Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with othersElaborationsrecognising how and where signs and symbols are used and placed in ...
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with othersElaborationsrecognising the effect of words, symbols, gestures and body language on the way communic...
Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...
Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstancesElaborationsknowing that, in terms of meaning, a basic clause repr...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaningElaborationstalking about what is ârealâ and what is imagined in texts, for example âThis is the section about platypuses i...
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contextsElaborationslearning forms of address for visitors and how to...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiencesElaborationsdiscussing characters from books and films and whether these are life-like or imagina...
Express preferences for specific texts and authors and listen to the opinions of othersElaborationssharing favourite texts and authors and some reasons for preferences (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)...
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different textsElaborationsexamining different types of literature including traditional tales, humorous stories and poetry (...
Recreate texts imaginatively using drawing, writing, performance and digital forms of communicationElaborationscreating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures (Skills: Literacy, Critical and...
Innovate on familiar texts by using similar characters, repetitive patterns or vocabularyElaborationsimitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts (Skills: Literacy,...
Respond to texts drawn from a range of cultures and experiencesElaborationsexploring some of the meanings and teachings embedded in Dreaming stories (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)using drawing and writ...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
Understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
teaching resource
Year 1 Magazine - "What's Buzzing?" (Issue 1) Task Cards
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 1 magazine.
A set of five literacy rotation task cards to be used in conjunction with Issue 1 of Teach Starter's Year 1 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 1 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.
Teachers, please read over the articles before you plan your activities. Some content may need teacher guidance depending on students’ abilities.
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 1 Magazine – What’s Buzzing (Issue 1)
You can access the magazine by clicking the thumbnail below.
Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with othersElaborationsrecognising how and where signs and symbols are used and placed in ...
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with othersElaborationsrecognising the effect of words, symbols, gestures and body language on the way communic...
Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressionsElaborationsextending studentsâ vocabularies for the expression of feelings and emotions (Skills: Literacy, Critical and Creative Thinki...
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and linksElaborationslearning about how books and digital texts ar...
Identify the parts of a simple sentence that represent 'What's happening?', 'What state is being described?', 'Who or what is involved?' and the surrounding circumstancesElaborationsknowing that, in terms of meaning, a basic clause repr...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaningElaborationstalking about what is ârealâ and what is imagined in texts, for example âThis is the section about platypuses i...
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contextsElaborationslearning forms of address for visitors and how to...
Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr...
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiencesElaborationsdiscussing characters from books and films and whether these are life-like or imagina...
Express preferences for specific texts and authors and listen to the opinions of othersElaborationssharing favourite texts and authors and some reasons for preferences (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)...
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different textsElaborationsexamining different types of literature including traditional tales, humorous stories and poetry (...
Recreate texts imaginatively using drawing, writing, performance and digital forms of communicationElaborationscreating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures (Skills: Literacy, Critical and...
Innovate on familiar texts by using similar characters, repetitive patterns or vocabularyElaborationsimitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts (Skills: Literacy,...
Respond to texts drawn from a range of cultures and experiencesElaborationsexploring some of the meanings and teachings embedded in Dreaming stories (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)using drawing and writ...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
Understand how print and screen texts are organised using features such as page numbers, tables of content, headings and titles, navigation buttons, swipe screens, verbal commands, links and images
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllab
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2 Comments
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These are great resources! Any plans for making a foundation/kindergarten one?
Royce (Teach Starter)
·
Hey Emma, that sounds like a fantastic idea. We are currently observing the feedback for the current magazine issues to see where we go next with them. In the meantime, feel free to make a resource request. A high volume of votes helps the request gain traction and allows us to put into progress quicker.
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These are great resources! Any plans for making a foundation/kindergarten one?
Hey Emma, that sounds like a fantastic idea. We are currently observing the feedback for the current magazine issues to see where we go next with them. In the meantime, feel free to make a resource request. A high volume of votes helps the request gain traction and allows us to put into progress quicker.