emmajess Posted September 14, 2009 Posted September 14, 2009 Very quickly, if children are making pictures with shapes and consistently using the correct names for various shapes, but not describing the shapes with words such as 'pointy' as the guidance exemplifies - no describing, but accurate naming - do you give children this profile point? Just wanted to check!
Guest Posted September 14, 2009 Posted September 14, 2009 I'd be inclined to hold out on giving them the point. They can obiously recognise the shapes, can they recognise the same shape in their environment? If they can then perhaps somewhere in there is the language to describe the properties of the shapes. Give them a little while to see if any language emerges. You've got till half term to decide after all, so hang in there and see what happens?
Guest Posted September 15, 2009 Posted September 15, 2009 Try putting a shape into a 'feely bag' and asking them to describe what they can feel. Even if they can identify the shape, you can ask them how they know - it is then almost impossible for them to avoid using the vocabulary if they have it!
catma Posted September 16, 2009 Posted September 16, 2009 The key thing is the descriptive language which is maybe not as comparative as required for point 6 - they are clearly using shapes but can they say why they've chosen a particular shape for their picture or model. It's this type of discussion you may need to generate and model for them. Cx
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