My Role Screen

Learning Areas
English
Texts and contexts (Everyday texts, Literature)
Context
Questions explored in
this program include:
ESL Scope and
Scales
Working within
My Role in
(Outcomes 1.4, 2.4), Language (Outcomes 1.7,
2.7, 1.8, 2.8), Strategies (Outcomes 1.11, 2.11,
1.12, 2.12)
Mathematics
What is a family and
who makes up my
family?
Scale 16
Band
Primary Years
my Family
What are the roles
Pattern and Algebraic reasoning (Outcome 2.11) and responsibilities of Year Levels
Society and Environment
Time, Continuity and Change (Outcomes 1.1,
family members?
Have family roles and
Year 34
New Arrivals Program
Developing an
1.2, 1.3, 2.2), Societies and Cultures (Outcome
1.7)
expectations changed
since arriving in
Australia?
Evidence
Ask and respond to
Autobiography
Essential Learnings oral questions about
Identity What role does family.
Students develop new understandings, skills and my family play in
community/cultural Identify roles of self
knowledge about their identity and role within the
groups? and other family
family group.
members.
Interdependence Focusing on the Identify as members
Students develop new understandings, skills and family allows for the of cultural group,
knowledge required to critically understand the development of English and local and wider
family systems to which their lives are connected language which is community.
and to participate positively within them. critical to exchanges/
Oral and written
Futures interactions in the
community. It also autobiography.
Students develop new understandings about
family and apply this to evolving roles. provides an opportunity
to have students
Equity own families and
Multicultural perspective experiences valued.
New arrivals have a range of life experiences and Teachers will need to be
understandings about family. These experiences aware that family may Timeline
and perspectives are acknowledged and be a sensitive issue for
4 weeks at commencement of New Arrivals
respected. The contribution of culturally diverse some families.
Program, 10 lessons per week. Total of 40
families to Australian society is also valued. hours.
NAP New Arrivals Program Teaching, Learning and Assessment Programs My Role in my Family Developing an Autobiography
Teaching and Learning Cycle
My Role for my Family Developing an Autobiography
ld Mo
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i l din Set up Little Books. ec
on
Bu Use photos to practise Timeline activities. st
using pronouns.
ru
Oral autobiography (teachers, BSSOs) ct
Use models, graphs, drawings, language charts i
Examine purpose, structure, language
ng
to develop language about size, ages, height, features of simple autobiographies.
types of families including comparatives.
Use comprehension questions and critical
Family tree activities. questions (why, who) to draw out types of
Identify and discuss family activities using a information in each section of the text.
range of resources. Language activities, practise/
Excursions and recount. ontinu consolidation.
fie l d C
e b ld
ui
in g
the
Text construction. Orally and in writing expand timelines.

Editing. Jointly construct simple autobiography
Presentation. of one student, drawing attention to
nd structure and language features.
Evaluation.
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Co Co
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NAP
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New Arrivals Program Teaching, Learning and Assessment Programs My Role in my Family Developing an Autobiography
Overview of language taught in the
teaching, learning and assessing program
A summary of the language mostly pertaining to a description as taught in the following teaching, learning and assessing program.
The metalanguage that students may need in order to discuss the above language features is bolded.
Text in context Language

Genre Field Tenor Mode
Explore the purpose, Structure of an autobiography: Noun groups with: Modality: Tense:
structure and language - orientation - epithet - frequency. - primary tense (eg present,
features of an autobiographical - sequence of events - describers past)
Interpersonal meaning
recount. - secondary.
- conclusion/comment. - number. - feelings, attitudes
Language to organise the Verbs/Processes: - names to refer to people Passive voice.
text: - action (doing) - culturally specific Subject verb agreement.
- conjunctions to sequence - mental (thinking) references. Foregrounding:
(eg First, Next). - relational (being). Subjectivity (eg express - time, place
Language to build cohesion: Comparatives / comparisons / opinions). - human.
- reference items expressions to compare. Speech functions: Coherence:
- articles Circumstances and clauses - question (wh, yes/no) - link between title, contents
- pronouns - expressions of: - statement. page and sections
- word sets - time (when) Verbal elements: - topic sentences.
- classification of families - place (where) - pronunciation Print conventions:
- composition of families. - manner (how) - intonation. - handwriting
Language to expand - with whom Relationship between writer - punctuation
information: - cause (why). and audience. - spelling plurals.
- linking and binding
Everyday and technical Multimodality:
conjunctions.
vocabulary. - link between text and
illustration.
- tables, graphs
- layout.
Building the Field
In Building the Field, the main objective is to connect with the prior knowledge of the students, develop cultural
understandings and the everyday and technical language related to the family.
The activities on the left column will provide particular

