The Arrival Analysis: This webpage will provide an analysis of chapter 2 of the picture book, The Arrival. Other webpages will devote analysis to subsequent chapters of the The Arrival.The analysis webpages will outline, in detail, how to use The Arrival as a primary oral and written language intervention text.
The Arrival is a complex book with many themes to explore and requires maximal scaffolding for younger students. Some of the book's themes will be explored on this webpage.
Graphic Novel Format - The Arrival Analysis
The Arrival is a picture book that perhaps has more in common with the graphic novel format than classic picture book design. The book has no recognisable text. The story is instead propelled forward by Shaun Tan's highly detailed illustrations. The Arrival is the story of an immigrant family's journey to a strange country to forge a new and better life.
The story appears to be set sometime in late 19th and early 20th century, in what is essentially an alternate world. A world that is both familiar and yet has strong fantastical elements. According to Shaun Tan, many of the illustrations are based on photographs and autobiographical accounts of the mass immigration to countries such as the United States and Australia that occurred during the early to mid 20th century.
Please click on the links below to travel direct to the select passage.
Irregular Verbs Worksheet: Unlike regular past tense verbs, irregular past tense verbs don't end with the suffix -ed. In fact, irregular past tense verbs can end words in a number of different ways. By the way, all verb categories have five main types:
1. Infinitives: An infinitive is a verb form that is often introduced by the word 'to.' For instance, 'to smile,' 'to laugh.'
2. Simple Present: 'smiles,' 'laughs.'
3. Simple Past: 'smiled,' 'laughed.'
4. Past Participle: 'smiled,' 'laughed.'
5. Present Participle: 'smiling,' 'laughing.'
Irregular verbs are quite different from regular verbs. Regular verbs are consistently ended with the suffix -ed. This principle applies equally to both simple past tense and past participles. In contrast, irregular verbs
can end a word in a diverse number of ways. For instance, for the verb 'swim,' we can have 'I swim,' 'I swam,' 'I swum.'
Students can sometimes confuse verb types when attempting irregular verbs in their writing. For instance in this written language example, the student has made several verb tense errors...
'The bird flyed quickly through the air. It become tired so it landed in a tree. It sleeped all day.'
In this example the student has had difficulty correctly identifying and using irregular past tense forms. If the student
were to use the Irregular past tense guide they would quickly discover that the spelling for each irregular verb type
for the problem verb varies. With a few simple changes to the irregular verbs, the writing passage sounds far better.
'The bird flew quickly through the air. It became tired so it landed in a tree. It slept all day.'
The irregular verbs worksheet below has a useful chart which your students can have beside them as they write. The guide charts a number of common irregular past tense verbs and the different spelling requirements for instance, when the verb changes from simple past to past participle, etc.
Irregular Verbs Worksheet...Right-click to download this PDF file here.
The language intervention method used to access The Arrival's themes and topics is communicative reading strategies. CRS, or shared strategic reading, is a series of scaffolded techniques that are effective at making reading of text (or indeed, wordless picture books) a meaning making event, particularly for students who struggle to comprehend much of what they read.
CRS consists of a number of cueing strategies whereby a clinician engages students in a form of scaffolded dialogue which is centred on themes and events depicted in a storybook, often a picturebook. Cues that access print, illustrations, context, and prior knowledge are used in a systematic way to unlock a book's deeper meaning.
Please download the shared strategic reading cue examples to aid you when first using CRS.
Dykes, B. (1992) Grammar Made Easy Hale & Iremonger
Merrick, D (2009) Blake's Grammar Guide for Primary Students Pascal Press
Content Updated 07/2012
The clinician begins the session by telling the student that they will read the first chapter of the Arrival together. Because the Arrival is a wordless book, the clinician and student spend the time slowly looking, in depth, at the illustrations in chapter one. The Arrival is about immigration. The following prestory discussion took place between the clincian and a ten year old student named Alex.
Clinician: "The Arrival is a graphic novel. Graphic novels tell a story often only with images and no text, as in this book. The pictures and the picture sequence tell the story, a little like a comic book."
The clinician places the prestory graphic organizer in front of Alex.
Clinician: "We're going to talk a little about the themes in this book. Probably the most important theme is the theme of immigration. Have you heard of immigration Alex?"
Alex: "I've heard the word. Don't know what it means."
Clinician: "Let's begin by looking up the word in a dictionary."
Alex, with some assistance, finds the word immigration in a dictionary. The dictionary states that immigration is 'to move to a country of which one is not a native in order to settle there.'
Clinician: "Immigration is about a person or people moving to another country to start a new life. I'd like you to write immigration in the top box please Alex."
Alex writes immigration in the top box on the prestory graphic organizer following a prompt from the clinician.