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
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li>
</ul>
Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, word origins, and common prefixes and suffixes to spell more complex words
<ul>
<li>applying generalisations for adding affixes; for example, ‘hope’ becomes ‘hoping’, ‘begin’ becomes ‘beginning’, ‘country’ becomes ‘countries’</li>
<li>building morphemic word families and exploring word origins, for example ‘tricycle’, ‘tripod’ and ‘triangle’</li>
</ul>
Create texts by developing storylines, characters and settings, and using language features from literary texts they have encountered and from their own experiences
<ul>
<li>creating texts using a range of sentence types, including dialogue and literary devices</li>
</ul>
Explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning
<ul>
<li>defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness</li>
<li>discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life</li>
<li>exploring emotive language in texts</li>
</ul>
Describe the effects of text structures and language features in a range of literary texts when responding to and sharing opinions
<ul>
<li>sharing and discussing their understanding of the effects of literary techniques on their appreciation of texts</li>
<li>sharing responses to texts, using appropriate language to talk specifically about grammar and literature, for example ‘The use of the noun groups to describe the character really helps to create images for the reader.’</li>
<li>using language appropriate for a text, such as ‘flashback’, ‘tension’ and ‘resolution’, when sharing opinions about plot structure</li>
</ul>
Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
<ul>
<li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li>
</ul>
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
<ul>
<li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li>
<li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li>
</ul>
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...
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...
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 studentsâ own experience and oth...
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...
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...
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...
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 ...
Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the authorâs description of a characterâs appearance, behaviour and speech and noting how the characterâs d...
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...
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 ...
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words
teaching resource
Year 4 Magazine – "What's Buzzing?" (Issue 3) Task Cards
Updated: 13 Jun 2023
A set of five literacy rotation task cards to be used in conjunction with Issue 3 of Teach Starter’s Year 4 magazine.
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 writing, language, comprehension, reading strategies and higher-order thinking skills.
Year 4 Magazine – What’s Buzzing (Issue 3)
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
Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure
<ul>
<li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li>
<li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li>
</ul>
Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate
<ul>
<li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li>
<li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li>
<li>using topic-specific, precise and varied vocabulary</li>
<li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li>
<li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li>
</ul>
Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, word origins, and common prefixes and suffixes to spell more complex words
<ul>
<li>applying generalisations for adding affixes; for example, ‘hope’ becomes ‘hoping’, ‘begin’ becomes ‘beginning’, ‘country’ becomes ‘countries’</li>
<li>building morphemic word families and exploring word origins, for example ‘tricycle’, ‘tripod’ and ‘triangle’</li>
</ul>
Create texts by developing storylines, characters and settings, and using language features from literary texts they have encountered and from their own experiences
<ul>
<li>creating texts using a range of sentence types, including dialogue and literary devices</li>
</ul>
Explore the use of literary devices and deliberate wordplay, including grammar, in prose and poetry, and the ways that they shape meaning
<ul>
<li>defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness</li>
<li>discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life</li>
<li>exploring emotive language in texts</li>
</ul>
Describe the effects of text structures and language features in a range of literary texts when responding to and sharing opinions
<ul>
<li>sharing and discussing their understanding of the effects of literary techniques on their appreciation of texts</li>
<li>sharing responses to texts, using appropriate language to talk specifically about grammar and literature, for example ‘The use of the noun groups to describe the character really helps to create images for the reader.’</li>
<li>using language appropriate for a text, such as ‘flashback’, ‘tension’ and ‘resolution’, when sharing opinions about plot structure</li>
</ul>
Understand how adverb groups or phrases and prepositional phrases work in different ways to provide circumstantial details about an activity
<ul>
<li>investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state, for example ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).’</li>
</ul>
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
<ul>
<li>creating richer, more specific descriptions by using adjectival clauses; for example, ‘Crossing the mountain range was difficult.’ becomes ‘The mountain pass was dangerous when it rained.’</li>
<li>creating more precise and detailed sentences by adding adverbial clauses; for example, ‘They crossed the mountain range.’ becomes ‘Although the path was overgrown, they crossed the mountain range.’</li>
</ul>
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...
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...
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 studentsâ own experience and oth...
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...
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...
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...
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 ...
Use metalanguage to describe the effects of ideas, text structures and language features of literary textsElaborationsexamining the authorâs description of a characterâs appearance, behaviour and speech and noting how the characterâs d...
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...
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 ...
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality
Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words
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Hi Kate. Thank you for reaching out. The majority of the activities on the task cards are open-ended, allowing students to complete them at the level at which they feel capable. We have three magazines available for every year level, so you can always provide your students with easier or more difficult versions of the magazine should this be required to better meet the needs of individual students. Hope this helps!
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Hi. Are the tasks differentiated.
Hi Kate. Thank you for reaching out. The majority of the activities on the task cards are open-ended, allowing students to complete them at the level at which they feel capable. We have three magazines available for every year level, so you can always provide your students with easier or more difficult versions of the magazine should this be required to better meet the needs of individual students. Hope this helps!