A comprehension worksheet for a poem about the season spring.
This teaching resource is a comprehension worksheet asking questions about the magazine poem ‘Spring is Here.’
teaching resource
Spring Is Here Poem – Worksheet
Updated: 03 Sep 2020
A comprehension worksheet for a poem about the season spring.
Non-Editable: PDF
Pages: 2 Pages
Years: 2 - 4
Curriculum
VC2E2LA03
Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>
VC2E2LA04
Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred <ul> <li>identifying language used to build information across a text, for example by connecting similar and dissimilar things</li> <li>mapping examples of word associations in texts, for example words that refer to the main character in a story, such as ‘Isy’, ‘she’, ‘I’, ‘sister’, ‘student’</li> <li>tracking how a person or thing is identified through a section of a text, for example ‘eggs’, ‘they’, ‘them’</li> <li>identifying words left out that can be inferred from the surrounding text; for example, in ‘Xanthe went to school. She had a lovely day’, ‘at school’ is inferred</li> <li>using personal and possessive pronouns to link entities previously mentioned in the text</li> </ul>
VC2E3LA03
Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>
VC2E4LA03
Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>
EN1-RECOM-01
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
EN1-CWT-01
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN1-UARL-01
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN2-RECOM-01
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
ACELA1463
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
ACELA1464
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonymsElaborationsexploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissi...
ACELA1478
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)Elaborationsbecoming familiar with typical structural stages and language features of various t...
ACELA1490
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language features of such text types as: simple narrative,...
AC9E2LA03
Identify how texts across the curriculum are organised differently and use language features depending on purposes
AC9E2LA04
Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
AC9E3LA03
Describe how texts across the curriculum use different language features and structures relevant to their purpose
AC9E4LA03
Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
Curriculum
VC2E2LA03
Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>
VC2E2LA04
Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred <ul> <li>identifying language used to build information across a text, for example by connecting similar and dissimilar things</li> <li>mapping examples of word associations in texts, for example words that refer to the main character in a story, such as ‘Isy’, ‘she’, ‘I’, ‘sister’, ‘student’</li> <li>tracking how a person or thing is identified through a section of a text, for example ‘eggs’, ‘they’, ‘them’</li> <li>identifying words left out that can be inferred from the surrounding text; for example, in ‘Xanthe went to school. She had a lovely day’, ‘at school’ is inferred</li> <li>using personal and possessive pronouns to link entities previously mentioned in the text</li> </ul>
VC2E3LA03
Describe how different types of texts across the curriculum have different language features and structures depending on purposes <ul> <li>identifying the stages of a basic argument such as introduction, argument 1, argument 2 and conclusion</li> <li>describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describing their purposes</li> </ul>
VC2E4LA03
Describe how different types of texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes <ul> <li>identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose</li> <li>understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports</li> <li>recognising that poems have different purposes that influence the organisation of the text into characteristic stages, for example poems that tell stories, poems that describe and poems that reflect on aspects of life</li> <li>recognising the difference between a text’s form (such as a poster, email or list) and its organisation into stages, depending on its social purpose</li> </ul>
EN1-RECOM-01
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
EN1-CWT-01
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN1-UARL-01
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN2-RECOM-01
Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01
Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
ACELA1463
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
ACELA1464
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonymsElaborationsexploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissi...
ACELA1478
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)Elaborationsbecoming familiar with typical structural stages and language features of various t...
ACELA1490
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language features of such text types as: simple narrative,...
AC9E2LA03
Identify how texts across the curriculum are organised differently and use language features depending on purposes
AC9E2LA04
Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
AC9E3LA03
Describe how texts across the curriculum use different language features and structures relevant to their purpose
AC9E4LA03
Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
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