T
assessment oppor
eaching strategies f
tunities
or the learning experiences and
The teacher:
•
•
•
•
•
•
•
•
•
provides opportunities to ‘build the field’ at the beginning of the unit
models using descriptive language, eg ‘The currawong has a beak that is _______,
_______ and _______.’ or ‘The currawong’
teaches the meaning of unfamiliar vocabulary
territory
when they are protecting their nests?’
‘Eagles
provides repeated opportunities for students to use target vocabulary and grammatical
structures
prompts students, if necessary
eg ‘W
explicitly models how to write a paragraph
explicitly teaches the structure of the Information Report text type
monitors students’ discussions, group work and writing processes
records the target vocabulary used by students on a checklist for assessment purposes.
e say “
swoop
. What do you think
It is a long, black, hairy caterpillar
down on their prey
swoop
, to correct their vocabulary and grammatical errors,
.’
means?’, ‘What do we know about what magpies do
, ‘What word(s) could we use instead of
s _______, _______ beak.’
, eg ‘Magpies
.” Say it after me.’
swoop
to protect their
swoop
?’,
Learning experiences and assessment opportunities
As part of this unit, the teacher is planning to implement the following learning experiences
and assessment opportunities. The teacher has documented the adjustments that Jack
needs in order to access the planned learning experiences and assessment opportunities.
25
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 2
Learning experiences, assessment opportunities and adjustments
Learning experiences and assessment opportunities
Adjustments for Jack
Building the field
Vocabulary and the concept of living things
In pairs, students go to a designated area of the playground and • Jack provides verbal input and his partner
list the living and non-living things they see on a worksheet.
records the items on a list
In small groups, students take turns to identify and name a
• a student in Jack’s group acts as scribe
living thing from their list. They record it on butcher’s paper
under the heading of ‘living things’. Each student explains why
they selected the example as a living thing (ie characteristics),
for example:
• the teacher provides Jack with a sentence
starter, eg ‘I know it is living because
_________ and _______’
• needs energy to survive (eg food, light, nutrients)
• changes over time (grows)
• moves
• the teacher monitors Jack’s vocabulary use
• reproduces/breeds
and sentence structure
• responds to stimuli (eg light)
• produces waste (eg moisture, excrement).
