Word Aware Concepts Assessment: Levels 4-6

Artikelnummer: 978-1-032-99053-8
Einband: Kartonierter Einband (Kt)
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A strong understanding of conceptual vocabulary in the Early Years supports children's communication and thinking, and forms the foundation for later mathematical and scientific learning. The Word Aware Concepts Assessment (WACA) is an informal assessment that can be used to baseline and track children's learning of early concepts such as 'less,' 'height,' 'direction,' 'altogether' and 'equal.'

The WACA is divided into 2 volumes, each with 3 levels, and this book contains the assessment tools needed for carrying out levels 4-6. It is designed to be used with children in reception (aged 4-5) and beyond and contains:

  • Clear instructions for using the resource in whole class sampling, as well as with individual children, including those with additional needs
  • Assessment pages for 75 concepts, brought to life with engaging illustrations

The Word Aware Concepts Assessment is an essential tool to monitor children's progress and provide targeted teaching. It has been designed to accompany Concept Cat, a programme which provides a whole class approach for teaching concepts and will be a valuable resource for all Early Years educators, primary teachers and speech and language therapists.

A strong understanding of conceptual vocabulary in the Early Years supports children's communication and thinking, and forms the foundation for later mathematical and scientific learning. The Word Aware Concepts Assessment (WACA) is an informal assessment that can be used to baseline and track children's learning of early concepts such as 'less,' 'height,' 'direction,' 'altogether' and 'equal.'

The WACA is divided into 2 volumes, each with 3 levels, and this book contains the assessment tools needed for carrying out levels 4-6. It is designed to be used with children in reception (aged 4-5) and beyond and contains:

  • Clear instructions for using the resource in whole class sampling, as well as with individual children, including those with additional needs
  • Assessment pages for 75 concepts, brought to life with engaging illustrations

The Word Aware Concepts Assessment is an essential tool to monitor children's progress and provide targeted teaching. It has been designed to accompany Concept Cat, a programme which provides a whole class approach for teaching concepts and will be a valuable resource for all Early Years educators, primary teachers and speech and language therapists.

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VerlagTaylor and Francis
EinbandKartonierter Einband (Kt)
Erscheinungsjahr2026
Seitenangabe172 S.
AusgabekennzeichenEnglisch
Abbildungenfarbige Illustrationen, Zeichnungen, farbig, Tabellen, schwarz-weiss
MasseH29.7 cm x B21.0 cm 880 g
CoverlagRoutledge (Imprint/Brand)
ReiheWord Aware Concept Assessment
AutorBranagan Anna / Parsons Stephen / Smith, Sarah

Alle Bände der Reihe "Word Aware Concept Assessment"

Über den Autor Branagan Anna

Anna Branagan is a Speech and Language Therapist. In Gloucestershire, Anna works within a Youth Support Team supporting vulnerable young people. In Worcestershire, she works within mainstream schools supporting inclusive practice. Anna trained at Leeds Metropolitan University 25 years ago. She is the co-author of bestselling Speechmark resources Language for Thinking (second edition, 2017), Word Aware 1 (second edition, 2022) Word Aware 2 (2017) and Language for Behaviour and Emotions (2020).Stephen Parsons is a Speech and Language Therapist, trainer and author of practical language development resources for teachers and Speech and Language Therapists (SaLTs). From 1996-2017, Stephen worked as a Speech and Language Therapy Service Manager in Hackney and the City of London. With over 30 years' experience in the field, he is co-author of bestselling Speechmark resources Language for Thinking (second edition, 2017), Word Aware 1 (second edition, 2022), Word Aware 2 (2017) and Language for Behaviour and Emotions (2020). Stephen graduated in Speech Pathology from Flinders University before attaining an MSc in Speech and Language Therapy from City University, London, in 2000. He currently serves as Chair of NAPLIC, the UK association for professionals working with children and young people with developmental language disorder.

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