Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
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>
Use interaction skills to contribute to conversations and discussions to share text- or topic-based information and ideas
<ul>
<li>building on and connecting ideas and opinions expressed by others</li>
<li>listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information</li>
<li>learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter</li>
<li>using language appropriately in different situations; for example, explaining a procedure to a group or engaging in a game with friends</li>
</ul>
Create texts, using or adapting language features, characters, settings, plot structures and ideas from literary texts they have encountered
<ul>
<li>drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts</li>
<li>adapting texts read, viewed and listened to by changing the setting or revising an ending</li>
<li>discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for students’ own writing</li>
</ul>
Identify and discuss some literary devices, including rhythm and onomatopoeia in poetry and prose, and discuss the ways that they shape the reader’s reaction
<ul>
<li>discussing the effects of imagery in texts, for example the use of imagery related to nature in haiku poems</li>
<li>generating questions to discuss effects, for example ‘Why does the poet use onomatopoeia in this line of the poem?’</li>
</ul>
Discuss how an author uses language and illustrations to build plots and portray characters and settings in literary texts, and explore how mood is created through settings and events
<ul>
<li>identifying and discussing how the use of descriptive language creates setting, influences atmosphere and draws readers into events that follow, for example ‘The castle loomed dark and forbidding.’</li>
<li>discussing the language used to describe the traits of characters in stories, their actions and motivations, for example ‘Dev was so lonely; he desperately wanted a pet, so he hatched a plan to get what he wanted.’</li>
</ul>
Discuss characters, settings and events in different contexts 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>exploring the ways in which a wide range of authors tell the same story, identifying variations in the storyline</li>
<li>discussing characters and their relationship with Country/Place and families in literature by Aboriginal and Torres Strait Islander authors</li>
<li>discussing similarities and differences in the way that an archetype, such as a wolf, is portrayed in different versions of children’s stories by a wide range of world authors</li>
<li>exploring the ways that Australian settings are portrayed in stories</li>
</ul>
Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
<ul>
<li>identifying and using technical words to describe length, for example metric units of length such as ‘millimetre’ and ‘centimetre’</li>
<li>identifying and using words to describe features of narratives, for example ‘character’, ‘plot’ and ‘setting’</li>
<li>identifying words that have different meanings in different contexts, for example ‘warm temperature’ and ‘warm character’</li>
<li>extending vocabulary by adding prefixes and suffixes to base words, for example ‘different’, ‘differently’ and ‘difference’</li>
</ul>
Identify how images and sound extend the meaning of a text
<ul>
<li>recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures</li>
<li>recognising how images construct a relationship with the viewer through a direct gaze into the viewer’s eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness</li>
</ul>
Understand that verbs are anchored in time through tense
<ul>
<li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li>
<li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li>
</ul>
Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
<ul>
<li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li>
<li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li>
<li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li>
<li>identifying different types of verbs and the way that they control meaning in a clause</li>
</ul>
Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
<ul>
<li>identifying clauses in texts by locating verbs and the key words that link to the verbs, for example ‘While the cat slept, the mouse scurried across the path.’</li>
<li>identifying that a singular subject has a singular verb, and a plural subject has a plural verb, for example ‘The girl plays cricket.’ and ‘The girls play cricket.’</li>
</ul>
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreementElaborationsknowing that a clause is basically a group of words that contains a verb (Skills: Literacy, Critical and Creative ...
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...
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...
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...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrativeElaborationsidentifying and discussing the use of descriptive adjectives (âin the middle of a va...
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 ...
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authorsâ reasonsElaborationsreading texts in which Aboriginal and Torres Strait Islander children/young people are the central character...
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbsElaborationsexploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments abo...
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segmentsElaborationsnoting how the relationship between characters can be depicted in illustrations thro...
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tenseElaborationsidentifying different types of verbs and the way they add meaning to a sent...
teaching resource
Year 3 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 3 magazine.
A set of five literacy rotation task cards to be used in conjunction with Issue 1 of Teach Starter's Year 3 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 3 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 3 Magazine – What’s Buzzing (Issue 1)
You can access the magazine by clicking the thumbnail below.
