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Non-Fiction Task Cards – Colour & B&W + Recording Sheet
3 4 5 6 Pre & Primary Essentials Games & Activities English Analysing, Interpreting & Evaluating 19 Pages

Non-Fiction Task Cards – Colour & B&W + Recording Sheet

This 32-card task card set helps students explore, analyse, and respond to non-fiction texts in a flexible and engaging way. Students practise key skills across the following categories:

  • Text Features
  • Text Purpose & Structure
  • Vocabulary Focus
  • General Reading Skills


The pack includes:

  • 1 × Full-colour task card set
  • 1 × Black-and-white low-ink version
  • 1 × Printable student recording sheet (2 per page layout)


These cards are ideal for use with any non-fiction text during literacy rotations, small group discussions, comprehension lessons, or independent reading response activities.
 

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Learning goals

  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar, phonics, re-reading and self-correction when reading.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
  • We are learning to use different language features and structures of a variety of text types relevant to their purpose.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to understand the structures and language features of text types, such as narratives, procedures, explanations, discussions, persuasive texts and information reports.
  • We are learning to recognise that capital letters signal proper nouns and commas are used to separate items in lists.
  • We are learning to confidently read different types of texts aloud with fluency and intonation and use our knowledge of reading strategies, vocabulary, grammar and phonics when reading.
  • We are learning to understand the structures and language features of text types, such as simple narratives, procedures, persuasive texts and information reports.
  • We are learning to read new and different texts using word identification strategies and self-monitoring strategies.
  • We are learning to identify the features of online texts, including chapters, headings, subheadings, home pages and sub pages and how they assist with navigation.

Curriculum alignment

AC9E4LY04 9 Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed AC9E3LY04 9 Read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E3LA03 9 Describe how texts across the curriculum use different language features and structures relevant to their purpose AC9E4LA03 9 Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes AC9E5LA03 9 Describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts ACELA1504 8.4 Understand how texts vary in purpose, structure and topic as well as the degree of formality ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELA1797 8.4 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation. ACELA1478 8.4 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) ACELY1691 8.4 Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing ACELA1490 8.4 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience ACELY1679 8.4 Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting
EN3-5B old Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN2-8B old Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies 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 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-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
VCELY256 Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking VCELA309 Understand how texts vary in purpose, structure and topic as well as the degree of formality VCELA310 Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation VCELA246 Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences VCELY287 Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning VCELA277 Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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