So when the sentence says “
Her hair was interwoven with jewels and ribbons
” what
would it look like?’
– semantic webs for more difficult words
• explains when and how the word is used, eg ‘This word is used to describe …’
• uses obvious stress and intonation within words to highlight changes in meaning,
eg present (gift) and present (give or deliver)
• draws attention to features of the word, eg meaning, how it works in text, spelling
and orthographic features, sound
• asks students to use the word in a personalised sentence so it is integrated into their
knowledge structures in a meaningful way, for example:
– When might you feel
famished
?
– How might you act when you are famished?
– Why might you _____________?
– Who would you say is ________?
• provides multiple and varied opportunities for students to experience and use the word,
for example:
– reading the word in a range of contexts (eg sentence, passage, text)
– discussions that include the use of the word
– using the word in their writing
– illustrating a word/concept
– word association activities
– choosing from a pair of target words to complete a cloze sentence
– role-plays using new vocabulary
• compares and contrasts words (eg spelling, pronunciation, meanings) to assist students
to create a link, and store and retrieve words
• asks students to apply the word to other circumstances/situations
• discusses why an author may have chosen a particular word over another similar word
• uses newly introduced words together, eg ‘Why might you
scoff
your food when you
are feeling
famished
?’
• encourages students to keep a glossary of new words accompanied by a relevant example.
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Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
IMPLEMENTATION
