[T4R] A Family is a Family is a Family Reading Unit for Foundation Year

• sequencing ideas in spoken texts, retelling well-known stories, retelling stories with picture cues, retelling information using prompts
• listening for specific purposes; for example, details of a character or to answer a given question
• relating one or two key facts from informative texts
• retelling events from First Nations Australians’ stories and cultural accounts in sequence
• predicting what might happen in a text based on the title and cover

• discussing the members of a family (for example, mother, father, caregiver, sister, brother, grandparent, auntie, uncle, cousin) and acknowledging other varieties of kinship structure that may be represented in the cultural background of students (for example, cousin-brother and mother-auntie in First Nations Australian families)
• creating drawings of family members accompanied by information collected from questions and observations to share details of that person’s life, including the places they were born and raised
• creating concept maps of their family with pictures or photographs to show connections to those people who make up their family

• identifying the main people in their family and explaining how they are related
• identifying the most important celebrations and commemorations in their lives and those of their family
• exploring the location and features of places they belong to and what makes those places special
• suggesting ways that they are going to care for their classroom, bedroom or playground

• recognising that texts can be interpreted differently when only the words or only the images are read or viewed
• identifying where written text is reflected in accompanying images and where written text is not captured in images

• using drawing and beginning forms of writing to express personal responses to stories, poems or films
• discussing events and characters in texts, and connecting them to their own experiences

• exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas
• showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate
• altering volume for inside and outside situations and when speaking to an audience
• participating in informal interaction situations; for example, play-based experiences that involve the imaginative use of spoken language
• listening to and following instructions

• sequencing ideas in spoken texts, retelling well-known stories, retelling stories with picture cues, retelling information using prompts
• listening for specific purposes; for example, details of a character or to answer a given question
• relating one or two key facts from informative texts
• retelling events from First Nations Australians’ stories and cultural accounts in sequence
• predicting what might happen in a text based on the title and cover

• making personal connections with stories that explore identity and belonging; discussing who they are, where they come from and people in their lives
• exploring similarities and differences in family structures in First Nations Australian communities and other cultures
• exploring cultural practices from different cultures, including the cultures of Asia, that are important to individuals, families and communities
• identifying different families in their communities; for example, 2-parent, single-parent, extended and non-traditional families
• identifying ways they use their strengths in physical activities to help themselves and others to be successful
• recognising that they have a right to belong and contribute to a variety of groups

• creating arts works in a range of forms to communicate ideas from lived personal or social experiences; for example, creating a dance or scenes showing favourite activities such as games; using digital devices to record their peers playing a game and creating a voice-over that describes what’s happening; composing a song or chant about a favourite food or activity; drawing a home scene of people and animals
• creating works in response to inspiration from sources such as play, imagination, observation, literature, artworks from their cultures and communities or arts knowledge and skill development activities
• extending and varying known songs, chants or rhymes; for example, changing words, interpreting without using voice, adding movements/actions or improvising rhythm patterns as accompaniment
• manipulating objects, puppets, 2D images and/or available technologies to create or retell stories
• devising a chant/rap that a character from an animated series, a text or a fictional hero could use to communicate a health or sustainability message or to learn the steps in a process; recording the chant/rap using an available digital device and sharing live or via a school-managed space such as a learning management system
• repurposing materials and objects such as clothing or packing boxes as starting points for imagining and developing scenes and scenarios; for example, using packing boxes to create an imagined environment or vehicle
• considering as a class the characters and situations associated with a story and then re-imagining them by asking questions of the story, such as “What’s up?”, “What happens next?” or “What else might/could happen?” to support the development of their own socio-dramatic or miniature worlds play

• using drawing and beginning forms of writing to express personal responses to stories, poems or films
• discussing events and characters in texts, and connecting them to their own experiences

• sharing aspects of events special to past generations of their family from provided stories and discussing why those events and places are special
• identifying a place in their local area that they like, and talking about why they like it and how they could care for it

• creating a display about a special place or family event using photographs, artefacts and/or drawings
• using terms about time when talking about their experiences; for example, “then”, “now”, “yesterday”, “today”, “tomorrow”
• using appropriate terms to describe the direction and location of a place such as “near and far”, “above and below”, “beside and opposite”

• creating arts works in a range of forms to communicate ideas from lived personal or social experiences; for example, creating a dance or scenes showing favourite activities such as games; using digital devices to record their peers playing a game and creating a voice-over that describes what’s happening; composing a song or chant about a favourite food or activity; drawing a home scene of people and animals
• creating works in response to inspiration from sources such as play, imagination, observation, literature, artworks from their cultures and communities or arts knowledge and skill development activities
• extending and varying known songs, chants or rhymes; for example, changing words, interpreting without using voice, adding movements/actions or improvising rhythm patterns as accompaniment
• manipulating objects, puppets, 2D images and/or available technologies to create or retell stories
• devising a chant/rap that a character from an animated series, a text or a fictional hero could use to communicate a health or sustainability message or to learn the steps in a process; recording the chant/rap using an available digital device and sharing live or via a school-managed space such as a learning management system
• repurposing materials and objects such as clothing or packing boxes as starting points for imagining and developing scenes and scenarios; for example, using packing boxes to create an imagined environment or vehicle
• considering as a class the characters and situations associated with a story and then re-imagining them by asking questions of the story, such as “What’s up?”, “What happens next?” or “What else might/could happen?” to support the development of their own socio-dramatic or miniature worlds play

• recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
• recognising symbols in everyday environments and discussing why they are used; for example, exit signs, school crossing signs, emblems or badges on school uniforms
• grouping texts according to topic; for example, grouping a set of texts, which may include informative and imaginative texts, about farm animals

• sharing aspects of events special to past generations of their family from provided stories and discussing why those events and places are special
• identifying a place in their local area that they like, and talking about why they like it and how they could care for it

• creating a display about a special place or family event using photographs, artefacts and/or drawings
• using terms about time when talking about their experiences; for example, “then”, “now”, “yesterday”, “today”, “tomorrow”
• using appropriate terms to describe the direction and location of a place such as “near and far”, “above and below”, “beside and opposite”

• sequencing ideas in spoken texts, retelling well-known stories, retelling stories with picture cues, retelling information using prompts
• listening for specific purposes; for example, details of a character or to answer a given question
• relating one or two key facts from informative texts
• retelling events from First Nations Australians’ stories and cultural accounts in sequence
• predicting what might happen in a text based on the title and cover

• sharing a personal experience, interest or discovery with peers in a semi-formal situation
• sharing personal responses to ideas and events experienced through texts
• using visual prompts to practise staying on topic or to sequence ideas

• identifying the main people in their family and explaining how they are related
• identifying the most important celebrations and commemorations in their lives and those of their family
• exploring the location and features of places they belong to and what makes those places special
• suggesting ways that they are going to care for their classroom, bedroom or playground

• using drawing and beginning forms of writing to express personal responses to stories, poems or films
• discussing events and characters in texts, and connecting them to their own experiences