Stage 2 reading - Fact and opinion
Students will learn to determine the difference between fact and opinion and recognise both within a range of texts.
- 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
- EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter.
National Literacy Learning Progression
UnT6: scans texts to locate specific information in a predictable print text (comprehension); makes connections between texts (e.g. compares two versions of a well-known story) (comprehension)
- UnT7: distinguishes between fact and opinion in texts (comprehension); compares and contrasts texts on the same topic to identify how authors represent the same ideas differently (comprehension)
- UnT8: evaluates the accuracy within and across texts on the same topic (comprehension); skims and scans texts for key words to track the development of ideas (process)
- UnT9: analyses texts which have more than one purpose and explain how parts of the text support a particular purpose (comprehension); identifies language used to create tone or atmosphere (vocabulary)
NAPLAN item descriptors
The relevant NAPLAN item descriptors are included in the resource, available for download on this page.
Full task descriptions are included in the resource, available for download on this page.
What is the difference between fact and opinion?
Students create posters or short jingles to demonstrate the difference between fact and opinion and discuss how key vocabulary can indicate if a statement is a fact or opinion.
Determining fact reliability
Students learn why recognising the difference between fact and opinion is important, who might disguise opinion as fact and processes to determine the reliability of sources.
Students read a text and devise questions to illicit fact and opinion statements from an ‘expert panel’ of their peers.