Reading

Level of ComprehensionLiteral An understanding of what is explicitly stated in the textInferential Going beyond an author’s literal statements to draw referencesSynthesis Connecting, comparing, determining importance of informationEvaluative Making some sort of judgement or interpretation of a textApplied /Creative Going beyond the text to apply information in new situations, make generalisations, respond emotionally

A scope and sequence of comprehension skills Based on The Continuum of Literacy Learning Fountas & Pinnell, 2007, Australian Curriculum – English 2011, NAPLAN Reading 2008-11

Comprehension Strategy

Year 2 Year 3 Year 4 Year 5

Monitoring Understanding

Self corrects at point of error (or before overt error)Uses multiple sources of information to monitor and self correct

Self corrects when errors detract from the meaning of the textConsistently checks on understanding and searches for information when meaning breaks downContinues to monitor accuracy and understanding, self correcting when errors detract from meaning

Continues to monitor accuracy and understanding, self correcting when errors detract from meaning

Continues to monitor accuracy and understanding, self correcting when errors detract from meaning

Making Connections

Brings knowledge from personal experience to the interpretation of characters and events Brings background knowledge to the understanding of a text before, during and after reading Makes connections between the text and other texts that have been read of heard Specifies the nature of connections (topic, content, type of story, writer) Makes connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic Makes connections between information in print and images

Brings knowledge from personal experience to the interpretation of characters and events Brings background knowledge to the understanding of a text before, during and after reading Makes connections between the text and other texts that have been read of heard Specifies the nature of connections (topic, content, type of story, writer) Brings knowledge from personal experience to the interpretation of characters and events that are not within the readers’ experience Uses knowledge from one text to help in understanding diverse cultures and settings encountered in new texts Specifies the nature of connections (topic, content, type of story, writer) Makes connections between the reader’s real life experiences or feelings and people who live in diverse cultures, distant places and different times Makes connections between the text and own experience and other texts Makes connections between the information in print and images

Makes connections between the text and own experience and other texts Makes connections between the information in print and images Makes connections between the reader’s real life experiences or feelings and people who live in diverse cultures, distant places and different times Makes connections between the text and other texts that have been read or heard Brings background content knowledge to understanding a wide variety of fiction and non-fiction texts Uses knowledge from one text to help in understanding diverse cultures and settings encountered in new texts Specifies the nature of connections (topic, content, type of story, writer) Makes connections between characters in different texts (similar setting, type of problem, type of person) Brings knowledge from personal experiences to the interpretation of characters and events, particularly content and situation related to pre-adolescents

Makes connections between the text and own experience and other texts Makes connections between the information in print and images Brings background knowledge to the understanding of a text before, during and after reading Brings knowledge from personal experiences to the interpretation of characters and events, particularly content and situation related to pre-adolescents Makes connections between the text and other texts that have been read or heard (particularly texts with diverse settings) and demonstrate in writing Uses knowledge from one text to help in understanding diverse cultures and settings Specifies the nature of connections (topic, content, type of story, writer) Makes connections between characters in different texts (similar setting, type of problem, type of person) Connect and compare texts within genres and across genres Connects characters across texts and genre by circumstances, traits or actions Specifies the nature of connections (topic, content, type of story, writer)

Comprehension Strategy

Year 2 Year 3 Year 4 Year 5

Questioning Predicts, asks and answers questions during reading, summarising and reviewing meaning Differentiates between questions that are “in the book” and questions that are “in my head”

Form implicit questions and search for answers while reading Makes predictions and asks and answers questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic

Finds specific literal information Asks and answers questions Asks and answers inferential questions

Finds specific literal information Asks and answers questions Generates a range of literal and inferential questions using a scaffold

Questioning strategies do not stand alone – the strategies provide year level indicators that could be used for developing teacher and student questions. A possible scope and sequence for Questioning Models is:

Possible Models of Instruction:

What is a question? Understanding the difference between a question and answer White Thinking Hat Locating information is a text On the lines / Here questions / In the Book Asking and answering knowledge / recall question Bloom’s Taxonomy – lower order / Question Matrix – present, past questions Knowing about who, what, when and where questions Question Matrix – event, situation, choice, person Locating information across a text Between the Lines / Hidden questions / In my head Combining information from the text with background knowledge Beyond the Lines / Head questions Open and closed questions Open / Closed Thick and Thin questions Thick / Thin (sometimes called Fat & Skinny) Asking and answering analysis, evaluation, synthesis questions Bloom’s Taxonomy – higher order questions / Question Matrix – bottom right Divergent questioning Divergent Thinking Model, SCAMPER, Green Thinking Hat, Bloom’s synthesis Critical Analysis Critical literacy / ASSUMED

