Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
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
Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
<ul>
<li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li>
<li>beginning to use dictionaries and resources to check and correct spelling</li>
<li>identifying words that might not be spelt correctly</li>
</ul>
Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
<ul>
<li>applying emerging knowledge of text structure and grammar when creating text</li>
<li>using learning area vocabulary when creating text</li>
<li>creating digital images and composing a story or information sequence on-screen using images and captions</li>
</ul>
Discuss different types of texts drawn from a range of cultures and experiences
<ul>
<li>discussing different types of texts encountered in school and in the community, and identifying their purposes</li>
<li>recognising that types of texts with similar purposes usually have predictable structures</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions
<ul>
<li>using turn-taking in group and pair work</li>
<li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li>
<li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li>
<li>interacting appropriately with peers, teachers and visitors</li>
<li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li>
</ul>
Discuss plots, characters and settings through a range of literary texts
<ul>
<li>recognising similar characters and settings in a range of literary texts, for example traditional tales, narrative poems and fables</li>
<li>discussing whether features of settings, including time (year, season) and place (country or city), are realistic or imagined</li>
<li>discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and how it is solved (resolution)</li>
</ul>
Discuss a range of literary texts and share responses by making connections with their own experiences discuss a range of literary texts and share responses by making connections with their own experiences
<ul>
<li>generating questions about characters, settings and events from books and sharing responses</li>
<li>discussing a range of texts and offering opinions about how they reflect their own experiences</li>
<li>expressing responses to characters and events in stories using drawing and role-play</li>
<li>identifying who is telling the story in a range of texts</li>
</ul>
Discuss how language and images are used to create characters, settings and events in literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators
<ul>
<li>discussing how animal characters reflect human characteristics, for example discussing the creation of animal characters and their human qualities in fables by a wide range of world authors</li>
<li>discussing how characters, settings and events are described or depicted in literature by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from a wide range of Australian authors</li>
</ul>
Recognise and understand vocabulary across the curriculum, such as topic-specific vocabulary in other learning areas
<ul>
<li>using appropriate topic-specific vocabulary when discussing a learning area topic</li>
<li>using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country</li>
<li>identifying words for topics studied at school, for example vocabulary used for weather and seasons</li>
</ul>
Compare how images and sound in different types of texts contribute to meaning
<ul>
<li>comparing images from texts where images of the same subject are represented differently, for example a cartoon image of an animal, a photograph of an animal, a painting of an animal and a digital image of an animal in an advertisement</li>
<li>understanding how authors and illustrators build up meaning across a sequence of images</li>
<li>understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the written text</li>
</ul>
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs)
<ul>
<li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li>
<li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li>
</ul>
Understand that a simple sentence consists of a single independent clause representing a single event or idea
<ul>
<li>knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase), for example ‘Teddy (the participant: who or what is involved) reads (a process, a happening or a state) the book (surrounding circumstances).’</li>
<li>understanding that simple sentences answer questions such as ‘What is happening?’ and ‘Who or what is involved?’ along with details such as ‘Where?’, ‘When?’ and ‘How?’</li>
</ul>
Understand how concepts about print in printed and digital texts are organised using features such as page numbers, tables of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
<ul>
<li>comparing the layout of printed and digital texts, for example the layout of print and images in an information book and the layout of information in an online text</li>
</ul>
Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
<ul>
<li>discussing and comparing the purposes and organisation of familiar texts</li>
<li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li>
<li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li>
</ul>
Explore language to provide reasons for likes, dislikes and preferences
<ul>
<li>using words such as ‘because’ to introduce reasons for likes, dislikes and preferences</li>
<li>exploring comparative words (adjectives) to express the degree of preference, for example ‘better’ and ‘faster’</li>
</ul>
Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
<ul>
<li>recognising the effects of words, signing, gestures and body language on the way that communications are received by others</li>
<li>understanding that symbols, gestures and body language are key components of communication in Aboriginal and Torres Strait Islander communities</li>
<li>viewing short films and discussing how characters use words and body language to convey emotions</li>
<li>learning the difference between closed questions (for example, ‘Are you ready?’) and open questions (for example, ‘What made this text so exciting?’)</li>
</ul>
Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
Understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with othersElaborationsrecognising how and where signs and symbols are used and placed in ...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Respond to texts drawn from a range of cultures and experiencesElaborationsexploring some of the meanings and teachings embedded in Dreaming stories (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)using drawing and writ...