Plans, creates and revises written texts for persuasive purposes, using text features,sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
Plans, creates and revises written texts for imaginative purposes, using text features, sentence-level grammar, punctuation and word-level language for a target audience
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>
Use interaction skills to contribute to conversations and discussions to share text- or topic-based information and ideas
<ul>
<li>building on and connecting ideas and opinions expressed by others</li>
<li>listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information</li>
<li>learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter</li>
<li>using language appropriately in different situations; for example, explaining a procedure to a group or engaging in a game with friends</li>
</ul>
Create texts, using or adapting language features, characters, settings, plot structures and ideas from literary texts they have encountered
<ul>
<li>drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts</li>
<li>adapting texts read, viewed and listened to by changing the setting or revising an ending</li>
<li>discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for students’ own writing</li>
</ul>
Identify and discuss some literary devices, including rhythm and onomatopoeia in poetry and prose, and discuss the ways that they shape the reader’s reaction
<ul>
<li>discussing the effects of imagery in texts, for example the use of imagery related to nature in haiku poems</li>
<li>generating questions to discuss effects, for example ‘Why does the poet use onomatopoeia in this line of the poem?’</li>
</ul>
Discuss how an author uses language and illustrations to build plots and portray characters and settings in literary texts, and explore how mood is created through settings and events
<ul>
<li>identifying and discussing how the use of descriptive language creates setting, influences atmosphere and draws readers into events that follow, for example ‘The castle loomed dark and forbidding.’</li>
<li>discussing the language used to describe the traits of characters in stories, their actions and motivations, for example ‘Dev was so lonely; he desperately wanted a pet, so he hatched a plan to get what he wanted.’</li>
</ul>
Discuss characters, settings and events in different contexts 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>exploring the ways in which a wide range of authors tell the same story, identifying variations in the storyline</li>
<li>discussing characters and their relationship with Country/Place and families in literature by Aboriginal and Torres Strait Islander authors</li>
<li>discussing similarities and differences in the way that an archetype, such as a wolf, is portrayed in different versions of children’s stories by a wide range of world authors</li>
<li>exploring the ways that Australian settings are portrayed in stories</li>
</ul>
Extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
<ul>
<li>identifying and using technical words to describe length, for example metric units of length such as ‘millimetre’ and ‘centimetre’</li>
<li>identifying and using words to describe features of narratives, for example ‘character’, ‘plot’ and ‘setting’</li>
<li>identifying words that have different meanings in different contexts, for example ‘warm temperature’ and ‘warm character’</li>
<li>extending vocabulary by adding prefixes and suffixes to base words, for example ‘different’, ‘differently’ and ‘difference’</li>
</ul>
Identify how images and sound extend the meaning of a text
<ul>
<li>recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures</li>
<li>recognising how images construct a relationship with the viewer through a direct gaze into the viewer’s eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness</li>
</ul>
Understand that verbs are anchored in time through tense
<ul>
<li>learning how time is represented through the tense of a verb (for example, ‘She arrived.’ or ‘She is arriving.’) and adverbials of time (for example, ‘She arrived yesterday.’ or ‘She is arriving in the morning.’)</li>
<li>learning that tenses for some verbs are formed by changing the word, for example ‘She catches the ball.’ or ‘She caught the ball.’</li>
</ul>
Understand how verbs represent different processes for doing, feeling, thinking, saying and relating
<ul>
<li>exploring ‘doing’ and ‘saying’ verbs in narrative texts to understand how they give information about what characters do and say</li>
<li>exploring the use of ‘sensing’ verbs and how they allow readers to understand what characters think and feel, for example ‘He remembered his first day at school.’</li>
<li>exploring the use of ‘relating’ verbs in constructing definitions and descriptions; for example, identifying the relating verb ‘is’ or ‘are’, ‘has’ or ‘have’ in descriptions of animals</li>
<li>identifying different types of verbs and the way that they control meaning in a clause</li>
</ul>
Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
<ul>
<li>identifying clauses in texts by locating verbs and the key words that link to the verbs, for example ‘While the cat slept, the mouse scurried across the path.’</li>
<li>identifying that a singular subject has a singular verb, and a plural subject has a plural verb, for example ‘The girl plays cricket.’ and ‘The girls play cricket.’</li>
</ul>
Discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreementElaborationsknowing that a clause is basically a group of words that contains a verb (Skills: Literacy, Critical and Creative ...
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...
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situationsElaborationsparticipating in collaborative discussions, building on and connecting ideas and opinions expressed by other...
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...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrativeElaborationsidentifying and discussing the use of descriptive adjectives (âin the middle of a va...
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 ...
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authorsâ reasonsElaborationsreading texts in which Aboriginal and Torres Strait Islander children/young people are the central character...
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbsElaborationsexploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments abo...
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segmentsElaborationsnoting how the relationship between characters can be depicted in illustrations thro...
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tenseElaborationsidentifying different types of verbs and the way they add meaning to a sent...
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4 Comments
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Wow I have just seen this and I am excited to use in my literacy rotations. Thank you!
Royce (Teach Starter)
·
Hey Sarah, thank you for taking the time to show your appreciation for this magazine. I hope your students enjoy these in their rotations.
Melanie
·
Looking forward to adding these to my reading groups
Royce (Teach Starter)
·
Hey Melanie, thank you for taking the time to show your appreciation for these magazines. I hope your students have a blast reading these. The Y2 magazine is due to come out in the next two weeks!
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Wow I have just seen this and I am excited to use in my literacy rotations. Thank you!
Hey Sarah, thank you for taking the time to show your appreciation for this magazine. I hope your students enjoy these in their rotations.
Looking forward to adding these to my reading groups
Hey Melanie, thank you for taking the time to show your appreciation for these magazines. I hope your students have a blast reading these. The Y2 magazine is due to come out in the next two weeks!