Book Detectives
Turn your students into detectives with this interactive literacy groups activity. Each card contains a print concept that students must find in a book they are reading. When they find a concept, they place a card on that page and continue reading to find the rest. This activity works for any book that contains at least short sentences. Detectives can check their work with a partner or the teacher when they are done.
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Learning goals
- We are learning to understand how texts work on screen and in print, e.g. reading left to right, top to bottom.
- We are learning to recognise that different types of texts can use words, groups of words and images to make meaning.
- We are learning to read short, decodable and authentic texts using phonic knowledge and monitor meaning.
- We are learning to read short, decodable and predictable texts with familiar vocabulary and supportive images to make meaning.
Curriculum alignment
AC9EFLA06
9
Recognise that sentences are made up of groups of words that work together in particular ways to make meaning
AC9EFLY04
9
Read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge
AC9EFLA04
9
Understand conventions of print and screen, including how books and simple digital texts are usually organised
ACELA1433
8.4
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
ACELA1434
8.4
Recognise that texts are made up of words and groups of words that make meaning
ACELY1649
8.4
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-9B
old
Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
ENE-PRINT-01
new
Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
ENE-REFLU-01
new
Reads decodable texts aloud with automaticity
ENE-PHOKW-01
new
Uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode words when reading and creating texts
ENE-CWT-01
new
Creates written texts that include at least 2 related ideas and correct simple sentences
ENE-RECOM-01
new
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
ENE-VOCAB-01
new
Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts
VCELA142
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality
VCELA144
Recognise that texts are made up of words and groups of words that make meaning
VCELY152
Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Use a support person to assist with finding all the concepts.
Extensions
Try that activity with a book unfamiliar to the student.