development in these areas
Supplementary and extension
Activities Genre Field Tenor Mode activities. Comments are in italics
Little Books Throughout the unit teachers remain
Each child makes their own My family Structure of book. Coherence: sensitive to the particular family
book to record the following information - link between situations of individual students.
as the unit progresses. The pages are title, contents At any time use vocabulary and topic
numbered and can be illustrated and page and language for spelling and word building,
have a border. Sections include: sections. decoding, coding, word patterns, jumble
- Title page Print words, word chains, jumbled sentences,
- Contents conventions. cloze sentences etcperhaps in the
- Fmily words Multi modality: form of a learning contract.
- A picture of family members - link between This program lends itself to cross-age
- People in my family print and tutoring with mainstream classes or
- A definition of a family illustration. working with older NAP students.
- Jobs that family members do
- Places I go with my family
- Special family occasions
- A family tree
- My wishes for the family
- What I have learnt about families).
Set up an expanding chart to record
new vocabulary (eg family words,
action processes). Continue to add to
vocabulary chart throughout.
NAP
NAP
Introduction to family With beginning speakers:
Ask key questions including: Cohesion: Processes: Speech Foregrounding: Use BSSO support
- What is a family? - reference items - relational (eg to functions: - human
Look at family members in picture
- Who is in your family? (eg pronouns) be, to have) - Questions (wh, elements (eg
dictionaries
- How many people in your family? - word sets (eg - action (eg yes/no) Mum, My
family relations) come/came, - statements. family) Copy family member names into
- What country does your family come personal word banks
from? Conjunctions (eg born, lived). Interpersonal - phrases of time
and, because). Causal meanings: and place (eg In Cut and paste pictures from
- How long have you been in Australia?
relationships (eg my family there magazines of family groups and
During discussion, note what is known - names to refer
because of the are). label individuals as family relations,
and what the children would like to learn to people.
war, because we Primary tenses: with help
about and record onto a large chart. Verbal elements:
had to leave). - past tense Complete a word find for names of
Leave on display for future reference and - intonation
Circumstances: - subject verb family members.
ongoing recording. - pronunciation.
- when (eg in agreement. On-going activity:
Draw and list family members. Share in
groups and display when finished. 2001, since Secondary Make reading flash cards for sight
2001) tenses (eg I word recognition and add to as
- where (eg in have been in the unit progresses. They can be
Sudan) Australia). grouped, displayed on a wall or as a
- how (eg by Passive voice (eg hanging mobile. Groupings include
plane). was born). family member names, names of
Everyday relatives, numbers, comparative
Print
and technical describers, pronouns, action
conventions:
vocabulary: processes etc
- handwriting
- family (eg - spelling Extension activity:
father, mother, Word process a short text on family
- punctuation.
brother) (eg My name is . I come from .
- countries There are in my family).
(eg Vietnam,
Congo)
- continents (eg
Africa, Asia).
Pronouns Pronoun chart referred to as required.
Children bring in photographs of their Reference items: Processes: Speech Coherence:
Encourage learners to give several
families from home if they have them or - personal - relational functions: - topic sentences pieces of information in response to
to draw them if not. pronoun - action. - questions (eg introduced (eg leading questions.
Use pictures/drawings to revise nouns to participant wh, yes/no) This is a photo
Circumstances: Different brainstorming techniques can
do with family and practise pronunciation. singular (eg I, - statements. of my family).
you, he, she, it) - when (eg in be used throughout the program (eg Mr
Introduce pronouns that can be 2002) Interpersonal Tenses
- personal Petes questionsJulia Atkins.
substituted for nouns. - where (eg in meanings: - primary
pronoun plural - Can you tell me more?
Children sit in a circle and show their Iran) - names to refer - secondary
(eg we, you, - What else?
photo/drawing and talk about their - how (eg by to people - subject verb
they, us)
families through leading questions: boat) - culturally agreement. - Can you give me an example?).
- personal
- What is the photo about? - with whom/what specific
pronoun object Talking about the family needs to be
- Who is this person? (eg with my references
(me, you, him, handled sensitively. While it is important
- What is his/her name? her, it, us, aunty). - feelings/ to allow/learn expressions for a range of
them). attitudes (eg feelings, some students may be upset
- Is this person with you in Australia?
happy, sad, by thinking about who they miss.
- Do you live in the same house? Word sets (eg angry, miss).
- Do you miss that person? family relations).
Verbal elements:
Children practise substituting pronouns Conjunctions (eg
- pronunciation.
for nouns. and, because).
As a class and individually complete
sentence exercises relating to pronouns
and family members.
Family Nouns and Nouns and Pronouns
Pronouns Singular
Nouns Pronouns Nouns Pronouns Other
Mother She Mother She, her The
Father He Father He, him They
Sister She Sister She, her Them
Those
Brother He Brother He, him
These
Grandmother She Grandmother She, her This
Grandfather He Grandfather He, him We
Aunt She Aunty She, her I
Uncle He Uncle He, him Me
Cousins They
Thao I me
Family We
NAP
New Arrivals Program Teaching, Learning and Assessment Programs My Role in my Family Developing an Autobiography 10
Size of families This activity links with Numeracy strand
Ask key questions: Conjunctions: Noun groups: Speech Print in mathematics.
- How many people in your family? - linking (eg and, - numbers (eg functions: conventions:
Extension activity:
- Who has the largest family? but). one family) - questions (eg - capitals for Activities/worksheets can be
- How many people in the largest family? - describers (eg a wh, yes/no) names completed independently.
- Who has the smallest family? small family, the - statements. - spelling plurals
smallest family). (eg one family,
- How many people in the smallest
Comparatives (eg two families).
family?
- Which families are the same size? bigger than, the Multimodality (eg
biggest, more, tables, graphs).
As a class do tally tables, graphs and less, the same,
answer questions about sizes of families. different from).
Using BSSO support, the children work in Processes:
small groups to complete the worksheets,
- relational (eg is,
graphs and questions.
are, has, have).
NAP New Arrivals Program Teaching, Learning and Assessment Programs My Role in my Family Developing an Autobiography 11
Tally Tables and Graphs
NAP
Height, age Supplementary activities:
Children make plasticine models of their Conjunctions: Comparatives: Speech Each child draws a picture of their
families. - linking (eg but, - taller/shorter functions: family and labels each member with
Question children orally: and). - younger/older - questions (eg their name and creates a class big
- Who is the tallest member of your - the tallest/the wh, yes/no) Family book.
family? shortest - statements. Compare the families in the class.
- Who is the shortest/smallest? - taller than/ Make individual hanging graphs
Order family members in the family shorter than of family members. Each child is
models according to age and height to given a cardboard circle cut-out (15
later provide data for making individual cms diameter) for each member of
graphs. their family. The circles are stapled
together and displayed in the
classroom.
Kinds of families Extension activities:
Using a variety of big illustrated books Cohesion: Noun groups: Statements and Foregrounding: Children are asked to give their
about families from the school library, the - classification of - epithet (eg one) questions. - human element reasons for why they would prefer to
teacher reads and directs discussion of types of families - describers (eg (pronouns). live/or not live in a very big family.
different kinds of families using leading - composition large, small)
questions such as: Some students could be encouraged
(whole/parts of - classifiers (eg and supported to construct if
- Can you describe this family? a family). extended, clauses about possible family
- Is this family a family? nuclear, step, scenarios or to give an opinion about
- Does this family include a ? adopted, half). their family experience.
Scribe new words onto charts as Processes: Supplementary activity:
vocabulary arises. - relational (eg
Children cut pictures of different
Deconstruct noun groups using red for am, is, isnt,
people from magazines and create
nouns and using other colours for epithet, are, have, has,
posters showing different family
describer, classifier, to show the basic dont have)
compositions.
elements of a noun group. - action (eg left,
came, married,
separated,
lived).
NAP
Family tree Children are encouraged to seek
Model own simplified family tree. Discuss Conjunctions: Noun groups. Interpersonal Primary tenses: information about their families with
the relationships. Use BSSOs to translate - linking (eg but, Comparatives (eg meanings - past tense their families.
and/or help to use picture dictionaries. and). younger, older). (eg I love my - subject verb Children can use their own photos/
Children then complete own Family Tree Grandma. I miss agreement.
Relational drawings as a resource for this activity.
onto the proforma. her very much).
processes. Print Extension activity:
Display and discuss in whole group. Verbal elements: conventions:
Circumstances: Using computer programme
- pronunciation - handwriting
- time (eg in Inspiration children make a concept/
- eye-contact. - spelling
1998). mind map of family members
Participants: - punctuation (eg choosing an object, person or animal
capitals). to portray each family member and
- human
elements. Foregrounding of label with appropriate name.
participants.
Use of visual text.
Participants, processes, circumstances Extension activity:
Present a fictitious story of a family who Conjunctions: Participants (eg Speech Foregrounding: Introduce:
has migrated to Australia (eg A Family - linking (eg but, my family). functions: - human - stages of the text
Story). and) Processes (eg - questions (eg elements
- text coherence: introduction, topic
- use leading questions (Who, - binding (eg came, wanted to wh, yes/no) (participants)
sentences and conclusion and the
What, Why, When, Where, How) to because). join). - statements in - circumstances links between them.
understand the text response to (eg once upon a
Cohesion: Circumstances
- underline the processes in green, (eg to Australia). questions. time).
- word sets
the participants in red and the Interpersonal Tenses:
related to family
circumstances in blue. meanings:
- reference items - primarypast
List all the participants, processes and (eg pronouns, - attitudes/ (eg cleaned)
circumstances. definite article). feelings (eg - secondary (eg
Complete written comprehension either missed, happy). was cleaning,
in small groups (with support) or as a Subjectivity wanted to join).
class. (eg I think the
grandfather is
kind).
A Family Story Participants Processes Circumstances

