How to Care For Books
This simple worksheet has been designed as part of the Reading Expectations unit but is also a great resource for school librarians.
Students simply identify and label the correct and incorrect ways to care for books before explaining why they think caring for books is important.
Complete as a whole class task and discuss each of the options or students can complete independently.
Learning goals
- We are learning to read decodable and predictable texts fluently and use strategies to make meaning.
- We are learning to read decodable and authentic texts fluently using phonic knowledge and to monitor meaning using context and grammar.
Curriculum alignment
AC9E1LY04
9
Read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge
ACELY1659
8.4
Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading
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-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
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Teach it your way
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