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?

Question/answer
Teacher led
discussion

Listening to other
students read the
book.
Listen to the
teachers
questions.
Listen to teacher
modelling a think
aloud activity.

Read along with

other students via
the Smart board
displaying the
book.
Students reading
the book.

No written text
types.

What aspects of
grammar will
the students be
expected to
use?
Identifying point of
view.
Language and
structure of
historical picture
books.
Grammatical
words including
adjectives.

What specific
vocabulary does
the topic require
students to
know?
Words in the book:
White rose
Mayor
War
Lorries
Lumbering
Soldiers
Satchel
Scruf
Pale
Gloom
Diesel
Fumes
Rutted
Ditches
Barriers
Clearing
Barbed wire fence
Ghosts
Chilly
Moan
Cellar
Dispirited
Frantically
Shrouded
Invasion
Retreated

EDLA519 Assessment 2 Template 3 Language Demands

Small group
discussion/working
in groupscollaborative talk.
Think pair share
Question/answer
discussion led by
students in their
groups.
Students reading
the book.

Teacher led warm

up with tongue
twisters.
Students taking
turns in reading
the book in their
groups.
Collaborative
group work.
Groups present
timeline to the
class.
Small group
discussion.
Working in groupscollaborative talk.

Explosions of
colour
Triumphed
Sequence
Words from first
box.

Listening to other
students take
turns in reading
the book
Listening to other
students asking
questions and
answer.
Listening to other
students giving
their ideas for the
sequencing
activity and word
wall development.
Listening to the
teacher.
Listening to
students in their
group take turns
reading and giving
ideas.
Listening to
groups present
their work.

Reading and
following along
with other
students in your
group with their
picture books.
Students reading
the book.
Students reading
the word wall as it
is created.

Word wall created

as a class after
discussion.

Grammatical
words including
adjectives.
Word analysismeaning and
interpretation of
words throughout
the book.

Tongue twisters
Picture book.
Timeline.

Creating a
timeline.

Structure of a
timeline.
Grammatical
words depicting
emotion.

Tongue twisters
Timeline
Emotion

Listening to the
small group
discussion.
Listening to

Research website
and read about
their selected
picture.

Creating a
response to their
picture answering
what they would

Text structure of
texts they are
reading to
research.

Sufering
Emotion
Childs
experiences of

EDLA519 Assessment 2 Template 3 Language Demands

Presenting work to
class.

classmates
present their work.

Teacher led
discussion to start.
Small group
discussion
Collaborative
group work and
talk.

Listen to teacher
provide
instructions.
Listen to other
students in group
discussion.
Listen to students
present their work.
Listening to other
students in the
group talk.
Listening to other
students read
each others work.

Think pair share.

Small group
discussion
Collaborative
group work and
talk.
Reading other
peoples
responses.
Drama/performanc
e activity.
Small group
discussion
Collaborative
group work and
talk.
Teacher led
discussion at the

Listening to
diferent students
roles.
Listening to
groups
performances.

Reading their
work.
Research skills,
reading for
meaning.
Reading timelines
on class website.
Students read and
present their work
to the class.
Statement for
build on activity.

do to help/what
would they do if
they saw someone
in trouble.

Grammatical
words depicting
emotion and
sufering.
Adjectives.

sufering in the
21st century.
Timeline
World war II

Creating a
response and
building on to the
provided
statement.
Creating a graffiti
wall of their own.

Use of
grammatical
words.

Graffiti
Ofensive
Upsetting
Hurt

Reading other
students
responses to the
activity.

Creating a
response to
pretending they
were Rose in the
middle of the
crowd.

Use of descriptive
language/adjectiv
es.
Grammatical
words depicting
how Rose was
feeling at the
time.

Being placed in
someone elses
shoes.
Being placed in
the moment.

No texts to be
read in this lesson

Planning how they

will perform their
act

Use of emotive
language to
replicate how
chosen character
felt.
Use of
grammatical
words selected to
depict

Re-enact
Being placed in
someone elses
shoes.
Being placed in
the moment
Ofensive
Hurt
Upset

EDLA519 Assessment 2 Template 3 Language Demands

end.

Small group
discussion
Collaborative
group work and
talk.
Think pair share

Listening to the
other student in
the group.
Listening to other
groups present.

The
script/dialogue
that will be
created.

A script/dialogue.

Small group
discussion
Collaborative
group work and
talk.

Listening to the
group discussion
and friends ideas.

The picture book.

Readers theatre
script

Rehearsing their
script that will be
performed.
Teacher led
discussion of
reflection for the
unit.

Listening to other
students roles so
you know when it
is your turn.
Listening to other
groups perform.
Listening to
teacher for
reflection on the
unit- whole group

Following the
script so students
know when to
perform their role.

No written text
types.

characterisation.
Body language
and emotive
language to
emphasise
emotions.
Language and
structure of a
question/answer
or dialogue/script.
Grammatical
words including
adjectives.
Language and
structure of a
readers theatre
script.
Grammatical
words depicting
characterisation
including
adjectives and
emotive language.
How students
perform their
roles, body
language, facial
expressions to
match their
language.

script/dialogue
question and
answer
starve
unfair

Readers theatre
script.
props

Reflection

EDLA519 Assessment 2 Template 3 Language Demands

discussion