Once upon a time
in Australia there Human Action Time
lived a family of five a family of five lived Once upon a
people. The family people came. time.
came from a country the family
Mental Place
called India. They
they wanted to join. in Australia
came to Australia
because they their Auntie, from a country
wanted to join their Uncle and called India
Ausntie, Uncle and cousins. to Australia.
cousins.
The activities my family does together are:
ACTIVITIES
In the Home Outside the Home
Adults Children Adults Children
Ball games Playing with animals
Helping one another Having running races
Sharing drinks and food Going for a ride in the car
Watching TV Visiting family and friends
Playing all sorts of games together. Going to the movies
Celebrating special days, like birthdays Playing games together
and religious days. Going to the beach, park and Zoo.
Cooking together Going to the swimming pool
Making things Running, walking in the country.
Having parties Going to buy icecream
Singing and dancing Sking and fishing
Reading stories together
Laughing together and jumping and
having play fights.
Drawing
Talking together
Children have friends over
Adults have friends over
NAP
Activities that families do Picture storybooks from the library
Using a variety of fiction and non-fiction Conjunctions: Noun groups. Statements. Foregrounding: about families can be displayed in class.
books, in pairs and with assistance, - binding (eg Processes: Modality: - pronouns Also utilise autobiographies from other
children label pictures of family activities because). - human classes.
- action - frequency.
both in the home and outside the home. elements
- relational. Interpersonal Extension activity:
Share and discuss findings. - phrases of time
Causal meanings: Summarise the activities that you
Helping to extend language needed to and place. do as a family as information in a
relationships. - opinions.
name and explain the activity, record the Primary tense: paragraph. Give reasons.
activities onto a large chart. Circumstances Verbal elements:
and clauses of - present For beginners:
- pronunciation.
Answer questions to identify personal time (eg Every - past. - art activities
activities: week when we - games, songs, stories
- What are some of the fun activities that go to the beach). - rhymes and chants
your family does together?
Topic specific - maths activities.
- Which activities are at home? vocabulary.
- Which activities are outside the home? Additional details about these activities
Referencing (eg are available in Beginning ESLsupport
Record as activities onto the large chart. This book shows material for teaching New Arrivals (Dept
a family going on of Ed Vic).
a picnic).
Continued...

