Standard 3.

3
Extract from EML Assessment 2
Introduction
Outcome
uses an increasing
range of skills,
strategies and
knowledge to fluently
read, view and
comprehend a range
of texts on
increasingly
challenging topics in
different media and
technologies EN2-4A
identifies and
compares different
kinds of texts when
reading and viewing
and shows an
understanding of
purpose, audience
and subject matter
EN2-8B

Indicator/ Elaboration

Tim
e

Activity

Teaching
Strategies/
Prompts

Assessment

use metalanguage to describe

the effects of ideas, text
structures and language
features of
literary texts (ACELT1604)

2025

Shared Reading
Monday: Teacher shows the front
cover of the book pointing out
different features of the cover and
asking students if they can explain
what they mean before students fill
out their KWL chart (Code Breaker,
Semantic Cue).
Tuesday: Teacher models reading
remembering to show hidden
processes.
Teacher asks students about the
purpose of the book and who the
audience is (Code Breaker, Text
Analyst).
Wednesday: Teacher models
reading on the landscapes page.
The whole class then creates a
mind map about the different
features on the page e.g. map and
key, photographs, text, headings
and how this information can help
them when reading (Code Breaker,
Text Participant).
Thursday: Teacher models reading

Direct Instruction
Discussion
- Teacher
guided
- Think, Pair,
Share
Reflection
- KWL

Observation
Anecdotal report
- Looking for studen
who correctly use
metalanguage
- Students who can
identify different
features of texts a
their purpose
- Able to interpret
different forms of
visual information
Work Samples
Prediction chart
- Interpret different
forms and features
a text
Self Assessment
KWL Chart
- Interpret different
form and features
a text

identify the audience and

purpose of imaginative,
informative and persuasive texts
(ACELY1678)

identify characteristic features

used in imaginative, informative
and persuasive texts to meet
the purpose of the text
(ACELY1690)

identify and interpret the

different forms of visual
information, including maps,
tables, charts, diagrams,
animations and images

Prompts
MON: What is a text
feature? Can you
see one on this
book? What
information can we
find out from the
cover of the book?
How did you know
that?
TUES: I dont know
what this word
means what are
some strategies to

before asking students to identify

and explain a feature on the page
through a think, pair, share activity.
Note students must share their
partners idea (Code Breaker)

Body
Activity Stations: Students spend 15 minutes at each activity. They complete these activities Mon-Thurs
on Fridays. NOTE: Not all activites have prompts as they have their own questions already.
communicates in a
respond appropriately to the
15
Talking Books
range of informal and reading of texts to demonstrate
formal contexts by
enjoyment and pleasure
Students independently view a text
adopting a range of
for 5 minutes. Then in pairs or
roles in
interact effectively in groups or
small groups students talk about
group, classroom,
pairs, adopting a range of roles
their text using an interview sheet.
school and
use interaction skills, including
(Code breaker, Text User)
community contexts
active listening behaviours and

help me? What do

you think is the
purpose of the
book? Who do you
think this book is
for?
WED: I dont know
what this word
means what are
some strategies to
help me? What
features can you
see on this page?
What information
does____ give us?
THURS: What is a
feature on this
page? What
information does
this tell us? How
does it give us this
information? How
can this help us
with our reading?

with a catch up and spelling test and handwriting

Group work/
Discussion
- Interview
Independent
reading

Peer assessment
- Communicates
clearly
- Communicates
effectively
Observation
Work sample

EN2-1A

communicate in a clear,
coherent manner using a variety
of everyday and learned
vocabulary and appropriate
tone,pace, pitch and volume

Use interaction ski

Show active listeni
skills through
interview

(ACELY1688, ACELY1792

plans, composes and

reviews a range of
texts that are more
demanding in terms
of topic,
audience and
language EN2-2A
uses effective
handwriting and
publishes texts using
digital technologies
experiment with
visual, multimodal
and digital processes
to represent ideas
encountered in
texts
uses an increasing
range of skills,
strategies and
knowledge to fluently
read, view and
comprehend a range
of texts on

respond appropriately to the

reading of texts to demonstrate
enjoyment and pleasure
create imaginative texts based
on characters, settings and
events from students' own and
other cultures using visual
features, for example
perspective, distance and angle

15

Travel Brochure
After viewing a YouTube clip
and the main text, students
use the computer to create a
travel brochure for South
America or a specific place in
South America e.g. Chile,
Amazon, Machu Pichu. (Text
User, Semantic Cue)

15

Comprehension

(ACELT1601,
ACELT1794)

use a range of software

including word processing
programs to construct, edit and
publish
written text, and select, edit and
place visual, print and audio
elements (ACELY1685,ACELY1697)

use comprehension strategies to

build literal and inferred
meaning to expand content
knowledge, integrating and
linking ideas and analysing and
evaluating texts (ACELY1680,
ACELY1692)

