# data[].attributes.headline
demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

# data[].attributes.subject
demonstrate a basic understanding of the main ideas, issues or plot developments in a range of accessible texts from across the curriculum. These texts may be print or digital texts, including handwritten, visual, multimodal and interactive texts.

# data[].attributes.headline
demonstrate a basic understanding of the different purposes and structures of a range of text types and can make predictions about the likely content of texts

# data[].attributes.subject
demonstrate a basic understanding of the different purposes and structures of a range of text types and can make predictions about the likely content of texts

# data[].attributes.headline
identify the stages of imaginative texts they read, and the role of headings, diagrams and captions in factual texts

# data[].attributes.subject
identify the stages of imaginative texts they read, and the role of headings, diagrams and captions in factual texts

# data[].attributes.headline
follow meaning across sentences and paragraphs by tracking basic cohesive and reference items and clearly expressed cues in sentence structure and vocabulary

# data[].attributes.subject
follow meaning across sentences and paragraphs by tracking basic cohesive and reference items and clearly expressed cues in sentence structure and vocabulary

# data[].attributes.headline
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

# data[].attributes.headline
adjust their rate of reading to the task, reading closely for analysis, scanning for specific information, and skimming for the main idea

# data[].attributes.subject
adjust their rate of reading to the task, reading closely for analysis, scanning for specific information, and skimming for the main idea

# data[].attributes.headline
use cues from the surrounding text and their sound–symbol knowledge to assist in reading new words.

# data[].attributes.subject
use cues from the surrounding text and their sound–symbol knowledge to assist in reading new words.

# data[].attributes.headline
have begun to develop a sound understanding of the distinction between different text types for different purposes, as well as developing a metalanguage to talk about those differences

# data[].attributes.subject
have begun to develop a sound understanding of the distinction between different text types for different purposes, as well as developing a metalanguage to talk about those differences

# data[].attributes.headline
have also begun to develop skills not just to talk about the content of a text, but also to discuss how it is written in terms of the writer, for example, stance, style and audience

# data[].attributes.subject
have also begun to develop skills not just to talk about the content of a text, but also to discuss how it is written in terms of the writer, for example, stance, style and audience

# data[].attributes.headline
can also recognise and discuss cultural features of texts, such as humour, voice and imagery, with the teacher’s assistance.

# data[].attributes.subject
can also recognise and discuss cultural features of texts, such as humour, voice and imagery, with the teacher’s assistance.

# data[].attributes.headline
have an awareness of textual meaning beyond the literal reading of the text, although they will still be developing ways of forming their own responses to the higher order meaning of texts

# data[].attributes.subject
have an awareness of textual meaning beyond the literal reading of the text, although they will still be developing ways of forming their own responses to the higher order meaning of texts

# data[].attributes.headline
have begun to use a range of reading strategies such as scanning and skimming rather than reliance upon prediction to infer the general meaning from text, but may still be inefficient at using these techniques as readers.

# data[].attributes.subject
have begun to use a range of reading strategies such as scanning and skimming rather than reliance upon prediction to infer the general meaning from text, but may still be inefficient at using these techniques as readers.

# data[].attributes.headline
have confidence in attempting a range of different texts across the curriculum, but will require considerable scaffolding and teacher guidance for unfamiliar academic texts

# data[].attributes.subject
have confidence in attempting a range of different texts across the curriculum, but will require considerable scaffolding and teacher guidance for unfamiliar academic texts