Middle/Upper Primary Years 3-6 - Reading Stage B3

Indicators of progress – Stage B3: texts and responses to texts

At the end of Stage B3, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • scan a text to identify the topic and predict what the text might be about
  • compare some detail in texts, e.g. characters, complications, resolutions
  • recall and summarise the main ideas from fiction and non-fiction texts
  • draw basic inferences from texts
  • discuss texts with some understanding of meaning beyond the literal level
  • talk about emotions and motivation of characters in narratives
  • demonstrate understanding of the main storyline and most key information points when retelling, paraphrasing or answering questions
  • follow a series of task instructions with some detail, e.g. making a mathematical shape, setting up an experiment
  • interpret and explain information from diagrams, graphs, charts or timetables
  • classify information under appropriate headings
  • read for information or recreation in or out of classroom
  • access information from a range of visual or electronic media.

Indicators of progress – Stage B3: cultural conventions of language use

At the end of Stage B3, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • discuss a text by relating ideas to personal experiences or previous learning
  • identify social and literary stereotypes, e.g. villains and heroes
  • identify unfamiliar cultural references, e.g. What’s a Bunyip?
  • compare organisation of information in texts, e.g. procedures, explanations.

Indicators of progress – Stage B3: linguistic structures and features

At the end of Stage B3, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • show understanding of meaning and relations between sentences in a paragraph, e.g. re-order sentences in a paragraph
  • follow ideas in and between paragraphs making use of a range of conjunctions, e.g. then, next, first, after, and reference items such as pronouns
  • recognise how relationships such as cause/ effect, comparison are signalled by conjunctions, e.g. because, like, different from
  • follow the meaning of complex sentence patterns, e.g. heard the explosion that wrecked the car
  • understand and use the appropriate metalanguage to talk about the structures and features of a text, e.g. chapter, index, orientation, pronouns, conjunctions
  • follow direct and indirect speech.

Indicators of progress – Stage B3: maintaining and negotiating communication

At the end of Stage B3, students may use the following strategies to assist them to read and comprehend texts:

  • use knowledge of sentence structure and content to infer the meaning of unfamiliar words
  • locate a topic sentence to identify main idea of a paragraph
  • read on when encountering unfamiliar words
  • use an accessible English dictionary to check the meaning of new words
  • use contents page, index, glossary, and headings to find information