example. Can the learner recognise the sound of the rhyme? For more ideas of things you can do, now the lesson has finished, you can carry on playing the rhyming games. Add new words once the learner has successfully matched all of the cards. You can use your collection of rhyming words to create a poem together. 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 follow step by step instructions to create a weather forecast. We will focus on the days of the week, different weather types and different things you may need for the weather conditions. We will then present the weather forecast to camera.

This lesson is a resource lesson pack. In this lesson, we will follow step by step instructions on how to write a poem. We will focus on adjectives, colours and rhyming couplets to create an original poem.

Unit: Seasons (Secondary)

Lessons:

Language comprehension: 'Autumn Fires'

Word reading: Rhyming Words

Comprehension: Weather forecast

Composition: Writing poetry