Learning Areas
Context
English: Texts and contexts (Everyday texts,
School) (Outcome 1.2), Language (Outcomes
1.5, 1.8), Strategies (Outcomes 1.11, 1.12)
This topic was chosen
to explore and develop
the children’s sociocultural knowledge
of Australia. It also
builds basic English
language vocabulary
and structures. It is
important to note that
teachers need to be
sensitive throughout
this program to the fact
that some children may
not have had positive
shopping experiences
in their previous country
or any experience of
shopping at all.
Mathematics
Number (Outcome 1.7)
Society and Environment
Place, Space and Environment (Outcomes 1.4,
1.5), Social systems (Outcome 1.10)
Essential Learnings
Interdependence
Children develop an understanding of the
interactions and connections between people
and their shopping environment, and develop
inclusive strategies for working together towards
achieving agreed outcomes.
Thinking
Children develop a range of thinking skills to
represent and interpret shopping information,
and generate solutions.
Communication
Children develop new understandings about
communication patterns in English related to
shops and develop strategies to make effective
use of language, mathematical information and
communication technology tools.
Equity
Multicultural perspective
The diversity of knowledge and experiences with
shopping and money is valued.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
ESL Scope and
Scales
Working within
Pre Scales 1–Scale 3
Band
Early Years
Year Levels
Reception–Year 2 New
Arrivals Program
Developmental
Learning
Outcomes
• Children develop
a sense of being
connected with others
and their worlds.
• Children are effective
communicators.
• Children develop
a range of thinking
skills.
• Children are
intellectually and
socially inquisitive.
Shops in
the Local
Community
Developing a
Recount
Timeline
Approximately 10 weeks as an integrated
program.
Evidence
• Basic oral and written recounts.
• Observation of use of explicitly taught
language structures and everyday/technical
vocabulary related to shopping.
• Sorting, grouping, drawing, labelling, writing
tasks.
• Video/slide show/photographs.
• Independent setting up of another shop.
• Understanding shops and shopping is
important in an orientation to living in
Australia.
Shops in the Local Community Developing a Recount
Teaching and Learning Cycle
Shops in the Local Community – Developing a Recount
i
Bu
l
g
din
Fie
e
h
t
ld
Mo
• Brainstorm, draw pictures to show
current knowledge about shops.
fie l d C
NAP
nt
ns
tru
ctio
n
New Arrivals Program Teaching, Learning and Assessment Programs
i
ontinu
• Extend vocabulary about shops/shopping
through a variety of activities.
• Walk to the local shop and buy
items using shopping list.
• Jointly construct a recount using
photos and recount plan.
• Construct individual recounts with
support.
• Reflection.
Co
ct
• Develop simple procedure for buying.
the
de
ru
in g
en
st
ng
ep
on
ui
e b ld
I
• Follow-up activities including
discussion, grouping, setting up
another shop.
ec
• Develop understanding of structure of
recount through sequencing visuals and
sentences.
• Excursions to shops.
nd
g/D
• Model oral and written recount.
• Use texts, visuals and cultural
items to develop understanding
about shops, money and key
shopping vocabulary.
• Construct oral and written recount.
lin
• Discussion/language activities
following excursion.
• Set up class shops.
• Set up and run a school yard shop:
- advertise shop
- make items
- decide roles/ responsibilities
- practise language of transactions.
del
Jo
Co
t
n
i
n
ru
st
c
o
ti
n
Shops in the Local Community Developing a Recount
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
• Participating in the
transactional genres such as
conversations and requesting
(talk). This may include the
use of memorised scaffolded
language.
• Participating in oral personal
recounts.
• Using proformas and model
recounts to talk about and
write brief recounts.
• Creating shopping lists.
• Structure of recount:
-orientation
-events
-resolution.
• Expanding information in by
using basic linking and binding
conjunctions.
• Learning about pronouns and
articles.
• Structure of shopping lists.
Field
• Expanding the technical nouns
(words) of shopping with:
-numbers
-describers – colour, size
-classifiers.
• Using noun groups to express
the participants (name/
people/who) involved in the
processes.
• Introducing prepositions in
circumstances of time (when)
and place (where), reason
(why) in recounts.
• Using processes of:
-action/doing
-mental/thinking
-relating/being.
Tenor
• Giving/receiving information
through questions and
statements (sentences) and
commands/ instructions.
• Experimenting with giving
responses expressing feelings
and attitudes to shop items/
photographs/class and yard
shops.
• Introducing degrees of
certainty and obligation.
• Learning polite expressions to
offer and receive service.
