Question Stars – Before Reading , During Reading , After Reading

Worksheets

English Analysing, Interpreting & Evaluating

View Curriculum Codes

Description

This useful resource is part of the comprehensive unit plan, Asking Questions. The questions stars, which can be printed in coloured cardboard and stuck on paddle pop sticks, act as great question prompts to strengthen comprehension when reading. The questions starts include questions for before, during and after reading and would be a great whole class or small group activity.

Suitable for

Fast Finishers
Relief Teachers

Lesson Structure

Individual Activity
Rotations / Group Work
Class Activity

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Curriculum Codes

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

EN1-7B old

Identifies how language use in their own writing differs according to their purpose, audience and subject matter

EN1-VOCAB-01 new

Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas

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

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-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

AC9E1LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures

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

ACELY1660 8.4

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

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

VCELY186

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

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