Stage 2 reading - Sequencing imaginative texts

Learning intention

Students will learn to sequence events in imaginative texts. Students will identify a chronological sequence of events. Students will use vocabulary cues, such as temporal connectives, and images to accurately summarise and sequence.

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.
  • 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

Understanding texts

  • UnT6: locates specific information in a predictable text or a given set of digital sources (comprehension); identifies connectives that develop coherence between ideas or events (tracks pronoun referencing) (see Grammar) (process)
  • UnT7: monitors the development of ideas using language and visual features (topic sentences, key verbs, graphs) (comprehension)
  • UnT8: uses knowledge of cohesive devices to track meaning throughout a text (connectives such as however, on the other hand) - see 'grammar' (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.

Task 1: Sequencing events from narrative text

Students use visual and written clues from a book cover to predict what a story is about and discover what clues to use to decide the sequence (six activities)

Task 2: Applying sequencing events from narrative excerpts

Students reorganise text excerpts into the correct sequence (two activities).

Task 3: Sequencing events from comic narrative

Students organise strip to determine and justify a sequence of events (two activities).

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