• Learning to listen, speak
clearly and fluently and look at
the group.
Mode
• Foregrounding people
(nouns and pronouns) and
circumstances of time (when)
and place (where) for a
recount. Foregrounding verbs
for commands.
• Tense and time:
-present continuous
-simple past of both regular
and irregular verbs
-simple future.
• Drawing pictures about
sentences; making meaning
of graphs, signs and labels;
learning about poster elements
such as size, colour, borders.
• Print conventions of writing
left to right, letter formation,
punctuation (fullstops and
capitals).
• Beginning awareness of
spelling patterns.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
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 shops in the community.
The activities on the left column will provide particular
development in these areas
Activities
Play
• Set up a class shop and let children play.
• Use opportunities to build students’
language about shopping and items. For
new arrivals this may be ‘shop’, ‘buy’,
‘money’ in addition to the items of the
specific shop.
NAP
Genre
Field
Tenor
• Shop names and
items:
-food (eg bread,
milk, meat)
-newsagency
(eg scissors,
paper, ruler)
-greengrocer (eg
apples, carrots).
• Informal
questioning:
-This is a …?
-What’s this?
-Can you see..?
New Arrivals Program Teaching, Learning and Assessment Programs
Mode
Supplementary and extension
activities. Comments are in italics
This shop can be continued throughout
the period of the program with changes
to the kind of shop. The sequence of
shops could be food (eg bread, milk,
meat), newsagency (eg scissors, paper,
ruler), greengrocer (eg apples, carrots),
toy shop.
Shops in the Local Community Developing a Recount
Building the Field continued...
The activities on the left column will provide particular
development in these areas
Activities
Genre
Field
What do we know about shops?
• Use a display of catalogues, books,
photographs, pictures and shopping bags
to support discussion about shops and
shopping.
• Scaffold
children’s
understanding by
asking questions.
• Noun groups:
-family members
(people/who)
(eg Mum, Dad,
brother, sister)
-names of
shopping items
-names of shops
(eg Bi-Lo,
Big W).
• Give option of drawing a picture. This
may, but not necessarily, include
experience in previous country. Share
and display children’s work.
• This may lead to a brainstorm of what the
children know about shopping in general,
scaffolded by sentence stems, questions
and visuals to handle the diversity of
children’s English language abilities:
-I go to the shop with…
-We buy …
-Do you go shopping?
-Who do you go with to the shop?
-What do you buy at the shops?
-Do you like going to the shop?
• Children are constantly encouraged to
refer to the posters and displays.
• Key vocabulary in English is continuously
built. The number of key words
introduced will vary according to the
stage children are at with their English.
Tenor
• Give statements
in response to
questions (eg
We go to the
supermarket).
Mode
Supplementary and extension
activities. Comments are in italics
• Foregrounding:
-circumstances
of place (where)
(eg At the shop
…).
Teachers need to be sensitive
throughout this program to the fact
that some students may not have had
positive shopping experiences in their
previous countries or any experience of
shopping at all.
• Expressing
feelings and
attitudes to shops
and shopping (eg
I like …).
Newly arrived children may need the
support of a Bilingual School Services
Officer (BSSO) to interpret teacher’s
questions and provide information about
their shopping experiences.
• Understand Yes/
No questions:
-Do you like …?
-Did you go …?
Use of first language is encouraged.
Some key words can be written in first
language by BSSOs and displayed.
When BSSOs are not available, children
are supported to participate nonverbally
and with gestures by listening or
pointing to pictures.
• Understand ‘wh’
questions:
-Who do …?
-What do …?
• Speaking clearly:
-facing group
-listen and
respond
according to
level of English.
Children with more advanced English
language skills could be asked more
complex questions, in both whole class
and individual contexts:
• What are the names of the shops
you know?
• What do we need to take with us
when we go shopping?
• How do you get to the shop?
• What do we call the people working
in the shops and what have you seen
them doing?
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
Building the Field continued...
The activities on the left column will provide particular
development in these areas
Activities
Genre
• Repeat activity over a number of days to
incorporate the diversity of all children’s
experiences, available BSSO support
and to build English language and
concepts, day-by-day.
• Vocabulary can be sorted and displayed,
on posters with pictures. For some
children this activity may need to be
repeated several times to support the
learning of new language.
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
• Do you have shops in your country?
Are they the same as in Australia?
• Is the money in your country the
same as here? What does it look
like?
• Do you know how to say shop in your
first language?
• Which is your favourite shop to visit?
Students may refer to their own
drawings to respond to some of these
questions.
