Embedded Files
Learning Intention:
Learning Intention:
Students are learning to express their understanding of how aspects of their own world are represented in texts through drawing, talking and making.
Students are learning to express their understanding of how aspects of their own world are represented in texts through drawing, talking and making.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify different family contexts
- express understanding through drawing and talking
- use oral language to contribute to group conversations, make requests and express needs
- use personal vocabulary to describe
- identify different representations of families.
Display Families by Jane Godwin and illustrated by Yael Frankel.
Display Families by Jane Godwin and illustrated by Yael Frankel.
Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Identify students’ prior knowledge and understanding of families by discussing what makes a family.
Identify students’ prior knowledge and understanding of families by discussing what makes a family.
For example, people who live together some or all the time, people who do something together.
For example, people who live together some or all the time, people who do something together.
Read Families.
Read Families.
Discuss the different types of families explored in the text.
Discuss the different types of families explored in the text.
For example, large and small, step-kids and step-parents, many pets, grandma and grandpa, 2 dads, 2 mums, one parent or special friends.
For example, large and small, step-kids and step-parents, many pets, grandma and grandpa, 2 dads, 2 mums, one parent or special friends.
"Families are different. Who lives at your place?"
"Families are different. Who lives at your place?"
As a class, discuss similarities and differences between students’ family context and the characters from the text. Ask guiding questions, for example:
As a class, discuss similarities and differences between students’ family context and the characters from the text. Ask guiding questions, for example:
- How is your family similar to the families in the story?
- How is your family different from the families in the story?
- What is something special about your family?
Encourage students to contribute to the conversation. Model writing a list of Tier 1 words on the word wall: mum, dad, brother, sister, baby, aunt, uncle, nan, pop.
Encourage students to contribute to the conversation. Model writing a list of Tier 1 words on the word wall: mum, dad, brother, sister, baby, aunt, uncle, nan, pop.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Model drawing a family. Use think-alouds to describe details.
Model drawing a family. Use think-alouds to describe details.
For example, ‘I am drawing my grandma with grey hair.’
For example, ‘I am drawing my grandma with grey hair.’
Students draw their family. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Students draw their family. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Explain that some families come from different parts of the world and may use other names for their family members. Students share personal vocabulary they use for different family members. For example:
Explain that some families come from different parts of the world and may use other names for their family members. Students share personal vocabulary they use for different family members. For example:
mother: ibu (Malay), mère (French), madre (Italian), ummi (Arabic)
mother: ibu (Malay), mère (French), madre (Italian), ummi (Arabic)
father: ayah (Malay), père (French), padre (Italian), alab (Arabic)
father: ayah (Malay), père (French), padre (Italian), alab (Arabic)
grandmother: nenek (Malay), grand-mère (French), nonna (Italian), situ (Arabic)
grandmother: nenek (Malay), grand-mère (French), nonna (Italian), situ (Arabic)
grandfather: datuk (Malay), grand-père (French), nonno (Italian), jidu (Arabic).
grandfather: datuk (Malay), grand-père (French), nonno (Italian), jidu (Arabic).
Model explaining who is in the drawing from the activity.
Model explaining who is in the drawing from the activity.
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