SOW: Mastering Glossary of Terms

Which activity is suitable for the following learning standard

1.2.2 Understand with support

specific information and details of longer simple texts

• circle the main ideas

• circle the object described

• rearrange the sentences by numbering them correctly.

• grouped the objects of the same category.

1.2 Understand meaning in a variety of familiar

contexts

What does a variety of familiar contexts mean?

• Topics covered in the textbook

• topics covered in the previous year

• topics in their immediate surrounding

• topics in the local context.

Answer explanation

Familiar contexts are ones which pupils know.

Examples include contexts linked to topics covered in the Get Smart Plus 4 textbook, such as Celebrations, Eating right, and Helping out, as well as those linked to previous learning (Years 1-3 topics).

Pupils in rural or remote areas and pupils who live in cities may be familiar with different contexts.

Please consider your local context to decide what is familiar to your pupils.

Understand with support the main idea of longer

simple texts.

What does longer simple text mean?

• Short simple texts are those with more than four or five utterances or sentences.

  .

• They usually contain more than three paragraphs.

• Short simple texts are those with less than four utterances or sentences.

• They usually contain one or paragraphs.

• They should be easy for pupils to understand.

Answer explanation

Short simple texts are those with more than four or five utterances or sentences.

They usually contain one or paragraphs. They should be easy for pupils to understand.

Understand with support short simple narratives

on a range of familiar topics.

What does short simple narratives mean?

• selecting short simple narratives, based on the level and context

• Short narratives are stories which are around 10–12 pages.

• narratives should be on a range of different topics

• The simple narratives contain language which pupils can understand and which are familiar.

• selecting short simple narratives, based on the interest of the pupils.

Answer explanation

Short narratives are stories which are around 10–12 pages. They may be longer if in book form.

Progression from Year 3 relates to the range of familiar topics.

The simple narratives contain language which pupils can understand and which are familiar. In Year 4, narratives should be on a range of different topics.

Please use your own judgement when selecting short simple narratives, based on the level, context

and interest of the pupils you teach.

Understand longer supported classroom

instructions

What does it mean?

• Use only long sentences when giving instructions.

• Demonstrate your instructions via actions.

• Listen to the audio.

  Circle

  objects you hear.

• Combine two or more instructions

  into a sequence.

• Use full sentences when giving instructions.

Answer explanation

In the case of Yr 4, use use full sentences and combining two or more instructions

into a sequence

(e.g. First, I’d like you to listen to the people talking. As you listen, please write

down three place names you hear. You can use your notebook.)

Support classroom instructions

using modelling, demonstration, miming and closed questions to check understanding of all pupils.

Understand a wide range of longer supported

questions

• Use of simpler words to help students understand questions

• Use of miming to help students understand questions.

• Use of gestures to help students understand questions.

• Use of pictures to help students understand questions.

• Use of objects to help students understand questions.

Answer explanation

Supporting questions involves using mime and gesture, modelling and routines.

This also includes using pictures and objects to visually support meaning.

Give a longer sequence of basic directions

• Turn left

• Turn left and walk along the corridor

• Go the door.

  Turn left and walk along the corridor.

• Stand up.

  Go the door.

  Turn left and walk along the corridor.

• Ask for permission before you leave class.

Answer explanation

Basic directions are short, are often two or three words long and use imperative verb forms,

for example “Turn left”.

More than three or four of these together make a longer sequence of basic

directions

Keep interaction going in short exchanges

• A short exchange usually includes two turns.

• A dialogue between two people.

• A dialogue of three or more people when the

  exchanges is one word answer.

• The turns may be a fixed expression, .

• The turns may be a short simple sentence.

Answer explanation

An exchange is a dialogue – that is, when there are two people communicating (or more than two).

A short exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one word/phrase).

The turns may be just one word or phrase, a fixed expression, or may be short simple sentences.

Use capital letters, full stops, question marks and

commas appropriately in guided writing at

discourse level.

• students write sentences based on the given words.

• students replace objects in the sentence. with words.

• students replace objects in the paragraph with words.

• students rearranged words to form sentences and paragraph.

Answer explanation

guided writing- Pupils may follow models for writing, or the teacher will give other support with content, vocabulary and language.

discourse level- The writing should be longer than a single sentence.

Spell most high frequency words accurately in

guided writing

• words that are in the CEFR word list for the particular year

• words that are slightly above students' current level of proficiency

• words that are frequently encountered by students of that level

• words that are normally used by students of that level.

Answer explanation

High frequency words are words which pupils use often in Year 1-4 classroom activities, especially in writing.