c1!talking!andprovidinginformation ! english!learning...

C1 Talking and Providing Information

ENGLISH LEARNING CONTINUUM

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

Pre-‐Intentional Intentional Concrete Symbolic

Abstract and Verbal Symbolic Syllabus Content

TALKING

Makes a reflex vocalisation

Vocalises

Copies/imitates

Uses simple word utterances & sounds

Early Stage 1 (ENe) 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) 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) 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

Reacts to stimulus

Maintains attention

Responds to sounds, familiar people, songs and phrases

Uses gestures/body language with support to comment

Makes sounds of objects, songs and words

Makes approximations to comment within immediate context (here and now)

Attempts to sing songs

Makes approximations to comment (verbal and augmentative)

Pre-‐Intentional Intentional Concrete Symbolic

Abstract and Verbal Symbolic Syllabus Content

PROVIDING IN

FORM

ATION

Looks

Makes brief eye contact

Fixes gaze

Maintains attention

Maintains eye contact with person or object

Interacts with a communication partner

Waits

Maintains eye contact with person or object with purpose

Shares with adult

Participates in group activities

Begins to take turns with support

Stands in front of a group

Stands in front of a group and shares information

Performs in front of audience

Early Stage 1 (ENe) Students: -‐describe an object of interest to the class, e.g. toy, pet 1A -‐communicate with peers and familiar adults about personal experience 1A -‐respond to simple questions either verbally or non-‐verbally 1A -‐demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and purpose 6B Life Skills (ENLS) Students: -‐contribute to and provide an opinion on familiar topics represented in texts through class and small-‐group discussions 6A -‐plan, rehearse and deliver presentations using language forms, features and structures appropriate to purpose, audience and context 11B -‐indicate a preference 2A -‐use photographs, pictures, symbols and visual aids for a variety of purposes 4A -‐adjust communication to suit purpose and audience 3A HSC Life Skills (LS) Students: -‐stand or give attention to another person, an object or an event in their environment 1.1 -‐convey information through vocalisation, gesture, sign, communication device or speech in response to initiation from others 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 -‐initiate and sustain communication with others in appropriate contexts 1.9 -‐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 several known people in an appropriate manner (volume, tone, vocabulary) in a range of small group situations 2.9


LEARNING EXPERIENCES AND OPPORTUNITIES

C1

TALKING

Pre-‐Intentional & Intentional

Strategies Attribute meaning Scaffolding Shaping Strategic pausing Incidental teaching

Opportunities Morning circle Afternoon circle Meal times Music sessions Singing Work tasks

Resources Textured letters Preferred songs Preferred movies Preferred activities Preferred items

Pre-‐Intentional Makes a reflex vocalisation Reacts to stimulus

Students currently working at a pre-‐intentional level should be working toward intentional content.

Intentional Vocalises Maintains attention



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….”

Suggested Apps Talking Ginger

Furry Friend

Random Touch

Singing Daisies

iBaby Buttons

Inclusive Smarty Pants

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.

Assessing Talking – Intentional Strategies • Observation

• Analysis

• Consultation

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.

C1

TALKING

Concrete Symbolic Strategies Modelling Strategic pausing Attribute meaning Scaffolding Guided practice Shaping Questioning Incidental teaching

Opportunities Morning circle Afternoon circle Work tasks Playground Meal times Music sessions Singing

Resources ‘Old McDonald’ song ‘Ants in the Apple’ PCS Preferred song Liberty Swing

Concrete Symbolic Copies /imitates Makes sounds of objects, songs

and words Makes approximations to comment within immediate context (here and now)

Copies/imitates Model a sound with exaggerated mouth movements then pause to cue the student to imitate it by using the same mouth movements and vocalisations. Praise the student for attempts to imitate the sounds you are making. Repeat this process for the same sound a number of times. A range of motivating alphabet/sound songs, tunes or commercial programs such as Ants in the Apple or Jolly Phonics could be used.

Makes sounds of objects, songs and words Sing songs that encourage the production of sounds such as ‘Old MacDonald’. Incorporate a choice board to enable a student to select a favoured animal for the farm. Once the student has selected the animal, place it onto a picture of a farm and model the animal sound using exaggerated mouth movements. Encourage the student to imitate, and praise the student for all attempts and say, “Great work! A cow says MOO. SN said MOO!” Incorporate the animal name and the sound it makes into the full Old MacDonald song using the visual of the animal to prompt the student to produce the sound. Pause as necessary during the song to give the student time to look at the visual and produce the animal sound. Continue to praise the student for any attempts to make sounds or comments. Repeat this activity regularly to encourage further sound production.

