Professional Documents
Culture Documents
Student Surname/s:
Given name/s:
S00136506
Dawood
Joniyeh
Signature of student(s):
Joniyeh Dawood
Date: 12/05/2014
Criteria and
weighting
High distinction/
distinction
Overall grade:
Credit
Pass
Fail
Accurate analysis of
text features across
various levels of the
text.
Some accurate
analysis of language
features across at
least some levels of
text.
Analysis is inaccurate or
shows little or no
understanding of text
features across levels.
Discussion linked to
the theory of
reading and literacy
development, with
correct referencing
using APA style
(minor weighting)
High level of
English proficiency
Very high level of
used within the
proficiency in academic
discussion:
English used within the
accurate sentencing
discussion, including
and logical
clear and logical
development of
development of ideas.
ideas (minor
weighting)
Limited or inadequate
proficiency in academic
Acceptable academic
High level of
English used in the
English proficiency
proficiency in academic
discussion. There may
used within the
English used within the
be many errors and
discussion with
discussion, including
inaccurate sentence
adequate organisation
logical development of
construction.
and development of
ideas.
Development of ideas
ideas.
may be unclear or poorly
organised.
Comment
Marker _______________________________
Assessment 2
In one sentence, state the unit of work you have chosen and the two texts you have
selected.
I have chosen the Science and Technology unit of work, Whats that sound?, and the
following two texts:
Zoo Sleepover by Douglas Holgate
Shut the Duck Up by Mandy Foot
Provide a very brief outline of the nature of each text and how it relates to the unit of
work, that is, what knowledge it contributes to the unit (approx. 100 - 200 words per text).
Zoo Sleepover is a picture book about a family that is going to the zoo not just for a visit, for a
sleepover. The book is a Narrative text type, as its purpose is to use a range of process types,
reflecting the complexity of the familys experience (Derewianka, 2011). This book is made to
entertain individuals by telling a story about an experience which is shown throughout the pictures
in the book. This book relates to the topic of Whats that sound? as the family partake a journey to
the zoo where they are faced with all sorts of animals which some whom are cheeky, some are
noisy, some are cuddly and some who are following them. In this way, studying the book will help
to build the field of sound in an entertaining and engaging way and to explore how the family set
off to the zoo on an adventure they never thought that they would expect. These outcomes are
related to the overall purpose of whats that sound? unit which is to describe how sounds are all
around us and affect our lives in many different ways. This unit of work also enables students to
describe a range of places and spaces in the local environment and how their purposes influence
their design (Board of Studies, 2014). Zoo Sleepover helps to build knowledge about the topic of
sound as it explores many sorts of animals throughout the book that make different sounds.
Shut the Duck Up is a picture book about a duck who dreams of being able to fly but as an Indian
Runner Duck, he can t. Up late to practice his flying technique, he spots a fox and raises the
alarm. No one believes him at first, but eventually Indie sets a trap that catches the fox and makes
3. Describe the main language features of each text at the levels of:
o Whole Text
o Paragraph
o Sentence
o Word
Explain how these features might be challenging (or not) for a typical group
of students in the Early Years.
ZOO SLEEPOVER
Zoo sleepover by Douglas Holgate explores a series of events that the family face on their trip to
the zoo. The children are asked by their mother to pack their bags as they are going to the zoo for
a sleepover; the children are overwhelmed from excitement and begin to pack. They catch a ferry
to the zoo and finally arrive at the zoo where they are faced with all sorts of animals (Holgate,
2013). In literary narrative texts like Zoo Sleepover the storyteller both visually and verbally
introducers readers to a dynamic story world of characters and phenomena which is classified as
participants, and activities which are the processes (grammar and meaning). This book often
displays one or two clauses, which include descriptive words of what is happening. The characters
gestures are displayed in this book by colorful and vibrant images that allow the viewers to have a
clear and concise image of what the storyteller is trying to convey.
The language that is used in Zoo Sleepover is quite difficult for some students to read unassisted.
For example, it includes vocabulary such as gurgled and nocturnal which would not be familiar to
some students in Year 1. When we view this book at clause level, process types are mostly action
verbs which (e.g. pack, going, catch, snoring). This text also contains action verbs that relate to
the topic of Whats that sound unit (e.g. roar, trumpet, stomp, boom, gurgle, swoop, hoot, growl).
Action verbs are particularly found in texts such as narratives, procedures and recounts.
Sensing verbs are used in this text to help the reader to understand how the characters describe
what they think, feel, desire and perceive (e.g. wish, think, favorite, love, see, like). Existing verbs
Select and identify one or two of these language features that you will teach using each
text. Outline the strategies you will use in teaching using this text and why. This should not
be a lesson plan, but a rationale for your choice of strategies. You need to show that you
understand how particular strategies build language and literacy. Refer to the readings in
your answer. (approx. 500 words per text)
Zoo Sleepover
The language features that will be the focus of teaching in Zoo Sleepover are processes, and in
particular, action verbs. When students talk and write about the topic Whats that sound, they
need to use many action verbs in their writing as it describes the sounds that the characters are
making. Action verbs are used in this text to describe the use of sounds by the animals e.g. roar,
Reference list
Board of Studies. (2014). Science and Technology sample unit: Whats that sound?. Retrieved
May 8, 2014, from http://syllabus.bos.nsw.edu.au/assets/global/files/scitech_s1_sampleu1.pdf
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
Derewianka, B. (2011). A New Grammar Companion for Teachers (2nd ed.). Sydney, Australia:
Author.
De Temple, J., & Snow, C.E. (2003). Learning words from books. In A. van Kleeck, S.A. Stahl, &
E.B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 1636). Mahwah, NJ:
Erlbaum.
Foot, M. (2013). Shut the Duck Up. Sydney, Australia: Hachette Australia.
Holgate, D. (2013). Zoo Sleepover. Sydney, Australia: Hachette Australia.
Humphrey, S., Droga, L., & Feez, S. (2012). Language for Expressing ideas. In R. Gnanadickam
(Ed.), Grammar and Meaning. Sydney, Australia: Author.
Snowball, D. (2009). Teaching and learning experiences in an effective reading program. Australia:
PETAA.
Wild, R. (2009). How am l going to teach my students to be confident readers and writers?. In R.
Gnanadickam (Ed.), Where do l start? Stimulating ideas for literacy rich primary classrooms (pp.
12). Sydney , Australia: Author.