Every Student

R&V2 - Comprehension - Abstract and Verbal Symbolic

Teaching Strategies

Guided practice »
Modelling »
Independent practice »
Incidental teaching »
Prompting »
Match to sample»
Scaffolding »

 

Teaching Opportunities

Community access
Playground
Swimming
Leisure time
Work tasks
Cooking sessions
Meal times

 

Teaching Resources

Interactive apps, software and websites
PCS
Photos
Personalised books
Now...Then board
Visual sequence boards
Real objects
Interactive touch screen devices

 

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»
Testing»
Peer and self assessment»
Consultation»

 

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-7B A student recognises some different purposes for writing and that own texts differ in various ways

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

 

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

 

HSC Life Skills 11-12 Outcomes (2007)

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

HSC LS4.2 Recognises, interprets and responds to photographs, pictures, symbols and signs in a range of communicative community contexts

HSC LS4.3 Recognises, interprets and responds to written information

HSC LS4.4 Comprehends written instructions in order to undertake activities and ensure personal safety

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 LS5.2 Uses symbolic representations of ideas to produce visual messages

Syllabus Content

Early Stage 1 (ENe) Content 

Students:

-read one or more sentences correctly and for meaning in environmental/print texts 4A

-predict meaning using elements of texts prior to reading 4A

-use comprehension strategies to understand and discuss texts listened to, viewed or read independently 4A

-compose texts using drawings and other visual media to create meaning 7B

-interpret pictures with labels, environmental print logos and other visual images 8B

-recognise that words and pictures have meaning and that words can be read aloud 8B

-explore the different contribution of words and images to meaning in stories and informative texts 8B

Life Skills (ENLS) Content 

Students:

- predict meaning from visual texts, media and multimedia, e.g. cover of a novel, video, DVD, poster, advertisement 4A

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

- interpret different forms of visual information  5A

- read and respond to questions about texts to demonstrate comprehension 6A

- identify and use reading behaviours 6A

- predict meaning in written texts, e.g predict the storyline of a novel from reading the back cover, predict the ending of a story 6A

- use semantic and grammatical cues to gain meaning from written texts, e.g. use context clues to comprehend an unfamiliar word in a text 6A

- communicate an understanding of literal and inferential questions about character motives, actions, qualities and characteristics in a range of narrative texts  7A

HSC Life Skills (LS) Content 

Students:

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

- recognise and follow daily routines, using photographs, pictures and symbols 4.1

- locate goods, services, items and places in the community using signs, pictures, and  symbols 4.2

- interpret icons or  pictorial information to enhance community access and increase independence 4.2

- recognise and interpret signs, words, symbols and pictures in a community context 4.2

- locate goods, services, items and places in the community from written identification 4.3

- interpret written information to enhance community access and increase independence 4.3

- interpret and act on written information on signs and notices in a community context 4.3

- read basic information with supervision and are assisted to comprehend the content 4.4

- interpret text presented in a variety of formats 4.5

- use photographs or line drawings to produce lists or schedules 5.2

- use small photographs or line drawings in a personal collection to convey a message to known and unknown people in different contexts 5.2

- access a computer to produce visual messages 5.2

English Learning Continuum Content

Uses some objects, photos, symbols and words to convey meaning

Identifies and uses photo of self in familiar story and/or sequence


Uses some objects, photos, symbols and words to convey meaning

Create communicative situations by using environmental contexts that require students to use some objects, photos, symbols and words to convey meaning. For example, when the bell goes for playground time the student needs to request access to the playground. A communicative situation is created by requiring the student to use the playground symbol to convey their request to go into the playground. Immediately prompt the student to locate the symbol for playground and support them to exchange it with a communication partner who says, “SN wants to go to the playground! Good asking”. This praise should be followed immediately by the provision of access to the playground for the student to ensure that they are linking their use of the playground symbol with getting access to the playground.

 

Identifies and uses photo of self in familiar story and/or sequence

Collect photos from events such as community access or school based activities such as swimming, cooking or birthday parties to create stories or sequences. Ensure students can be clearly identified in the photos. Assist students to create stories or sequences using the photos. Ensure the stories have a clear beginning, middle and end. Whilst working with each student draw their attention to photos of themselves. Encourage the student to either retell the story once it is created or have the student point to the events as the story is told.  Stories can be created using a range of apps, software or websites such as:

 

 

Software

Boardmaker
 


SMART Notebook
 

Microsoft PowerPoint
 

 


SwitchIt! Maker
 


 
Websites
Flattenme
Snapfish
Picture Me Books
My Custom Kids Book



 

 

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.
  • Informal testing could be used to assess matching skills.

 

 

Suggested Apps

 

First Then Visual Schedule
Little Story Maker
StoryBuddy
Pictello