Comprehension Strategy

Year 2 Year 3 Year 4 Year 5

Inferring Uses text structure to predict the outcome of a narrative Makes predictions about the solution to the problem of a story Makes predictions based on personal experience, content knowledge and knowledge of similar texts Justifies predictions using evidence Predicts what characters will do based on the traits revealed by the writer Demonstrates understandings of characters, using evidence from text to support statements Infers characters’ feelings and motivations through reading their dialogue Shows understanding of characters and their traits Infers cause and effect in influencing characters’ feelings or underlying motives Infers causes of problems or of outcomes in fiction and non-fiction texts Searches for and uses information to confirm or disconfirm predictions Generates or reacts to alternative understandings of a text makes valid inferences using information in a text and own prior knowledge

Uses text structure to predict the outcome of a narrative Makes predictions based on personal experience, content knowledge and knowledge of similar texts Searches for and uses information to confirm or disconfirm predictions Justifies predictions using evidence Continues to predict what characters will do based on the traits revealed by the writer Demonstrates understandings of characters, using evidence from text to support statements Infers characters’ feelings and motivations through reading their dialogue Sees changes in characters across time and articulate possible reasons for development Infers causes of problems or of outcomes in fiction and non-fiction texts Identifies significant events and tell how they are related to the problem of the story or the solution Follows multiple characters in different episodes inferring their feelings about each other

Infers meaning from the ways communication occurs in digital environments including interplay between words, images, sounds Infers characters’ feelings and motivations through reading their dialogue and what other characters say about them Follows multiple characters in different episodes, inferring their feelings about each other Demonstrates understandings of characters (their traits, how and why they change) using evidence to support statements Takes perspectives that may be unfamiliar in interpreting characters’ motives, cause for action or themes Infers the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today Speculates on alternative meanings that the text may have Infers causes of problems or of outcomes in fiction and non-fiction texts Identifies significant events and tell how they are related to the problem of the story or the solution Applies inferring to multiple characters and complex plots with some sub-plots

In texts with multiple complex characters, infers traits, motivations and changes through how the writer describes them, what they do, what they say and think, and what other characters say about them Infers characters’ or subjects’ thinking processes and struggles at key decisions points in their lives in fiction or biography Infers the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today Infers the meaning of symbols (objects, events, motives, characters) that the writer uses to convey and enhance meaning Infers causes of problems or of outcomes in fiction and non-fiction texts Identifies significant events and tell how they are related to the problem of the story or the solution In fiction or biography, infer characters’ or subjects’ thinking processes and struggles at key decision points in their lives

Comprehension Year 2 Year 3 Year 4 Year 5

StrategyVisualising & Visual Literacy

Notices variety in layout (words in bold or larger font, or italics) Identifies the important aspects of illustrations – design related to the meaning of texts Demonstrates the ability to understand how a text is organised through diagrams or talk Uses a wider range of graphic organisers to summarise a text e.g. story map, sequence chart

Notices variety in layout (words in bold or larger font, or italics) Identifies the important aspects of illustrations – design related to the meaning of texts Demonstrates the ability to

Describes the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify with them Creates mental images understand how a text is organised Notices how the author or illustrator has used illustrations and other graphics to convey meaning Analyses the way illustrations help to construct meaning and interprets different types of illustrations and graphics Uses graphic organisers to summarise cause and effect, problem and solution

Notices how the author or illustrator has used illustrations and other graphics to convey meaning or create mood Searches for and uses information in a wide range of graphics and integrates that information with the print (table of contents, glossary, headings and sub-headings. Call-outs, pronunciation guides, index)

Determining Importance

Understands and talks about when a writer has used underlying structures e.g. description, compare and contrast, temporal sequence, problem and solution Infers the big idea or message (theme) of a text Understands and talks about when a writer has used underlying structures e.g. description, compare and contrast, temporal sequence, problem and solution Identifies the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts

