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.

Indicators of progress – Stage S3: Cultural conventions of language use

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.

Indicators of progress – Stage S3: Linguistic structures and features

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.

Indicators of progress – Stage S3: Maintaining and negotiating communication

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.