LS031: DLD/SLCN - targeted language carry-over routines

Implementation steps

1. Identify six to ten high-utility curriculum words and phrases for the unit.
2. Teach depth: meaning, examples and non-examples, morphology, and sentence behaviour.
3. Teach one sentence structure per unit, such as cause-effect, contrast, or evaluation.
4. Rehearse orally first, then move to written output with a stable scaffold.
5. Revisit weekly and check retention and real-task usage.

Classroom routines

• Use say it, build it, write it: oral rehearsal, sentence building, then writing.
• Use explanation frames: what happened, why, evidence, conclusion.
• Run quick retrieval to define and use two target words from memory.
• Recast student language into stronger academic form and have students repeat it.
• Keep a small language-target display visible for the unit.

Adaptation guidance

• Keep language concrete and short, then expand.
• Increase repetition and reduce switching between structures.
• For working memory barriers, reduce targets and increase retrieval.
• Coordinate with SaLT programmes so classroom supports match intervention aims.
• Keep success criteria explicit for language form and subject meaning.

Staff language prompts

• Let us say it in a stronger sentence.
• Use this structure: because, therefore, however.
• Which word improves precision here?
• Show me the evidence phrase that strengthens your explanation.
• Say the idea first, then use the target words to make it precise.

Impact checks

• Increased accurate use of taught vocabulary in speech and writing.
• Improved sentence completeness and clarity.
• Better performance on language-heavy exam questions.
• More transfer from scaffolded tasks into independent output.
• Track whether target vocabulary and sentence structures appear in independent classwork across subjects.