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Reading Responses with Multiple Intelligences (48 cards)

Reading Responses with Multiple Intelligences (48 cards)
View Curriculum Codes   
Description

Each activity is individually numbered and linked to Howard Gardner's 8 Multiple Intelligences. They are suited to ANY STORY and ALL YEAR LEVELS. Activities range from Bloom's Taxonomy lower level thinking through to higher level thinking. Colour coded to dominant intelligence. Perfect resource for any classroom. Relief teachers and home schoolers will also find this particularly useful.

Suitable for
  • Fast Finishers
  • Relief Teachers
  • Parents
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

AC9E4LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

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

AC9E5LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

AC9E6LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources

AC9E3LY05 9

Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

AC9E2LY05 9

Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

ACELY1680 8.4

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

ACELY1703 8.4

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

ACELY1713 8.4

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

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

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

ACELY1692 8.4

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

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

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

EN3-3A 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

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

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

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-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-UARL-01 new

Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

EN2-RECOM-01 new

Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension

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

EN2-OLC-01 new

Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting

VCELY288

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

VCELY319

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

VCELY347

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

VCELY257

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

VCELY222

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

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

Linked Resources & Worksheets
Reviews
Zelka Stark
Posted 14 years ago
QLD, Australia
Great activities
Jacqueline Dunbar
Posted 14 years ago
QLD, Australia
Very helpful. Great idea to get children more interested in reading activities. Great for rotating group activities.
Clare Bellio
Posted 5 years ago
VIC, Australia
I have used this resource numerous times for when the students need to review their book club books. Fantastic resource which l can highly recommend!!!!
Tamara-Lee Aleckson
Posted 12 years ago
NSW, Australia
This gives the students the chance to be creative with their literacy learning. They have more ownership of their work and are enthusiastic.
Terri Hinch
Posted 8 years ago
, Australia
Fantastic resource. Great for spelling rotations.