EDLA519 Assessment 2 Template 3 Language Demands

What spoken
language
demands will
there be?

What listening
tasks will there
be?

What texts will

the students be
reading?

What written
text types will
there be?

What aspects of
grammar will
the students be
expected to
use?

Think/Pair/Share
of predictions
made about the
book, what they
learnt and what
was interesting.

Listening to the
teacher read One
Small Island and
modelling fluent
reading.

Reading One
Small Island
along with
teacher. Book
displayed on IWB.

Personal
responses:
making
predictions
about the book.

Language and
structure of
informational/
narrative texts

Teacher/class led
discussion about
the book and
predictions.
Class discussion
on what I noticed,
what I wonder and
this reminds me
of

Working in pairs
Collaborative talk

Listening to
class/teacher led
discussions
responses.
Listening to
partners ideas
during pair/share.

Listening to peer
read the book.

Some students
will read their
predictions about
the book and
What I noticed,
what I wonder
and this reminds
me of responses.

Reading book
independently
and with peer.
Reading list of
words students
found

Writing
responses to
questions such
as:
What
information do
you gather from
the illustration
and text or the
way is
organised?
What can we
tell about the
author and
illustrator?
Spelling: writing
words that are
difficult or new
to them.
Developing a
word list.

Informational
recount/
identifying
individual
perspectives:
what they learnt
or what was
interesting.

What specific
vocabulary
does the topic
require
students to
know?
Ecosystem
Environment
Heritage
Geological
Discovery
Degradation

Text structure of
non-fiction texts.

Word building
Adjectives
Morphemic
analysis

Explore
Explorer
Devastating
Destroying
Habitat
Any other words

EDLA519 Assessment 2 Template 3 Language Demands

difficult/new word.

Working in groups
and discussing
their words.
Class discussion
about word
investigation
activity:
segmentation, root
word, related
words, definition,
sentence and what
part of speech is it
(noun, verb,
adjective) for the
chosen words.
Working in reading
groups and
discussing.
Asking questions
regarding the book

Think/pair/share
written work.

that are new or

difficult.

Listening to
teacher
demonstrating
how to segment/
find number of
syllabus of a
word/ phonemes.
Listening to group
members on what
they found about
the words.
Listening to
students selected
by teacher,
sharing their
findings.
Listening to peers
read.
Listening to peers
summarise, clarify
what they read.

Research about
terms from book
that student
found
difficult/new.
Reading different
websites and
finding reliable
information and
resources.
Reading the
dictionary

Writing
explanations
about the
words.
Drawing a table
on each word,
in terms of
segmentation,
root word,
related words,
definition, and
sentence.
Multimodal
text- diagram,
texts

Noun
Verb
Adjective
Segmentation
Morphemic
analysis

Landscape
Natural
Freedom
Growth

Non-fiction text
One Small
Island by Alison
Lester and Coral
Tulloch.

Language and
structure of a
review

Sustainability
Perspective
Vegetation
Government

Listening to
partner read their
paragraphs.
Listening to

Read from the

word wall.
Read and fix their
written work.

Review/
summary of the
book, analyses
and assesses
the book.
Personal
opinions
Recount: retells
events from the
book, link with
personal

Language and
structure of
recount/descriptio
n literature.

Unrelenting
Determination
Ecosystem
Mountains

EDLA519 Assessment 2 Template 3 Language Demands

students selected
by teacher, read
their written work.

9
10

Working in groups
Collaborative talk
Group discussions:
communicating
ideas such as
characters, their
feelings and
experiences

Presenting scripts
to entire class with
good expression

Listen to group
discussions
regarding the
script for readers
theatre.

Listening to
groups perform
their readers

Read One small

island

experiences to
entertain others
Description:
describes
people,
characters,
places, events
and things in an
imaginative
way.
Readers
theatre script.
Writing about
what some
characters
(animals/trees)
feel and their
experiences.
Writing a
message about
environmental
challenges, etc
that will be sent
through
readers theatre
act.

Formal/informal
language.
Sentence
structure

Nouns
Verbs
Adjectives

Animal names:
penguins,
seabirds, seals,
cats and rabbits
Macquarie island
Endanger
Species

Adverbs
Pronouns
Punctuation

Dialogues
Exclamation
marks
Language and
structure of a
script.
Students will be working on their script from previous lesson
Group written
Readers
Animal names:
readers theatre
theatre scripts
penguins,
Nouns
script based on
seabirds, seals,

EDLA519 Assessment 2 Template 3 Language Demands

and fluency.
Communicating
the message
students
understood
through the reader
theatre
performance.
Class reflection on
group
presentation: what
they good, what to
improve on.

theatre/script.

the book One

small island.

Verbs
Adjectives
Adverbs
Pronouns
Punctuation
Dialogues
Exclamation
marks
Language and
structure of a
script.

cats and rabbits

Macquarie island
Endanger
Species