Teaching Resource

Year 2 Magazine – "What's Buzzing?" (Issue 3) Task Cards

PDF | 30 pages|Grade: 2

A set of five literacy rotation task cards to be used in conjunction with Issue 3 of Teach Starter’s Year 2 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 3 of Teach Starter’s Year 2 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 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 writinglanguagecomprehensionreading strategies and higher-order thinking skills.

Year 2 Magazine – What’s Buzzing (Issue 3)

You can access the magazine by clicking the thumbnail below.

  Australian Curriculum alignment

  • 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...

  • ACELY1668

    Identify the audience of imaginative, informative and persuasive textsElaborationsidentifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts ...

  • ACELY1671

    Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...

  • ACELT1592

    Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songsElaborationsexploring poems, chants, rhymes or songs from different cultures which class members may bring from home (Skills: Literacy, Numera...

  • ACELY1669

    Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correctingElaborationsusing pri...

  • ACELT1833

    Innovate on familiar texts by experimenting with character, setting or plotElaborationsinventing some speech, dialogue or behaviour of favourite or humorous characters through imagining an alternative event or outcome in the original text (Skills: Li...

  • ACELY1660

    Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language featuresElaborationsusing ...

  • ACELY1670

    Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structuresElaborationsmaking connections between the ...

  • ACELA1471

    Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound wordsElaborationsusing knowledge of known words to spell unknown words, for example using the word ‘...

  • ACELA1472

    Build morphemic word families using knowledge of prefixes and suffixesElaborationsdiscussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is â...

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