Activity
This activity gets students up and moving outside of the classroom.
Taking students outside of the
classroom and place themselves in
particular locations, making sure you I
used language to describe the location
(between, near, next to, under, over,
behind etc.).
Reading Rosie’s Walk by Pat Hutchins
Playing I Spy.
For example… “I spy something near my
desk.”
And
Acting out the language of location.
Hands on construction task.
Transformed Task
Explanation
This is important for all students but particularly for these younger students
who find sitting on the classroom for long periods of time challenging.
While students are outside and moving they are engaging with the
curriculum through interpreting the language of location.
This activity was also used as a pre-assessment to see what terms students
already recognised and understood.
By reading a book at the student’s level that uses the desired language of
location provides students with the opportunity to engage with the language
in a way that they are familiar with. Younger students (especially those who
are in my class) engage well with picture books.
The use of the picture book also provides students with a visual
representation of what the terms mean.
Students engage with a popular game while they practise recognising and
interpreting the language of location.
Playing a game is more engaging for younger students (and most students)
than sitting and just listening to the teacher. It allows them to get up and
moving while still engaging with the curriculum.
This activity required students to create a model of the farm from the book,
Rosie’s Walk by Pat Hutchins. Once their model was completed students
used their knowledge of the language of location to describe the path Rosie
took through the farm (filmed on an iPad).
This activity allowed students to show their understanding of the language
of location in a familiar context.
This activity was also used as a formative assessment task.
This activity was a transformed task that allowed students to:
Choose a way to demonstrate and describe how Rosie travelled through a
place of their choice. They also added directions to their map or model.
Students could choose to complete this task using book creator to create a
story map, draw a detailed map, create a 3D map, create a bee bot map
with directions etc…).
This activity allowed students to engage with the curriculum in a way that
appealed to them. By giving students some choice in how they complete the
activity gives them more ownership of the task and also meets more of their
interest needs, which adds to students engagement.