Hi,This is assignment fiord EDLA241 and the due date is 08/04/2020 the book I have chosen is The Sloth who came to stay by Margaret Wild . I have attached the mock-up file for this assignment too. It’s just a mock-up. The real assignment needs to be detailed though. EDLA241 –  Assessment Task 1: Designing teaching and learning activities for K-2 based on children’s books (Individual work) 50% Identify a year level to focus on and select a high-quality children’s picture book for use in a K-2 classroom. Justify the book choice with reference to its linguistic features and the opportunities it offers for developing code breaking and meaning making. Design teaching and learning activities to develop K-2 students’ literacy skills with considerations for struggling readers and EAL/D students. The Task: Focus on Reading and Viewing Create a package of resources for use with K-2 students that develops emergent or early Reading and Viewing skills with Rationale. This package has 7 sections and includes: 1. Selecting a book : Identify a year level (from K to Year 2) to focus on. Select one picture book (THE BOOK OF THE YEAR: EARLY CHILDHOOD) to be used in the Modelled Reading strategy from The Children’s Book Council of Australia’s 2018 or 2019 notable list for use in the classroom . https://www.cbca.org.au/notables-2018 https://www.cbca.org.au/notables-2019 Note: You may use the same book as other students but you are not allowed to use each other’s activities. Provide the full APA reference of the book in the Reference list. A book to be used for Modelled Reading has to be much more challenging than a book that a child can read on his/her own and has all the language features introduced in this unit (e.g. different types of verbs, compound sentences, noun groups, tier 2 vocabulary and compound nouns). 2. Potential teaching content and justification of the book choice : (Approx. 800 words) To justify your selection, you will need to: a) Describe the themes (i.e. topics and moral messages) of the book b) Analyse and identify in the book suitable language and visual features that the teacher can use to model decoding and comprehension to students of the selected year level with reference to: LANGUAGE features: Phonological awareness (i.e. phonemic awareness or phonics. See suggestions in section 4) Language for comprehension (i.e. vocabulary and grammar features. See suggestions in sections 1 & 4) VISUAL: Different types of visual meanings The convergent and divergent relations between language and image Note: Provide 3 examples of each of language and visual features that you identify. c) Argue for the suitability of the book for the intended Year level (Refer to Hill 2012, chapter 7 and the NESA syllabus Stage Statement and syllabus Learning Outcomes or the Australian Curriculum: English). 3. Modelled Book Orientation (Approx. 200 words) Write a transcript of a series of focused statements and questions indicating how you could get students engaged and interested in the book and prepare them well before reading it aloud to them. 4. Working with the text: (Equivalent to 400 words) After reading the book aloud, in the Working with the text stage, you are going to use the book again to develop students’ decoding and comprehension skills. Specifically, you are going to design activities to teach ONE of the three contents: Phonological Awareness for decoding, Vocabulary and Visual Literacy for comprehension using the examples of the language features in you identified in section 2. a) Select one aspect of each of the three contents that your book can be used to model to your students: (1) Phonological awareness: select ONE from the followings: phonemes, onset-rime, blends, and phonics. (2) Vocabulary: select ONE from the following s : synonyms, antonyms, homophones, tier 2 literary words (e.g. emotive words, descriptive words, onomatopoeia) and compound words. (3) Visual Literacy: select ONE from the following s : visual for e…

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