Transcript

[INTERPOSING VOICES]

INSTRUCTOR 1:

What would you like?

[INTERPOSING VOICES]

INSTRUCTOR 1:

Choose a colour.

STUDENT 1:

I want a car.

INSTRUCTOR 1:

And you're choosing colours?

STUDENT 2:

Yes!

STUDENT 1:

A little car.

INSTRUCTOR 1:

Looking for blue. Good boy.

STUDENT 2:

Yes!

[INTERPOSING VOICES]

STUDENT 1:

I want blue car. I want--

INSTRUCTOR 1:

I want blue car. Good boy.

STUDENT 1:

Blue car.

INSTRUCTOR 1:

Lots of different cars.

STUDENT 2:

Yeah!

[INTERPOSING VOICES]

INSTRUCTOR 1:

Big or small? Big or small? Small car?

STUDENT 2:

Small car.

INSTRUCTOR 1:

I have a big car, a big blue car, and a small blue car.

[INTERPOSING VOICES]

INSTRUCTOR 1:

A blue car, well done. There's your big blue car.

INSTRUCTOR 2:

Now because Oliver has some problems with discrimination, to make it easier for him, I'm putting his bag symbol on the front of the page so it will be easier for him to choose from the items he wants to eat. And as well, we are doing maths during snacks, so I'm putting some numbers for Oliver to request things he would like to eat. I lost one symbol, so will use use this one. OK, Oliver?

I want pictures.

[INTERPOSING VOICES]

OLIVER:

I want pretzel.

[INTERPOSING VOICES]

INSTRUCTOR 1:

What range of ability are you dealing with in this class?

INSTRUCTOR 2:

Say again, please?

INSTRUCTOR 1:

What range of ability?

INSTRUCTOR 2:

We have got different range of abilities. We have got, in fact, three different groups. Children who work at very low p levels. I want pretzels. I want pretzels. How many, Oliver?

STUDENT 3:

Five.

OLIVER:

[INAUDIBLE].

INSTRUCTOR 2:

I want five pretzels.