Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
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>
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>
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>
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>
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>
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
<ul>
<li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li>
<li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li>
</ul>
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry
<ul>
<li>discussing how figurative language, including simile and metaphor, can make use of a comparison between different things</li>
<li>discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world</li>
</ul>
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>
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>
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>
Understand how texts vary in purpose, structure and topic as well as the degree of formalityElaborationsbecoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion a...
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experiencedElaborationsusing texts with computer-based graphics, animation and 2D qualities, consider how and why par...
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figurative language including simile and metaphor can ...
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiencesElaborationsorally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising t...
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contextsElaborationsmoving from general, 'all-purpose' words, for example 'cut', to more specific words, fo...
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words
Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and pu
teaching resource
Year 5 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 5 magazine.
A set of five literacy rotation task cards to be used in conjunction with Issue 3 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 3 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 3)
You can access the magazine by clicking the thumbnail below.
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
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>
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>
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>
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>
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>
Create texts, experimenting with vocabulary, figurative language, storylines, characters and settings from literary texts they have encountered
<ul>
<li>drawing upon fiction elements in a range of model texts, such as main idea, characterisation and setting (time and place), and devices such as figurative language (simile, metaphor, personification) to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts</li>
<li>creating a visual map, which may include digital mind maps, of figurative language, storylines, characters and settings in a text that may inspire their own writing</li>
</ul>
Compare the effects of imagery, including simile, metaphor and personification, and sound devices in prose and poetry
<ul>
<li>discussing how figurative language, including simile and metaphor, can make use of a comparison between different things</li>
<li>discussing how, by appealing to the imagination, figurative language provides new ways of looking at the world</li>
</ul>
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>
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>
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>
Understand how texts vary in purpose, structure and topic as well as the degree of formalityElaborationsbecoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion a...
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaborationsusing research from print and digital resources t...
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sourcesElaborationsusing research skills including identifying research purpose, locating texts, gathering and organising informati...
Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanningElaborationsbringing subject and technical vocabulary and concept knowledge...
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsexplaining how the features of a text advocating community action, for example ...
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experiencedElaborationsusing texts with computer-based graphics, animation and 2D qualities, consider how and why par...
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figurative language including simile and metaphor can ...
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiencesElaborationsorally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising t...
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contextsElaborationsmoving from general, 'all-purpose' words, for example 'cut', to more specific words, fo...
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words
Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and pu
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