Educ 4731 Ang Cai Wen Assignment 2

Ang Cai Wen 2170088 EDUC4731
Instructional Program
Name and student number: Ang Cai Wen 2170088
Lesson Overview
Curriculum Area English Year level: Preschool
(Nursery & Kindergarten 1)

Content Early spatial relations concepts such as prepositions are used to help
Descriptor us and others comprehend directions accurately, inquire about
matters and communicate our thoughts to others (Spivey, 2009).
Harms (2011) shared that there is a linkage between children
learning to use a variety of spatial words and their later spatial
thinking which eventually is important in Mathematics, Science and
Technology. Therefore, at the end of this program, student A and J
will be able to demonstrate understanding of at least 4 basic
prepositions which will benefit them in comprehending and
responding to instructions given. In other words, as they begin to
make sense of the meaning of prepositions, they will have the ability
to hold meaningful conversations.

Students and I have identified two students – student A and student J.
their LDs or Student A is a 4-year old boy with suspected autism spectrum
challenges disorder (ASD) and his primary language is mandarin. Student J is a
5-year old boy diagnosed with ASD and has poor control of his pitch
of voice and volume.
The strengths of both students are that they participate and learn
well in small group activities, are ready to acquire new knowledge,
follow rules and routines well and are not resistant to changes.
According to Child Development Institute (2015), at the age of three
to four years, children should be able to display their knowledge of
‘over’ and ‘under’, use at least 4 prepositions or display their
understanding of the meaning upon request. Currently, student A
and J are unable to carry out the mentioned skill independently. For
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student A’s expressive language, that is his spoken vocabularies
(Loraine, 2008), he is able to use 4-5 word sentences to express his
needs, wants and make comments while student J uses 3-4 word
sentences instead. Student A’s receptive language, which is his
understanding towards words read/heard (Loraine, 2008), is that he
is able to carry out 2-step direction within contextual cues when
given the instruction while student J is able to carry out 1-step
direction within contextual cues when given the instruction.
Student A is able to read words such as: general nouns (colour
names and numbers).
Student J is able to read words such as: verbs (e.g. play, take, keep),
modifiers (e.g. big, small, long, short) and general nouns (colour
names and numbers).

Learning objective As a result of engaging with this series of lessons, the students
will….
Identify at least 4 different spatial relations concepts (prepositions)
by reading, telling and carrying out direction(s), at least 90% of the
time, independently.
Learning By the end of these 4 lessons, By the end of these 4 lessons,
objectives students will understand students will know …
that…  How to use the 4
Prepositions are function words prepositions
that are used to construct  The meaning behind the 4
meaningful sentences for prepositions
communication.
By the end of these 4 lessons, Essential Questions
students will be able to (skills) Open ended - the Big Idea
… Understanding and using
 Read the prepositions prepositions help create
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 Say the location of the meaningful conversations with
object others.
 Locate the object
 Point to the object
 Recognize and apply
preposition(s)
 Understand directions
given
 Indicate through
choosing among 4
options
Summary of lesson sequence for selected Performance Objective
(4 lessons)
Identified At the end of the 4 sessions, both students will be able to identify at
performance least 4 different spatial relations concepts (prepositions) by reading,
objective telling and carrying out direction(s) for at least 60% of the time, with
visual support.
Lesson 1
Introduction to 2 prepositions (on, in)
- Work on understanding the prepositions

- Work on carrying out the required actions
- Work on identifying the prepositions
- Work on associating objects with visuals
Lesson 2
Recap from lesson 1 & introduction to 2 more prepositions (under,
beside)
- Work on understanding the prepositions

- Work on carrying out the required actions
- Work on identifying the prepositions verbally and visually
Lesson 3
Game of prepositions
- Work on describing the location (using prepositions)

- Work on sorting the prepositions
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Lesson 4
Final recap of 4 prepositions
- Demonstrate understanding of prepositions upon command

