- describing experiences and how they made them feel, for example:
DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET
I am excited to meet the deaf visitor.
POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
I was sad when my friend moved away.
- discussing aspects of their school experience, using familiar lexicalised fingerspelled signs to talk about shared places or people they know, for example:
M-O-N M-R S-M-I-T-H GIVE-me BOOK THAT NEW
On Monday Mr Smith gave me a new book.
- comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example:
REGULAR SUMMER PRO1-plural GROUP-MOVE-TO BEACH STAY++ THREE WEEK
We go to the beach for three weeks in summer.
WEEKEND PRO1 GO-TO-AND-BACK++ CAMP
I go camping on weekends.
- discussing shared experiences of school events, using appropriate interactional strategies when communicating in pairs or in groups, for example, using NMFs and eye gaze to gain, hold or finish a turn, for example:
THEATRE GOOD, LONG-really
I liked the theatre performance but it was soo long.
SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
What did you think about the swimming carnival?
- describing relationships between members of their families or between classmates, for example:
PRO3 POSS1 COUSIN WE2 GOOD FRIEND.
She’s my cousin; we’re good friends.
- comparing attributes or characteristics of classmates or classroom objects, for example:
S-A-M RUN FAST C-H-R-I-S WORSE FAST SPEED
Sam runs fast but Chris runs the fastest.
THAT BEST COMPUTER
That’s the best computer.