Supplementary activity:
• It may be possible to build a very
basic Visual-Verbal mind map with
the children about their knowledge by
listing their responses, which could
vary from pictures to key words to full
sentences.
The child’s story: I went to the fruit shop. I asked
the man in the shop for a banana. He refused to
give it to me. I was very upset. I had to cross the
bridge over the river to get to the shop.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
The activities on the left column will provide particular
development in these areas
Activities
Genre
What can we buy in shops?
• Send a letter (translated if required) to
parents/caregivers, explaining the topic
and asking them to send to school an
item, or a picture of an item, bought in
a shop. This may be an item from their
country (eg clothing, money, pictures).
Field
Tenor
• Nouns:
-names of
objects (eg rice,
scarf, bag).
• Experiment
making
sentences about
their home items
from key words
(eg This is a ...).
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Scaffold students to talk about and
present the item:
-name
-country
-use
-who it belongs to.
• Display and label the objects or take
photos and make a poster.
• Support children to repeat the name,
point to or match labels with real objects.
• Encourage the use of modelled basic
sentence structure to talk about the
objects (eg This is a … It comes from … .
I can … with it).
Sorting items
NAP
Mode
New Arrivals Program Teaching, Learning and Assessment Programs
• Describe the objects brought from
home and other items bought here.
• Through modelled oral statements
state similarities and differences of
the appearance of shopping items
(eg This skirt is red but this is blue),
how people shop, shop appearances,
money or ways to travel to shops.
• Sort items into “the same” and
“different”.
• Use books as stimulus for a
comparison discussion (eg To market
by Julie Hamston, Keith Pigdon
and Marylyn Woolley and SAFARI
Magazine, Markets Markets).
• Sort items (or photos of items) into
those bought in Australia, in my
country, in other countries.
These activities require understanding
of the concepts ‘same’ and ‘different’
and may be done at a later stage.
Shops in the Local Community Developing a Recount
The activities on the left column will provide particular
development in these areas
Activities
Why do we go to ...?
• Use real objects in the play shop and the
classroom, and pictures, to review the
names of and talk about objects (eg food,
clothes, medicine, electrical appliances,
furniture, personal hygiene items).
Genre
Field
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Technical words
(eg furniture,
medicine).
• Make small books “We go to … to buy
...’, or ‘I can buy ...’ and draw a picture on
each page and trace or write the name of
the object or a modelled sentence.
• Circle game:
-each child goes to the classroom shop
and buys an item
-provide sentence stem with which
children answer questions (eg Where
did you go today? I went to … the toy
shop. What did you buy today? I bought
… a bear).
Sorting items into groups
NAP
Tenor
New Arrivals Program Teaching, Learning and Assessment Programs
• Verbal elements:
-pronunciation.
• Primary tense:
-simple past.
• Sentence stems
(eg I can
buy … ).
• Secondary tense
(eg can buy).
• Respond to ‘wh’
questions.
• Using visual and real objects in
the classroom and the play shop,
children respond to questions:
-What do we eat?
-What do we wear?
-What do we use to sit, sleep and
play?
• Sort pictures and objects into groups
(eg food, clothes, furniture) so that
children understand these words.
• Prepare activities for understanding
the meaning of the word ‘need’.
• Make individual Little Books ‘Why
do we need shops?’ and respond
on each page with pictures and with
categories (eg ‘We need shops to
buy …food, clothes, vegetables’).
• A more extended circle game is to
use the statement “I can buy a ...’
or ‘We need shops to buy ...‘. Every
following child adds the name of a
shopping item and repeats the ones
said by the previous child. Use a
collection of real objects or more
familiar pictures to support students.
Shops in the Local Community Developing a Recount
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
10
The activities on the left column will provide particular
development in these areas
Activities
Genre
Field
What food does our family buy?
• Following instructions, and modelling,
using real objects, role play the
procedure of filling in a survey of ‘Food
we buy’.
• Noun groups
with:
-numbers (eg
two apples)
-classifiers (eg
pitta bread).
• Send home the survey proforma, to be
completed, with pictures of food that
children can relate to (eg bread (or pitta
bread), milk, fruit). New students may
need support with this activity.
• Collect the returned surveys. Support the
students to respond to key questions:
-Who helped you?
-How many ... do you have in your
house?
-How many … do you buy at the shop?
Tenor
• Exchange
information
through (wh)
questions and
statements
(sentences).
Mode
• Make meaning
of the individual
graphs.
NAP
Things we buy for our family
Food in our home–kichen/fridge. How many do you buy every week?