Special family occasions Supplementary activities:
Read Trish Cookes So Much and discuss Conjunctions: Noun groups. Speech Foregrounding: What kind of food do you eat in your
in relation to own family. Involve the class - binding (eg Processes: functions. - time (eg Every family for:
in illustrative role plays. when, after). Interpersonal year)
- action - breakfast
Make a class Big Book based on this - relational meaning (eg I - place (eg In - lunch
story with own family members and like). Vietnam).
- mental. - dinner
theme. Verbal elements. Primary tense:
Technical - snacks?
Talk about family special occasions, Modality: - simple past
vocabulary (eg Explain names for different meals (eg
festivals, birthdays, weddings etc. - simple present.
Ramadan, Tet - frequency. dinner, supper, tea).
Watch video showing special events from New Year).
different cultures. Discuss, record new Using pictures, list and discuss food.
vocabulary (eg DECS video Celebrations Compare food of different cultures.
(1995)). What is your favourite family food?:
In small groups, discuss video in relation - Invite children to bring a meal that
to own family. Each group reports to they usually have at home to share
the whole group. As a class record the with others for a class party. Notes
events that are celebrated in families to be sent home in translation, as
and communities onto a poster for future required. Teacher also brings a
reference. family meal.
Celebrate with a class party with family This activity is more meaningful if there
food. is also another purposeful reason for
the celebration (eg end of term, end of
topic, or graduation time)
Parents/BSSOs can be invited into
class to share cultural celebrations.
Rooms can have displays of costumes,
artefacts etc.
Visa Cards Visa book headings could also be on an
Children make a Little Book called a visa. A4 sheet.
Each page has a heading:
Extension activities:
- Name
Interview another student.
- Age
- Date of birth Make a who, what, why, when game-
board using information from the
- Family member names
visas and play the game.
- Country
Dice game:
- Date of arrival in Australia
- Transport to Australia Divide into small groups each with an
adult/older child as leader. Question
- Role in the family
cards are given to each child to
- Goal for the future. match numbers on the dice. Each
Enter information under each heading. child throws dice in turn. If dice lands
BSSO support may be required. on number:
1. Who are the members of your
family?
2. What is your role in your family?
3. Why did your family come to
Australia?
4. When did you arrive in Australia?
5. How did your family come to
Australia?
6. All questions.
Compare migration experiences of
children.
Continued...