Makes approximations to comment within immediate context (here and now) Structure opportunities that can be stopped, started or manipulated in some way to encourage the student to comment, for example using the Liberty Swing. Observe the student and attribute meaning to any vocal sign of enjoyment exhibited by the student and say, “SN is making happy noises. SN is having fun on the swing.” Slow down or stop the swinging motion and strategically pause for a vocalisation from the student. Interpret this as a disapproving comment that the swing has slowed down or stopped and say, “SN is unhappy. Let’s have more swing.” Recommence the swinging motion immediately to ensure that the student realises their vocalisation was understood. Throughout the day look for incidental opportunities where a student makes sounds and approximations that can be interpreted as a comment.

Assessing Talking –Concrete Symbolic Strategies • Observation

• Analysis

• Questioning

• Consultation

• Testing



assessment information. • Elicit responses from students through questioning to demonstrate the skills covered in this area. • Informal testing could be used to assess a student skills.

C1

TALKING

Abstract & Verbal Symbolic Strategies Strategic pausing Attribute meaning Prompting Role play Modelling Guided practice Independent practice Shaping

Opportunities Leisure time Work tasks Music sessions Morning circle Afternoon circle Outdoor play

Resources Food items Big Mack switch Voice manipulators Walkie talkies Interactive touch screen devices Interactive apps, software & websites Lego ™ Puppets Dress up clothes Felt boards Art supplies Telephones Music

Abstract & Verbal Symbolic Uses simple word utterances & sounds



Uses simple word utterances and sounds Setup situations where a student is required to make a request for an item e.g. during mealtimes. Place the student’s drink in sight, but out of reach, and when they signal for it say, “SN wants a drink.” Acknowledge all non-‐verbal communicative attempts, but expect the student to use a word utterance or sound by saying, “SN wants a drink. Use your words”. As soon as the student makes a word utterance or sound, give access to the drink and say, “Good talking. You used your words.” Respond immediately to the word utterance or sound to emphasise the link between word utterances and sounds with having a need met. This should encourage the student to verbalise more frequently.

Encourage students to play with toys that require them to use word utterances or sounds such as walkie talkies, echo microphones,

string telephones and voice manipulators. There are also a variety of apps that encourage students to use word utterances or sounds such as Talking Tom, Furry Friend and Voice Changer Plus. Use age appropriate activities and always praise the student for using word approximations.

Suggested Apps

Talking Tom

Voice Changer Plus

Furry Friend

Talking Ben the

Dog

Encourage students to engage in imaginative play. Ideas for play should focus on themes students enjoy and should also be age appropriate. For senior students this is an opportune time to role-‐play community based situations such as shopping or eating at a restaurant. Always encourage students to use verbal language and praise all efforts. Imaginative play ideas include:

• Tea parties • Dressing up • Puppets

• Role play • Bathing a baby • Talking on the telephone

• Felt boards • Building Lego ™ structures • Drawing

Attempts to sing songs Model and encourage students to sing simple songs of a repetitive nature. Assistive technology can support student engagement. For example, the song “What do you think my name is?” can be modelled using your own name then repeated to incorporate the student’s name. Assistive technology such as a BIGmack Communicator can be used to encourage the student to be actively involved in singing the song by pressing the button to hear their name before attempting to verbalise it independently. Strategically pause at the point of singing the student’s name to allow them the opportunity to press the switch and/or vocalise their name or use an approximation. Praise all student attempts at singing along. What do you think my name is? What do you think my name is, I wonder if you know? My name is …………….. Hello, hello, hello, hello, hello, hello, hello. Lyrics -‐ Play School Team Publisher – ABC Music Publishing

Suggested Apps 35 Sing Along

Songs

Sing! Karaoke

Glee Karaoke

C1

TALKING Abstract & Verbal Symbolic Strategies Attribute meaning Incidental teaching Modelling Questioning Strategic pausing Guided practice Opportunities Morning circle Creative play Structured play Shared reading Literacy sessions Work tasks

Resources Books Sentence strips PCS Photos Symbols

Abstract & Verbal Symbolic cont.

