Snappet Language and Snappet Spelling are complete adaptive teaching methods, built according to recent insights from SLO and aligning with the Language Reference Framework. The offer fully covers the core objectives and offer objectives (SLO, 2020) and the recently renewed Learning Line of concepts for language observation (SLO, 2021).

The methods offer continuous learning paths for group 4 to 8 with finely elaborated goals. Snappet Language offers learning paths for vocabulary, language observation, oral language, and writing. Snappet Spelling is built from a number of main categories, within which the spelling categories are offered, repeated, and practiced in small steps.

Workbooks & Digital

Snappet Language and Snappet Spelling are based on a combination of digital and paper. Extra practice material is available in the workbook for each learning goal. With the answer sheets, students can check their own work. You determine the balance between digital processing of the curriculum and the use of the workbook.

Meaningful language education

Good language development is important for communication, personal development, and making contact with others. In short: to find your own place within society. Good language development means an extensive passive and active vocabulary, insight into language and meaning, and good command of oral and written skills. In Snappet Language and Spelling, these skills are systematically worked on and meaningfully applied.

Thematic teaching

Each block focuses on an overarching theme, to which two vocabulary themes are linked, with associated target words and a goal for school language words. The language and spelling lessons offer cohesion where possible. The vocabulary themes and target words are reflected in the spelling and language observation lessons. The goals for vocabulary, oral language, and writing are repeated and applied within the final assignment in week 4. It also involves applying the learned from the spelling and language observation lessons in these final assignments.

More and more schools are choosing to structure the curriculum from overarching themes and to integrate a part of the language lessons with other subjects. This makes the education more meaningful for students and keeps them enthusiastic and engaged.

Snappet Language and Snappet Spelling are designed so that you can easily link to other subjects such as world orientation or school-wide themes. The continuous learning lines per domain and the structured and flexible setup from learning objectives provide a solid starting point for this. For example, climate change is the theme for world orientation. For vocabulary, you choose the lesson around the goal, which content-wise matches this theme. The students also hold a debate on a sustainable school. For this, you use the oral language lesson with the step-by-step plan and the checklist for conducting a debate.

Block and weekly schedule at Snappet Language

Snappet Language consists of 36 teaching weeks per year, divided into nine blocks of four weeks. Each block is structured in the same way. For language, five lessons are ready in a fixed order every week. There is also plenty of time for independent practice with assignments in the lesson.

In weeks 1 to 3 of Snappet Language, new goals and repetition goals are offered. Each lesson always focuses on one learning goal. Each week consists of a mix of different language domains. There are 2 vocabulary lessons, 2 language observation lessons, and an oral language proficiency or writing lesson. For language observation, this is an alternation of new learning goals and repetition goals.

In week 4 of Snappet Language, students work on a meaningful final assignment in three lessons, in which goals from the block for oral language, writing, and vocabulary are repeated and applied. This week there is a lot of room for students to collaborate. There is also a vocabulary lesson planned in week 4, focusing on vocabulary strategies. There is also time to repeat and practice language observation goals from the block.

Block and Weekly Schedule at Snappet Spelling

Snappet Spelling consists of 36 teaching weeks per academic year, divided into nine blocks of four weeks. Each block is structured in the same way. For spelling, five lessons are prepared in a fixed order each week. These lessons alternate between instruction lessons, flash lessons, and dictations. There is also plenty of time for independent practice with assignments in the lesson, and you can supplement this with the workbook.

In spelling, the goals are divided into six main categories:

• Listen words
• Sound rule words
• Rule words
• Rule words for plurals and diminutives
• Knowledge words
• Verbs

In weeks 1 through 3 of Snappet Spelling, new goals and repetition goals are offered. Each lesson always focuses on one learning goal. To imprint the correct word image, we offer a flash lesson for each learning goal that students can do independently. In addition, there is a practice dictation for the new goal each week and a mixed dictation to practice goals that have been addressed earlier. Thus, there is a good mix of instruction and practice moments.

In week 4 of Snappet Spelling, students do control dictations (sentences and words) and can further practice adaptively. Based on the results, the students practice the goals of the block that they still struggle with or goals that have been addressed in other blocks. Students who score well on most goals can practice the lesson goals in a mixed way using the shuffle button.

Lesson Structure

All instruction lessons are structured according to the direct instruction model. Each instruction lesson focuses on one learning goal and consists of three fixed parts:

1. Interactive instruction and guided practice
The teacher introduces the learning goal, activates prior knowledge, provides the necessary knowledge, and guides the first practice, where it is immediately visible if the group has understood the lesson content (checking for understanding).

2. Extended instruction
The teacher helps students who need it further, individually or in a small group.

3. Independent work
After the (extended) instruction, students work independently, receive immediate feedback, and are continuously challenged at their own level. They first complete the fixed assignments in the lesson, and then continue working on the lesson goal at their own level. After that, they can work on their own goals in their work package.

No More Tests Needed

In Snappet, formative evaluation is completely integrated into the daily work of your students. This is due to the effective feedback to students and the extensive analysis possibilities. At the end of each week, you can determine whether your students master the lesson content of the presented goals based on different data and overviews. Separate tests are therefore in principle unnecessary, which saves a lot of time. If you still want to administer tests, they are available for each grade.

Support in Preparing the Lesson

We help you as much as possible in preparing each instruction lesson. With an extensive lesson guide (digital or on paper), tips with the assignments about what is expected of you and the students, and information about the progress of your students (if the learning goal has been addressed before).

Differentiation in the Classroom

The challenge for every group is finding the balance between the needs of your entire group and those of individual students. Snappet offers you everything you need to implement this differentiation effectively, intuitively, and above all very easily: on a daily level, on a weekly level, and in the long term. You retain control over how and when you want to do this. We are here to provide you with the necessary information about your class and your students to make appropriate differentiation choices every day. Think about the level of the learning objectives and your students, the progress on the course material, and the work completed. This way, you know exactly who needs extra attention, who can handle more challenge, and what follow-up actions are needed.

Ownership and Feedback for the Student

It is important that students challenge themselves to become owners of their own learning process. We can help you with this, too. One of the most important components to optimally stimulate student ownership is effective feedback to the student. We give students insight into their learning process, making it easier for you to guide their ownership. Children always see for themselves how they are doing: the personal progress, skill level, and growth are also clear to them. And during practice, we let them know when a learning objective has been achieved, whether further practice is needed, or whether the student should ask for help. Some students block when they hear that something is not good. In that case, you can adjust the feedback. This way, achieving goals at their own level becomes a fun and achievable challenge for everyone.

Support with our Teaching Methods

Our school advisors are happy to advise you on the use of Snappet at school level. They have extensive experience in education and a broad expertise in educational areas. As a director, IB coordinator, math or language coordinator, or Snappet coordinator, you can easily schedule an online consultation where you can be assisted with:

• Analysis and interpretation of learning results at school and class level
• Further increasing learning outcomes
• Creating a continuous line within the school team
• Choosing a (new) math, spelling, or language method

In addition, we offer several multi-day and one-off trainings for school teams, teachers, IB coordinators, directors, and Snappet coordinators. Both online and on location. Each training is led by a knowledgeable trainer. The content of the training is coordinated with you based on the needs of the participants or school. All our trainings are CRKBO-accredited.

A selection from the trainings:

• Differentiation in the Classroom
• Feedback and Ownership
• Analyzing Learning Outcomes
• Learning Paths and Care Policy