Part 1. Transcription

• Listen to the provided audio file of ‘Max’talking with an educator about what he has been learning in class based on the book Sticky Jam by Meredith Hooper.
• Complete the transcript below. The first part has been done for you.
• Transcribe everything that is said accurately and according to the instructions and examples are given.
• Add your comments under the appropriate headings. List examples of what the student does and does not do in Standard Australian English, and comment briefly in terms of language learning, home language features, and SAE features.

Part 2. Bandscaling

• Max has been assigned band scale level 2 (Early Years, Speaking). Use the evidence-based on your transcript, the provided teacher classroom observations of Max, and the ESL Bandscale document (pink stripy doc) to set out eight short points that justifiesMax at a level 2. Set out 4 points that show evidence for level 2. Set out 2 points that show why Max is not at pre-level 2 and set out 2 points to show why Max is not at level 3.
• In the box below provide a short paragraph (200 words) that gives the reasons for your decisions about why this student is definitely at level 2. You might like to engage with other literature in this section to support your argument.

Part 3. Identifying teaching strategies

• Max’s class is continuing to work with the book sticky Jam by Meredith Hooper. Study the Sticky Jamtext (located below) and use the EAL/D Speaking Levels and Teaching Strategies (SLATS) to list examples from the book alongside each language teaching point (table size may need to be adjusted).
• Use the table below. In the first column list the grammar language points you will need to specifically teach for students at level 2 (these are from the ESLATS doc). In the second column list all the examples of the grammar teaching points from the Sticky Jam text.