Stage 2 reading - Literary devices

Learning intention

Students will learn to identify literary devices in texts,  analyse  the effect and  explore how it impacts the reader’s understanding.  

Syllabus outcome

  • EN2-RECOM-01: reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
  • EN2-UARL-01: identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

National Literacy Learning Progression

Understanding texts

  • UnT6: reads and views simple texts and some predictable texts (see Text Complexity) (comprehension); scans texts to locate specific information in a predictable print text (comprehension); recounts or describes the most relevant details from a text (comprehension); identifies parts of a text used to answer literal and inferential questions (process)

  • UnT7: reads and views predictable texts (see Text complexity) (comprehension); locates information or details embedded in the text (comprehension); navigates text using common signposting devices such as headings, subheadings, paragraphs, navigation bars and links (process)

  • UnT8: reads and views some moderately complex texts (see Text complexity) (comprehension); uses knowledge of the features and convention of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument) (process); skims and scans texts for key words to identify the main idea (process)

  • UnT9: uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning (process); 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.


Students learn to categorise and explain types of onomatopoeia.

Senses and onomatopoeia

Students practice describing things using various senses and their find examples of both sense and onomatopoeia in texts (five activities).


Students learn how authors use analogy to draw comparisons and then create their own analogies.


Students create their own examples and identify alliteration in texts.


Students identify personification in texts and create their own examples from their surroundings.


Students identify examples of simile, investigate what impact these have on a text and why authors use this figurative language device.


Students discuss and create metaphors.


Students identify imagery in texts and find opportunities to add more examples.


  • Teaching and learning

Business Unit:

  • Educational Standards
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