Students are reading texts for instructional reading purposes, and they are also increasingly required to use texts to meet the demands of the curriculum as an integral part of their regular classroom program.
They read texts in order to locate and evaluate information and ideas about a range of subjects as they generate and answer questions to meet specific learning purposes.
They use their reading processing and comprehension strategies to read texts, including short novels, accurately and fluently. They use and integrate a variety of comprehension strategies in order to understand, respond to, and think critically about these texts.
When students at this level read, respond to, and think critically about texts, they:
- have a strong sense of what they like to read as well as what they are able to read, and they know where to locate such materials;
- select from a variety of strategies to monitor their reading and to use when meaning breaks down (e.g. rereading, using what they know about words and sentence structure, and looking for information to confirm their predictions and inferences);
- meet their purposes for reading by employing specific comprehension strategies, such as:
- identifying and summarising main ideas (using their knowledge of text structure)
- making and justifying inferences (using information that is close by in the text)
- making connections between the text and their prior knowledge to interpret figurative language;
- read for sustained periods and sustain meaning in longer texts over time (e.g. when reading short novels over several days);
- discuss their responses to a variety of texts (e.g. by evaluating the effectiveness of a particular text for a particular purpose).
They draw on knowledge and skills that include:
- automatically reading all high-frequency words;
- automatically selecting an appropriate decoding strategy when they encounter unknown words;
- working out the meanings of new words, using strategies such as:
- applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment)
- using reference sources (e.g., dictionaries and thesauruses) to find the meanings of new words
- inferring word meanings from known roots and affixes (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport);
- working out the meanings of unfamiliar phrases and expressions (e.g., figures of speech) by drawing on their oral language and the context;
- recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts;
- using visual language features to support their understanding of the ideas and information in the text.