4WS6A
Teaching Strategies
Contingent Responding »
Correcting errors»
Distractor»
Using Distractors»
Errorless learning»
Explicit teaching»
Fading level of support»
Gesture/Sign »
Guided practice »
Incidental teaching »
Independent Practice »
Matches to sample »
Attribute Meaning»
Blocking access »
Backward chaining »
Modelling»
Motivators »
Prompting »
Provide opportunities for choice»
Questioning»
Role Play»
Scaffolding »
Shaping»
Take Up time»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Assessment Record
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Students process and analyse data and information by:
Syllabus Indicator 6: Organising objects or images of objects to display data and/or information.
Framework Indicators
4WS6A: Organising objects or images of objects to display data and/or information
Teacher Language
Give an instruction
SN, put the (animal) in its home.
SN, where does the (animal) live?
SN, how many people have (feature)?
Correction/prompt
This is where the (animal) lives.
Try again.
Students will be able to achieve this indicator with varying levels of support. Fade this support as the student works toward developing independence.
There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching), facial expression, eye gaze, vocalisations and/or verbal responses.
Teaching Activities
4WS6A Organising objects or images of objects to display data and/or information
Teachers can provide students with opportunities to achieve this indicator in a variety of ways around a range of topics. Activities could include:
- Matching animals to their habitats or homes. This could involve watching a modelled lesson where animals are matched to their habitats or homes followed by an activity where students do the matching with varying levels of support. Some examples of teacher language to support this activity could:
‘SN, put the dog in its home.’
‘SN, where does the horse live?’
- Constructing a picture graph of personal details (eye, hair colour, boys, girls). This could involve watching a modelled lesson around constructing a graph about personal details followed by students constructing the graph with varying levels of support. Some examples of teacher language to support this activity could:
‘SN, which column do the blue eyes go in?’
‘SN, find all the boys.’
Websites that contain resources, games or activities that could be used to support this goal include:
- Sheppards Software – Colour Sorting: http://www.sheppardsoftware.com/preschool/colors/colorgame.htm