Innovate on familiar texts by using similar characters, repetitive patterns or vocabularyElaborationsimitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts (Skills: Literacy,...
Recreate texts imaginatively using drawing, writing, performance and digital forms of communicationElaborationscreating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures (Skills: Literacy, Critical and...
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different textsElaborationsexamining different types of literature including traditional tales, humorous stories and poetry (...
Express preferences for specific texts and authors and listen to the opinions of othersElaborationssharing favourite texts and authors and some reasons for preferences (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)...
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiencesElaborationsdiscussing characters from books and films and whether these are life-like or imagina...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contextsElaborationslearning forms of address for visitors and how to...
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaningElaborationstalking about what is ârealâ and what is imagined in texts, for example âThis is the section about platypuses i...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstancesElaborationsknowing that, in terms of meaning, a basic clause repr...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with othersElaborationsrecognising the effect of words, symbols, gestures and body language on the way communic...
teaching resource
Year 1 Magazine - "What's Buzzing?" (Issue 1) Task Cards
Updated: 13 Jun 2023
A set of five literacy rotation task cards to be used in conjunction with Issue 1 of Teach Starter's Year 1 magazine.
A set of five literacy rotation task cards to be used in conjunction with Issue 1 of Teach Starter's Year 1 magazine.
Take the stress out of your literacy planning with these comprehensive task cards!
What are these task cards for?
These task cards have been designed specifically for use with Issue 1 of Teach Starter’s Year 1 magazine, What’s Buzzing?
How do I use the magazine and task cards for literacy groups?
In countless ways! You could assign each literary group an article for the week, then allow the students to work through the five sets of task cards.
Teachers, please read over the articles before you plan your activities. Some content may need teacher guidance depending on students’ abilities.
What types of task cards are included?
Five sets of task cards have been included. These address the areas of writing, language, comprehension, reading strategies and higher-order thinking skills.
Year 1 Magazine – What’s Buzzing (Issue 1)
You can access the magazine by clicking the thumbnail below.
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
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
Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation
<ul>
<li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li>
<li>beginning to use dictionaries and resources to check and correct spelling</li>
<li>identifying words that might not be spelt correctly</li>
</ul>
Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion
<ul>
<li>applying emerging knowledge of text structure and grammar when creating text</li>
<li>using learning area vocabulary when creating text</li>
<li>creating digital images and composing a story or information sequence on-screen using images and captions</li>
</ul>
Discuss different types of texts drawn from a range of cultures and experiences
<ul>
<li>discussing different types of texts encountered in school and in the community, and identifying their purposes</li>
<li>recognising that types of texts with similar purposes usually have predictable structures</li>
</ul>
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions
<ul>
<li>using turn-taking in group and pair work</li>
<li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li>
<li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li>
<li>interacting appropriately with peers, teachers and visitors</li>
<li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li>
</ul>
Discuss plots, characters and settings through a range of literary texts
<ul>
<li>recognising similar characters and settings in a range of literary texts, for example traditional tales, narrative poems and fables</li>
<li>discussing whether features of settings, including time (year, season) and place (country or city), are realistic or imagined</li>
<li>discussing how plots develop, including beginnings (orientation), how the problem (complication) is introduced and how it is solved (resolution)</li>
</ul>
Discuss a range of literary texts and share responses by making connections with their own experiences discuss a range of literary texts and share responses by making connections with their own experiences
<ul>
<li>generating questions about characters, settings and events from books and sharing responses</li>
<li>discussing a range of texts and offering opinions about how they reflect their own experiences</li>
<li>expressing responses to characters and events in stories using drawing and role-play</li>
<li>identifying who is telling the story in a range of texts</li>
</ul>
Discuss how language and images are used to create characters, settings and events in literary texts by Aboriginal and Torres Strait Islander authors and illustrators and a wide range of Australian and world authors and illustrators
<ul>
<li>discussing how animal characters reflect human characteristics, for example discussing the creation of animal characters and their human qualities in fables by a wide range of world authors</li>
<li>discussing how characters, settings and events are described or depicted in literature by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>discussing the events associated with Australian animal characters and what is learnt about their characters in picture books from a wide range of Australian authors</li>
</ul>
Recognise and understand vocabulary across the curriculum, such as topic-specific vocabulary in other learning areas
<ul>
<li>using appropriate topic-specific vocabulary when discussing a learning area topic</li>
