C3 - Interacting - Concrete Symbolic
Teaching Strategies
Attribute meaning »Prompting »
Shaping »
Teaching Opportunities
Community accessClassroom visits
Teaching Resources
Interactive booksChoose-it! software
Books
Interactive whiteboard
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»
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Assessment Record
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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-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-6B A student recognises that there are different kinds of spoken texts with specific language features and shows an emerging 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 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-1A A student listens and responds in familiar contexts ENLS-2A A student communicates for a variety of purposes, audiences and contexts 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-16D A student explores the ways cultural ideas and perspectives shape a range of spoken, written, visual and multimedia texts ENLS-17E A student uses individual and collaborative skills in the learning process |
HSC Life Skills 11-12 Outcomes (2007) HSC LS1.2 Responds appropriately to cues in a range of environments HSC LS1.7 Engages in (responds to and initiates) social routines and actions HSC LS1.9 Initiates and sustains communication with others HSC LS2.1 Greets and farewells known and unknown people in an appropriate manner HSC LS2.8 Recounts stories, personal experiences
and jokes |
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Early Stage 1 (ENe) Content Students: -use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact 1A -communicate with peers and familiar adults about personal experience 1A -identify some familiar written symbols in context 4A -greet people differently according to the relationship 6B -recognise different methods of communication 6B -demonstrate an awareness of written forms of communication, including labels, symbols, emails, letters and photographs 7B -interpret pictures with labels, environmental print logos and other visual images 8B
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Life Skills (ENLS) Content Students: -respond to auditory cues through body language 1A -respond to familiar auditory cues and signals 1A -use recognised conventions when communicating in a range of contexts 2A -greet and farewell people in an appropriate manner in a variety of contexts 2A -communicate with peers and adults in an appropriate manner 2A -use appropriate interaction skills across a range of contexts 2A -communicate personal needs 2A -recognise symbols, signs and logos in everyday situations 4A -recognise signs and symbols with universal meaning 5A -use photographs, pictures, symbols and visual aids for a variety of purposes 5A -identify culturally specific body language and how this is used to create meaning in a range of texts 16D |
HSC Life Skills (LS) Content Students: -respond to gestures, signs or voices indicating ‘yes’, ‘no’ and ‘stop’ 1.2 -respond to gestures, signs or voices indicating instructions or requests 1.2-engage in simple conversations with known peers, using vocalisation, gestures, signs, communication devices or speech in an appropriate manner 1.7
-engage in brief formal conversations with unknown people in both known and unknown situations, using gestures, signs, communication devices or speech 1.7
-initiate social interactions with known and unknown people in appropriate ways 1.7 -initiate and sustain communication with others in appropriate contexts 1.9 -use appropriate language (vocabulary, tone, volume, manner) to greet and farewell 2.1
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English Learning Continuum Content
| Makes conventional gestures |
Uses facial expression or body position in an attempt to engage a communication partner |
Recognises photos, symbols and signs in the here and now |
| Makes intentional greeting to a familiar person |
Makes intentional vocalisation to greet |
Attempts to use body language and gestures to interact with others
When the student approaches an adult tugging at their pants, attribute meaning to the action by signing and saying, ‘toilet’. Where possible, use hand over hand support, orthe appropriate level of prompting, to help the student sign ‘toilet’ and immediately take the student to the toilet. After using the toilet, praise the student by saying, “Good SN, you asked to go to the toilet.” Again, use the appropriate level of support to help the student sign ‘toilet’. Fade the level of support required to shape the student’s actions into a more conventional sign for ‘toilet’.
Uses facial expression or body position in an attempt to engage a communication partner
When the student makes unconventional actions, including screwing up their face, lifting their arms, kicking their legs or hitting, attribute a positive meaning to the action. This includes interpreting the action as a greeting. Begin to shape an arm or hand movement into a conventional gesture such as a handshake or high-five or attribute meaning to a facial expression as a ‘hello’.
Recognises photos, symbols and signs in the here and now
Create an activity on a cause and effect software application such as ‘Choose It Maker 2!’
Read a story, such as ‘The Very Hungry Caterpillar’ By Eric Carle with a touch screen device version open on the interactive whiteboard. Open the book and point to a picture. Call the student to the board to touch the corresponding picture which will result in an audio/ visual response such as an animated caterpillar saying “Mmmm, yummy”.
Makes intentional greeting to a familiar person
Model
a greeting with a support person during morning circle by saying “Good morning,
(support person’s name).” and make a conventional greeting gesture such as
waving, handshake or high-five. Then greet the student in the same way and wait
for them to respond. If the student makes no response, the support person
provides hand over hand support for the student to make the simplest
conventional greeting gesture possible for that student
Makes intentional vocalisation to greet
Provide opportunities for familiar people to greet the student throughout the day including classroom visits. When a familiar person enters the classroom say, “Look, SN, (familiar person’s name) is here. Let’s say hello to them.” and strategically pause. Wait for any vocal response from the student and immediately attribute meaning to it by saying, “(familiar person’s name), SN is saying hello to you.”
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Key Assessment Points |
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Suggested Apps
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