A set of five literacy rotation task cards to be used in conjunction with Issue 3 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 3 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.
What types of task cards are included?
Year 3 Magazine – What’s Buzzing (Issue 3)
You can access the magazine by clicking the thumbnail below.
Australian Curriculum alignment
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...
Understand that paragraphs are a key organisational feature of written textsElaborationsnoticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and i...
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing lettersElaborationsrecognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as ...
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 ...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
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...
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language featuresElaborationsmaking connections between the text and students own experie...
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
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