<li>using appropriate vocabulary for an Acknowledgement of Country at assemblies and other school events using protocols to recognise the Traditional Owners of Country</li>
<li>identifying words for topics studied at school, for example vocabulary used for weather and seasons</li>
</ul>
Compare how images and sound in different types of texts contribute to meaning
<ul>
<li>comparing images from texts where images of the same subject are represented differently, for example a cartoon image of an animal, a photograph of an animal, a painting of an animal and a digital image of an animal in an advertisement</li>
<li>understanding how authors and illustrators build up meaning across a sequence of images</li>
<li>understanding that some images convey meaning that is not included in the accompanying written text; for example, a diagram shows information about how parts of a plant are connected, which is not explained in the written text</li>
</ul>
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs)
<ul>
<li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li>
<li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li>
</ul>
Understand that a simple sentence consists of a single independent clause representing a single event or idea
<ul>
<li>knowing that a single event or idea can include a process, a happening or a state (verb), the participant or who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase), for example ‘Teddy (the participant: who or what is involved) reads (a process, a happening or a state) the book (surrounding circumstances).’</li>
<li>understanding that simple sentences answer questions such as ‘What is happening?’ and ‘Who or what is involved?’ along with details such as ‘Where?’, ‘When?’ and ‘How?’</li>
</ul>
Understand how concepts about print in printed and digital texts are organised using features such as page numbers, tables of contents, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
<ul>
<li>comparing the layout of printed and digital texts, for example the layout of print and images in an information book and the layout of information in an online text</li>
</ul>
Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain
<ul>
<li>discussing and comparing the purposes and organisation of familiar texts</li>
<li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li>
<li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li>
</ul>
Explore language to provide reasons for likes, dislikes and preferences
<ul>
<li>using words such as ‘because’ to introduce reasons for likes, dislikes and preferences</li>
<li>exploring comparative words (adjectives) to express the degree of preference, for example ‘better’ and ‘faster’</li>
</ul>
Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
<ul>
<li>recognising the effects of words, signing, gestures and body language on the way that communications are received by others</li>
<li>understanding that symbols, gestures and body language are key components of communication in Aboriginal and Torres Strait Islander communities</li>
<li>viewing short films and discussing how characters use words and body language to convey emotions</li>
<li>learning the difference between closed questions (for example, ‘Are you ready?’) and open questions (for example, ‘What made this text so exciting?’)</li>
</ul>
Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
Understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with othersElaborationsrecognising how and where signs and symbols are used and placed in ...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Respond to texts drawn from a range of cultures and experiencesElaborationsexploring some of the meanings and teachings embedded in Dreaming stories (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)using drawing and writ...
Innovate on familiar texts by using similar characters, repetitive patterns or vocabularyElaborationsimitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts (Skills: Literacy,...
Recreate texts imaginatively using drawing, writing, performance and digital forms of communicationElaborationscreating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures (Skills: Literacy, Critical and...
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different textsElaborationsexamining different types of literature including traditional tales, humorous stories and poetry (...
Express preferences for specific texts and authors and listen to the opinions of othersElaborationssharing favourite texts and authors and some reasons for preferences (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)...
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiencesElaborationsdiscussing characters from books and films and whether these are life-like or imagina...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contextsElaborationslearning forms of address for visitors and how to...
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaningElaborationstalking about what is ârealâ and what is imagined in texts, for example âThis is the section about platypuses i...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstancesElaborationsknowing that, in terms of meaning, a basic clause repr...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with othersElaborationsrecognising the effect of words, symbols, gestures and body language on the way communic...
Teach Starter Publishing
We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!
2 Comments
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These are great resources! Any plans for making a foundation/kindergarten one?
Royce (Teach Starter)
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Hey Emma, that sounds like a fantastic idea. We are currently observing the feedback for the current magazine issues to see where we go next with them. In the meantime, feel free to make a resource request. A high volume of votes helps the request gain traction and allows us to put into progress quicker.
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These are great resources! Any plans for making a foundation/kindergarten one?
Hey Emma, that sounds like a fantastic idea. We are currently observing the feedback for the current magazine issues to see where we go next with them. In the meantime, feel free to make a resource request. A high volume of votes helps the request gain traction and allows us to put into progress quicker.