- Complete tasks as independently as possible
Learning In order to encourage full student performance, it is the teacher’s
environment role to provide an inclusive and supportive learning environment
(Spinelli, 2012). This is because the environmental elements may
greatly influence student’s concentration, drive and determination
to learn in the classroom. Hence, it is important to ensure that the
learning environment is safe from hazards, pleasant to work in, have
child-sized furniture and distinctive work or learning areas (Lewis &
Doorlag, 2011).
Therefore, the lessons will be conducted in student A and J’s natural
setting, i.e. the classroom and it will take place at the area where
group time usually takes place and where there are child-sized
tables and stools. To minimize noises and peers’ distractions, the
lessons will be conducted during softplay session where the other
students will be out of the classroom. To ensure better concentration
from the students, a teacher should observe from a student’s
perspective by going down to the level, i.e. sitting at where the
student would be and look out for distractions which may sway the
student’s attention. By doing so, amendments and adjustments to
the learning environment can be better made to target the student’s
optimal level of learning (Feeney, Moravcik, Nolte & Christensen,
2010). It is henceforth also important to have the students sitting
side by side while the teacher sits opposite from them, ensuring that
there are face-to-face interactions.
Lewis and Doorlag (2011) also mentioned that students’ academic
and non-academic performance would be implicated based on how
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the teacher organizes the instructional environment of the
classroom. Instructional environment are the materials used, the
way the lesson is delivered and methods provided for students to
showcase their understanding. It is stated that by learning with the
right instructions, students will feel more capable and less likely to
display negative behaviours. As student A and J are diagnosed with
suspected ASD and ASD respectively, visual supports are used
throughout the 4 lessons to aid their understanding in what was
shared verbally. Visual supports are commonly used with children
with ASD, as it is an efficient tool in increasing their communication
skills, ability to learn, comprehending information and independence
(Dyrbjerg & Vedel, 2007). Additionally, as mentioned in assignment
1, instructions given in English language will be reinforced with
Mandarin for student A so as to allow clearer understanding of what
is expected/ being taught.

Active In order to achieve active participation from the students, that is to
participation engage them through meaningful and interactive manner, strategies
from students were adopted from Price and Nelson (2013). With the use of the
following strategies, students will be more involved and therefore be
able to absorb, maintain and process the information given. They
will also be more task-oriented and have better concentration, which
may result in their boost in confidence level (Lewis & Doorlag,
2011). Not only do the students benefit from the strategies,
teachers will also be able to gain positive insights of students’
present level of performance and their progression.
The 3 types of strategies are – involvement strategies, rehearsal
strategies and processing strategies.
Involvement strategies are used to maintain students’ focus and
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attention during the delivery of direction. One way is to get the
students to response as a pair by asking a question and getting
them to fill in the blank. Appropriate amount of waiting and
processing time should be provided for them to respond accordingly.
For example, when showing them the video in the lesson, pause at
appropriate timing and repeat what was said with a blank at the
end, which requires them to fill up.
Rehearsal strategies are providing opportunities and situations for
students to practice or rehearse the learnt concept/ skill. An
adjusted version of this will be to allow them to practice placing the
item around the box after demonstration from the teacher.
Lastly, the processing strategies are providing students with time to
absorb and break down information shared. The adjusted method to
do this is to summarize the information shared with the students at
the end of the lesson. For example, teacher to emphasize on ‘under’
and ‘beside’ by showing the students the visual as well as
demonstrating the way it is used.
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Lesson Plan 1
Curriculum Area English Year Level: Preschool

Learning By the end of this lesson,
By the end of this lesson,
objectives students will understand that…
students will know …
The prepositions – ‘on’ and ‘in’
- The meaning of ‘on’ and
are used to give information
‘in’
about the location of object(s). - How to use ‘on’ and ‘in’
By the end of this lesson, Essential Questions
students will be able to (skills) - Why are prepositions used
… in conversations?
- Does the sentence make
- Recognize the words –
sense if prepositions are
‘on’ and ‘in’
- Point to the correct visual omitted? Will the
- Indicate through choosing
communicative partner
between 2 options
- Carry out the requested then understand the
action(s) message put across?

