Every Student

R&V1 - Concepts about Print - Intentional

Teaching Strategies

Attribute meaning »
Motivators »
Modelling »
Prompting »
Shaping »

 

Teaching Opportunities

Literacy sessions
Music sessions
Technology sessions
Leisure time
Sensory play

 

Teaching Resources

Bell
Marble run
Websites
Sensory room
Songs
Music
Motivators
Interactive apps, software and websites
Interactive touch screen devices
Animations

 

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»

 

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:

-understand direction of print, return sweeps and spaces between words 4A

-understand concepts about print and screen, including how books, film and simple digital 
texts work, and know some features of print, for example directionality  4A

-distinguish print from drawings 8B

-recognise parts of print and digital texts, e.g. front and back covers, title and author, layout and navigation 8B

-recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry 10C

Life Skills (ENLS) Content 

Students:

-recognise photographs, pictures or symbols as representations of familiar people, objects, venues 4A

-recognise symbols, signs and logos in everyday situations 4A

-read a variety of short, written texts for enjoyment or information  6A

-explore the ways features of visual texts, media and multimedia are used to create meaning for a range of purposes and audiences 5A

 

HSC Life Skills (LS) Content 

Students:

-select items and objects by identifying symbols or words 4.1

-scan visual material to select chosen content 6.2

 

English Learning Continuum Content

Fixates/focuses

Scans and tracks

Focuses 

To encourage students to focus, place a motivator on the floor/table in front of them. When the student looks at and focuses on the object, attribute meaning to the action by saying, “SN, is looking at the …..” and allow the student to continue watching and/or interacting with the item.

 

Provide opportunities for students to access a sensory room and interact with a variety of visually stimulating items. Always praise the student for focusing by attributing meaning to their actions.

 

Use visually stimulating interactive touch screen software or apps to encourage a student to focus. Websites such as SENSwitcher and HelpKidzLearn have an excellent selection of switch adaptable and visually stimulating activities for students to focus on. Always praise the student for focusing, by attributing meaning to their actions.

 

Scans and tracks

Encourage a student to scan and track by holding a motivating object in the student’s view and moving it in response to the student’s eye movement. Shape this into an intentional action by attributing meaning and saying, “SN is watching the …..” Increasingly move the item away from the student’s line of vision so that they have to scan and track the item by moving their eyes.

 

Toys such as a marble run could be used to encourage students to scan and track the motion of the marble. Auditory stimulation by way of a bell along the run may increase motivation for some students to scan and track.

 

Provide opportunities for students to watch and listen to stories on the interactive whiteboard that are read aloud as each word in the sentence is highlighted. Encourage students to scan and track by watching the words as they are highlighted on the screen. This activity could also be used on other types of interactive devices such as computers, laptops or tablets.

 

Points without direction

Attribute meaning to a student’s involuntary body movements toward an object by saying “SN is showing me the…”, or “SN wants the….”. Shape this into an intentional action where possible by providing access to the item so that the student begins to experience a link between moving toward/pointing to an item and receiving it.

 

Sing songs with students that encourage pointing behaviour. Words and/or music for songs such as ‘The Spot Song’, ‘Heads and Shoulders’ and ‘Do you put your hat on your head’ as well as many others, are freely available on the internet from websites such as: Shelveit, Songs for Teaching  and A Library Geek . The Sing, Read and Rhyme booklet developed, compiled and presented by S. Drayton & C. Stuckey for Gosford City Library contains the lyrics to these songs and a number of other useful rhymes that could support this activity.

 

 

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 when assessing these skills.
  • Skill checklists/rubrics could be used to assess some of these skills.

 

 

Suggested Apps

 

ABC Alphabet Song
Musical Flash Cards - Animals
Funny Movie Maker
Glow Tunes
Make Shrek Roar
Baby Discover Images
Baby Touch Shapes
Twinkle Twinkle Little Star