EXS2 - Expressing Self Through Writing - Abstract and Verbal Symbolic

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English Learning Continuum Content

Matches pictures & symbols 1:1

Present the student with a baseboard and matching picture symbols velcroed on top. Initially use 2 picture symbols and gradually add more symbols to increase the level of difficulty of the task. Direct the student to match symbols and pictures 1:1 using the following steps:

1. Point to each symbol and say/sign it for the student. Repeat a second time with the student touching or pointing to each symbol as it is named.  

 
2. Remove the velcroed symbols from the baseboard and present the student with one symbol at a time. Say, “Match (or put)…….”, and assist the student to pickup the symbol and match it to the corresponding symbol on the baseboard. Use errorless learning as a strategy to ensure success in the initial stages of this task.

Play BINGO games using symbols a student is learning to recognise. Create a covered tile grid on an interactive touch screen device such as an IWB that has the symbols hidden underneath. Create a class set of laminated baseboards with some of the symbols that are represented in the tile grid. Select one student to be the ‘caller’ and give the remaining students, ‘players’, a BINGO baseboard with a set of counters/cards/BINGO markers. The caller touches the interactive screen to turn a tile over and reveal the symbol. The players use the counters/cards/BINGO marker to cover the symbols as they are revealed.

Provide the least amount of support required for the students to participate in the BINGO game and ensure that the player who covers all of their symbols first calls 'BINGO!' It may also be appropriate to set up the game so that all players will call 'BINGO' at once

Uses pictures and symbols with meaning

Model how to use a sentence strip to construct a sentence using a starter such as ‘I like’. Ensure both words and symbols are used in the sentence starter. Allow the student to select from an array of favoured items represented by words and symbols. Provide the least amount of support necessary for the student to select and place one item they like onto the sentence strip. Read the constructed sentence for the student whilst pointing to each word/symbol and encourage the student to read it with or after you.

The above activity could also be completed after sharing a story with students. Use a sentence starter such as ‘I see’ and provide the student with a selection of symbols with words representing items from the story. Provide the least amount of support necessary for the student to select and place one item they can see onto the sentence strip. Read the constructed sentence for the student whilst pointing to each word/symbol and encourage the student to read it with or after you.

This activity could be completed using a range of resources such as laminated cards, interactive touch screendevices, Go Talk Communicators or a variety of apps including Proloquo2Go.

Completes a visual sequence

Present the student with a familiar visual sequence to represent an activity such as swimming, a cooking routine, recipes, bike riding or unpacking a bag. Read through the sequence with the student whilst pointing to each step to ensure that they understand the meaning of each labelled symbol in the sequence. Use backward chaining to assist the student to recognise the sequence order and complete it accordingly. Initially remove only the final step of the sequence and give it to the student to complete. When mastered, remove the final two steps and so on until the student is ready to move to constructing the entire visual sequence.

Constructs a visual sequence

Provide the student with a set of labelled symbols and a blank grid for a sequence they have previously learnt to complete. Direct the student to construct the visual sequence in order. Block access to ensure the student completes the sequence correctly.

Allow students to take photos and/or videos during an activity or excursion. Provide the least amount of support required for the students to use the photos and/or video to construct a visual sequence of the event. A variety of the pictured apps could be used to support this activity and Apps such as Miss Robin’s Room can be used to provide students with the opportunity to engage in sequencing activities on interactive touch screens and devices.

Chooses symbols to complete pictorial stories

Use home/school diaries, giving news or weekend recounts as opportunities to engage students in activities that require them to choose symbols to complete pictorial stories about themselves or other familiar people. Model the activity using your own experiences to demonstrate how to complete the pictorial story. Provide students with the least amount of support required to choose symbols to complete their own pictorial story specific to the activity. Fade the amount of support required until the student is able to independently complete the activity. This activity could be completed using a variety of resources such as:

Pictello	SMART Notebook	Laminated cards	Boardmaker

Matches written name to photo

Use morning circle as an opportunity to teach students how to match their written name to their photo. This could be done on an interactive touch screen or on a morning circle board. Provide the student with the least amount of support required to match their written name with their photo, initially ensuring that these are the only two options available to them. Once the student is able to complete the above task independently, increase the difficulty by including distractors, for example, blank cards, nonsense words, real words that differ significantly from the student’s name, and finally another student’s name from the same class. Support the student to select their written name from amongst the distractors and match it to their photo. Use blocking to ensure that the student matches their written name to their photo successfully each time.

Matches letters in name

Model how to match the letters of a student’s name, stating the name of the letter as you place it in the correct order on the sample. Provide the student with the least amount of support necessary to successfully match to sample the letters of their name always ensuring that they work from left to right. Cover the sample leaving only the first or next letter in the name visible. Provide the student with all the letters in their name from which to select and match to the visible letter on the sample. It is important to say the name of each letter for the student as they match them and always encourage the student to say the letter name after you. 

Sequences letters in name

Model how to sequence the letters of a student’s name while stating the name of the letter as you place it in the sequence.Provide the student with the least amount of support necessary to successfully sequence the letters of their own name always ensuring that they work from left to right. Use blocking to ensure that the student selects the next letter in the sequence and places it correctly. It is important to say the name of each letter for the student as they sequence them and always encourage the student to say the letter name after you. This activity could be completed using a variety of motivating resources such as:

	Tactile letters		Duplo letters		Name writing apps
	Interactive whiteboard		Stamps		Personalised name puzzles

Suggested Apps

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