Length of lesson 30 minutes
Lesson Sequence content
1. Teacher to show and introduce the materials used for the lesson.
2. Teacher will then show the students a video on the prepositions – ‘on’ & ‘in’.
3. Teacher to introduce prepositions – ‘on’ & ‘in’ and move the spider around the box
according to the visual shown. E.g. Visual of ‘on’ – place spider on the box.
4. After demonstrating, students will take turn to move the spider according to the
mentioned preposition.
5. Students will tell the location of the spider by pointing to/ taking the correct visual
upon request.
6. Students then watch the video again and at appropriate timings, the video will be
paused and students will be asked on the location of the object in the video.
7. Teacher summarizes on what was taught by repeating step 3.
Check for
During the lesson, informal assessment will be used to check for
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understanding
students’ understanding towards what was taught. According to
at lesson end
Spinelli (2012), informal assessments analyse students’ abilities to
deduce innovatively, respond to unfamiliar situations, reflect and
improve on their work and to communicate verbally or with visuals.
It also assists teachers in comprehending students’ process of
learning and not only focusing on the end results.
Therefore, the students’ abilities to demonstrate, verbally respond to
and/ or carry out the required actions upon request will be observed.
For example:
- Can they move the spider around with/ without visual
support?
- Can they identify the location of the spider/ objects?
- Can they answer questions in regards to prepositions?
Visual, verbal, Visual supports: Visuals of prepositions (symbol level with word)
tactile and Verbal supports: To reiterate English instructions given to Mandarin
technological for student A, providing 5-10s of processing time before repeating
supports instructions
Tactile supports: Toy spider, box
Technological supports: Laptop to play video
(https://www.youtube.com/watch?v=8F0NYBBKczM)
Instructional The instructional approach taken is strategy instruction where it is
approaches usually teacher centred in the beginning, with teacher providing
chances for students to acquire, practise and develop methods
(Alberta Education, 2006). The prepositions are deliberately and
explicitly taught to the students through different mediums and
materials. With explicit instructions, a tool to stretch students to
their fullest potential academically, they are brought through the
learning process with clear justifications for learning the new skill/
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concept, get detailed descriptions and demonstrations of the goal
and opportunities to practice while receiving comments until they
reach independence (Archer & Hughes, 2011). Though these explicit
methods were labelled as teacher-centred instead of student-
centred, it is without a doubt that lessons were created based on the
understanding of student’s prior knowledge, learning needs, as well
as the constant assessment and revision to the following lessons
based on the student’s progress.

Resources or
Strategies from Hanen More Than Words Program
supplementary
- OWL (Observe, Wait, Listen)
materials - Be face to face – talk at student’s eye level
- Taking turns
- Imitate, interpret and comment
- Expand student’s language
Lesson The used of video and toy spider were useful in capturing and
reflections/Evalu prolonging their attention. However, student J was distracted with
ations the toy spider and required more time and redirection before
carrying out the action instructed. The visuals used were developed
based on the objects used for teaching, i.e. spider and box, which
helped student A and J relate better. For instance, they were able to
place the spider on the box when asked and shown the visual
support. They were also able to read the words ‘on’ and ‘in’ and
locate by pointing to the correct visual when asked where is the
spider/ objects in the video. They were able to grasp the meaning of
‘on’ and ‘in’ quickly in one lesson, which might be because, they are
commonly used around them. In the next lesson, different materials
would be used to ensure generalization of the knowledge and to
minimize distractions for student J.
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Lesson Plan 2

The prepositions – ‘on’, ‘in’,
- The meaning of ‘on’, ‘in’,
‘under’ and ‘beside’ are used to
‘under’ and ‘beside’
give information about the - How to use ‘on’, ‘in’,
location of object(s). ‘under’ and ‘beside’
- Recognize the words ‘on’,
‘in’, ‘under’ and ‘beside’
- Point to the correct visual omitted? Will the
- Indicate through choosing
communicative partner
between 4 options
- Carry out the requested then understand the
action(s) message put across?

1. Teacher to recap on what was taught in the previous lesson by moving the toy duck
around and asking student A and J about it’s location before giving them a turn to
move the toy duck around the box according to the instructions given.
2. The students are then shown the visuals of ‘on’ and ‘in’ and are tasked to match
the words to the correct visuals.

3. Teacher then shows them a video, focusing on two new prepositions – ‘under’ and
‘beside’.
4. After the video, teacher to introduce prepositions – ‘under’ & ‘beside’ and move the
toy duck around the box according to the visual shown. E.g. Visual of ‘under’ –
place duck under the box.