Jobs and Responsibilities Extension activities:
As a class, brainstorm jobs within the Conjunctions Processes: Speech Primary tense: Survey Jobs in my Home can be
home. (eg because, if, - action (eg functions: - simple present done with partners or independently.
Using picture dictionaries, BSSO support when). wash, clean, - statements - present Role plays of family members
and mime, students and teacher act out vacuum). - questions. continuous. performing jobs.
the different jobs and responsibilities. Causal relations: Modality: Print Use selected videos/TV shows (The
Model sentence structure for subject verb - condition (eg if I - frequency (eg conventions. Simpsons, Arthur, Barbar) that depict
agreement and move children from using am sick). sometimes, family life to compare and contrast
to present continuous to simple present Circumstances never). with students own experiences of
verbs. and clauses: family roles/responsibilities and
Interpersonal
Facilitate discussion using key questions: - time meanings (eg I expectations.
- What is your role in the family? - place like, I dont like). Begin to develop critical awareness
- What is the role of each family member - manner Verbal elements: of media stereotyping.
? - with whom. - pronunciation.
- What do they do?
- What do we do to help one another?
Children contribute to table Jobs in the
Home.
Excursion to Migration Museum Consultation with Museum staff prior to
During excursion, use key questions for excursion is essential.
exploration and discussion:
It is important to emphasise the positive
- Who were the first migrants to come to contribution of migrants to Australian
Australia? society.
- Why did they come?
- What was life like for them? (conditions,
jobs, activities, etc).
Back in the classroom