Infers the big idea or message (theme) of a text Infers the big ideas or themes of a text and discusses how they are applicable to people’s lives today Determines important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification Understands and uses some text features that signal importance such as bold headings, repeated information

Finds the main idea of a text Understands and talks about when a writer has used underlying structures e.g. description, compare and contrast, temporal sequence, problem and solution, cause and effect) Understands purpose – the author’s purpose for writing the text and the reader’s purpose for reading it

Notices aspects of genre (realistic and historical fiction, fantasy, myths and legends, biography, autobiography, memoirs, diaries and other nonfiction, hybrid texts) Identify the selection of genre in relation to inferred writers purpose for a range of texts Understands and talks about when a writer has used underlying structures e.g. description, compare and contrast, temporal sequence, problem and solution, cause and effect) Notice the structure of complex plots in fiction and the organisation of text structure in non-fiction and sometimes show in a graphic organiser or diagram Discuss the selection of text type / genre in relation to the author’s purpose Identifies the main idea of a text as well as supporting details

Comprehension Strategy

Year 2 Year 3 Year 4 Year 5

Summarising Follows and remembers a series of events over a longer text in order to understand the ending Reports episodes in a text in the order they happened Summarises ideas in a text and tells how they are related Summarises a longer narrative with multiple episodes Identify important ideas in a text and report them in an organise way orally or in writing Understand the problem of a story and its solution

Follows and remembers a series of events over a longer text in order to understand the ending Identify and understand sets of related ideas organised into categories Summarises a text at intervals during the reading of a longer text Summarises a longer narrative with multiple episodes Identifies important ideas in a text and reports them in an organised way orally or in writing

Summarises longer narrative texts with multiple episodes either orally or in writing Identifies important ideas in a text (including some longer and more complex narratives) and reports them in an organised way orally or in writing Summarises a text at intervals during the reading of a longer text Remembers the story problem or plot as well as important information, over a longer text in order to continue to construct meaning Remembers information in summary form over chapters, a series of short stories, or sequels in order to understand larger themes Follows and remembers a series of events over a longer text in order to understand the ending Remembers important information about the plot and characters over the reading of a larger text in order to continually construct meaning

Identifies important ideas and information (longer texts with chapters and sometimes multiple texts) Organises important information in summary form in order to remember and use them as background knowledge in reading or for discussion and writing

Synthesising Differentiates between what is known and new information Demonstrates learning new content from reading Expresses changes in ideas after reading a text

Differentiates between what is known and new information Demonstrates learning new content from reading Demonstrates changing perspectives as a story unfolds Synthesises information across a longer text Expresses changes in ideas after reading a text Mentally forms categories of related information and revises them as new information is acquired across the text

Mentally forms new categories of reacted information and revise them as new information is acquired across the text Demonstrates learning new content from reading Expresses changes in perspective and ideas across the reading as event unfold after reading the text Demonstrates changing perspectives as events in a story unfold, particularly applied to people and cultures different from the reader’s own Through reading both fiction and non-fiction texts about diverse cultures, times, places acquires new content and perspectives When reading chapters, connected short stories or sequels incorporates new knowledge to better understand characters and plots from materials previously read

Mentally forms new categories of reacted information and revise them as new information is acquired across the text Integrates existing content knowledge with new information from a text to consciously create new understandings Expresses changes in perspective and ideas across the reading as event unfold after reading the text Acquires new content and perspectives through reading both fiction and non-fiction texts about diverse cultures, times and places Uses situations that focus on the problems of preadolescents to develop new perspectives on readers’ own lives When reading chapters, connected short stories or sequels incorporates new knowledge to better understand characters and plots from materials previously read

