Stage 4 reading - Compare and contrast
Students learn the difference between comparing and contrasting texts and use text analysis to apply learning.
- EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies.
National Literacy Learning Progression
- UnT9: compares and contrasts the use of visual elements in multimodal texts with similar purposes (comprehension); summarises the text identifying key details (comprehension); classifies ideas or information for a set task or purpose (comprehension); distils information from a number of sources according to task and purpose (uses graphic organisers) (process)
- UnT10: synthesises information from a variety of complex texts (comprehension; applies and articulates criteria to evaluate the structure, purpose or content of a text (process)
- UnT11: integrates existing understanding with new concepts in texts (comprehension); identifies contradictions and inconsistencies in texts (process); identifies relevant and irrelevant information in texts (process)
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.
Task 1: Contrasting texts
Students compare products to see features influence our choices to purchase goods. Students then contrast a movie poster and book cover of a text, identifying how the visual differences are targeted to a different audience or purpose (two activities).
Task 2: Comparing texts
Students use two ideas to compare and contrast, using a range of sources to build information and understanding on a topic (one activity).
Task 3: Comparing and contrasting texts
Students identify key information to be compared and use strategies to find relevant information in texts. Students represent their findings in a graphic organiser (three activities).