Every Student

C1 - Talking - Intentional

Teaching Strategies

Attribute meaning »
Incidental teaching »
Strategic pausing »
Shaping »
Scaffolding »

 

Teaching Opportunities

Morning circle
Afternoon circle
Music sessions
Singing
Work tasks
Meal times

 

Teaching Resources

Textured letters
Preferred songs
Preferred movies
Preferred activities
Preferred items

 

Levels Of Support

Full Physical Assistance (FP) »
Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »

 

Programming Proforma

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Assessment Strategies

Observation»
Analysis»
Consultation»

 

Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-1A A student communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

ENe-6B A student recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language 

 

Life Skills 7-10 Outcomes (2012)

ENLS-2A A student communicates for a variety of purposes, audiences and contexts

ENLS-3A A student selects and uses language to communicate according to purpose, audience and context

ENLS-4A A student views and responds to a range of visual texts, media and multimedia

ENLS-5A A student recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts

ENLS-6A A student reads and responds to a range of written texts in familiar contexts

ENLS-11B A student composes, publishes and presents texts appropriate to purpose and audience in a range of contexts

HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.1 Gives attention to another person, an object or an event in their environment.

HSC LS1.6 Gives information, comments, asks questions spontaneously or on request

HSC LS1.8 Utilises appropriate technology, and a range of age-appropriate aids, to facilitate communication with others

HSC LS1.9 Initiates and sustains communication with others

HSC LS2.5 Conveys and relays messages

HSC LS2.9 Speaks with others in a range of formal and informal situations

HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs

Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-respond to the shared reading of texts for enjoyment and pleasure  1A

-engage with and respond to a range of oral and aural texts for enjoyment and pleasure 1A

-understand how to communicate effectively in pairs and groups using agreed interpersonal 
conventions, active listening, appropriate language and taking turns 1A

-contribute appropriately to class discussions 1A

-replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures  1A

-recite short, simple poems 1A

-use music and/or actions to enhance the enjoyment and --understanding of rhymes, poems, chants and songs 6B

 

 

Life Skills (ENLS) Content 

Students:

-select and use appropriate means of communication, including technology, for a particular audience 2A

-contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification 2A

-use photographs, pictures, symbols and visual aids for a variety of purposes 5A

 

HSC Life Skills (LS) Content 

Students:

-convey information through vocalisation, gesture, sign, communication device or speech in response to initiation from others 1.6

-give information or comments on specific matters, in response to a question from others, in an appropriate manner using communication devices 1.6

-uses communication technology or aids with peer or adult assistance to communicate basic needs and wants, to convey information and indicate preferences in a range of situations 1.8

-convey a verbal message directly from one person to another (involving known and unknown people) in a range of situations using a single sentence 2.5

-speak with a known person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to convey basic information, express choices, or make requests in a range of situations 2.9

-speak with an unknown person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to con vey basic information, express choices, or make requests in a range of situations 2.9

-speak with several known people in an appropriate manner (volume, tone, vocabulary) in a range of small group situations 2.9

English Learning Continuum Content

Vocalises Maintains attention Responds to sounds, familiar people, songs and phrases
Uses gestures/body language with support to comment    

Vocalises

Listen for a reflex vocalisation from the student when engaged in any singing activity. Immediately respond by interpreting it as an attempt to sing along and say, “SN is singing! Good singing SN!” Respond in this manner as often as possible to encourage further attempts to vocalise and participate in singing activities. This activity could be adapted for use during any other activity throughout the school day such as sand play, water play and sensory room visits etc.

 

Maintains Attention

Present a student with textured letters and comment on specific letters. For example, “This makes the sound ‘m’. Let’s feel it.” Provide the least amount of support needed for the student to touch the letters and feel the texture. Listen for any vocalisation from the student and attribute meaning to any attempt to say the name and/or sound of the letter. Praise the student for maintaining attention and repeat this process with other letters.

 

Responds to sounds, familiar people, songs and phrases

Play a familiar song at a volume level that will attract a student’s attention. Look for any reflex movement the student makes in response to the song and say “SN can hear the song ….. SN is smiling. SN likes this song!” Stop the song and look for any movement or response that may indicate that the student would like to hear the song again. When the student makes a reflex movement attribute meaning to it by saying, “SN wants more!” Press play and again look for any reflex movement and respond appropriately. Repeat this process a few times to encourage and reinforce the skill of responding.

 

Uses gestures/body language with support to comment

Observe any gesture/body language movement a student may use repeatedly in response to a situation, activity or item. This could include touching their nose when they enjoy something or stamping their feet when they do not like something. Immediately attribute meaning to this action and say, “SN is … SN likes/does not like….”  

 

Identify a student’s favourite song, movie, toy or activity. Notice any gesture or body language used by the student when the favoured item/activity is presented. Immediately attribute meaning to the action and say, “SN is smiling. SN likes …” or “SN is leaning closer to …. SN likes …” Non-preferred items/activities could also be used to develop a student’s ability to comment. It is important to be vigilant when observing students as gestures/body language can often be small and easily overlooked. Ensure interpretations are consistently applied.

 

 

Key Assessment Points

 

 

 

  • The level of prompting required for the student to complete a task should always be recorded.
  • Observation could occur throughout the school day in a variety of activities or during a structured assessment task. This could be captured on video or in photos and recorded in skill checklists/rubrics for analysis.
  • Consultation with outside agencies and therapists such as speech therapists may be able to provide additional assessment information.

 

 

Suggested Apps

 

Random Touch
Talking Ginger
Furry Friend
Photo Buttons
Inclusive Smarty Pants
Singing Daisies