Asking Questions Bookmark
These bookmarks have been designed to support students when asking questions before, during and after reading. There are four to a page and contain three question prompts.
These can be laminated or printed on cardboard. Students can use them to support asking questions during reading sessions.
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Learning goals
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts, e.g. Dreaming stories, advertisements and signs.
- We are learning to identify the audience and main purpose of imaginative, informative and persuasive texts.
- We are learning to read texts fluently and use strategies to make meaning.
- We are learning to read less predictable texts fluently and use strategies to make meaning.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
Curriculum alignment
AC9E2LY03
9
Identify the purpose and audience of imaginative, informative and persuasive texts
AC9E2LY04
9
Read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
ACELY1668
8.4
Identify the audience of imaginative, informative and persuasive texts
ACELY1669
8.4
Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-REFLU-01
new
Sustains reading unseen texts with automaticity and prosody and self-corrects errors
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
VCELY221
Read familiar and some unfamiliar texts with phrasing and fluency by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, predicting, rereading and self-correcting
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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