C3 - Engaging in Routines - Concrete Symbolic

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English Learning Continuum Content

Acknowledges known routines

Prominently display a visual timetable with the activities of the day represented with photos, PCS, remnants and/or real objects. Explain and show each representation of the activities one by one to each student individually. At the beginning of each activity show the student the relevant symbol or object and explain the upcoming activity. Allow the student to interact with the symbol or object by pointing to it, touching it or holding it.

Responds to familiar cues

When the school bell sounds, for example at the end of playtime, draw the student's attention to the bell by saying, “SN, can you hear the bell? It means we need to …” Use the least amount of prompting necessary to assist the student to move to the correct area.

At the end of an activity play the ‘Clean Up’ song from Super Simple Songs to let students know that it is time to finish the activity and tidy up. Initially draw students’ attention to the song by saying, “Oh everybody I can hear the Clean Up song. Let’s clean up.” Model packing away and use the appropriate level of prompting required to assist students to do the same. Fade the speech cue as students learn to respond to the song. This song is appropriate for younger students. More age appropriate songs and song lyrics are available for older students on the Internet.

Identifies familiar rules

Prominently display familiar rules in the classroom. During designated lesson times show each student a rule one at a time. Label it and point to the rule while modelling the expected behaviour. Continue to hold the rule within a student’s line of vision and ask them to find it by saying, “SN, Can you find the … rule?” Use the least amount of prompting necessary to assist students to point to the rule.

Model an expected behaviour such as ‘listening to the teacher’ with exaggerated movements and ask the student to identify the rule. Allow students to answer by identifying the visual representation of the rule or naming it.

Develop a social story which outlines familiar rules and the positive behaviours associated with them. Each page should contain a PCS representation of the rule and a photo of the students modelling the expected behaviours. When reading the story with the students ask them to point out specific rules by saying, “SN, Can you find the … rule?”

Stays with the group

Lead the class group on regular walks around the school. For younger students encourage them to hold a partner’s hand and encourage older students to stand beside or behind another student. Verbally remind students of the expectation of staying with the group during the walk. Support this with a sign, photo or PCS of the expectation. Strategically stop at pre-determined places and ensure all students are with the group. Praise and/or provide a reward to students who remain with the group. If students move away from the group, stop the group and direct the missing students to return. Upon returning remind them of the expectation by saying, “SN, you need to stay with the group”.

Use incidental teaching opportunities throughout the day where students are participating in group activities, such as assembly or morning circle, to encourage students to stay with the group. Continually remind students of the expectation of staying with the group and praise and/or reward students who do this.

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