Stage 4 reading - Sequencing

Learning focus

Students learn to sequence events in a range of texts, connecting contextual clues and grammatical elements to order ideas and events.

Syllabus outcome

  • EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
  • 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

Understanding texts

  • UnT9: identifies the main themes or concepts in moderately complex texts (comprehension); summarises the text identifying key details (comprehension); selects reading/viewing pathways appropriate to reading purpose (scans text for key phrase or close reading for learning) (process)
  • UnT10: synthesises information from a variety of complex texts (comprehension); reads and views moderately complex or some sophisticated texts - see text complexity (comprehension)
  • UnT11: derive a generalisation from abstract ideas in texts (comprehension); 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.

Task outline

Full task descriptions are included in the resource, available for download on this page.

Task 1: Using vocabulary to sequence

Students use temporal and causal connectives and conjunctions to sequence events (four activities).

Task 2: Sequencing events

Students use temporal and causal connectives and conjunctions to verbally recount the events in advertisements (two activities).

Task 3: Sequencing informative texts

Students highlight words in a text showing the order in which the events took place. Using these events, students write a sequence of sentences that use temporal and causal connectives and conjunctions (three activities).

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