Milk
Bread
Chicken
Juice
Butter
Carrots
Eggs
Cheese
New Arrivals Program Teaching, Learning and Assessment Programs
BSSO support or translation of the
survey may be required.
Extension activities:
• For more advanced children, a
second page to the survey could
be added with pictures of shopping
items that are bought more or less
often. Revision of the concepts
‘more’ and ‘less’ may be required.
• Children make statements in response
ranging from a number (eg ‘8’) to
sentences (eg ‘We have … apples’. We
buy … apples).
• Model the recording of data as a graph
ranging from picture graph to bar graphs.
Do individual graphs. Share the individual
graphs as a class or in groups.
Supplementary and extension
activities. Comments are in italics
• On return of the surveys, children
may role play their interactions
with their family or give simple
explanations about what they did to
complete the survey at home (eg ‘I
looked in the fridge’).
• Children with more advanced English
language abilities could respond
to questions in a more complex
way: ‘We have more ... than ... in
our house’, ‘We buy more than …
every week! They can write these
responses.
Shops in the Local Community Developing a Recount
11
Continued...
The activities on the left column will provide particular
development in these areas
Activities
Common features of shops
• Introduce the name of individual basic
shop features (eg plastic bag, box,
trolley, basket and table). This can be
done by:
-displaying labelled real objects, photos,
pictures, children’s drawings and
paintings
-incidentally introducing and reinforcing
them as they play in the play shop.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Words about
shop features (eg
big, long, plastic).
• Technical words
(eg trolley,
basket, bags,
table).
• Label pictures, paintings, drawings,
plasticine models with ‘This is a ...’ or
make individual books with the title ‘In the
shops’ with each page about one shop
feature.
• Print
conventions:
-direction
-handwriting
-punctuation
-spelling.
• Some children can be exposed to
other vocabulary (eg shelves, cash
register, counter, customer, shop
assistant). Let’s go to the Shops
by Frank Peacock may be a useful
resource.
• Match individual pictures with labels.
• The questions generated by the
stimuli will vary depending on the
level of children’s English language.
Extension questions include:
-What are the things that are the
same in the pictures of the different
shops?
-Where have you seen them?
-Where do you find them?
-Where is the ... in a shop?
-Why do we need a ...?.
• Modelled writing can be more
complex:
-There is a … in the shop
-At the shop I saw a .... .
• Spatial concepts can be introduced
or revised:
-using Kid Pix make a picture/ plan
of a shop, positioning basic shop
features.
-‘The … is (eg next to, front/back
top/bottom) the ...’
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
12
The activities on the left column will provide particular
development in these areas
Activities
What do we use to buy the things that we
need? What do we know about money?
• These activities can be covered over a
series of small lessons throughout the
whole unit of work to support the gradual
development of basic concepts about
money:
-play with money in the class shop and
talk about where we keep money
-use stamps, rubbings to make own
money.
-ongoing practise in grouping coins,
patterning.
-display money posters, real and plastic
money of any country.
-use simple songs or chants to reinforce
understanding.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Numbers on
coins
• Expand
vocabulary about
money (eg circle,
small, round,
paper).
• Verbal elements:
-pronunciation.
• Print
conventions:
-direction
-handwriting
-punctuation
-spelling.
• Price objects in the shop.
• Role play buying objects.
• Bring and display money from
countries of origin (if available) and
talk about their shape, colour and
size.
• Children share what they already
know about money.
• Introduce/review ‘coin’ and ‘note’
and the symbols on both sides of the
coins and $5, $10 and $20 notes.
• Find different ways of making the
same amount of money.
• Play games to practise naming,
recognising and matching symbols to
amount of coins.
• Complete cloze (eg ‘The picture of
the platypus is on the ............ dollar
coin or the ................. cents coin’).
• Use catalogues to find shopping
items which cost more than/less
than $1, $2, $5. Cut out pictures
with prices and group them under
headings (eg less than $1).
• Design a credit card with a name,
number and role play using it in the
play shop.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
13
Continued...
The activities on the left column will provide particular
development in these areas
Activities
Preparation for excursion to the shops
• Shopping list:
-review vocabulary of basic supermarket
items
-read Shopping, published by RD Press,
and focus on the shopping list
-select the ingredients for a simple meal
(eg sandwiches, rice dish, fruit salad
etc). Model and support children to
make a shopping list using pictures or
words.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Structure of a
shopping list.
• Shopping list
words.
• Simple future
tense (eg we will
buy …).
• Drawings to suit
text.
