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.
- Who lives at Emily’s house?
- What does Emily like to do with her family?
Re-read the page in Families that begins with ‘Some families are crafty, always making new things …’. Highlight how different families do different things together.
Re-read the page in Families that begins with ‘Some families are crafty, always making new things …’. Highlight how different families do different things together.
Students recall activities the families did together. For example, feeding birds in the park, driving in the car, walking, reading, cuddling, and picnics.
Students recall activities the families did together. For example, feeding birds in the park, driving in the car, walking, reading, cuddling, and picnics.
Engage in a class discussion about activities students like to do with their family. Ask guiding questions, for example:
Engage in a class discussion about activities students like to do with their family. Ask guiding questions, for example:
- What is your favourite family activity?
- Who do you do this activity with?
- What do you like most about this activity?
- How do you feel when you do this activity with your family?
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Model adding a favourite family activity. Use think-alouds to describe details.
Model adding a favourite family activity. Use think-alouds to describe details.
For example: I like to play soccer with my siblings. I am drawing a soccer ball and a net.
For example: I like to play soccer with my siblings. I am drawing a soccer ball and a net.
Students draw their favourite family activity. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Students draw their favourite family activity. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Model labelling the drawing from activity 4 with a name.
Model labelling the drawing from activity 4 with a name.
For example, their own name, Mum, Dad. Revise that capital letters are a type of punctuation used at the beginning of a name.
For example, their own name, Mum, Dad. Revise that capital letters are a type of punctuation used at the beginning of a name.
Students label their drawing.
Students label their drawing.
Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Too easy? Students include additional labels using personal vocabulary.
Too easy? Students include additional labels using personal vocabulary.
Reflection
Reflection
Explain that students will share and engage in a conversation about their drawing with a partner. Students will ask a question about their partner’s drawing.
Explain that students will share and engage in a conversation about their drawing with a partner. Students will ask a question about their partner’s drawing.
Model asking and responding to questions about the drawing from activity 5. For example, ‘Who is in the drawing? My brother is in the drawing. His name is Sam.’ Demonstrate how to engage in a conversation by asking a follow up question. For example, ‘What is your brother doing?’
Model asking and responding to questions about the drawing from activity 5. For example, ‘Who is in the drawing? My brother is in the drawing. His name is Sam.’ Demonstrate how to engage in a conversation by asking a follow up question. For example, ‘What is your brother doing?’
Students turn and talk to engage in a conversation about their drawing by asking and responding to questions.
Students turn and talk to engage in a conversation about their drawing by asking and responding to questions.
Discuss the pets in the video and support students to make connections to their own lives.
Discuss the pets in the video and support students to make connections to their own lives.
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