Secondary Years 7-10 - Reading Stage S2

Indicators of progress – Stage S2: Texts and responses to texts

At the end of Stage S2, students can routinely read the following kinds of texts, and respond to them in the following ways:

  • give a personal response to a short text
  • retell ideas or events from familiar texts
  • identify the main idea in short fictional and factual texts using guide questions
  • locate specific information in fictional and factual texts using guide questions
  • extract specific information from subject-based diagrams, graphs, and charts
  • read basic, familiar classroom instructional texts, e.g. simple procedures
  • begin to read longer, more complex texts with support from teacher
  • access information from an appropriate ESL ICT resource, e.g. web site, CD Rom
  • make connections between ideas stated directly and close together, e.g. predict ending, infer feelings, link diagram and label, link cause and effect with support
  • respond to creative texts, such as accessible poems and short stories showing a developing understanding of  key events, characters and issues
  • choose accessible yet challenging texts for themselves to read and enjoy
  • read and comprehend a simple teacher modified newspaper article
  • demonstrate understanding of idea organisation produced by different reference forms, e.g. pronouns, articles
  • show awareness of how some connectives link and sequence ideas within a text, e.g. then, and so
  • interpret items of information from a simple unfamiliar text.

Indicators of progress – Stage S2: Cultural conventions of language use

At the end of Stage S2, students’ understanding of the contexts and purposes of the texts they read is shown when they:

  • recognise emotions being expressed by a character in a short narrative
  • display some comprehension beyond the literal level in familiar texts, e.g. suggest possible explanations for a character’s actions in a short story or extended text such as a film
  • show awareness that different cultures may have different interpretations of a text, e.g. a character’s motivations
  • identify different forms of text, such as narrative, factual text, poetry, e.g. through layout of text and content organisation such as the title and chapter headings
  • make predictions about what will happen in a text and read on to find out if they were correct, e.g. ‘I think … will happen next.’   ‘I hope there is a happy ending.’
  • recognise different forms of narratives (e.g. horror, romance)
  • interpret texts by looking for both literal and implied meaning, e.g. use syntactic, logical and cultural clues to work out the meaning of unknown words in the text
  • adjust reading style in response to the demands of the text and the reading task, e.g. scanning the text to get particular information or skimming to get the gist
  • interpret the way information is organised in texts, e.g. layout, illustrations, headings.

Indicators of progress – Stage S2: Linguistic structures and features

At the end of Stage S2, students’ understanding of the linguistic structures and features of the texts they read is shown when they:

  • identify links produced by a range of pronouns, e.g. he, they, these
  • use basic features of a web site appropriately, e.g. move between pages using the links provided
  • identify cohesion of ideas produced by related vocabulary
  • display an understanding of the function of punctuation marks, e.g. when reading aloud, pauses at appropriate points in the text, adjusts speech to reflect dialogue
  • link reference items on a sample text, e.g. As the moon moves around the earth it controls the tides
  • read texts that contain compound and complex sentences of two or three clauses
  • identify some basic organisational features of texts, e.g. procedure, recount, report, argument
  • identify some basic language features of texts, e.g. imperative in procedures, past tense in recounts
  • use basic features of a web site appropriately, e.g. move between pages using the links provided.

Indicators of progress – Stage S2: Maintaining and negotiating communication

At the end of Stage S2, students may use the following strategies to assist them to read and comprehend texts:

  • use a repertoire of strategies to read familiar and basic factual and fictional texts
  • use background or content knowledge to deduce meanings of words or phrases
  • use organisational features to access information from appropriate texts, e.g. table of contents, index, headings, main ideas and supporting details
  • derive meaning of some new words from base words and context, e.g. run, runners, rerun
  • focus on a text and read silently for an extended period
  • predict what is coming next, using semantic and syntactic cues within the text
  • get the gist of an article, e.g. from a magazine, by focusing on subheadings and the first line(s) of each paragraph
  • make inferences from familiar and new material.