• Demonstrate and practise the use of
buy/bought.
• Looking at their lunchboxes, talk
about the ingredients children’s
parents have bought to make their
lunch. Name and match them with
their catalogue pictures, real shop
packages or items. Make oral/
written statements with the modelled
sentence ‘My mum bought … for my
lunch’.
• Design a frame on the computer and
use it to write a shopping list for the
excursion and for role play in class
shop.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
14
The activities on the left column will provide particular
development in these areas
Activities
• Shopping rules:
-talk about behaviour and safety in the
shops and what to do if you get lost
-read and role play Ernie Gets Lost by
Liza Alexander.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activity:
• Names of items
and people.
• Shopping roles:
-set tasks for children (eg observe
names of shops, items available,
people working in the shops; look for
and buy items).
• Commands (eg
Listen, Stay with
the teacher).
• Expressions of
politeness during
interactions in
shops.
• Foreground
verbs.
• Children draw pictures of themselves
lost in a shop and complete speech
bubbles showing what they would
say to get help.
Excursion to Shops.
• Take photos and a video of the
excursion.
• Collect catalogues.
• Focus children’s attention on names of
shops, items in particular shops and shop
features they can observe.
• Model language such as expressions of
place (eg up, down, top, next to).
• Children buy the ingredients for cooking
by using their shopping list.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
15
In Harris Scarfe
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
In the lifts
Shops in the Local Community Developing a Recount
16
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
17
Modelling/Text Deconstruction
In Modelling/Deconstruction, the main objective is to develop students’ understandings of the purpose, structure and
language features of the recount genre.
The activities on the left column will provide particular
development in these areas
Activities
Review the shopping excursion
• View the video:
-discuss
-review vocabulary
-add describing and feeling words
-support children to make oral
statements about their experience.
• Develop understanding of recount:
-sort and sequence photos from the trip
-draw a picture of the excursion and
write or copy a statement about the
excursion (eg ‘We went to the …’)
-make an ‘I saw ... ‘ book which children
illustrate
-get children to ask/answer ‘Who went to
…?’. ‘Who saw …?’. ‘When did we see
…?’. ‘How did you feel …?’.
Genre
Field
Tenor
Mode
• Conjunctions:
-linking (eg and,
and then)
-binding (eg
after, when).
• Vocabulary about
shops and shop
features.
• Give information
by using
statements
(sentences).
• Foregrounding:
-people
-circumstances
of place (where)
and time
(when).
Supplementary and extension
activities. Comments are in italics
Supplementary activity:
• Structure of
recount:
-orientation
-events
-evaluation.
• Prepositional
phrases
to express
circumstances
(eg to the
jewellery shop).
• Ask and answer
questions:
-Wh (eg Who,
When, Where)
-yes/no (eg Did
you have a
good day?).
• Words to
describe and
express feelings
and attitudes.
• Basic print
conventions:
-letter formation
-direction
-spelling.
• Past tense:
-regular (eg
walked)
-irregular (saw).
• Make a list of key words or simple
phrases children need to express
themselves.
Extension activities:
• Ask the questions When, Who,
Where, How and What, and complete
a table of the questions with basic
picture symbols. This can also be
completed as a matching activity.
• Scribe/copy/write a basic recount
using the table.
• Write the beginning, middle, end
sections of the recount on different
coloured paper.
• Match sentences from the text with
‘wh’ questions.
• Sequence statements about the
excursion in order (eg orientation, events,
evaluation).
• Complete cloze activity based on the
recount
• Unjumble words to form 2–3 sentences
of the recount.
• On the computer, colour
code processes, participants,
circumstances in the recount.
• Talk about the shop excursion using
appropriate visuals at a school
assembly.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
18
Modelling/Text Deconstruction continued...
The activities on the left column will provide particular
development in these areas
Activities
Genre
Develop procedure
• Sequence 3 pictures representing buying
procedure.
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Write a procedure for buying.
• Use ordering words (eg next, after
that, last) to talk/write about the
sequence.
• Make a flow chart of these steps
using photographs and captions.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
19
Modelling/Text Deconstruction continued...
The activities on the left column will provide particular
development in these areas
Activities
Vocabulary about shops/ shopping
• Make a class picture dictionary about
shop topic words (eg a ... apple), and
illustrate.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Vocabulary for
shop items.
• Make posters of items in different shops.
• Invite children from a mainstream class
to play with the children in the class
shop. They may model polite language
interaction patterns within the set class
shop.
• Polite
interactions.
• Speaking clearly.
• Print
conventions:
-handwriting.
