9/24/2023 0 Comments Gifted hands book pdf downloadWhen experiencing coactive writing activities students make choices between objects and images and accept and reject objects and activities. They can track objects, people or images for a short period of time. They enjoy reading material as it is being read/experienced, shown or told. They fleetingly maintain eye contact with a person or object. They respond to images of familiar people, objects or events. They coactively use different materials for drawing and develop their gripping skills.īy the end of Stage A, students react to a range of spoken, written and multimodal texts from familiar contexts. Students develop their core strength and shoulder stability. They begin to develop their functional motors required for written communication. Students create a range of texts coactively. Informative texts present a small amount of new content about familiar topics of interest. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Literary texts that support and enable Stage A students to become readers include predictable texts, stories, visual displays and information, social interactions and experiences. The range of literary texts comprises Australian literature, including the oral narrative traditions and contemporary literature of Aboriginal and Torres Strait Islander peoples, and classic and contemporary world literature, including texts from and about Asia. They experience shared reading, viewing and storytelling using a range of literary texts, and respond to the entertaining nature of literature. These texts include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They listen to, experience and view spoken, written, visual and multimodal texts, with the primary purpose of engaging, entertaining and informing. Students experience a variety of texts for enjoyment and to extend their experiences of the world around them. Students are provided with experiences that engage, support and extend their learning, including the use of verbal and non-verbal communication and making choices. Students’ actions and mannerisms are treated as communication and ‘interpreted’ and reacted to by adults. In Stage A, students begin to show interest in the world around them, awareness in others and of social interactions. Students are initially encouraged to develop control over their actions and mannerisms and to communicate within the social environment by reacting and responding to their immediate environment with as much independence as possible. Students become aware of their physical state and are moving from reflex responses to intentional responses. Picture symbols are utilised for making choices and to represent real objects and activities. Students are exposed to various alternative and augmentative communication systems because adults model and reinforce communication. Opportunities are provided for students to explore English knowledge, understanding, skills and processes through everyday experiences, personal interests and significant events. In Stage A, students begin to engage, participate and receive communication with known adults, teachers and peers. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and develop these as needed. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Teaching and learning programs should balance and integrate all three strands. The English curriculum is built around the three interrelated strands of Language, Literature and Literacy.
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