Community English Worksheets - Minnesota Literacy Council,2012 Page 4
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26“What is my brother’s name?”
“Who is Linda?”
Write on the board: Who is _________?
What is her _____________’s name?
Learners write questions about the teacher’s family in their notebooks and then practice asking each
other.
Step. 3: Structured Practice
Complete p. 8, part D as directed, using the CD or teacher’s script.
Learner’s Struggling?: instead of following the textbook directions for part D, talk about the picture
as a class and fill in the chart together based on your guesses. (ignore the CD)
Teacher Directions:
Activity 2: Transitions & Critical Thinking, Literacy
Step 1: teacher models
Write your name on a post-it note and put it on the board. Write an immediate family
member’s name on another post-it and place it on the board in relationship to yours as you would see in
a family tree (parents above, children below, spouse and siblings next to).
After placing 2-3 more family members on your tree, hand a student a post-it with one of your
family members on it (ex. “My brother’s name is Greg. Can you put Greg on the board?”). Enlist student
help to put a few more people on the board.
Step 2: Learners create their own family tree
Learners write each family member’s name and relationship on a separate post-it note.
Teacher circulates and helps learners organize their post-it notes in hierarchical order.
If there is time, have learners copy their chart onto a blank piece of paper.
Jessica Grace Jones, Minnesota Literacy Council, 2012
p. 4
Beginning Family Unit
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