The learner uses a range of strategies to work out the meaning of unfamiliar words. Strategies would include but
not be limited to: • sounding out new words when reading aloud, using knowledge of phonics and blends
The learner is able to evaluate a text and read critically. This is
• using context to decide what words mean by reading the rest of the sentence and even the paragraph
• re-organise content into tables, mind maps, charts etc. to suit a different audience or purpose
• using prior knowledge of words and their structure (root words, similar words, prefixes and suffixes etc.)
• using knowledge of words derived from other languages, including not only other South African languages but also Latin, Greek and French, and being able to apply this knowledge in new contexts
• consulting a dictionary, a thesaurus or other reference tools – even the Internet
The learner consciously uses reading strategies to improve comprehension
by, for example: • re-reading, clarifying and discussing text that is confusing or hard to interpret – both with peers and with teachers in order to confirm understanding
demonstrated by being able to: • summarise information from a book or article using key words and headings
• identify when an author has attempted to bias or manipulate the reader using persuasive techniques
• identify and understand an author’s purpose, point of view or opinion
• evaluate and assess arguments put forward by someone else, even if they conflict with own opinion and views
• recognise and articulate the relationship between cause and effect
• aware of “reading between the lines and can infer meaning beyond the
• use a variety of source material (facts, visual matter, texts, quotes etc.) to support an argument or debate, or draw conclusions
actual words written when required, and is therefore able to interpret visual symbols and symbolic content at an appropriate level.
• explaining and articulating own reading and response to it
• using context and prior knowledge to make, evaluate and revisit (if required) predictions and to form own opinions
The learner shows an understanding of the different components of story and texts, which means the learner
• identifying questions to be answered while reading, even developing further questions based on response to the text
• using prior learning (from other reading matter, own experiences, discussions, television etc.) to form links and understand and interpret new content
• articulate how a character’s actions, the setting, plot etc. relate to the story and thus the author’s intention or purpose
can: • identify characters, setting, plot, and storyline
• recognise first or third person narrative and associated features
• approaching texts systematically, understanding that purpose, content, layout and language may indicate that a different strategy must be employed when approaching the text.
• identify different genres and discuss how they are able to do so and also their own preferences.
• recognise different tone and mood in texts, especially fiction and poetry and discuss how it has been achieved (style, content, vocabulary etc.)
• discuss why characters act the way they do
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