5. After the demonstration, students will take turn to move the duck according to the
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mentioned preposition.
6. Students will tell the location of the duck by saying/ pointing to/ taking the correct
visual upon request.

7. Lastly, the lesson is summarized by engaging them in a PowerPoint slides game
(refer to appendix B) on the 4 prepositions taught i.e. ‘in’, ‘on’, ‘under’, ‘beside’.
Check for
Informal assessment: monitoring the students’ abilities to
understanding
demonstrate, verbally respond to and/ or carry out the required
at lesson end
actions upon request.
For example:
- Can they move the duck around with/ without visual support?
- Can they identify the location of the duck/ objects?
Tactile supports: Toy duck, box
Technological supports: Laptop to play video & show PowerPoint
slides
(https://www.youtube.com/watch?v=DHb4-CCif7U)
Instructional Teacher centred (explicit teaching), strategy instruction
approaches
Resources or Strategies from Hanen More Than Words Program
supplementary
materials
Lesson As this lesson was conducted one week apart from the first session,
reflections/Evalu helping the students to recap on what was taught previously helped
ations refresh their memories and got the lesson started. With the
continuation of video, visuals, demonstration and hands-on
experience, the students were able to grasp the concept. As ‘under’
and ‘beside’ were relatively new to student A and J, more processing
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time, repetition of instructions and opportunities to practice were
provided. The addition of PowerPoint slides game and its sound
effects were another plus point in captivating the students’ attention
and interest. For the next lesson, to help them to generalize the
concept into their environment.
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Lesson Plan 3

‘under’ and ‘beside’ are used in
sentences to provide - How to use ‘on’, ‘in’,
information or give instruction. ‘beside’ and ‘under’
- Recognize and apply the
words -‘on’, ‘in’, ‘under’
omitted? Will the
and ‘beside’
- Read ‘on’, ‘in’, ‘under’ communicative partner
and ‘beside’ then understand the

- Point to the correct visual
- Indicate through choosing message put across?
between 4 options
- Say the location of the
object
- Carry out the requested
action(s)
1. Teacher to recap on what was taught in the previous lesson by providing student A
and J with a toy duck and getting them to follow the instructions given. For
example, “Can you put the duck under the table?”

2. The students are then shown the words – ‘on’, ‘in’, ‘under’ and ‘beside’ and asked
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to identify by reading before matching it to the correct visual and sticking them
onto the whiteboard.

3. Teacher then introduces a card game where the students have to take turn to pick
one.
4. After picking one, the student has to determine and paste the card under either of
the visuals on the whiteboard, i.e. in, on, under and beside.
5. When all cards are completed, they will be given a worksheet (refer to appendix C)
to complete.
Check for
understanding
demonstrate, read, verbally responds to and/ or carry out the
at lesson end
required actions upon request.
For example:
- Can they move the object around with/ without visual
support?
- Can they identify and match the correct word to the correct
visual?
- Can they group the cards according to prepositions?
- Are they able to complete the worksheet independently?
Tactile supports: Toy ducks, whiteboard, a set of cards, worksheets,
pencils
approaches
supplementary
materials
Lesson Both students were given different instruction at a time, which was
reflections/Evalu effective in assessing their true knowledge of the prepositions.
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ations Student A was able to carry out the action when asked to place the
toy duck in areas that he was familiar with and within context. For
example, under the table/chair, on the chair, in a box, beside the
stool. Student J needed more processing time and visual support was
shown when it appeared that he was unable to comprehend the
verbal instruction. Both students showed no difficulties in reading
the words and matching them to the correct visual. For the card
game, student A could easily identify which preposition the card
goes under while student J needed prompting such as asking
questions and providing choices. As both students are unable to
spell the words and have not mastered the skill of writing
independently, adjustments have been made to the way they
complete their worksheets. They were provided with printed words
of ‘on’, ‘in’, ‘under’ and ‘beside’ where they have to peel the tape off
from the back and paste it in the correct box, describing the location
of the spider. They were able to complete the worksheet
independently and accurately (refer to part ii of appendix C).
The next lesson will be a final recap of all 4 prepositions and
students will continue to be assessed on their ability to perform
independently or with visual support.
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Lesson Plan 4

