# data[].attributes.headline
read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

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read for a range of purposes and identify main ideas and specific information in classroom texts. These texts may be print or digital, including visual, multimodal and interactive.

# data[].attributes.headline
demonstrate understanding of the main storyline and most key information when retelling, paraphrasing, and answering questions

# data[].attributes.subject
demonstrate understanding of the main storyline and most key information when retelling, paraphrasing, and answering questions

# data[].attributes.headline
demonstrate some awareness of how information is organised in English texts

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demonstrate some awareness of how information is organised in English texts

# data[].attributes.headline
recognise the cohesive devices connecting ideas and the organisation of information in a text

# data[].attributes.subject
recognise the cohesive devices connecting ideas and the organisation of information in a text

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use appropriate metalanguage to talk about the structure and features of a text

# data[].attributes.subject
use appropriate metalanguage to talk about the structure and features of a text

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recognise how relationships are signalled by an increasing range of conjunctions

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recognise how relationships are signalled by an increasing range of conjunctions

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integrate a number of strategies to help them read new texts

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integrate a number of strategies to help them read new texts

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use accessible English dictionaries to check the meanings of new words and use contents pages, indexes, glossaries and headings to find information.

# data[].attributes.subject
use accessible English dictionaries to check the meanings of new words and use contents pages, indexes, glossaries and headings to find information.

# data[].attributes.headline
read fictional and subject-specific texts of increasing complexity but still require contextual support and more time than non-EAL students to comprehend language and concepts

# data[].attributes.subject
read fictional and subject-specific texts of increasing complexity but still require contextual support and more time than non-EAL students to comprehend language and concepts

# data[].attributes.headline
read a range of familiar and unfamiliar texts, however teacher guidance in the selection of texts is necessary to limit the incidence of densely written information and language complexity

# data[].attributes.subject
read a range of familiar and unfamiliar texts, however teacher guidance in the selection of texts is necessary to limit the incidence of densely written information and language complexity

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compare the organisational structures of different text types

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compare the organisational structures of different text types

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are able to identify key information from factual texts on familiar topics but need teacher guidance to paraphrase and summarise the main ideas

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are able to identify key information from factual texts on familiar topics but need teacher guidance to paraphrase and summarise the main ideas

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may show limited comprehension because of their developing vocabulary and knowledge of English grammar.

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may show limited comprehension because of their developing vocabulary and knowledge of English grammar.

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make simple inferences and understand the gist of texts but may not be able to identify or recall specific details in more complex texts.

# data[].attributes.subject
make simple inferences and understand the gist of texts but may not be able to identify or recall specific details in more complex texts.