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

Product Information

Generally 2 to 4 copies per school for ‘Word Aware 1’ an one copy per school for ‘Word Aware 2’ and ‘Word Aware 3’ is adequate. Although it is most suited to children aged6 to 11 years, it may be adapted for older students with significant learning needs. You can’t teach a word one day and then forget about it – it needs to be a much more systematic approach. This practical training will introduce you to Word Aware: a structured whole school approach to promote the vocabulary development of all children. It is of particular value for children with special education needs and for those learning English as an additional language.

It is packed with easy-to-implement activities, worksheets and resources that can be put into practice immediately with individual students or groups, whole classes and throughout the school. Any opinions in the examples do not represent the opinion of the Cambridge Dictionary editors or of Cambridge University Press or its licensors. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information. The Word Aware approach provides a structuredframework to promote vocabulary development in all children and has been rigorously tried and tested.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. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions. It adopts a whole school approach but is equally effective for specific classes and groups or individual learners. 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.

This rigorously tried and tested approach is an outstanding resource that will be an essential addition to any early years' setting or preschool classroom. And yet many children start school without the expected level of spoken language skills and as a result are soon left behind. 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. 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.Now in a fully updated second edition, this comprehensive and practical book outlines the theoretical underpinnings for vocabulary and acts as a ‘how to’ guide to developing word learning across the school and curriculum. Word Aware 1 is an invaluable tool for teachers and other professionals looking to support children as they broaden their vocabulary. meaning aspects (other similar – but already known – words, context, putting it into a sentence etc.

Motivating children to work at home for extended periods can be rather tedious, but one trick is to find games that are also educational. or ‘I’ve used ‘menacing’, one of our Goldilocks words, in my writing about Warwick Castle – I can only use it in this paragraph about the dungeons though, it wouldn’t be appropriate in the other sections.They could use a dictionary to find the meaning or look in a thesaurus to find words with similar meanings. The training will support EY settings to promote effective vocabulary development in preschool children of all abilities. However, I found it to be very practical but also very grounded in sound theory and I’ve come away feeling enthusiastic, rather than overwhelmed, about the idea of teaching vocabulary. We can place a therapist trained in Word Aware in your school, to set up whole class approaches, small group and 1;1 Word Aware work.

I think the Word Wall would be a great way to keep the new vocabulary in the minds of both staff and pupils so that it is used often and in as many contexts as possible. This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech,Language and Communication needs.Teachers are encouraged to have a “Working Word Wall” in their classrooms to display the words that have been targeted, and a “Word Pot” in which to put words when they come off the wall, so that they can be reviewed later. It is a fun and engaging way to promote word learning for all children across your primary or elementary school. It obviously isn’t realistic to sum up the whole of the approach in one blog post, but I thought I would talk today about each of these 4 aspects a little bit. In summary, Word Aware is a great resource for anyone working with Early Years children and I would highly recommend it. We are all very excited about this new programme and where the approach has been trialled children have enjoyed the experience.