Stage 2 reading - Categorising
Learning intention
Students will learn to categorise information by drawing on vocabulary, background knowledge and topic sentences.
Syllabus outcome
- EN2-4A: 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.
National Literacy Learning Progression
Understanding texts
UnT6: scans texts to locate specific information in a predictable print text (C); makes connections between texts (e.g. compares two versions of a well-known story) (comprehension)
- UnT7: compares and contrasts texts on the same topic to identify how authors represent the same ideas differently (comprehension); navigates texts using common signposting devices such as headings, subheadings, paragraphs, navigation bars and links (process)
- UnT8: skims and scans texts for key words to track the development of key ideas (process); identifies how technical and discipline-specific words develop meaning in texts (vocabulary)
- UnT9: distils information from a number of texts according to task and purpose (e.g. uses graphic organisers) (comprehension); selects reading/viewing strategies appropriate to reading purpose (e.g. scans text for evidence) (process)
NAPLAN item descriptors
The relevant NAPLAN item descriptors are included in the resource, available for download on this page.
Task outline
Full task descriptions are included in the resource, available for download on this page.
Categorising items
Students group items and words, noting similarities and differences and consider alternate groupings.
Categorising information from texts
Students organise text and images into categories and subcategories and investigate background knowledge and predicted vocabulary.