Teaching strategies for the learning experiences and assessment opportunities

The teacher:

records informal language used by students under pictures of each shape or object. The name of the shape or object is recorded first on the list
builds on students’ everyday language for shapes and objects by modelling mathematical language
uses both mathematical terms and informal language when instructing students to sort shapes or objects
pre-teaches new language for the learning experiences, eg roll, slide, stack through modelling
provides students with opportunities to demonstrate their understanding of new language (eg roll, slide, stack) in response to directions from the teacher or other students
supports students’ conceptual understanding of targeted shapes and objects by providing examples and non-examples. The teacher starts with non-examples that are very different from the target shape or object, gradually progressing to shapes or objects that differ only slightly from the target shape
uses language related to shapes and objects in other key learning areas
questions students to elicit responses that will demonstrate their understanding of target language. The teacher records the ‘shape’ and ‘object’ names used by each student for assessment purposes.