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

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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. Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged6 to 11 years who have vocabulary learning needs. 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. This well-rounded collection of research-based reading intervention strategies will support and inform your RTI (Response to Intervention) efforts. This free chapter will guide teachers on how they can support vocabulary development in all children. It introduces a structured framework called Word Aware, explaining the theory behind the approach, the key principles of effective vocabulary teaching and how it can be implemented in the classroom. It also includes activities that can be put into practice immediately.

A hands on practical day in how to carry out therapy with an adult Neuro and community client group It is a known fact that children with good vocabulary go on to become good readers. Orally tested vocabulary at the end of first grade is a significant prediction of reading comprehension 10 years later (Cunningham and Stanovich,1997). However, children do not always come into schools with a basic vocabulary. Although vocabulary development is crucial for school success, it has not received the attention and interest that work on identifying printed words and spellings have received (Biemiller and Slonim, 2001). The evidence is clear – we can make a difference by providing consistent attention to vocabulary growth, which in turn would improve literacy growth. As a school we are enhancing the way we teach vocabulary by using the strategies and ideas from the ‘Word Aware’ program. Word Aware is a comprehensive and structured approach to use throughout the school to promote vocabularydevelopment in all children. Book 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

At Hobbayne, we understand that words are important. We all need to understand and use a wide range of vocabulary to succeed at school and in life. To progress with reading children need to understand the words they decode. To write well they need a wide and varied use of words. To understand all subjects including maths, science and social studies they need to understand the words that are used. We want to have fun with words. We seek to promote speaking and listening as these are foundation skills for reading and writing. We are all very excited about this new programme and where the approach has been trialled children have enjoyed the experience. 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.” 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. Word Aware’ is a whole school approach for developing vocabulary. It is a fun and engaging way to promote word learning for all children across your primary or elementary school. It provides lots of ideas and resources to inspire you. ‘Word Aware 1’ is focussed on the primary years, ‘Word Aware 2’ is specifically for Early Years and Word Aware 3 is for high needs learners. In July 2014, I went on the Word Aware training delivered by Anna Branagan to see if the strategies could be used within SEN intervention groups. However it soon became apparent that all of our children would benefit from the approaches used! The training was very informative and focused on many aspects of vocabulary teaching and learning. It gave lots of practical activities and games to support the acquisition of vocabulary and to enable children to develop ways of working out what words mean. We also felt that these methods would build on the Read, Write, Inc ‘power words’ strategy that was already embedded in Key Stage 1.

A practical session on administrating formal and informal assessments with Paediatric and adult client groups Language for Thinking’ and ‘Language for Behaviour and Emotions’ courses require access to the book during the course. Step-on words – these are words that are very specific to the topic but are not so important for understanding the topic and are less likely to come up frequently. Word of the day or week– as a family see how many times you can use your target word in a meaningful way during the week. The only rules are the sentence must make sense and fit into your conversation. We have used many ideas from the resource book such as the Word Bag and Vocabulator. These support the essential Review process and can be used whenever you have a few spare minutes!

In September 2014, I trialled the use of Word Aware with my Year 5 class. These children had particularly poor language skills and found it difficult to understand the books they were reading. They also used quite basic language in their own writing. After such a positive trial with this class, we held a Word Aware staff meeting to get the whole school involved in using these approaches. This then became a target on our Raising Achievement Plan for Writing. Ages: 0-5 (Pre-School), Ages: 5-8 (Lower Primary), Ages: 8-10 (Middle Primary), Ages: 10-12 (Upper Primary)

We have worked with the amazing people at Lift Lessons and they have developed Concept Cat videos for all the level 2 concepts. An example for ‘through’ is below. Browse a wider range of our Speechmark books. They cover early years, inclusion and special education and more.Set one: Longer version for schools which are still open for selected children. These activities may also be adapted and sent home. Anchor words – these are words which would be expected to be known by the majority of children of this age and which come up in everyday life. Select – This is the first hurdle and the one that I’ve always found the most difficult. We were encouraged to identify the key vocabulary involved in a particular topic being taught and then divide this into 3 different levels.:- We are working in pertnership with Lift Lessons. They have developed amazing videos on science concepts for 6-14 year olds. A great resource.

Remember to try and use these new words in your conversations to embed them into your child’s vocabulary 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 continues to have a supportive application in secondary schools as pupils begin to require an understanding of specialist and subject-specific vocabulary. Book 1: Teaching Vocabulary across the Day, across the Curriculum (age suitability: 5-11+) – Second Edition – Sep 2021 Word Aware – Book 1: Teaching Vocabulary across the Day, across the Curriculum (age suitability: 5-11+)

Lift Lessons

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. Word Aware 1 is an invaluable tool for teachers and other professionals looking to support children as they broaden their vocabulary. It is particularly suited to children aged 5–11 years but can easily be adapted for older children. Fun with words: Big Brain (I think with my big brain something that is (meaning clue) and it starts with a (letter clue) When reviewing progress within our school, we felt that many of our children had poor language skills and limited understanding of vocabulary. This was particularly evident when children moved into Key Stage 2 when it became clear that, although they could read and decode well, they couldn’t explain word meanings. Consequently this had an impact on their ability to understand more complex texts.

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