‘under’ and ‘beside’ are used to
in sentences to provide - How to use ‘on’, ‘in’,
information or give instruction. ‘beside’ and ‘under’
- Recognize and apply the
words -‘on’, ‘in’, ‘under’
omitted? Will the
and ‘beside’
- Read ‘on’, ‘in’, ‘under’ communicative partner
and ‘beside’ then understand the

- Point to the correct visual
- Indicate through choosing message put across?
between 4 options
- Say the location of the
object
- Carry out the requested
action(s)
1. Teacher to begin by showing student A and J a video as a form of recap from the
previous lesson.
2. After that, teacher to mention that they will be playing a game called ‘Can you
find?’ and to explain the rules of the game.

3. With objects hidden within the classroom, each student takes turn to find them
based on the instruction given. For example, “Student A, can you find the apple
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under the table?”

4. After each student has gone through 3 rounds each, they will be given a worksheet
to complete (refer to appendix D).

Check for
understanding
demonstrate, read, verbally responds to and/ or carry out the
at lesson end
required actions upon request.
For example:
- Can they find the object with/ without visual support?

- Do they respond to the instructions given?
- Are they able to complete the worksheet independently?
Tactile supports: pencils, worksheets, fruit manipulative
Technological support: Laptop to play video
(https://www.youtube.com/watch?v=vTO0_kADt3w)
approaches
supplementary
materials
Lesson Both students were able to participate in the game of ‘Can you find’
reflections/Evalu by following the instructions in locating the item. As the items were
ations hidden in apparent places, the students may have located them
based on the instruction of what to find instead of where to find it.
The same items should have been used to truly assess the students’
understanding of the 4 prepositions.
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Post-Assessment Evaluation
Student A:
100%
75%
50%
Pre-assessment
25%
Post-assessment
0%
The chart above compares the results of student A’s pre-assessment and post-
assessment, which is to identify at least 4 different spatial relations concepts
(prepositions) by reading, telling and carrying out direction(s) for at least 60% of the
time, with visual support, after the execution of 4 lessons.
For post-assessment part 1, student A was tested on his ability to read the word –
‘on’, ‘in’, ‘under’ and ‘beside’ without the visual support. The result shows that he
was able to identify and read all 4 words 100% of the time as compared to the pre-
assessment.
For post-assessment part 2, student A was tested on his ability to tell the location of
the object verbally and by pointing to the correct visual. It was apparent that he was
able to respond accurately 100% of the time by saying and pointing to questions
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regarding the 4 chosen prepositions as compared to the pre-assessment where he
was only able to give the correct answer by pointing to the visual support.
For post-assessment part 3, student A was tested on his ability to carry out the
direction upon request. He was able to follow the instruction and move the object to
the correct location for all 4 prepositions without the aid of visual support, 100% of
the time, as compared to the pre-assessment where he was only able to carry out
the direction for ‘in’ and ‘on’ with the aid of visual support.
Student J:
100%
75%
50%
Pre-assessment
25%
Post-assessment
0%
For student J’s post-assessment part 1, the result shows that he was able to
identify and read all 4 words 100% of the time as compared to the pre-
assessment where he was only able to read ‘on’ and ‘in’.
For post-assessment part 2, student J was able to respond accurately 100% of
the time by saying and pointing to questions regarding the 4 chosen prepositions
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as compared to the pre-assessment where he was only able to give the correct
answer by pointing to the visual support for ‘in’ and ‘beside’ and not telling
verbally.
For post-assessment part 3, student J was able to follow the instruction and move
the object to the correct location for all 4 prepositions, 100% of the time, with
the aid of visual support for ‘under’ and ‘beside’. During the pre-assessment, he
was only able to carry out the direction for ‘in’ and ‘on’ with the aid of visual
support.
Overall, after conducting 4 lessons, student A is able to identify the 4 chosen
prepositions by reading, telling and carrying out direction(s), 100% of the time,
without visual support while student J is able to do all the skills mentioned, 100%
of the time, with visual support. Both students have shown progressive results as
a result of the 4 lessons. Moving forward, in relation to Whalen (2009), the ability
to generalize the learnt skill/ concept over different settings will benefit students
with ASD greatly in terms of their behavior and social communication. Thus,
student A and J will continue to be provided with opportunities to practice the
learnt concept in all settings in school as well as home environment before they
are introduced to new prepositions.
Evaluation of instructional program
This instructional program was created with backward design where the end
result was first identified before assessments were created to monitor the
students’ learning and lastly, lessons were designed and instructional approach
were chosen to teach students the chosen goal (Wiggins & Mctighe, 2005).
Firstly, the performance objective (PO) set was for both student A and J to be
able to identify at least 4 different spatial relations concepts (prepositions) by