NAPLAN Reading Skills by Proficiency BandNAPLAN Comprehension Skills by Proficiency Band NAR standards Yr 3 standard = 4 + Yr 5 standard = 6 + Yr 7 standard = 7 + Yr 9 standard = 8 + PB Finds clearly stated information in the first sentence of an illustrated information text. 1 Locates directly stated information in a table in a simple information text. 1 Makes some meaning from short texts that have simple sentences, common words and pictures to support the words 1 Connects clearly stated facts across sentences in an illustrated information text. 2 Finds clearly stated information in a labelled diagram and a narrative. 2 Identifies the age range of the target audience for a short narrative text. 2 Identifies the audience of a narrative 2 Locates directly stated information in one section of a simple information text. 2 Locates directly stated information in the first paragraph of a short narrative text 2 Compares information across cells in a table in a simple information text. 3 Connects clearly stated facts across different parts of an illustrated information text. 3 Connects ideas between the text and a diagram in an information text. 3 Generalises about a key attribute of a character in a narrative text. 3 Identifies a conditional statement in one section of a simple information text. 3 Identifies a step where a given piece of equipment might be required in a set of instructions. 3 Identifies the reason for a character’s action in a narrative text. 3 Infers a character’s motivation in a fable. 3 Infers the motivation of a character in a folk story 3 Infers the reason for the responses to a character's action in a narrative text. 3 Interprets an idea and makes connections between ideas in a labelled diagram. 3 Interprets an idea in a labelled diagram. 3 Links information across two sections of a simple information text. 3 Locates directly stated information in one section of a simple information text. 3 Locates directly stated information in the second paragraph of a short narrative text. 3 Makes a simple interpretation of information stated in a narrative. 3 Makes a synonymous match to information in a table in a simple information text. 3 Recognises the use of conditional language in a set of instructions. 3 Uses background knowledge to identify a likely source of materials in a set of instructions. 3 Uses background knowledge to infer a character’s age and gender in a narrative text. 3 Uses background knowledge to infer required information and connects ideas across instructions. 3 Connects ideas across a labelled diagram. 4 Connects ideas between the text and a diagram in an information text. 4 Connects information across a paragraph in a feature article. 4 Connects information to parts of a diagram in an information text. 4 Generalises about a character in a narrative text. 4 Generalises about a key attribute of a character in a narrative text. 4 Identifies a reason given to support an idea in one of a pair of advertisements. 4 Identifies a synonymous match to directly stated information in an information text. 4 Identifies an image that is created by the selection of details in a magazine article. 4 Identifies how the writer presents a product in a persuasive text. 4 Identifies the effect of a list as a narrative device in a narrative text. 4 Identifies the first material used in a sequence in a set of instructions. 4

Identifies the main idea in an information text. 4 Identifies the meaning of a connecting word and draws conclusions about the purpose of pictures in an illustrated information text 4 Identifies the nature of the content in a magazine article. 4 Identifies the purpose of a paragraph in a narrative text. 4 Identifies the purpose of brackets in a sentence in a magazine article. 4 Identifies the reason for a character’s action in a narrative text. 4 Infers a character’s personality and motivation in a narrative. 4 Infers character's actions in a fable. 4 Infers the main difference between one character and the others in a narrative text. 4 Infers the reason for one instruction in a set of instructions. 4 Infers what had happened previously in a narrative text. 4 Interprets the meaning of a heading in one of a pair of advertisements. 4 Interprets the meaning of a phrase within a feature article. 4 Links across a paragraph to make a synonymous match in an information text. 4 Links across paragraphs to identify a character’s occupation in a feature article. 4 Links information across two sections of a simple information text. 4 Locates directly stated information in a narrative text. 4 Locates directly stated information in an information text. 4 Makes connections between ideas in a narrative. 4 Makes links across sections of a text to identify commonality in a magazine article. 4 Recognises the difference between an instruction and a suggestion. 4 Recognises the purpose of a cohesive term (also) in a simple information text. 4 Recognises the purpose of a text feature (pronunciation guide) in a simple information text. 4 Recognises the purpose of photos in a table in a simple information text. 4 Summarises a character’s personality in a fable. 4 Uses background knowledge to infer a character’s age and gender in a narrative text. 4 Applies background knowledge, makes inferences and synthesises information about a character in a narrative. 5 Applies directly stated information to a given scenario in an information text. 5 Applies information in the text to a given scenario in an information text. 5 Connects ideas across paragraphs to identify a main idea in a narrative text. 5 Connects information within a complex sentence in an online discussion. 5 Contrasts two sections to identify a difference in the way content is presented in a mixed text. 5 Critiques and evaluates a complex information text. 5 Generalise about a character in a narrative text. 5 Generalises about a key attribute of a character in a narrative text. 5 Identifies a common point of view in a paired persuasive text. 5 Identifies a contradiction within an argument in a complex information text. 5 Identifies a persuasive strategy used by a writer in an online discussion. 5 Identifies a synonymous match to directly stated information in an information text. 5 Identifies a text as a personality profile. 5 Identifies a theme common to both texts in a pair of advertisements. 5 Identifies assumed knowledge required of readers to understand an information text. 5 Identifies the effect of emotive language on the readers of an information text. 5 Identifies the emotion that the writer appeals to in a persuasive section of a mixed text. 5 Identifies the main focus of an information text. 5 Identifies the main idea in an information text. 5

