- working together in shared tasks such as cooking, craft activities or creating displays, signing questions or statements, for example:
BOOK WHICH WANT MAKE WHICH? PICK.
Which recipe do you want to make? You choose.
PLEASE PRO2 BRING SCISSORS PLUS PAPER?
Can you please bring scissors and paper?
- negotiating roles and responsibilities and expressing preferences when working on shared projects, using expressions such as I would prefer to do that; What job do you want to do?
PRO1 FILM PRO2 QUESTION-her
I’ll film; you ask her the questions.
- contributing to the development of a set of class rules
- engaging in activities such as treasure hunts that involve making choices, solving problems and giving and following directions, for example:
LIBRARY IN DS:turn-right AUSLAN DICTIONARY DS:fat-book SHELF++ THAT. PLEASE BRING-me
Go into the library, turn right and the Auslan dictionary will be on the second shelf. Bring that back to me.
- playing games that involve the exchange or discovery of hidden information, using descriptive language and appropriate questioning, for example:
HAVE BROWN EYES CURLY HAIR?
Does he have brown eyes and curly hair
CAN COOK WITH?
Can you use it for cooking?
- checking on understanding when completing learning activities, for example:
KNOW WHAT PRO1 MEAN?
Do you know what I mean?
THIS PRO2 FINISH THIS?
Do you think that’s finished now?
- participating in games that involve turn-taking, active watching, memory and information exchange
- working together in design projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing