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reading, telling and carrying out direction(s) for at least 60% of the time, with
visual support, after 4 lessons. Based on the results as shown in the post-
assessment evaluation, both students have met the PO set. The 4 learnt
prepositions are – ‘on’, ‘in’, ‘under’ and ‘beside’. These were chosen, as they are
prepositions, which are commonly used in every day’s communication. In
addition, students aged between 2 to 3 years old should know the prepositions
‘on’, ‘in’ and ‘under’ and students between 3 to 4 years must be able to use at
least 4 prepositions or be able to carry out the required action upon request
(Child Development Institute, 2015). The learning outcome set was for both
students to identify at least 4 different spatial relations concepts (prepositions)
by reading, telling and carrying out direction(s), at least 90% of the time,
independently. In this aspect, student A has met the learning outcome 100% of
the time while student J is midway into meeting it. However, as student A and J
have got a certain level of prior knowledge to the prepositions ‘on’ and ‘in’, the
duration in which they could fully demonstrate the understanding of these two
prepositions might have been shorter and therefore resulting in the successful
results. The results might have differed should the other prepositions such as
‘between’, ‘behind’ and ‘in front of’ were chosen instead.
Secondly, the type of assessment chosen, that is the informal assessments, are
often preferred by students as it is relevant, is interactive and is less aggressive
as compared to formal assessments which often require the comparison of
results between peers to determine their performance level (Spinelli, 2012). As
the assessments were also done in the students’ natural setting, it was highly
likely that they felt less pressurized and hence, were able to perform optimally.
For the last 2 lessons, worksheet were given to student A and J for completion at
the end of the session and it was to be completed in a relaxed setting as
compared to taking a test where marks will be awarded. Informal assessments
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such as observations were also used to check on the students’ level of
understanding, which was non-invasive and students often were not aware that
they were being assessed.
Thirdly, lessons were planned and each student’s learning style were taken into
consideration when considering the instructional approach as well as additional
supports to be provided. Vermont Department of Education (2009) stated that by
adjusting program and instructional methods for students, they get equal
opportunity to learning; the rate of their success would be higher and it allows
them to showcase their ability in their own ways. As seen in the post-assessment
evaluation, students were able to meet the target set due to the individualized
instructional approach as well as supports.
Self-refl ection, future planning
This program could be identified as successful in terms of meeting the
performance objective and most of the learning objectives. In comparison to the
pre-assessment results, both student A and J have shown progressive
improvement in demonstrating their understanding of at least 4 prepositions.
With the 4 chosen prepositions to be taught, the post-assessment task was done
slightly differently from the pre-assessment task. Irrelevant prepositions such as
‘between’, ‘behind’ and ‘in front’ were not tested in the post-assessment task
and therefore results from the pre-assessment tasks were analysed once again,
taking into consideration of only the 4 chosen prepositions. Therefore, the post-
assessment evaluation is reliable with the newly analysed information on
students’ prior and present level of performance.
Through this instructional program, the skills to begin planning with the end
results in mind have been obtained. On top of that, a clearer understanding of
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the benefits and limitations of formal and informal assessments have also been
clarified. With these new information, knowledge and skills gained, students will
be able to benefit greatly from the future programs planned as adaptations can
be made based on each individual’s learning needs. With these in mind, it is
always crucial to be well informed and updated of the new strategies presented.
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strategies that can help students. United States: Vermont Department of
Education.
Whalen, C. (2009). Real Life, Real Progress for Children with Autism Spectrum
Disorders: Strategies for Successful Generalization in Natural
Environments. Brookes Publishing Company.
Wiggins, G.P., & Mctighe, J. (2005). Understanding by design. Association for
Supervision & Curriculum Development.
25
Appendix A
Results of student A:
Read the word Tell me the Carry out the
location of the action
spider
Verbally Pointing
to the
visual
cue
On ✔ ✔ ✔ ✔
In ✔ ✔ ✔ ✔
Under ✔ ✔ ✔ ✔
Beside ✔ ✔ ✔ ✔
Between NA NA NA NA
In front NA NA NA NA
Behind NA NA NA NA
✔= able to do it✗= unable to do it
NA: Not Assessed
26
Results of student J:
Read the word Tell me the Carry out the
location of the action
spider
Verbally Pointing
to the
visual
cue
On ✔ ✔ ✔ ✔
In ✔ ✔ ✔ ✔
Under ✔ ✔ ✔ ✔
(with visual
support)
Beside ✔ ✔ ✔ ✔
(with visual
support)
Between NA NA NA NA
In front NA NA NA NA
Behind NA NA NA NA
✔= able to do it✗= unable to do it
NA: Not Assessed
27
Appendix B
PowerPoint slides game:
28
Appendix C
i)
Template of worksheet
29
ii) Completed worksheets
30
Appendix D
i) Template of worksheet
31
32
ii) Completed worksheets
33
34
Appendix E
Materials and visuals used:
35

