Evidence of learning
The teacher records students’ use and understanding of positional language using anecdotal notes, checklists of indicators and checklists of target language. The teacher notes Sarah’s response and the time taken for her to respond, where appropriate.
The teacher uses students’ work samples (‘Where is’ books and models), anecdotal notes, and the checklists to determine whether students have made progress as a result of the learning experiences.
Work samples for Sarah may include photographs and/or video. ‘Where is’ books and models are displayed in the classroom for the rest of the class to observe.
Criteria for assessment
Students are assessed on their ability to:
Tier 1
- shift attention in response to a simple direction involving ‘on’ or ‘up’
- accept physical prompts from the teacher to follow simple directions involving ‘on’ and ‘up’
- accept physical prompts from all communication partners to follow simple directions involving ‘on’ and ‘up’
- initiate movement in response to a verbal direction involving ‘on’ and ‘up’
Tier 2
- describe own position in relation to an object, eg ‘I am under the tree’.
- describe the position of an object in relation to himself/herself, eg ‘The table is behind me’
- talk about mathematical experiences
Tier 3
- make a simple model of the playground or classroom and describe the position of objects
- describe the path from one location to another using a model
- follow simple directions given a diagram or description