Updated: 20 Sep 2023
A comprehension worksheet for an article about ten facts about Mauna Kea in Hawaii.
Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 5
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>
Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>
Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>
Discuss how texts with similar purposes can be created for different audiences <ul> <li>discussing the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving a car is different to a road safety campaign for children crossing the road</li> <li>discussing how the instructions for assembling and using toys vary according to the age of the intended user</li> </ul>
Read different types of texts using phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when required <ul> <li>using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words</li> <li>reading a wider range of texts from different learning areas, including chapter books and informative texts</li> </ul>
Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
Recognise how texts can be created for similar purposes but different audiences
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Draw connections between personal experiences and the worlds of texts, and share responses with othersElaborationsdiscussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas ...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresElaborationsmaking connections between the text and students own experie...
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
Identify the point of view in a text and suggest alternative points of viewElaborationsdiscussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel (Skills: Literacy, Critical an...
A comprehension worksheet for an article about ten facts about Mauna Kea in Hawaii.
This teaching resource is a comprehension worksheet asking questions about the magazine article, ’10 Fascinating Facts About Mauna Kea’.
In the text, students will learn about the amazing volcanic Big Island of Hawaii which includes the infamous mountain Mauna Kea.
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>
Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text <ul> <li>identifying how authors use language to create imaginary worlds</li> <li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li> <li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li> </ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>
Identify the purpose and audience of different types of texts through the use of language features and/or images in the texts <ul> <li>identifying words, phrases and images intended to persuade listeners, viewers or readers</li> <li>identifying features of advertisements that target children</li> <li>identifying the purpose of a narrative text; for example, identifying the purpose of a fable</li> </ul>
Discuss how texts with similar purposes can be created for different audiences <ul> <li>discussing the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving a car is different to a road safety campaign for children crossing the road</li> <li>discussing how the instructions for assembling and using toys vary according to the age of the intended user</li> </ul>
Read different types of texts using phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when required <ul> <li>using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words</li> <li>reading a wider range of texts from different learning areas, including chapter books and informative texts</li> </ul>
Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
Identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
Recognise how texts can be created for similar purposes but different audiences
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Draw connections between personal experiences and the worlds of texts, and share responses with othersElaborationsdiscussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas ...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and studentsâ own experience and oth...
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresElaborationsmaking connections between the text and students own experie...
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correctingElabo...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
Identify the point of view in a text and suggest alternative points of viewElaborationsdiscussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel (Skills: Literacy, Critical an...
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Hi, is there an answer sheet to accompany this resource?
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