Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn’t English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum.

Word Aware 3:

• Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners
• Includes photocopiable and downloadable planning, intervention and evaluation resources
• Provides staff training resources and an overview video presented by the authors

This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. 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.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn’t English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum.

Word Aware 3:

• Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners
• Includes photocopiable and downloadable planning, intervention and evaluation resources
• Provides staff training resources and an overview video presented by the authors

This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. 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.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs.

For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn’t English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum.

Word Aware 3:

• Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners
• Includes photocopiable and downloadable planning, intervention and evaluation resources
• Provides staff training resources and an overview video presented by the authors

This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. 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.