uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies
- Develop and apply contextual knowledge
- discuss how a reader's self-selection of texts for enjoyment can be informed by reading experiences
- draw on experiences, knowledge of the topic or context to work out the meaning of unknown words
- Understand and apply knowledge of language forms and features
- use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
- understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
- know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
- skim a text for overall message and scan for particular information, eg headings, key words
- identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
- use graphological, phonological, syntactic and semantic strategies to respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes
- identify syllables in multisyllabic words in order to support decoding of longer words in context to make meaning
- recognise high frequency sight words (ACELA1486)
- read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679, ACELY1691)
- read texts, including poems and scripted drama, using appropriate expression, eg pitch, pause, emphasis and attending to punctuation
- use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)
- use strategies to confirm predictions about author intent in imaginative, informative and persuasive texts
- recognise how aspects of personal perspective influence responses to texts
- recognise cohesive links in texts, eg pronouns that refer back to particular people or things, and understand how they contribute to meaning
- connect information by observing text connectives
- summarise a paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts
- interpret text by discussing the differences between literal and inferred meanings
- justify interpretations of a text, including responses to characters, information and ideas
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Reading and Responding level 5.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Reading and Responding strand from Beginning level 1 to level 5. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language structures and features and Strategies ESL scales strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, B3.3, B3.4, 1.7, 1.8, 2.7, 2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN2-4A the sub-elements (and levels) of Listening (LiS5–LiS6), Speaking (SpK4–SpK5), Phonic knowledge and word recognition (PkW5–PkW9), Fluency (FIY4–FIY5) and Understanding texts (UnT6–UnT8) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.