• Use food packages for a variety
of spelling purposes or activities—
highlight letters and sound patterns,
find the spelling words.
• Play a game ‘Guess which shop
we can buy it from’ with real, less
common items.
• Visit another class shop and practice
using language patterns for polite
interactions.
• Make a poster about polite questions
we can ask in the shops (in speech
bubbles). Use the book The Kettles
Get New Clothes by Dayle Dodds for
models of polite language.
• Invite a shop assistant to talk and
demonstrate making a specific shop item
(eg flowers).
• Match sentence beginnings and
endings to match a shop and its main
product.
• Make paper and material shopping bags
for class shop use and shop items to sell
(eg bookmarks).
• Review the class shop (eg update
rules, signs, price tags, roles).
• Learn and innovate on songs/rhymes to
consolidate shopping words (eg adapt
‘We’re going to the Zoo’).
• Make shops using various materials (eg
boxes).
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
• Organise an opening ceremony of a
class shop with posters, visitors etc.
• Support children to write a simple
recount about a visit to another class
shop.
Shops in the Local Community Developing a Recount
20
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
21
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.
The activities on the left column will provide particular
development in these areas
Activities
Excursion to the local shops
• Revise safety and behaviour rules.
• At the shops ask children to identify
shop names, simple signs, basic items,
counter, shop assistant.
Genre
Field
Mode
Extension activities:
• Technical words
about signs and
people (who)
working in shops.
• Take photos of signs, items, features.
• Buy items needed for making goods for
the future school shop using prepared
shopping lists.
NAP
Tenor
Supplementary and extension
activities. Comments are in italics
New Arrivals Program Teaching, Learning and Assessment Programs
• Modality:
-degrees of
certainty (eg
can, will).
• Future tense.
• Read some
simple signs and
labels.
• Use shopping list to practise
language interactions with shop
assistant.
• Jointly construct a number of
questions children could ask the
shop assistant or investigate (eg
time table, number of staff, duties,
number/type of signs). Groups of
children could independently carry
out interviews/do investigations and
later report back to class.
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22
The activities on the left column will provide particular
development in these areas
Activities
Jointly construct a recount
• In groups, children talk about the local
shop visit using photos.
• Orally model the answers of when, who,
where. Children trace/copy and illustrate
each heading.
• Make a class shared Big Book of the
excursion pointing out the parts of a
recount.
• Support children to make individual
books with basic sentences representing
the parts of a recount and a simple
sequence of events which students
illustrate.
Genre
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Extension activities:
• Recount
structure:
-orientation
-events
-evaluation.
• Noun groups
with:
-numbers (eg
three, seven)
-describing
words (eg red,
green).
• Processes:
-action (eg
walked)
-mental (eg feel).
• Names of people
involved.
• Past tense
• Children share findings of group
tasks of visit to local shop.
• Foregrounding:
-people
-place (eg at the
shop)
-time (when) (eg
yesterday).
• In groups children illustrate and write
1-2 sentences about their group
tasks. Make a shared class book.
• Print
conventions:
-handwriting
-punctuation
-spelling.
• Find the words representing answers
to who, where, what and how
questions.
• Follow teacher’s directions and
different students/groups read
different sections.
• Cover the recount with a sheet of
clear perspex. Circle the relevant
language features (eg past tense).
• Complete written cloze activity of a
recount.
During joint construction of a Big
Book recount use word lists, posters.
Emphasise beginning, middle, end
sections of the recount by using
different coloured pens. Model
strategies of checking and revising
writing for spelling and punctuation.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
23
Teacher’s text
Student’s text
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
24
Independent Construction
In Independent Construction, students independently construct an argument as the summative task for this topic for this
teaching, learning and assessing program.
The activities on the left column will provide particular
development in these areas
Activities
School yard shop
• As a class discuss:
-what to sell
-cost of items
-where, when
-name of the shop.
• As a class make a poster to advertise the
shop using real items or pictures.
• Children visit classrooms in pairs to show
poster and advertise shop.
• Discuss roles of class members and
make a list of tasks for the class shop.
• Make items and labels for the shop (eg
jewellery, popcorn, notebooks).
• Reinforce language of interaction and
role play shopping.
• Set up and run shop.
• Children take digital photos.
NAP
Genre
• Short spoken
exchanges.
• Conjunctions:
-linking (eg and,
and then).
Field
Tenor
• Polite exchanges
• Processes:
as used in a
-action (eg draw,
shop.
write, make)
-relational (eg is, • Speech
functions:
have)
-questions
-mental (eg need,
want).
