Every Student

R&V2 - Comprehension - Intentional

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

Matches real objects 1:1


Matches real objects 1:1

Occupational therapist Barbara A. Smith. MS., O.T.R. explains in detail the sequential development of matching skills as part of her Categories Game on her website Occupational Therapy and is useful for teaching this skill. 

 

Use motivating items to explicitly teach the concept of matching real objects 1:1. Model how to match the objects and use errorless learning techniques to ensure that the student successfully matches real object to real object. At the initial stages of this activity use only 1 matching pair of objects and then introduce another object as a distractor. The initial object used as a distractor should be non-preferred and very different in appearance, touch and sound. Once distractor(s) are introduced use blocking to ensure that the student successfully matches the two objects that are the same. Work up to including 3 distractors of increasing similarity to the object to be matched. The student has achieved this task when they are capable of matching an object 1:1 from a choice of 4 similar objects such as red car to red car with orange, yellow and pink cars as distractors.

 

Play games with students that require them to match objects 1:1 by placing them into a tub that already contains the object. This activity could be used with a favoured food item such as chips. Place a bowl with some chips already in it within reach of the student and place some more chips on the table directly in front of them. Use guided practice to support the student to match the chips 1:1. Guide the student to pick the chips up and place them into the bowl one at a time saying, “Chips, same! Good work SN!” Allow the student to eat some of the chips as a reward for completing the task. When the student is confident with this, increase the difficulty by introducing some distractors such as non-edible items. This time place some chips and some of the distractor items on the table in front of the student. Model how to match the chips and then use blocking as a strategy to ensure the student puts the chips that they pick up into the correct bowl. Fade support as needed until the student is independently able to match the chips 1:1.

 

Using Distractors

Distractors are used to teach the skill of discrimination in a scaffolded manner. When introducing distractors the following needs to be considered:

 

  • the initial distractor should be non-preferred and very different in appearance, touch and sound or blank
  • once distractor(s) are introduced use blocking to ensure that the student successfully matches the two objects that are the same
  • work up to including 3 distractors of increasing similarity to the object/card to be matched
  • the student has achieved this task when they are capable of matching an object 1:1 from a choice of 4 similar objects such as red car to red car with orange, yellow and pink cars as distractors.

 

 

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

 

Suggested Apps

 

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