teaching resource

Year 4 Magazine – "What's Buzzing?" (Issue 3) Task Cards

Teach Starter Publishing
PDF | 1 page | Years: 4

A set of five literacy rotation task cards to be used in conjunction with Issue 3 of Teach Starter’s Year 4 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 4 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?

Five sets of task cards have been included. These address the areas of writinglanguagecomprehensionreading strategies and higher-order thinking skills.

Year 4 Magazine – What’s Buzzing (Issue 3)

You can access the magazine by clicking the thumbnail below.

Image of Year 4 Magazine – What's Buzzing? (Issue 3)

teaching resource

Year 4 Magazine – What's Buzzing? (Issue 3)

Issue 3 of our beautifully designed, 24-page reading magazine specifically designed for Year 4 students.

Teach Starter Publishing1 pageYear: 4

Curriculum

  • ACELA1493

    Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrasesElaborationscreating richer, more specific descriptions through the use of noun groups/phrases (for examp...

  • ACELA1495

    Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activityElaborationsinvestigating in texts how adverb group/phrases and prepositional phrases can provide details of the ...

  • ACELA1779

    Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex wordsElaborationsapplying generalisations for adding a...

  • ACELT1604

    Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s d...

  • ACELT1606

    Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and punsElaborationsdefining spoonerisms, neologisms and puns and exploring ...

  • ACELT1794

    Create literary texts by developing storylines, characters and settingsElaborationscollaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points o...

  • ACELY1690

    Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...

  • ACELY1691

    Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewingElaborationsreading new and different kinds of texts with...

  • ACELY1692

    Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating textsElaborationsmaking connections between the text and students’ own experience and oth...

  • ACELY1694

    Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...

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