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?

Think pair share

Teacher led
discussion to
answer KWL

Teacher will be
reading a Fairy
Tale to students

Reading their work

book to answer
questions on
similarities and
differences of how
the text was read

Writing in their
work book to
answer questions
on similarities and
differences of how
the text was read.
A comparison
Creating a mind
map of language
devices

Students will listen

to a YouTube video
Collaborative
group work and
peer learning

Teacher reads out

a fractured fairy
tale version of the
classic by Roald
Dahl.

Students will read

through the classic
fairy tale Little Red
Riding Hood

Teaching
PowerPoint to aid
in explaining and
facilitating group
discussion

The Three Little

Wolves and The
Big Bad Pig by
Eugene Trivizas
and Helen
Oxenbury will be
read by teacher

Ask students to
read some of their
complications to
see if they had
something
different. Reading
their own work

Watching Youtube
Video to make
predictions based
off prior
knowledge

Students will
create predictions
which will be
written as part for
a narrative,
specifically the
complication or
resolution

What aspects of
grammar will
the students be
expected to
use?
Grammatical
words used to
describe positive
and negative
reading

What specific
vocabulary does
the topic require
students to
know?
Expression
Fluency
Narrative
Fairy Tale
Comparison

Understanding the
different between
language devices,
metaphors, similes
and descriptive
language

Counterfeiting
Bobbin
Woodcutter
Snarled
Fractured Fairy
tale
Characteristics
Complication
Resolution
Indirect and Direct

Text structure of a
narrative and
understanding of
how to use direct
and indirect
speech throughout

EDLA519 Assessment 2 Template 3 Language Demands

Students to
discuss what other
importance of
clarifying words
via a think pair
share

Teacher
performing a
think-a loud of
what is going on
through the mind
of an expert
reader in this
situation.

Cinderella fairy
tale from the
resource website

Creating a word
wall and fully
annotating the
print out sheet for
descriptive
language,
metaphors and
similes.

Students will
communicate by
testing each other
during the spelling
test and through
discussion of
comprehension
questions

YouTube video of
Revolting Rhymes
Goldilocks and the
three bears

Create a Spelling
list from students
word wall and
completing the
comprehension
work sheet from
Roald Dahls
Revolting Rhymes

Group discussion
and participating
for guided
reciprocal reading
section

Teacher
performing a
think-a loud of
what a reciprocal
reading session.

Students will read

Revolting Rhymes
Goldilocks and the
three bears By
Roald Dahl, read
over their
comprehension
answers and
spelling list
The complete
Hans Christian
Anderson fairy
tales

Word wall
continuing to be
built up with
unknown or
interesting words

Descriptive
language,
metaphors and
similes. How to
apply fix-up
strategies and
occasionally
understanding the
function of a word
in a sentence
Students need to
understand
spelling rules,
phonemes and
phonics

Mantle
Clarify
Substitution
Burly
Annotation

Understanding the
function of a word
in a sentence e.g
noun, verb

Predictions
Clarifying
Questioning
Summarising

Goldilocks
Porridge
Cottage

Old fashioned
language used in
fairy tales
Rhymes
Think pair share
discussion.
Students will be

Students will be
listening to each
other in the oral

Revolting Rhymes
by Roald Dahl

Word wall
continuing to be
built up with

Understanding
Visual literacy
fundamentals such

Borders
Linear
Sombre

EDLA519 Assessment 2 Template 3 Language Demands

collaborating in all
group activities
and discussing
perspectives

presentation group
or to a reading
through their
Ipads

Class discussion
about the
importance and
use of visual
literacy to bring
across deeper
meaning of the
authors intent

Teachers
explanation of
narrative and
importance of
visual literacy

Students discuss
ideas and provide
feedback of
students work
through the
editing process

Teacher explains
the proof reading
check list via the
Smartboard

Students provide
peers with
feedback of their
oral speech
focusing on the
criteria listed on
the whiteboard

Listening to
students present
their fractured
fairy tale and
making note of
reading fluency,
voice control and

Three Little Pigs by

David Wiesner

unknown or
interesting words

Fairy tales from

Resource Website

Visual Literacy
comprehension
activity sheet

Provide students
with a range of
books and allow
IPad access for
inspiration
Revolting Rhymes
by Roald Dahl
Three Little Pigs
by David Wiesner
Continuing to
complete their
short story
Proof reading each
others work and
their own work
Students
individually
reading out their
work as a
presentation/reade
rs theatre

Narrative using a
scaffold

Continuing to
complete their
short narrative
and editing their
work based on
peer adjustments
Written feedback
on each students
presentation.
Students complete
a mock
assessment or
could still add

as speech
bubbles, colour
textures stylistic
choice

Medieval
Meta

Rhymes and old

fashion language

Descriptive
language
orientation,
complication
resolution.
Grammatical
words depicting
characterisation
such as adjectives,
adverbs etc.
Grammar
functions such as
punctuation,
spelling,
descriptive
language

Vivid
Scald
Avowed
Clambered
Despicable
Voracious

descriptive
language,
metaphors, direct
and indirect
speech, similes

Theatre
Constructive
Criticism
Feedback

clear text

Carousel
Punctuation
Proofreading
Editor

EDLA519 Assessment 2 Template 3 Language Demands

audience
engagement

words to their
word wall during
the assessment
procedure

structure of a
narrative