EDLA519

Assessment 2 Template 3 Language Demands

What spoken language What listening tasks
demands will there be? will there be?

Lessons 1 & 2
Participating in discussion
about metalanguage.

Talking with Jigsaw group,
deciding how to
summarise key points and
presenting to group.

Lesson 3
Participating in classroom
discussion.
Decision making with
peers, communicating
book preferences
Practice reading.
Lesson 4
Reading to kindergarten
buddies.
Interviewing buddies on
reactions to stories.
Lesson 5
Role playing / narrating
different parts in Readers
Theatre

What texts will the

students be reading?

Transactional (1-way)
listening to teacher read /
YouTube clip

Interactional (2-way)
listening during Jigsaw
group activity

Guess Again?

The True Story of the
Three Little Pigs
(YouTube)

Extracts from 5 books, see
Resources tab.

Linguistic challenge:
Reading pictures with
mismatching text

Transactional listening 1 of 3 texts selected from
teachers synopsis of each lessons 1 & 2.
story
Picture books dominate

selection because they
Interactional listening
cross linguistic and
during practice reading
cultural barriers (Menon,

2011) which is especially
useful when learning a

challenging new theme.
Interactional listening to
buddy responses to
interview Q

Listening to T modelling
(transactional)
Listen to peers when
practicing and performing
RT (interactional)
Lesson 6 & 7
Interactional listening to
Participating in
buddies responses to
vocabulary discussion and stories
responding to T questions Transactional listening to

True Story of the Three

Little Pigs

Reading guiding Qs

What written text
types will there be?

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

Ss required to complete
Meta-language focus:
individual strategy table morphemic analysis of
worksheets
subversion etymology
and related words with
sub prefix

Ss explore
characteristic text
structures and language
features used in
subversive texts

Writing interview Q for

buddies

Rhyming words /
Genre of fairy tales

Ss may choose to write

additional dialogue into
the story.

Idiomatic expressions,
e.g. dead as a doornail /
figurative language pig
referred to as porker
and ham
Metalanguage tense
and contextual variations
of the word subvert.
Language features of

Note-taking on examples

What specific
vocabulary does the
topic require students
to know?
Subversion / subvert /
subverted / subverting

Also other related words
containing sub, e.g.,
submitted,
submarine,
sub-heading
subbing / substitute, etc.

In focus book text:

Honor / honour
definition / why the
different spelling

Granny (different cultures
may only know Nonna /
Yaya / Lola etc.)

Porker

Jazzed up

Adverb: Subversively
Adjective: Subversive
Noun: Subversiveness
Noun or adjective:

EDLA519 Assessment 2 Template 3 Language Demands

Talking during Think Pair
Share activity.

Ts questions
Listening to other pairs
sharings (transactional)

Lesson 8, 9:
Providing feedback to
partners on written work

Transactional listening to
Ts instructions
Listening to partners
feedback (interactional)

Lesson 10
Providing feedback to
partners on reading
fluency

Reading extracts from

fairy tales where needed

Reading assessment
rubric

Funktionary (funky
dictionary) and word
walls

Reading (presenting) own
subversive fairy tales

focus book, e.g. author
questioning,
Adverbial / adjective /
colloquial phrases to
create characterisation.
Noun / verb groups.
Use of illustrations.
Writing own subversive
Making appropriate
texts including
choices in grammar,
experimenting with
punctuation and
recounting part of a story vocabulary to contribute
from another perspective. to the effectiveness of
their created texts.

Subversive

Synonyms: overthrow,
overturn, upset, disrupt,
undermine, sabotage,
bring down, force out,
lead astray, change,
disobey, derail, topple,
reverse

Antonyms: uplift,
straighten, build up,
uphold, comply, make
happy, encourage, obey

Colloquial
Illustrator / illustrations