-statements
• Noun groups with:
-comments
-describers
-offers.
(eg beautiful
necklaces)
-number (eg two
students).
• Technical
vocabulary on
signs, labels (eg
price, sale).
• Prepositions of
time and place.
• Circumstances
and clauses:
-place (eg behind
the canteen)
-time (eg at 9
o’clock)
-reason (eg to sell
the popcorn).
New Arrivals Program Teaching, Learning and Assessment Programs
Mode
• Simple future
tense.
• Visual literacy
for posters and
labels:
-size of font
-colour
-illustrations
-borders
-placement of
signs.
• Print
conventions:
-letter formation
-spelling.
Supplementary and extension
activities. Comments are in italics
Observe children’s use of oral language
during this sequence of activities.
Extension activities:
• As a group decide what to do with
the money.
• SRC Representatives consult with
Principal re shop.
• Advertise shop by making signs and
pamphlets.
• Practise spruiking using microphone
(eg ‘... for sale’ and ‘only … cents’).
• Teach children to take a video and
support them while videoing.
Shops in the Local Community Developing a Recount
25
Task list
NAP
Posters and signs
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
26
The activities on the left column will provide particular
development in these areas
Activities
Genre
After the event
• Sort money taken and talk about how to
use the money. Vote for final decision.
• Look at a video and photos of the shop.
• Share ‘I liked …’.
• Draw pictures of the event using
appropriate visual support (eg photos,
video).
Field
Tenor
Mode
Supplementary and extension
activities. Comments are in italics
Observe children’s use of oral language.
• Conjunctions:
-linking (eg or)
-binding (eg
because).
• Articles (eg a,
the).
• Verbs:
-relational (eg
have, is)
-action (eg
made, sold)
-mental (eg
liked).
• Read recount from teacher’s PowerPoint
presentation.
• Sort jumbled words into sentences or
jumbled sentences into logical order.
Copy sentences.
• Modality
-possibility (eg
can, could)
-obligation (eg
should).
• Primary tense:
-present
continuous (eg
is selling)
-past
• Evaluative
expressions (eg I
liked …).
• regular (eg
talked)
• Verbal elements:
-pronunciation
-fluency.
• irregular (eg
sold).
• Repetitive
sentence
beginnings (eg
We).
Extension activities:
• Estimate profits and add the money.
• Use the visuals to compare the class
shops and talk about similarities and
differences.
• Talk about having a shop:
-What worked?
-What did not work?
-What would we do differently next
time?
Our school shop
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
27
Teacher’s PowerPoint presentation
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
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The activities on the left column will provide particular
development in these areas
Activities
Independent recounts
• Using the headings When, Who, Where,
What, share oral recounts of their
experiences.
• Illustrate and label individual recount
charts. This may be supported/scribed by
the teacher or BSSOs.
Genre
• Structure of
recounts:
-orientation
-events
-evaluation.
Field
• Prepositions of
time and place
(eg on, in).
Tenor
Mode
• Verbal elements:
-pronunciation
-fluency.
• Print
conventions:
-letter formation
-punctuation
-spelling.
Supplementary and extension
activities. Comments are in italics
There will be a range of independent
recounts.
Extension activity:
• Using the class recount chart:
-develop extended recounts
-type recounts and display with
photos
-develop PowerPoint presentations.
Recounts of the school shop
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
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NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Shops in the Local Community Developing a Recount
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The activities on the left column will provide particular
development in these areas
Activities
Follow up
• Discuss shops and shopping.
• Sort and classify words related to
different shopping concepts (eg buying,
shopping items, shop features).
• Make meaning of different available
visuals.
• Children independently set up another
shop.
Genre
Field
• Conjunctions:
-linking (eg and,
and then).
• Nouns related
to shopping (eg
shopping items,
names of shops).
• Pronouns (eg I,
we, he, she).
• Verbs:
-mental
-action
-relational.
Reflection
• Talk/write about ‘What I know about
shops’. ‘I liked …’.
NAP
New Arrivals Program Teaching, Learning and Assessment Programs
Tenor
• Statements.
• Subjective
expressions of
attitude (eg I
liked, I liked it
when … , I think
that … ).
• Modality (eg
could, should).
Mode
• Tense:
-present
-past.
• Interpret visual
materials.
Supplementary and extension
activities. Comments are in italics
Observe children’s ability to put in place
what they have learnt and to use new
language.
Extension activities:
• Make a concept map about what
children have learnt about shops
since the beginning of the term using
available support materials.