Observation
Work Sample
-Students use visual
features from prior
learning and example
brochures.
-Students effectively
use a computer and
Publisher to create th
brochure.
- Student have
effectively edited the
work

Comprehension
Students choose a text
including newspaper articles,
books, images/ photos and
folk tales about South

Observation
Work sample:
-

Students answer
literal question
Students answer
an inferential

increasingly
challenging topics in
different media and
technologies EN2-4A

uses a range of
strategies, including
knowledge of letter
sound
correspondences and
common letter
patterns, to spell
familiar and some
unfamiliar words EN25A

uses an increasing
range of skills,
strategies and
knowledge to fluently
read, view and
comprehend a range
of texts on
increasingly
challenging topics in
different media and
technologies EN2-4A

use morphemic, visual,

syntactic, semantic and
phonological knowledge when
attempting to spell unknown
words
understand how to use
strategies for spelling words,
including spelling rules,
knowledge of morphemic word
families, spelling
generalisations, and letter
combinations including double
letters (ACELA1485, ACELA1779)
use metalanguage to describe
the effects of ideas, text
structures and language
features of literary texts
(ACELT1604)

identify characteristic features

used in imaginative, informative
and persuasive texts to meet
the purpose of the text
(ACELY1690)

15

15

America and choose

questions to answer about
the text. Students must
answer at least one question
from each level of
questioning. (code breaker,
Text Participant, Text Analyst,
Semantic cue)
Spelling
Students are given two (2)
words related to the shared
reading book as well as eight
individualised spelling words
(less given for some
students). Students are
tested on Fridays.
(Graphophonic Cue, Code
Breaker, Semantic Cue)
Guided Reading/ Running
Record
Students identify different
features of books (Welcome
to Chile, Continents: South
America, or Countries of the
World: Argentina) and explain
what they mean in their own
words. Students begin their

Student selfdirection
-

Choice over
learning
Multiple
intelligence
activities

Formal Test (Friday)

-

teacher led

Prompts
What are some
features on this
page?
What do you

able to use
strategies to spe
words correctly

Observation
Work Sample
-

Direct
Instruction
Discussion

question
Students answer
an analytical
question

use strategies to
spell words
used different
knowledge to spe
words

Observation- checklis
anecdotal report
-

Use of
metalanguage
Identify
characteristics or
features of text
forms
Identify the
purpose of text

identifies and
compares different
kinds of texts when
reading and viewing
and shows an
understanding of
purpose, audience
and subject matter

answer with I think this

means... (Code Breaker,
Semantic Cue

EN2-8B

thinks imaginatively,
creatively and
interpretively about
information, ideas
and texts when
responding to and
composing texts EN210C

plans, composes and

reviews a range of
texts that are more
demanding in terms
of topic,
audience and
language EN2-2A

create literary texts that explore

students' own experiences and
imagining
create imaginative texts based
on characters, settings and
events from students' own and
other cultures using visual
features, for example
perspective, distance and angle
(ACELT1601,
ACELT1794)

15

Tuesday/ Thursday: Running

Record: Student and teacher
complete a running record.
Other students
independently read their
book and must tell the
teacher about it before their
running record. NOTE: It is
unlikely all students will sit a
running record in this time
but the new students must
read this week
Journal Writing
Students view a YouTube clip
of the Amazon and write and
or illustrate a text, in any
form about happens next to
the people in the video (Text
Participant, Text User,
Syntactic Cue).

think they
mean? Why do
you think that?

Journaling
-

Build
writing
fluency
Allows
literacy
experiment
s
Informal

features
-

Work Sample
-

Work is imaginat
Setting of the wo
is clearly describ
or drawn
Pictures show oth
cultures where
appropriate

Conclusion
recognises and
uses an
increasing range
of strategies to
reflect on their
own and others
learning EN2-12E

identify different ways of

learning in English and
consider own preferences
reflect on own reading and
identify the qualities of
texts that have contributed
to enjoyment
of the text

10

Reflection:
Monday: Students finish their
last section of their
prediction charts
Tuesday: Silent conversationstudents write or draw on a
large piece of butchers paper
(whole class) a fact or skill
they have learnt.
Wednesday: Students fill in
the last section of their KWL
chart (started on Monday).
Thursday: students fill in a
feedback sheet about the
activities they have
completed and what they
have learnt

Self Assessment
Reflection
-

KWL
Prediction
Silent
conversatio
n
Feedback

Prompts
What have your
learnt today?
Tell me
something
interesting you
discovered
today.

Students are able

to reflect on
learning.