Making approximations to comment (verbal and augmentative) Take advantage of incidental teaching opportunities where a student spontaneously responds to an event, action or situation with a vocalisation. For example, in a situation where a student vocalises in response to a touch from another student, attribute meaning to the vocalisation and say, “That’s right, SN (other student) needs to keep their hands and feet to themselves”. Where possible use symbols to support these opportunities. When reading a story to students point to illustrations they should recognise. Model basic sentence starters e.g. “SN, look! I see …..” to encourage students to comment. Reinforce speech with a simple sentence strip using words and symbols. Emphasise the noun in the sentence and reinforce meaning by dramatising it in some form. For example, say ‘Meow’ for a cat, pretend to peel a banana. Encourage students to make their own comments about an illustration by asking, “SN, What do you see? Come and show me!” Provide students with the necessary amount of support to identify something in the illustration by asking them to point to it and/or select it from a choice of symbols. Once they

have identified something they can see in the illustration, assist them to place the symbol onto a sentence strip. Model the comment one word at a time, point to the word/symbol on the sentence strip and strategically pause after each word to encourage them to make their own verbal approximation of the word, for example, “I”……, “see”……., “a”……, “dog” …… Praise the student for using their words to make a comment and repeat this process throughout the story. This same process of modelling and practising how to comment can be used throughout the day in a range of other activities.

Proloquo2Go

TalkBoard

iCommunicate

Board Builder

iComm

Custom Boards -‐

Premium

iPrompts

Assessing Talking – Abstract and Verbal Symbolic Strategies • Observation

• Analysis

• Questioning

• Consultation

• Testing



assessment information. • Elicit responses from students through questioning to demonstrate the skills covered in this area. • Informal testing could be used to assess a student skills.

C1

PROVIDING INFORMATION

Pre-‐Intentional & Intentional Strategies Attribute meaning Sensory stimulation Shaping Incidental teaching Blocking access Touch cues Motivators

Opportunities Toileting Hydrotherapy Leisure time Cooking sessions Work tasks Sensory play Daily routines Structured play Assembly

Resources Motivators Therapy equipment Sensory items Favoured items Jack-‐in-‐the-‐Box Bubble tube Light scene projector Awards Communication books

Pre-‐Intentional Looks Makes brief eye contact

Students currently working at a pre-‐intentional level should be working toward intentional content.

Intentional Fixes gaze Maintains attention

Maintains eye contact with person or object Waits


Fixes gaze Hold a motivating object, such as a light wand, in a student’s line of sight. Encourage them to look in the direction of the object and block physical access to it until the student looks toward it. As soon as the student looks at the object allow them to hold, use or interact with it. Pair this with praise by saying, “SN, good looking! SN is looking at the ….” Repeat this activity a number of times each day varying the motivating object throughout the day and/or week in order to maintain interest.

Light wand

Sipping Duck

Newton’s Cradle

Marble run

Tickle me Elmo

Light up Kinetic Wheel (Chinese yo-‐yo)

Push-‐top spinner

Pin Wheel

Maintains attention Invite a student to come to the front of the group to assist with handing out awards or other student items such as communication books. Support the student to take the item and give it to the correct person. Encourage the student to remain in front of the group and maintain attention to the task using the least amount of support required.

Maintains eye contact with person or object Encourage students to maintain eye contact with a person or object during daily routines. For example, when repositioning a student from their wheelchair to the waterbed, make eye contact with the student and tell them what is going to happen. Explain what is going on as it happens and say, “SN we are going to hoist you out of your chair and onto the waterbed. Here we go. You are going up in the hoist. It’s great to see you watching what’s happening.” Incorporate the use of established touch cues to communicate routines with

students e.g. a double tap on the shoulder to indicate that it is time for the waterbed.

Toys that capture a student’s attention can encourage them to maintain eye contact for a short period of time. A Jack–in-‐the-‐Box may motivate the student to maintain eye contact with it in anticipation of the resulting action. It is important to have demonstrated how a Jack-‐in-‐the-‐Box works whilst holding it in their line of sight. This should occur numerous times, prior to any expectation of the student maintaining eye contact. Some other toys or objects which may motivate students to maintain eye contact include bubble tubes and light scene projectors.

C1


Intentional cont. Strategies Modelling Strategic pausing Incidental teaching Blocking access Explicit teaching Prompting Opportunities Morning circle School arrival/departure Afternoon circle Meal times Cooking sessions PDHPE Sessions

Resources IWB files PCS Social stories Cueing songs Microwave

Intentional cont.

Interacts with a communication partner Upon arrival at school or during morning circle take opportunities to encourage students to interact with a communication partner by responding to a greeting. When a student makes eye contact immediately greet the student verbally, shake their hand and say, “Hello SN, It is good to see you at school today!” This opportunity could also be used to teach other ways of greeting someone such as a high-‐5, wave or hug.

