Curriculum Planning Guidelines – Progression Points – Familiarisation tools
English – Reading (Level 3)
Students read and respond to longer imaginative and informative texts, both print and electronic, that include informative texts of several paragraphs per page, about familiar ideas with predictable features. They identify words in a text that describe particular characters and events. They read texts that have some unfamiliar vocabulary and work out the meanings of unfamiliar words and phrases in unknown contexts. They suggest synonyms for familiar words and phrases. They predict events that may occur in narratives and make inferences about themes and consequences of actions.
They evaluate whether the characters or events are likely to occur in real life and paraphrase sentences. They display literal comprehension about details in non-fiction text by converting list data of separate facts from informative texts, into sentence form.
Students read and respond to longer imaginative and informative texts, both print and electronic, that have little pictorial support and informative texts that have more unfamiliar and challenging vocabulary and features. They paraphrase or retell a paragraph. They recognise and link cause and effect or consequences and infer the events that may have happened earlier. They evaluate descriptions of particular characters and events in terms of the reader’s feelings. They read accurately two and three syllable words of high or moderate frequency. For informational text with two discrete sets of separate facts presented in dot point format they link or compare data within or across the two sets.
Students read and respond to longer imaginative and informative texts, both print and electronic, with chapters and informative texts with less familiar vocabulary, information and features. They attempt the meaning of unfamiliar words and phrases in unknown contexts using their knowledge of written language structures and textual features. They suggest a summary sentence for a paragraph and select the paragraph in a text that provides particular information. They infer possible motives, feelings, events and characteristics of characters in a text, directly and indirectly stated. They read two and three syllable words of low frequency. For informative text with three or more discrete sets of separate facts presented in dot point format, they link and compare data. They link text with a diagram or set of diagrams.
At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative text about plot and setting and about characters’ qualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes. They use several strategies to locate, select and record key information from texts.
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