Discuss and compare family life then Recount Noun groups. Statements/ Tense:
scaffold joint construction of a simple structure. Causal relations questions. - past (eg went,
recount. Language to (eg because they Subjectivity/ saw).
organise text: were poor). objectivity (eg We Print conventions
- conjunctions Circumstances had a wonderful including lay-out.
- noun groups and clauses: time. It was a
wonderful day).
- topic words. - time
Conjunctions - place.
(eg and, but, Comparatives.
because).
Processes:
- action
- relational.
NAP
Modelling/Text Deconstruction
In Modelling/Deconstruction, the main objective is to develop students understandings of the purpose, structure and
language features of the autobiography genre.

Life Timeline This timeline activity builds on previous
Model a pictorial flow chart of family Processes: Speech Primary tense: learning.
events in time order. - action (eg went, functions: - past (eg went) Supplementary activity
Model completion of a linear timeline born, came). - statements. - present (eg Using coat hanger and cardboard,
proforma. Circumstances: live). children draw own family portrait,
Children complete their own, with - place (eg in writing details of life on strips of
support. Vietnam). cardboard, join them together in
sequence and display.
Modelling of autobiography
Orally model own simplified Guest speakers (eg BSSOs) model
autobiography. own timeline/flow chart, speak to it and
ask/answer questions.
Invite students, staff, mainstream peers
to share their own stories.
Introduce a model of a simple written
autobiography on OHT or butcher paper
similar to the one to be jointly constructed
later (eg A Family Story).
Modelling/Text Deconstruction continued...

Deconstruction of an autobiography Relate use of these language features
Examine the purpose of an Relationship to purpose of an autobiography.
autobiography: between writer
Extension activity:
- What is an autobiography? and audience.
Make My Little Book of Big Questions
- Who will be the author? Processes: pertaining to autobiography genre.
- What does the author want to say? - action
- Who will read it and why? - relational.
Examine structure of an autobiography. Text structure: Participants.
Draw attention (by means of colour - introduction
coding) to participants, processes and - events in
circumstances. sequence
- conclusion.
Examine language features relating to Conjunctions Circumstances Primary tense:
time order and time. (eg Firstly, Then, - time (eg In - past
Review/introduce clause constructions After, That, Later, 1999). - future.
with varying sentence beginnings: Finally).
Foregrounding:
- First we moved to Lebanon - clauses,
- In 1999 we came to Australia circumstances,
- When we arrived, we lived in conjunctions of
Melbourne. time, place and
manner.
Text comprehension Extension activities:
Use existing autobiographies to identify Text structure. Participants: Statements and Fore-grounding Model and encourage the use of
information in different sections of the Cohesion: - noun groups. questions. of human critical questions to draw out the
text. Subjectivity (eg I elements and purpose and function of particular
- reference items. Processes.
Introduction think that ). expressions of language features/patterns. For
Conjunctions to Causal relations time, place and
- Who is the author of this Modality: example, the participant - verb -
join clauses. (eg because manner.
autobiography? participant pattern.
there was a war). - frequency.
- How many people in this family? Develop sentences with dependent
Circumstances Verbal elements
- Who are they? clauses.
and clauses: - pronunciation.
- Where is this family from? - time
Sequence of events - place
- When was this person born? - manner
- What were the important events? - with whom.
- When did they happen?
- What does this family enjoy?
- What role does the author have in the
family?
Summary
- What is the best part of the authors life
so far?
Joint Construction
In Joint Construction, the teacher and students construct a written argument together. Through this process, the teacher
scaffolds the students choices and at the same time moves them towards independent construction.