Waits Identify opportunities throughout the day to explicitly teach a student to wait. Waiting should be a natural element of the activity such as heating food in the microwave. Encourage the student to place the food in the microwave, shut the door, set the timer and start it. Draw their attention to the timer and encourage them to watch the numbers count down. Show the student a ‘wait’ PCS and use gesture to support the student’s understanding of the concept. Block access to the microwave until the heating process is complete. When the microwave beeps, praise the student for waiting and say, “SN great waiting. Now you can eat your …”

Setup an IWB page about waiting for a turn that incorporates student photos, an arrow and a waiting song. Use the page as a tool to explicitly teach the skill of waiting. Point the arrow toward one student at a time to indicate their turn to come to the board and press the button that will play the waiting song. Various forms of prompting could be used to encourage interaction throughout this lesson. Use blocking as needed to encourage students to wait for their turn.

Assessing Providing Information – Intentional Strategies • Observation

• Analysis

• Consultation



assessment information.

C1


Concrete Symbolic Strategies Prompting Explicit teaching Shaping Blocking access Modelling Touch cues Provide opportunities for choice Questioning Role Play Strategic pausing

Opportunities Leisure time Structured play Group games Outdoor play Home time Morning circle Sensory play Toy play

Resources Turn taking board Motivators Toys Student photos Student names School bag First…then board

Concrete Symbolic Maintains eye contact with person or object with purpose

Shares with adult Participates in group activities


Maintains eye contact with person or object with purpose Use home time to encourage a student to maintain eye contact with their bag. Walk to the bag area and point to the student’s bag saying, “SN, it’s time to go home. What do you need to take home?” If the student looks toward and maintains eye contact with the bag, respond immediately by saying, “Yes! You need to take your bag home!” If the student does not maintain eye contact with the bag, pick it up and place it in the student’s line of sight repeating the question and responding in the same way as above. Repeat this each day to shape ‘looking’ behaviour into a purposeful action. Fade the level of prompting as required until the student is able to independently maintain eye contact with their bag to indicate they need it to go home.

Encourage the student to maintain eye contact with a person using a motivating object. Sit opposite the student, directly in their line of sight. Draw the student’s attention to the motivating object. Use a first…then visual support that shows, first make eye contact with the teacher …then play with the motivating object. Show the visual support to the student and read it aloud. Use a light touch cue on the student’s face near their eye followed by the same touch on your

face whilst saying, “SN, looking.” Repeat the touch and verbal cue as needed until the student makes eye contact with you. Immediately reward the student when eye contact is made and say, “SN, Good looking!” then give them the motivating object for a limited period of time. Repeat the activity on a regular basis, increasing the time that person to person eye contact must be maintained. Assist the student to generalise this skill by recognising and immediately praising them for all attempts at making eye contact with a person throughout the day.

Shares with adult Model ‘sharing’ behaviour by driving your own toy car on the same car mat as the student. Say to the student, “SN is sharing the car mat! Good sharing!” Increase the amount of time spent engaged with the student in the shared activity. Vary the activity as required, ensuring that it is motivating for the student. Some ideas for sharing time activities include block play, computer time and toy play.

C1


Concrete Symbolic cont. Strategies Prompting Explicit teaching Shaping Blocking access Modelling Strategic pausing

Opportunities Leisure time Structured play Group games Outdoor play Morning circle Sensory play Toy play

Resources Turn taking board Motivators Toys Student photos Student names Music Parcel

Concrete Symbolic cont.

Begins to take turns with support Use a ‘Whose turn?’ board and a box of students’ preferred items to explicitly teach turn taking behaviour. This activity is best taught in a small group situation. Show the students the ‘Whose turn?’ board and explain how it works. Model the use of the board by including your own photo/name in the 1st position and taking the first turn to select and play with an item from the box. Indicate it is your turn by placing the ‘now’ symbol over your photo/name and when your turn is finished, place your photo/name onto the ‘finished’ section of the board and move the ‘now’ symbol to the next person. Emphasise key phrases such as ‘my turn’, ‘SN’s turn’, ‘my turn is finished’, ‘you are waiting, it is SN’s turn’, ‘who is next?’, ‘SN’s turn is finished’. Repeat this process until all students have had a turn. Praise students for taking turns and waiting appropriately. Block access to the toys as needed to encourage students to wait for their turn. Use visual supports to assist students to generalise turn taking in a variety of activities such as trampoline, bike riding or computer time.

