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Support Materials for Students with Special Education Needs
English K–6
Speaking and listening
Student:
Hot and soft
Teacher:
Right. Now here is uncooked spaghetti. How does it feel?
Student:
Hard
Teacher:
How do you think it will feel when it is cooked?
• guides students (when necessary) to understand the meaning of a question form,
eg for ‘how’:
Teacher:
How are these flowers different?
Student:
Yes, they are different
Teacher:
What colour is this flower?
Student:
Red
Teacher:
What colour is this one?
Student:
Yellow
Teacher:
So how are these flowers different?
• provides a selection of answers for students to choose from, for example:
Teacher:
What do we call this part of the flower?
Student:
I don’t know
Teacher:
Is it the stamen or the stalk?
Student:
Stalk
• provides examples of
who, what, where
questions using a familiar practised example,
before asking students to apply the question starters to a new context, eg ‘Where were
we yesterday?’, ‘What did we do?’, ‘Who was with us?’
Linking new information to existing knowledge
The teacher:
• shows concrete reminders from previous learning experiences, eg photographs,
worksheets, projects, video or written records
• reviews the steps undertaken in previous experiences, for example:
– ‘We bought two identical plants, the same height and same colour.’
– ‘We gave the plants the same amount of water on Monday, Wednesday and Friday
for two weeks.’
– ‘We put one in the dark cupboard and one in the sunshine.’
– ‘Look at our photos with the dates underneath.’
– ‘Here is the film of John watering the plants with the measuring cup.’
• asks students to add a personal perspective to key information to assist them to attach
relevance and meaning
• forecasts the content of learning experiences and briefly explains the relationship with
previous learning, for example:
– ‘Today it is day 15 of the experiment.
– We will compare the two plants growing under different conditions.
– Toby will get the plant from the cupboard, Sian will get the plant from outside.
– I’ll put a measuring rod in each pot and take a photo of both plants. I will put the
photo on the interactive white board for you to study. You will be looking for:
• plant colour (looking at the leaves, stalk and petals)
• plant size (using the measuring rod)
• plant health (looking at whether the plant is firm, floppy or droopy)’
• summarises new information at the end of a lesson or activity.
IMPLEMENTATION