Educ 4731 Ang Cai Wen Assignment 2

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Ang Cai Wen 2170088 EDUC4731

(Nursery & Kindergarten 1)

Descriptor us and others comprehend directions accurately, inquire about

matters and communicate our thoughts to others (Spivey, 2009).

Harms (2011) shared that there is a linkage between children

learning to use a variety of spatial words and their later spatial

thinking which eventually is important in Mathematics, Science and

Technology. Therefore, at the end of this program, student A and J

will be able to demonstrate understanding of at least 4 basic

prepositions which will benefit them in comprehending and

responding to instructions given. In other words, as they begin to

to hold meaningful conversations.

challenges disorder (ASD) and his primary language is mandarin. Student J is a

of voice and volume.

well in small group activities, are ready to acquire new knowledge,

According to Child Development Institute (2015), at the age of three

to four years, children should be able to display their knowledge of

‘over’ and ‘under’, use at least 4 prepositions or display their

understanding of the meaning upon request. Currently, student A

student A’s expressive language, that is his spoken vocabularies

(Loraine, 2008), he is able to use 4-5 word sentences to express his

sentences instead. Student A’s receptive language, which is his

understanding towards words read/heard (Loraine, 2008), is that he

is able to carry out 2-step direction within contextual cues when

given the instruction while student J is able to carry out 1-step

direction within contextual cues when given the instruction.

Student A is able to read words such as: general nouns (colour

names and numbers).

names and numbers).

Identify at least 4 different spatial relations concepts (prepositions)

by reading, telling and carrying out direction(s), at least 90% of the

objectives students will understand students will know …

that…  How to use the 4

Prepositions are function words prepositions

that are used to construct  The meaning behind the 4

meaningful sentences for prepositions

students will be able to (skills) Open ended - the Big Idea

… Understanding and using

 Read the prepositions prepositions help create

 Say the location of the meaningful conversations with

 Locate the object

 Point to the object

 Recognize and apply

Summary of lesson sequence for selected Performance Objective

performance least 4 different spatial relations concepts (prepositions) by reading,

- Work on understanding the prepositions

- Work on understanding the prepositions

- Work on describing the location (using prepositions)

- Demonstrate understanding of prepositions upon command

environment role to provide an inclusive and supportive learning environment

(Spinelli, 2012). This is because the environmental elements may

greatly influence student’s concentration, drive and determination

to learn in the classroom. Hence, it is important to ensure that the

learning environment is safe from hazards, pleasant to work in, have

child-sized furniture and distinctive work or learning areas (Lewis &

Therefore, the lessons will be conducted in student A and J’s natural

tables and stools. To minimize noises and peers’ distractions, the

lessons will be conducted during softplay session where the other

students will be out of the classroom. To ensure better concentration

from the students, a teacher should observe from a student’s

perspective by going down to the level, i.e. sitting at where the

student’s attention. By doing so, amendments and adjustments to