Suggested Apps

Sharing Timer

Your Turn Kid Timer

Lead turn taking activities such as ‘Pass the Parcel’. Explicitly teach the students the rules of the game. Encourage the students to take the parcel and pass it to the next person in the circle. Use repetitive language to reinforce awareness of the movement and direction of the parcel as each student takes their turn to pass it, for example, “It’s SN’s turn now, pass it to SN.” Wait for the music to stop to determine whose turn it is to unwrap a layer of the parcel. Ensure each student has a turn to unwrap the parcel and reinforce whose turn it is by saying, “The music has stopped. SN is holding the parcel. It is SN’s turn.”

Assessing Providing Information – Concrete Symbolic Strategies • Observation

• Analysis


could be captured on video or in photos and recorded in skill checklists/rubrics for analysis.

C1


Abstract & Verbal Symbolic Strategies Modelling Guided practice Independent practice Motivators Questioning Role play

Opportunities Assembly Morning Circle News time Guided reading Music & animations Group games Literacy sessions Technology sessions

Resources PCS Music Musical instruments Home/school diary Turn taking board Toys Favoured activities Big books Awards Songs Interactive whiteboard Interactive touch screen devices Interactive apps, software & websites

Abstract & Verbal Symbolic Stands in front of a group


Performs in front of an audience

Stands in front of a group Use incidental teaching opportunities or group activities to encourage students to stand in front of the class group and say, “SN, come.” Praise the student for standing in front of the group and say, “Well done, SN!” Incidental opportunities include: • Take a turn with a toy • Engage in a favoured activity • Hold a book or turn pages during shared reading • Help the teacher • Use the IWB • Hold up a picture or visual support • Make a song choice

Stands in front of a group and shares information At the beginning of the week use each student’s home diary to talk about the activities participated in over the weekend. Bring the class group together with their home diaries ready for news time. Use a ‘Whose turn?’ board to indicate the order in which students will be asked to stand in front of the group to share their news. Model standing in front of the group to share news using a home diary. Provide the least amount of support required for each student to stand in front of the group and share their news using their own home diary. Praise the student for standing in front of the group and sharing information.

Performs in front of an audience Develop routines to support students’ abilities to participate in a performance in front of the class group. Some ideas include singing a song and doing the actions in front of the group during

morning circle, retelling a story using a familiar big book or playing a percussion instrument during a favoured class song in afternoon circle. Provide opportunities for students to participate in performances in front of a wider audience such as assembly items, signing choir, iPad band, giving out awards at assembly or welcoming guests to a special event. Play group games such as ‘Heads Down, Thumbs Up’ that require students to perform in front of their peers by standing and speaking in front of an audience.

Assessing Providing Information – Abstract & Verbal Symbolic Strategies • Observation

• Analysis


could be captured on video or in photos and recorded in skill checklists/rubrics for analysis.


ASSESSMENT TOOL

Suggested Strategies Prompt Level Key Environment Key (Enviro)

Observation Analysis Questioning Consultation Testing

FP – Full physical assistance PP – Partial physical assistance M – Modelled response G/S – Gesture/sign V – Verbal I -‐ Independent

A – All environments S – School C – Community H – Home

C1 TALKING

Prom

pt

Enviro

Pre-‐ Intentional Content Pr

ompt

Enviro

Intentional Content Pr

ompt

Enviro

Concrete Symbolic Content Pr

ompt

Enviro Abstract and

Verbal Symbolic Content

Makes a reflex vocalisation

Vocalises

Copies/imitates

Uses simple word utterances & sounds

Reacts to stimulus

Maintains attention

Makes sounds of objects, songs and words



Makes approximations to comment within immediate context (here and now)



C1 PROVIDING INFORMATION

Prom

pt

Enviro

Pre-‐ Intentional Content Pr

ompt

Enviro

Intentional Content Pr

ompt

Enviro

Concrete Symbolic Content Pr

ompt

Enviro Abstract and

Verbal Symbolic Content

Looks Fixes gaze Maintains eye contact with person or object with purpose

Stands in front of a group

Makes brief eye contact

Maintains attention

Shares with adult


Maintains eye contact with person or object

Participates in group activities

Performs in front of an audience



Waits

English Program Focus: Communicating 1 Providing Information

Class Teacher Term Weeks

Outcomes and Content

Outcomes

Prim

ary

Syllabu

s Student Names 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 Syllabu

s

Student Names 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 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