Identifies the main idea of a paragraph in a narrative text. 5 Identifies the main purpose of the first paragraph in a narrative text. 5 Identifies the purpose of a paragraph in a narrative text. 5 Identifies the purpose of a response that is part of a conversation in a narrative text. 5 Identifies the purpose of a response that is part of a conversation in a narrative text. 5 Identifies the purpose of a section of dialogue in a narrative. 5 Identifies the purpose of the first paragraph of an information text. 5 Identifies the reason for a character’s attitude in a narrative text. 5 Identifies the reason for a character’s concerns in a fable. 5 Identifies the relationship between written and visual text in an information text. 5 Identifies the sequence of items and makes inferences about one step in a set of instructions. 5 Identifies the structural function of an element in a narrative text. 5 Identifies the target audience of an information text. 5 Identifies the tone of the last paragraph in a complex information text. 5 Identifies which writer addresses a given issue in an online discussion. 5 Infers a belief about children suggested in one of a pair of advertisements. 5 Infers a character’s actions in a narrative text. 5 Infers a point of contrast between groups in an information text. 5 Infers a reason for a character’s behaviour in a narrative text. 5 Infers the main difference between one character and the others in a narrative text. 5 Infers the main idea of one writer in an online discussion. 5 Infers the main idea, critiques and draws conclusions about a character in a folk story. 5 Infers the main message of a fable. 5 Infers the meaning of an idiomatic expression in a narrative text. 5 Infers the writer's attitude in a complex information text. 5 Infers what had happened previously in a narrative text. 5 Interprets a detail in a feature article. 5 Links across a paragraph to make a synonymous match in an information text. 5 Links across a paragraph to make a synonymous match in an online discussion. 5 Links across adjacent paragraphs to interpret supporting evidence in a paired persuasive text. 5 Links information across sections of a mixed text. 5 Links information across two sections of a simple information text. 5 Links information in a by-line to the main text in a feature article. 5 Locates a detail in the presence of competing information in an information text. 5 Locates clearly stated information and identifies the purpose of a section of dialogue in a narrative. 5 Locates clearly stated information in a narrative and an advertisement. 5 Locates clearly stated information in the body of an information text and a narrative. 5 Locates directly stated information in a narrative text. 5 Locates directly stated information in an information text. 5 Makes inferences about a character and prior events in a narrative. 5 Makes links across paragraphs to identify a contrasting view in an information text. 5 Makes links across sentences to infer the meaning of a remark in a narrative text. 5 Recognises a main idea by linking information across a narrative text. 5 Recognises a reason for supporting evidence in a persuasive text. 5 Recognises the organising structure of the first two paragraphs of a feature article. 5 Recognises the purpose of a pronunciation guide in a labelled diagram. 5

