Articulate– describe a word without using key words, you can buy this or make your own version with your child’s topic words.

Consultative support, including coaching and class demonstrations, can be arranged following your training to help you get off to a flying start! Teaching vocabulary: Teaching topic related vocabulary using STAR approach. S- Select words from the curriculum 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 rigorously tried-and-tested approach is an outstanding resource that will be an essential addition to any early years’ setting or preschool classroom. It is also an important addition to the materials used by speech and language therapists. It is particularly suitable for ages 3 to 5+ We can also train Teachers and Teaching Assistants in using Word Aware. The next training date is the 27th March 2018 at the RCSLT in London – follow this link to Eventbrite to book your placeIt 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. Set two: shorter version for families who are home-schooling. Involve the whole family and play the ones you like. Remember to try and use these new words in your conversations to embed them into your child’s vocabulary This approach is full of practical and inspiring ideas that can be easily applied by busy classroom practitioners to develop both spoken and written vocabulary. 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.

A practical session on administrating formal and informal assessments with Paediatric and adult client groups Word Aware is mostly a whole school approach, with small groups also held for children who need either pre-teaching of vocabulary, or who need to acquire word learning skills before they can benefit fully from the rest of the approach. The approach is about making words a priority and there are some lovely ideas throughout of how to do this in school without it taking loads of extra time and planning. 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 course is suitable for Speech and Language Therapists, Class Teachers, curriculum co-ordinators, specialist teachers, Head teachers, SENCOs and Educational Psychologists.Teaching covers phonological sound, syntactic grammar and semantic meaning. In other words, we will be teaching the sound and initial letters of the word; what word class it is (for example, a noun, adjective, adverb, verb) including how the word is structured in a sentence; and what the word means. Children will have access to dictionaries to look up the word, they will consider synonyms and will create their own sentences with the word to consolidate meaning. Other activities used include: word raps, word songs, acting out the word, discussing prefixes and suffixes, symbols or pictures, spelling of the word, syllables, rhyme, physically experiencing the word (where possible), using objects, links to what the children already know and identifying related situations that the word does not apply to.

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.Vocabulary levels are strong predictors of later literacy skills. They predict not only how well children will develop reading comprehension, but also their phonological awareness and phonic knowledge. Vocabulary level at age five has been found to be the single best predictor of whether a child brought up in poverty will escape poverty in adult life. Without a good vocabulary, children struggle to understand what they are taught, to express how they feel, to manage social situations and resolve conflicts” – Jean Gross CBE in the Foreword to the Word Aware book. 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. 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. 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. 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!