English Framework Content Syllabus Document Content

Conten

t

Student Names:

Student Names:

Student Names:

Student Names:

Student Names:

Intentional Concrete Symbolic Abstract & Verbal Symbolic Early Stage 1 Life Skills Fixes gaze Maintains attention Maintains eye contact with person or object Interacts with a communication partner Waits

Maintains eye contact with person or object with purpose Shares with adult Participates in group activities Begins to take turns with support

Stands in front of a group Stands in front of a group and shares information Performs in front of audience

-‐ describe an object of interest to the class, e.g. toy, pet 1A

-‐ communicate with peers and familiar adults about personal experience 1A

-‐ respond to simple questions either verbally or non-‐verbally 1A

-‐ demonstrate a developing understanding of language used at school and expectations for using spoken language according to audience and purpose 6B

Life Skills (ENLS)Students: -‐ contribute to and provide an opinion on familiar

topics represented in texts through class and small-‐group discussions 6A

-‐ plan, rehearse and deliver presentations using language forms, features and structures appropriate to purpose, audience and context 11B

-‐ indicate a preference 2A -‐ use photographs, pictures, symbols and visual

aids for a variety of purposes 4A -‐ adjust communication to suit purpose and

audience 3A HSC Life Skills (LS) Students: -‐ stand or give attention to another person, an

object or an event in their environment 1.1 -‐ convey information through vocalisation,

English Framework Content cont. Syllabus Document Content cont. Co

nten

t

Student Names:

Student Names:

Student Names:

Student Names:

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Intentional Concrete Symbolic Abstract & Verbal Symbolic Early Stage 1 Life Skills -‐ gesture, sign, communication device or speech in

response to initiation from others 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

-‐ initiate and sustain communication with others in appropriate contexts 1.9

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

Links to Quality Teaching Framework Intellectual Quality Quality learning Environment Significance

o Deep knowledge

o Deep understanding

o Problematic knowledge

o Higher-‐order thinking

o Metalanguage

o Substantive communication

o Explicit quality criteria

o Engagement

o High expectations

o Social support

o Students’ self-‐regulation

o Student direction

o Background knowledge

o Cultural knowledge

o Knowledge integration

o Inclusivity

o Connectedness

o Narrative

Links to Other KLA’s Mathematics

Science

Creative Arts

HSIE/Geography/History

Languages

PDHPE

Assessment Evaluation

English Program Focus: Communicating 1 Talking

Class Teacher Term Weeks

Outcomes and Content

Outcomes

Prim

ary

Syllabu

s Student Names

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

Life Skills Syllabu

s

Student Names Life Skills 7-‐10 Outcomes (2012) ENLS-‐2A A student communicates for a variety of purposes, audiences and contexts ENLS-‐5A A student recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts HSC Life Skills 11-‐12 Outcomes (2007) 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 LS2.5 Conveys and relays messages HSC LS2.9 Speaks with others in a range of formal and informal situations

English Framework Content Syllabus Document Content

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Intentional Concrete Symbolic Abstract & Verbal Symbolic Early Stage 1 Life Skills Vocalises Maintains attention Responds to sounds, familiar people, songs and phrases Uses gestures/body language with support to comment

Copies/imitates Makes sounds of objects, songs and words Makes approximations to comment within immediate context (here and now)

Uses simple word utterances & sounds Attempts to sing songs Makes approximations to comment (verbal and augmentative)

-‐ 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)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) 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

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Student Names:

Student Names:

Student Names:

Student Names:

Student Names:

Intentional Concrete Symbolic Abstract & Verbal Symbolic Early Stage 1 Life Skills -‐ -‐ 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 convey 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

Links to Quality Teaching Framework Intellectual Quality Quality learning Environment Significance

o Deep knowledge

o Deep understanding

o Problematic knowledge

o Higher-‐order thinking

o Metalanguage

o Substantive communication

o Explicit quality criteria

o Engagement

o High expectations

o Social support

o Students’ self-‐regulation

o Student direction

o Background knowledge

o Cultural knowledge

o Knowledge integration

o Inclusivity

o Connectedness

o Narrative

Links to Other KLA’s Mathematics

Science

Creative Arts

HSIE/Geography/History

Languages

PDHPE

Assessment Evaluation

English Program

Class Teacher Term Week

Monday Tuesday Wednesday Thursday Friday

Notes e.g. student assessment, program evaluation or other comments

SESSION 1

SESSION 2

SESSION 3

c1!talking!andprovidinginformation ! english!learning...

Documents