Recognises the purpose of a text feature (pronunciation guide) in a simple information text. 5 Summarises a character’s behaviour in a narrative text. 5 Summarises the events that led to the conclusion of a short narrative text. 5 Uses background knowledge to identify recycled material in a short narrative text. 5 Uses tone and content to identify a change in a character’s attitude in a narrative text. 5 Compares two opposing persuasive texts to identify a point of agreement. 6 Connects ideas across paragraphs and interprets the meaning of a phrase in a feature article. 6 Connects ideas across sentences and paragraphs in a persuasive text. 6 Connects ideas across sentences and paragraphs, and identifies a reason for a writer’s opinion in a persuasive text. 6 Evaluates information in a complex information text. 6 Explains the basis of a complex misunderstanding in a fable. 6 Finds information that is not clearly stated in an information text. 6 Identifies a common point of view in a paired persuasive text. 6 Identifies a key message in one of a pair of advertisements. 6 Identifies a persuasive strategy in a paired persuasive text. 6 Identifies a reason for a writer’s opinion and recognises how a point of view is presented in a persuasive text 6 Identifies a speaker’s opinion in a paired persuasive text. 6 Identifies a stereotype that is challenged in a magazine article. 6 Identifies assumed knowledge required of readers to understand an information text. 6 Identifies bias in a persuasive text. 6 Identifies the effect of a repetitive description in a feature article. 6 Identifies the main difference between characters in a narrative. 6 Identifies the main idea in an explanation. 6 Identifies the main ideas in an explanation and a persuasive text. 6 Identifies the purpose of a diagram in an information text. 6 Identifies the purpose of a phrase in brackets in a personality profile. 6 Infers a character’s attitude and the relationship between characters in a narrative. 6 Infers a character’s intentions by linking across paragraphs in a narrative text. 6 Infers a character’s motives for an action in a narrative text. 6 Infers a conflict in values in a mixed text. 6 Infers a proponent’s attitude in a persuasive text. 6 Infers the reason for the responses to a character's action in a narrative text. 6 Interprets a heading in an advertisement 6 Interprets figurative language in a narrative text. 6 Interprets ideas in an online discussion. 6 Interprets the motivation for a character's actions in a narrative text. 6 Links across adjacent paragraphs to interpret supporting evidence in a paired persuasive text. 6 Links ideas across adjacent paragraphs in a paired persuasive text. 6 Makes inferences about the effect of a persuasive section of a multi-genre text 6 Recognises that a question is directed at the reader in a narrative text. 6 Recognises the purpose of a rhetorical question in a paired persuasive text. 6 Recognises the purpose of a sentence at the end of a paragraph and that a question is directed at the reader of a narrative 6 Recognises the relationship of a sentence to the surrounding text in a short narrative text. 6 Selects an aspect of the text that creates a humorous tone in a narrative text. 6 Summarises the point of view of a writer in an online discussion. 6 Applies ideas in an explanation to a given scenario. 7

Connects ideas across a multi-genre text. 7 Connects information across paragraphs in an information text. 7 Evaluates evidence to identify a main issue in a persuasive text. 7 Explains the main effect of a single word sentence in a narrative text. 7 Identifies a change in mood and connects ideas across a narrative. 7 Identifies a key detail and the intended audience of an explanation. 7 Identifies how words are used for emotional effect in an information text. 7 Identifies the purpose of the first paragraph and connects information across paragraphs in an information text. 7 Identifies the tone of the heading in an online discussion. 7 Infers the meaning of an expression and interprets a character’s response, actions and feelings in a narrative. 7 Infers the writer’s attitude and identifies the tone of the last paragraph in a complex feature article. 7 Interprets a character’s response and connects ideas across a narrative. 7 Interprets a description and the writer’s purpose in a narrative. Infers a character’s motivation. 7 Interprets a detail at the end of a feature article. 7 Recognises a reason for supporting evidence in an argument. 7 Recognises the theme common to two advertisements. 7 Contrasts the purposes of different sections of a multi-genre text. 8 Evaluates information and identifies a contradiction within a complex feature article. 8 Explains the double meaning of a slogan in one of a pair of advertisements. 8 Finds two words used to sequence in an information text. 8 Identifies a participant’s response in an online discussion. 8 Identifies a stereotype that is not reflected in a personality profile. 8 Identifies the background knowledge assumed for readers of an explanation. 8 Identifies the background knowledge assumed for readers of an information text. 8 Identifies the purpose and main idea of paragraphs in a feature article. 8 Infers a point of difference between groups in an information text. 8 Infers the reason for characters’ reactions in a narrative. 8 Infers the writer’s and an alternative point of view in an argument. 8 Interprets a key message of an advertisement. 8 Interprets detail and the effect of descriptive language in a narrative. 8 Synthesises and interprets ideas and information in a range of texts, such as the effect of dialogue on a character and the reason for characters’ reactions in a narrative 8 Analyses and contrasts implied community values in one section of a multi-genre text. 9 Analyses and interprets ideas and information in a range of texts including some complex texts. 9 Evaluates evidence to identify a main issue in an argument. 9 Gives a written response explaining the effect of a single word sentence on the reader of a narrative. 9 Analyses and reflects critically on many aspects of complex texts. 10 Critiques the tone of a heading in an online discussion. 10 Explains a core belief about the topic implied by the writer in a complex information text. 10 Gives a written response explaining an assumption implied by the writer of a complex feature article. 10