Book Week Bingo - Upper Primary
This Book Week bingo game is designed to deepen upper primary students' engagement with literature through creative and challenging reading tasks. Students are prompted to explore different genres, formats, and literary elements such as verse novels, historical fiction, and award-winning books. Includes six individual bingo cards (A–F) for classroom or independent use, making it ideal for reading rotations, Book Week events, or literacy enrichment.
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Learning goals
- We are learning to present an opinion on a literary text, using metalanguage to describe the effects of literary devices, text structures and language features.
- We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
- We are learning to present a point of view about literary texts and use metalanguage to reflect on the viewpoints of others.
- We are learning to use metalanguage to describe the effects of texts, text structures and language features of texts.
- We are learning to analyse and evaluate similarities and differences in texts on similar topics, themes or plots.
- We are learning to identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts.
Curriculum alignment
AC9E6LE02
9
Identify similarities and differences in literary texts on similar topics, themes or plots
AC9E5LE02
9
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
ACELT1795
8.4
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
ACELT1609
8.4
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
ACELT1614
8.4
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
ACELT1615
8.4
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts
EN3-6B
old
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN3-2A
old
Composes, edits and presents well-structured and coherent texts
EN3-7C
old
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-UARL-02
new
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
VCELT336
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others
VCELT314
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences
VCELT341
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
VCELT342
Identify and explain how choices in language, including modality, emphasis, repetition and metaphor, influence personal response to different texts
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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