teaching resource

Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards

  • Updated

    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 5 magazine.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  30 Pages

  • Curriculum
  • Year

    Year:  5

Curriculum

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E5LA08

    Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms <ul> <li>using precise words for naming; for example, instead of ‘mammal’ or ‘whale’, using ‘humpback whale’</li> </ul>

  • VC2E5LE02

    Form and share opinions on a literary text, using metalanguage to describe relevant literary devices, text structures and language features in a range of literary texts <ul> <li>posing and discussing questions, such as ‘Should characters have behaved as they did?’ and ‘How did the author support or challenge your belief about the characters?’, and beginning to form views about the dilemmas characters face</li> <li>identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers</li> </ul>

  • VC2E5LY06

    Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

  • Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards teaching resource
  • Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards teaching resource
  • Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards teaching resource
  • Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards teaching resource
  • Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards teaching resource
teaching resource

Year 5 Magazine - "What's Buzzing?" (Issue 1) Task Cards

  • Updated

    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 5 magazine.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  30 Pages

  • Curriculum
  • Year

    Year:  5

A set of five literacy rotation task cards to be used in conjunction with issue 1 of Teach Starter's Year 5 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 5 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 5 Magazine – What’s Buzzing (Issue 1)

You can access the magazine by clicking the thumbnail below.

[resource:3385574]

Curriculum

  • VC2E5LA03

    Describe how different types of texts use language features and are typically organised into characteristic stages and phases, depending on purposes <ul> <li>becoming familiar with the typical stages and language features of types of texts such as narrative, procedure, argument, explanation, discussion and informative texts, and how they can be composed in written, digital and multimedia forms to achieve their purpose</li> <li>recognising that paragraphs vary in their function and how they are organised in a text and between different types of texts, for example the differences between paragraphs in a narrative, an argument and a procedure</li> <li>describing the stages and phases, and purposes, of narratives, historical recounts, procedural recounts, causal explanations, discussions of alternative positions on an issue, information reports, reviews and types of poems</li> </ul>

  • VC2E5LA08

    Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms <ul> <li>using precise words for naming; for example, instead of ‘mammal’ or ‘whale’, using ‘humpback whale’</li> </ul>

  • VC2E5LE02

    Form and share opinions on a literary text, using metalanguage to describe relevant literary devices, text structures and language features in a range of literary texts <ul> <li>posing and discussing questions, such as ‘Should characters have behaved as they did?’ and ‘How did the author support or challenge your belief about the characters?’, and beginning to form views about the dilemmas characters face</li> <li>identifying language features such as use of dialogue and rich descriptive language, and presenting an opinion about their effect on readers</li> </ul>

  • VC2E5LY06

    Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>

  • VC2E5LY08

    Explain characteristic features used to meet the purpose and audience in different types of texts <ul> <li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li> <li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li> </ul>

  • VC2E5LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

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