Every Student

R&V1 - Book Knowledge - Abstract and Verbal Symbolic

Teaching Strategies

Guided practice »
Attribute meaning »
Questioning »
Motivators »
Modelling »
Strategic pausing »

 

Teaching Opportunities

Literacy sessions
Community access
Library sessions
Leisure time

 

Teaching Resources

Big books
Newspapers
Sticky dots
Tabs
Paper clips
Adapted books
Magazines
Board books
Tactile books
Sound button books
Sensory books
Art supplies

 

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»
Questioning»
Analysis»

 

Assessment Record

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Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-4A A student demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

ENe-8B A student demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

ENe-10C A student thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

ENe-12E A student demonstrates awareness of how to reflect on aspects of their own and others’ learning

Life Skills 7-10 Outcomes (2012)

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-7A A student uses strategies to obtain meaning from and interpret a range of texts

 

HSC Life Skills 11-12 Outcomes (2007)

HSC LS4.1 Recognises individual photographs, pictures, symbols or words for personal use

HSC LS4.5 Comprehend and responds to a variety of texts in a range of formats to obtain information, engage in a range of recreation and leisure activities and to undertake further education, training and employment

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

HSC LS6.2 Views images and interprets their meaning, information and content


Syllabus Content

Early Stage 1 (ENe) Content 

Students:

-recognise basic book conventions, e.g. open and hold books correctly, turn pages 4A

-share picture books and digital stories for enjoyment and pleasure 10C

-develop an appreciation for books, poetry and song and the importance of narrative 12E

 

 


Life Skills (ENLS) Content 

Students:

-view and respond to a range of visual texts, media and multimedia for enjoyment  4A

-respond to a variety of texts 4A

 

HSC Life Skills (LS) Content 

Students:

-select material with photographs or pictures of family members or friends, for personal enjoyment 4.1

-select printed material with photographs or pictures of favourite people, objects or items 4.1

-select written material to read for recreation and leisure 4.5

-use public libraries to select a variety of written material 4.5

-select material for viewing from a personal collection 6.1

-indicate preferences for specific visual material from an available selection of familiar items 6.1

English Learning Continuum Content

Engages with a book in a non-conventional manner

Engages meaningfully with a book 


Engages with a book in a non-conventional manner 

Provide opportunities for students to play/interact with a variety of books. Use descriptive language to comment on what the student is doing with the book by saying, “SN is holding the book!”, “SN is looking at the back cover!” or “Oops! SN’s book is upside down!” When correcting book-handling behaviours use positive words and tone ensuring language remains age appropriate.

 

Engages meaningfully with a book

During reading experiences encourage students to engage meaningfully with the book being read to them. Strategically pause to provide opportunities for students to engage with the book by:
  • drawing attention to different elements of a book such as words, pictures, page numbers, back cover, front cover, pages
  • questioning students about book elements by asking, “Can you show me where the front cover is?”, “Where are the words?” 
  • pointing out familiar objects and/or characters

 

Utilise local and school libraries, bookshops and newsagents to provide opportunities for students to access and engage with books. This could include a borrowing program or purchasing of reading materials for the classroom. For younger students, local libraries can be accessed for group reading sessions.

 

When sharing a text with students, ensure that each student has their own copy to read along. When the page is turned, hold up the book for students to see and ask them to turn their own page. Ensure students have the correct page by asking, “Is your page the same?” To reinforce conventional page turning skills play a game by selecting and holding up a random page in the book and asking students to find the page that is the ‘same’. This could also be turned into a mini competition to see who can find the correct page fastest.

 

Adapt books to allow students with physical or fine motor difficulties to turn one page at a time by adding paper clips or tabs. Add tactile materials and/or sticky dots to the bottom right hand corner of each page in a book to help identify or encourage correct page turning behaviour.

 

Present a book/magazine to the student and flick through the book to locate pages that would be of interest to them. Say, “SN, let’s look at this page. What can we see?” Encourage the student to turn the pages themselves when they are familiar with this activity.

 

To encourage engagement with texts, present a student with a motivating themed magazine such as ‘Food Ideas’ and ask them to flip through to find particular items. For example, from the ‘Food Ideas’ magazine the student may be asked to locate all the cakes. This could be extended to include cutting and pasting of the images found.

 

 

Key Assessment Points


 


  • The level of prompting required for the student to complete a task should always be recorded.
  • Observation and questioning could occur throughout the school day in a variety of activities or during a structured literacy assessment task. This could be captured on video or in photos and recorded in skill checklists/rubrics. 

 

 

 

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