Secondary Years 7-10 - Reading Stage S3

Indicators of progress – Stage S3: Texts and responses to texts

At the end of Stage S3, students can routinely read the following kinds of texts, and respond to them in the following ways:

interpret and respond to a range of accessible mainstream texts in use across the curriculum, in the context of guided activities
select main ideas with some relevant detail from a range of informative texts, e.g. accessible factual texts including texts from the World Wide Web
identify sequence of ideas and information in factual texts
use information for learning purposes, e.g. identify main idea and locate information stated directly in text
distinguish between main idea and supporting detail
refer to the text to support a point of view
draw basic inferences from texts
identify arguments in accessible texts
summarise and discuss viewpoints represented in different texts, e.g. agree, disagree
extract information from a range of visual representations, including tables, graphs and diagrams
respond to imaginative texts, such as accessible poems and short stories showing an understanding of key events, characters and issues
read with understanding straightforward school and factual texts, newspapers and magazine articles on familiar topics with some visual support.

At the end of Stage S3, students’ understanding of the contexts and purposes of the texts they read is shown when they:

interpret accessible texts from across the curriculum, drawing on related background information associated with the content and text type
identify some common social and literary stereotypes in texts, such as villains and heroes, traditional gender roles
discuss a text studied in class in terms of what its purpose and audience may be based on its writing style and presentation, e.g. a pamphlet on the effects of greenhouse emissions, or the web site of a popular rock group
demonstrate awareness that concepts in various topics are expressed in particular ways, e.g. main idea, supporting detail, cause and effect relations
make comparisons between different texts’ structures, e.g. report, explanation
identify and discuss purpose, audience and context of particular texts
identify text structures and social purposes of text types, e.g. myths, biographies, explanations
identify unfamiliar cultural references and ask for meaning
respond to different cultural attitudes as exemplified in stories, e.g. express opinion, ask questions, make comparisons
identify and understand some humour and imagery, e.g. metaphors, similes, personification
discuss the values in texts which incorporate aspects of other cultures
identify some cultural and literary perspectives in texts, e.g. narrator’s voice, first person, third person.

At the end of Stage S3, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

identify the role of cohesive markers on a sample text, e.g. also, finally, however
discuss, with a partner, the time sequence in a short novel and the effect it has on the narrative
identify reference items in extended complex sentences, e.g. ‘The team was reluctant to remain during the polar winter, when the sun may not be seen for over a month, as this is the most difficult time for Arctic exploration.’
outline the role of specific features of the text, e.g. contents page, index annotated diagrams, headings in a commercial studies textbook
interpret the various icons, menu items and links on an accessible web site
identify thematic groupings of words in a text, e.g. gravity, pull, force
use the table of contents and section headings of a textbook from across the curriculum to construct an outline of the text’s structure
read with understanding sentences containing complex noun groups, e.g. ‘The closure of the football ground stopped the game.’
identify key words linking ideas
explain simple imagery, some similes and metaphors
identify agent, action and consequences in sentences using passive voice.

At the end of Stage S3, students may use the following strategies to assist them to read and comprehend texts:

use a range of strategies for understanding text at the word, sentence and whole-text level and, with guidance, employ research skills to find some relevant information
with support, use various research skills to locate accessible reference texts supplied by the teacher
assess their own information needs and purposes to identify suitable sources
with support, extract relevant material from a variety of sources
use a data chart to gather some information on a topic
take notes that identify main ideas and relevant supporting detail in simple factual and non-factual texts
use diagrams, photographs, headings etc. to interpret text
with a partner, preview a class text by constructing a graphic outline using headings, subheadings, illustrations etc.
scan a text to find detailed information, e.g. identify the gases causing the greenhouse effect
skim a text to determine one aspect, e.g. whether the writer is concerned about the greenhouse effect
predict basic content and infer previous actions/events
infer meaning of familiar and unfamiliar words in various contexts.