I am a Special Educational Needs (SEN) teacher currently pursuing MA in Autism (Children). I am passionate about creating inclusive, engaging resources for my nurture group, with a particular focus on supporting students who are pre-verbal, have ADHD, or are on the autism spectrum. My goal is to ensure that every resource I design is accessible and meaningful for all learners, helping them to thrive in a supportive and understanding environment.
I am a Special Educational Needs (SEN) teacher currently pursuing MA in Autism (Children). I am passionate about creating inclusive, engaging resources for my nurture group, with a particular focus on supporting students who are pre-verbal, have ADHD, or are on the autism spectrum. My goal is to ensure that every resource I design is accessible and meaningful for all learners, helping them to thrive in a supportive and understanding environment.
The Gruffalo Colourful Semantics resource helps low-ability students by breaking down sentence structure into simple, manageable parts. By focusing on basic elements like who and what doing with the verb met, students can construct sentences without feeling overwhelmed. This simplicity encourages participation, even for those who struggle with more complex language tasks.
The use of coloring and tracing provides alternative ways to engage, making the activities accessible to all learning levels. These tasks promote active involvement, helping students who may otherwise disengage feel successful as they complete achievable goals. Additionally, focusing on what like and where adds variety to the sentences, giving students practice in expanding their ideas in a clear and structured way.
Overall, this resource ensures that even the lowest-ability students can take part, build confidence, and gradually improve their sentence-writing and speaking skills, rather than sitting out or feeling left behind.
Examples include “Mouse met owl” or “Small mouse met owl at the stream.” The focus is on sentence structure, not complex language, with activities like coloring and tracing to make learning fun.
This approach ensures that every child can be part of the learning process, building confidence as they practice sentence formation. Instead of doing nothing, students can feel successful by completing structured, simplified tasks that meet their level.
The Yeti and the Bird resource helps low-ability students by breaking down sentence structure into simple, manageable parts. By focusing on basic elements like who and what doing with the **verbs like, made, left, playing, is eating **students can construct sentences without feeling overwhelmed. This simplicity encourages participation, even for those who struggle with more complex language tasks.
The use of coloring and tracing provides alternative ways to engage, making the activities accessible to all learning levels. These tasks promote active involvement, helping students who may otherwise disengage feel successful as they complete achievable goals. Additionally, focusing on what like and where adds variety to the sentences, giving students practice in expanding their ideas in a clear and structured way.
Overall, this resource ensures that even the lowest-ability students can take part, build confidence, and gradually improve their sentence-writing and speaking skills, rather than sitting out or feeling left behind.