Review of life timeline Children have been filling in each page
Children sit in a circle and using a white Conjunctions to Participants: Statements and Primary tense: of their own Little Book My Family as
hat they provide facts of their lives to expand clauses. - noun groups. questions. - present Unit progresses. The contents of this
date. - past. book are referred to at any stage.
Processes:
Using the Life timeline and with the - relational Print
assistance of the BSSOs, each child is conventions:
- action.
helped to think about the significant event
Circumstances. - handwriting
recorded for each year of their lives and
orally repeat or expand on information in - letter formation
the timeline. - spelling
Children write sentences or paragraphs - punctuation. Children who are not at the stage of
about these events. writing independently are assisted by
BSSOs who scribe for them.
Joint construction of text
Using an example of one childs timeline, Structure of an Participants: Statements. Fore-grounding:
teacher and students together (teacher autobiography. - noun groups. - human
asking leading questions), construct a elements (eg
Processes.
simple autobiography on large sheet of My Mother)
paper. Causal relations.
- circumstances
Draw attention to sentence-starters, Circumstances - conjunctions
highlighting what is fore-grounded as and clauses. (Then, Next).
either participant or circumstance.
Tense:
- past tense
- subject/verb
agreement.
Joint Construction continued...

Highlight introduction paragraph, main Coherence: Add to lexical chain list as needed.
events in time order, and concluding - links between
paragraph (or statement). sentences/
paragraphs.
Print conventions
and lay-out.
Lexical Chains for the Topic Family

Present
Continuous
Family Names Relationships Describers Past Tense Conjunctions Pronouns Meta-language Processes
Mother Daughter Adopted Born First I Clause Living
Mum Son Half-sister Came Second He / She Process Playing
Mama Niece Half-brother Arrived Next We Participant Eating
Father Nephew Step-mother Had Finally They Circumstance Singing
Dad Relatives Step-father Did Then Describer Dancing
Papa Relations First wife Went Me Noun / Thing Praying
Sister Family tree Second wife Left Because He Pointer Fighting
Brother Little Decided But She Conjunctions Sweeping
Aunt Big Traveled So It Theme Cleaning
Uncle Elder Flew As well as We Talking
Cousin Eldest Lived If They Sleeping
Grandmother Youngest Separated And Visiting
Grandma Nuclear Divorced Or My Celebrating
Granny Extended Died His Shopping
Grandfather Middle Her Loving
Grandpa Our Working
Their Learning
Independent Construction
In Independent Construction, students independently construct an argument as the summative task for this topic for this
teaching, learning and assessing program.

Text construction Some children may only be able to
Using all information/resources to date, Language to Noun groups: Statements. Foregrounding: make a pictorial representation of major
children commence task of independent organise text: - numbers Interpersonal - human life events with the teacher or BSSO
construction of autobiography referring - conjunctions - describers meaning: elements scribing simple clauses to be copied by
to models, charts of lexical items, picture - noun groups - phrases and them.
- qualifiers. - feelings
dictionaries, graphs etc. clauses of time,
- clauses. Comparatives. - attitudes Children can learn to take pictures of
Editing place, manner. themselves and scan these for inclusion
Cohesion: Processes: - names.
The written text is conferenced by Coherence: in their autobiography. Other children
- reference items - action
teacher and peers, as a group or one - links between are assisted in this process by cross
- word sets. - relational. age tutors.
to one, eliciting more information and sections.
adding suggestions. Causal relations. Tense:
Presentation Circumstances - simple past
All children read/present their and clauses. - present tense. Final copy may be presented as a
autobiographies to a variety of published work and then collated into
Print
audiences. a class big book with digital images of
conventions:
authors OR made into individual small
Evaluation - handwriting books with visual images/illustrations/
Children identify: - spelling photos of children.
- three things you have learnt about - punctuation.
your role in the family/or the process of Some children with lesser English
writing an autobiography language ability can answer these
questions orally with the help of a
- two interesting things
BSSO.
- one question.
NAP
NAP

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Learning Areas

Text construction. Orally and in writing expand timelines.

Text in context Language

The activities on the left column will provide particular

A Family Story Participants Processes Circumstances

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The activities on the left column will provide particular

Back in the classroom

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The activities on the left column will provide particular

The activities on the left column will provide particular

The activities on the left column will provide particular

Lexical Chains for the Topic Family

The activities on the left column will provide particular

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