Literature Study – Upper Primary – Task Cards

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A set of 14 literature study task cards for upper primary students to use when analysing children’s literature.

This teaching resource is for use with picture book texts in the classroom.

The set contains 14 cards, in six colour-coded categories, exploring:

  • setting
  • character
  • plot
  • language devices
  • illustrations
  • text structure and
  • vocabulary.

Use these task cards to help students comprehend classic and contemporary children’s literature.

You may like to print out these cards and laminate them for your students to choose from. These activities can be completed in groups or as a whole class activity.

Read more about our Literature Study Task Cards over on the Chalkboard blog!

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Australian Curriculum alignment

  • English > Year 4 > Literature > Examining literature > ACELT1605

    Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tensionElaborat...

  • English > Year 5 > Literature > Literature and context > ACELT1608

    Identify aspects of literary texts that convey details or information about particular social, cultural and historical contextsElaborationsdescribing how aspects of literature, for example visuals, sy...

  • English > Year 5 > Literature > Responding to literature > ACELT1609

    Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of othersElaborationsposing and discussing questions, such as ‘Should this...

  • English > Year 5 > Literature > Creating literature > ACELT1612

    Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experiencedElaborationsusing texts with computer-based graphics, an...

  • English > Year 6 > Literature > Literature and context > ACELT1613

    Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contextsElaborationsrecognising the...

  • English > Year 4 > Literature > Responding to literature > ACELT1604

    Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the author’s description of a character’s appearance, behaviou...

  • English > Year 4 > Literature > Examining literature > ACELT1606

    Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and punsElaborationsdefini...

  • English > Year 5 > Literature > Responding to literature > ACELT1795

    Use metalanguage to describe the effects of ideas, text structures and language features on particular audiencesElaborationsorally, in writing or using digital media, giving a considered interpretatio...

  • English > Year 5 > Literature > Examining literature > ACELT1611

    Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figu...

  • English > Year 5 > Literature > Creating literature > ACELT1798

    Create literary texts that experiment with structures, ideas and stylistic features of selected authorsElaborationsdrawing upon fiction elements in a range of model texts - for example main idea, char...

  • English > Year 6 > Literature > Responding to literature > ACELT1615

    Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different textsElaborationsnoting how degrees of possibility are o...

  • English > Year 6 > Literature > Examining literature > ACELT1617

    Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verseElaborationsidentifying how language choice and imagery...


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