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Strategies: Understanding if language is fast or complex

Strategies: Understanding if language is fast or complex. Slow down, chunk, give instructions in the order in which you want them carried out Give pupils a way of signalling if they haven’t understood. Signalling. Strategies: Teaching maths vocabulary. Semantic - meaning. Phonological.

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Strategies: Understanding if language is fast or complex

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  1. Strategies: Understanding if language is fast or complex • Slow down, chunk, give instructions in the order in which you want them carried out • Give pupils a way of signalling if they haven’t understood.

  2. Signalling

  3. Strategies: Teaching maths vocabulary Semantic - meaning Phonological Orthographic (written form) Motor programme Grammatical

  4. What it sounds like Begins with: Sound: Letter: Rhymes with: Number of syllables: Ends with: Sound: Letter:

  5. What it means Where do you find it? How does it feel? Sign/symbol What do you already know about it ? What category is it?

  6. Put it in a sentence

  7. Words that go with it

  8. Strategies: Using visual support Models and images

  9. Visual support

  10. A laminated vocabulary mat

  11. Strategies: Discriminating sounds ‘Teen’ and ‘ty’ • Exaggerate the sounds in words like thirteen and thirty yourself, drawing attention to the difference • Have children look in a pocket mirror as they say the words , noticing the difference in the shapes their mouths make • Write the words, highlighting the different endings in colour.

  12. Strategies: Working memory • Support auditory recall of instructions with visual symbols – such as those from Communicate: in Print • Have children use Post-its to jot down steps when following instructions, or to hold numbers in their head while doing multi-step calculations.

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