Word Aware (Spiral Bind): Teaching vocabulary across the day, across the curriculum

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Word Aware (Spiral Bind): Teaching vocabulary across the day, across the curriculum

Word Aware (Spiral Bind): Teaching vocabulary across the day, across the curriculum

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Find it- before or even after reading a book with your child identify words they might not understand, write them down and ask them to find it in the story, can they then use the clues and their reading skills to work out what it means. They could use a dictionary to find the meaning or look in a thesaurus to find words with similar meanings. Book 1: Teaching Vocabulary across the Day, across the Curriculum (age suitability: 5-11+) – Second Edition – Sep 2021 Treasure Hunt– on the way to and from school, look for things you could describe by a particular word like shrivelled or spiky. Categories such as living things, things with circles, things with engines. Anna Branagan is a Speech and Language Therapist. In Gloucestershire, Anna works within a Youth Support Team supporting vulnerable young people. In Worcestershire, she works within mainstream schools supporting inclusive practice. Anna trained at Leeds Metropolitan University 25 years ago. She is the co-author of bestselling Speechmark resources Language for Thinking (second edition, 2017), Word Aware 1 (second edition, 2022) Word Aware 2 (2017) and Language for Behaviour and Emotions (2020). Understand concepts in subjects such as maths and science • Develop reading comprehension • Write expressively • Succeed academically and in life.

This free resource includes a series of visual summaries that provide an overview of the Word Aware Approach for Early Years Practitioners. It also includes several teaching concepts that will promote children's natural word learning. In summary, Word Aware is a great resource for anyone working with Early Years children and I would highly recommend it. It has a good mix of theory and practical activities which can be put into practice immediately with education staff and parents.”

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Teaching vocabulary: Teaching topic related vocabulary using STAR approach. S- Select words from the curriculum Ages: 0-5 (Pre-School), Ages: 5-8 (Lower Primary), Ages: 8-10 (Middle Primary), Ages: 10-12 (Upper Primary) At Thinking Talking we are dedicated to improving children and young people’s language and communication skills, but we understand that time is precious, so we develop time efficient interventions that work. Word Aware allows us, using a whole school approach, to teach all pupils how to understand the relationship between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. Pupils will be taught how to work out and clarify the meanings of unknown words and words with more than one meaning. Word aware is equally effective for specific classes and groups or individual learners. It builds on the knowledge of the components of a word.

The SENCO role was established nearly thirty years ago in the SEN Code of Practice 1994 where it stated that all mainstream schools must have a SENCO responsible for coordinating services around children with SEN. This is a highly practical, comprehensive resource designed to support Early Years practitioners in the provision of effective vocabulary development in preschool children of all abilities. It is based on the same theory as the ‘Word Aware – Book 1 above but has adapted for Early Years. This course is suitable for Speech and Language Therapists, Class Teachers, curriculum co-ordinators, specialist teachers, Head teachers, SENCOs and Educational Psychologists. For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn’t English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum.Children need twelve meaningful encounters of a word before they really know it. Word Aware promotes a method called STAR, which stands for Select, Teach, Activate and Review. This process ensures the children encounter the new words many times and many different ways. Language for Thinking’ is a targeted intervention for developing a child’s ability to understand questions, starting from the most concrete (e.g. Who? Where?) and moving on to the more abstract (e.g. Why? How?). ‘Language for Thinking’ is widely used because it is effective and easy to implement. Word Aware – Book 1: Teaching Vocabulary across the Day, across the Curriculum (age suitability: 5-11+) Waldfogel and Washbrook, (2010) found a two year gap at aged 5 years between the wealthiest and the poorest. And as Ford-Connors and Paratore (2015) highlight ‘students who enter classrooms with a low store of vocabulary knowledge are unlikely to acquire complex knowledge through simple exposure’. Hjetland et al (2017), in their systematic review found that spoken vocabulary predicted children’s latter reading development. Vocabulary relates to reading comprehension, but impacts equally on curriculum areas that require specific word knowledge such as mathematics and science.



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