• Compare with the initial concept
map.
• Use the strategy of visualisation to
revise what has been learned.
Shops in the Local Community Developing a Recount
31
ESL Scales Rubric – Recount
Name: ................................................................................. Teacher: .......................................................... Year level: ........................ Date: ........../........../..........
Scale 1
Schematic Structure
Genre
Field
Begins to copy and write short
groups of words.
Draws appropriately to the topic.
Uses pictures or visual
resources to sequence a text
(eg recount).
Scale 2
Begins to construct own basic
texts by copying or jointly
constructing.
Labels drawings.
Tenor
Writes predominantly left to
right.
Describes to the teacher what
they would like to write.
Writes unidentifiable letters.
Uses most basic grammatical
items (eg articles a, the).
Prepositions (on, in). Personal
pronouns (my).
Writes identifiable letters.
Begins to identify beginning
and end sounds.
Relies on visual images to
convey more complex meanings
in writing.
Writes a limited range of letters/
words which have personal
meaning.
Constructs basic genres with a
high degree of scaffolding.
Writes two or three things that
happened or about themselves.
Scale 3
Begins to construct groups of
words and sentences.
Uses formulaic phrases of time
and location (on the weekend,
last night, on Friday, on the
table, at the shop).
Writes basic statements.
Spells with limited accuracy
many mono-syllabic common
words.
Scale 4
Uses a limited range of common
processes (can draw, like, eat,
run, play, buy).
Writes some language features
of basic genres (eg structure).
Begins to use linking
conjunctions (and, but).
Uses a few reference items
accurately (my, it, here).
NAP
Expands vocabulary in word
groups and phrases by exploring
numbers (eight) describers
(pretty), classifiers (polar bear)
and prepositions (on the shelf).
Begins to use a narrow range
of technical vocabulary (dissolve
the jelly crystals).
New Arrivals Program Teaching, Learning and Assessment Programs
Chooses highly repetitive
sentence beginnings (I).
Controls primary tenses in a
limited way.
Uses everyday vocabulary
(school, home, shop).
Constructs with support basic
genres.
Mode
Begins to write full sentences.
Uses a narrow range of
evaluative language expressing
feelings and attitudes (nice,
like).
Uses common verbs in primary
tenses correctly.
Experiments with punctuation.
Spells uncommon words based
on pronunciation.
Shops in the Local Community Developing a Recount
32
ESL WScales Rubric – Recount continued...
Schematic Structure
Scale 5
Begins to construct
independently basic genres.
Genre
Field
Writes a wider range of
language features of basic
genres with some accuracy.
Uses linking conjunctions (but,
or, so) and binding conjunctions
(because). Uses a small range
of reference items for text
cohesion (our class, we).
Further expands vocabulary in
word groups (a half of, red and
blue, motor bike, by the door).
Uses a small range of phrases
expressing where (by the table)
and how (carefully, quickly).
Tenor
Begins to write questions and
commands.
Uses a small range of
evaluative language expressing
feelings and attitudes (very
bright).
Uses small range of
comparatives (bigger)
Mode
Foregrounds short basic
phrases of time and place in
recounts: Last Friday ……
Demonstrates control of
primary tenses.
Begins to use basic
punctuation (capital letters, full
stop, question marks).
Writes texts generally legibly
with spaces.
Scale 6 (Standard 1)
Increases range of basic genres
constructed independently and
logically.
Uses a limited range of
significant language features to
organise text (eg conjunctions to
organise the text–First, Then).
Uses linking (then) and
binding conjunctions (when,
after).
Accurately uses basic
reference items for text
cohesion most of the time.
Uses vocabulary expressing
actions, (rode) feelings (I think)
and attitudes (angry).
Expands short noun groups,
sometimes using qualifiers (the
man in the shop).
Uses a narrow range of
technical vocabulary (Measure).
Uses a limited range of
nominalisations (a fright).
Begins to use direct speech.
Uses a range of comparatives
ending in y (funny/ funnier).
Uses elementary modality (can,
will might, must).
Foregrounds basic phrases
of time and place (Later that
morning).
Controls primary tenses and
past tense of most common
irregular verbs (did, went,
saw).
Begins to use secondary
tenses.
Spells accurately most words.
Begins to use basic
punctuation appropriately
(capital letters, full stop,
question marks).
Writes uniform size letters.
Relevant influences
NAP
Attitude towards witing
Reluctant Writer
New Arrivals Program Teaching, Learning and Assessment Programs
Enthusistic self-starter
Shops in the Local Community Developing a Recount
33