Nathan the speaker

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Reflection - what these stories exemplify

Key competencies

These stories show Nathan participating and contributing in classroom learning. The stories give examples of Nathan responding as a group member. They also demonstrate Nathan managing himself in the learning sessions. He is meeting new challenges and acts appropriately in the learning.

In all the learning stories, Nathan is demonstrating a willingness to begin to interact with a range of people in a number of contexts (using language, symbols and texts).

How might these stories strengthen Nathan’s identity as a learner?

The string of stories describes Nathan’s growing confidence about communicating in routine classroom activities and his motivation to be an active participator and contributor (agency and breadth).

The stories span several months during which time Nathan moves from replying, “ah ha” to morning greetings to saying, “hi” and stringing words together. Nathan is communicating more frequently, more competently, and with a wider audience (continuity and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 English

This learning is in the Speaking, Writing, and Presenting strand. Nathan is developing his ability to use oral language to reply to greetings and questions, and to express his needs and intent. His communication is developing from one word utterances to stringing several words together.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Nathan feels accepted and secure in his class and with his peers. His teacher (Mary) and teacher aide (Debbie) make sure he is included and that his learning needs are catered for in a supportive learning environment. The teacher and class members support each other’s learning with familiar and consistent routines, along with visual and verbal prompts.

Mary and Debbie encourage Nathan to take part in all class activities. Nathan is able to integrate new learning into what he already understands and to make connections across all learning areas. This is helped by the integrated nature of his classroom programme.

Many opportunities are given for Nathan to engage with, and enhance the relevance of, his new learning. The activities described in the learning stories show a variety of learning opportunities, including the regular and the familiar.

Reflective question for the reader

“In what other ways do you encourage the opportunity for communication amongst your students?”

Useful resources

Butterfield, N., Arthur, M., & Sigafoos, J. (c1995). Partners in everyday communicative exchanges: a guide to promoting interaction involving people with severe intellectual disability. Baltimore: Paul H. Brookes Pub. Co.

Downing, J. E. (c2005). Teaching communication skills to students with severe disabilities. Baltimore: P.H. Brookes Pub.

Ministry of Education. (2000). Inclusive assessment. Wellington: Learning Media.

Ministry of Education. (2003). Effective literacy practice in years 1 to 4. Wellington: Learning Media.

Ministry of Education. (2008). The English Language Learning Progressions: a resource for mainstream and ESOL teachers. Wellington: Learning Media.

Ministry of Education. (to be published in 2009). Oral language in years 1 to 3. Wellington: Learning Media.

Quill, K. A. (c2000). Do-watch-listen-say: social and communication intervention for children with autism. Baltimore, Md.: Paul H. Brookes Pub.

Janney, R., & Snell, M. E. (c2006). Social relationships and peer support [Part of the set Teachers' guides to inclusive practices] (2nd ed.). Baltimore, Md.: Paul H. Brookes Pub. Co.

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