The work samples in this section form the Level 3 part of the assessment map for the Reading dimension of the English domain. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The standard below describes what students should know and be able to do when they achieve the Level 3 standard in the Reading dimension.
At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative text about plot and setting and about characters’ qualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes. They use several strategies to locate, select and record key information from texts.
The following work samples illustrate the kinds of responses that students typically produce:
Annotations identify for each sample on the assessment map attributes of the student response that relate to specific elements of the standard.
Context
The stimulus for this task was a website containing information about grey-headed flying foxes. The pages within the site were linked to each other but the site was not linked to the Internet. Students were given time to browse the entire site (6 pages). Teachers were asked to demonstrate how to navigate the site, if necessary, but not to discuss its contents or the meaning of the index headings.
Students had 20 minutes to find the relevant information to answer questions. They were expected to answer the questions without assistance from other students or their teacher.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 3
(Students) read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
They use several strategies to locate, select and record key information from texts.
Stimulus
Sample
The following sample illustrates the kinds of responses that students typically produce when they have achieved the elements of the standard addressed by this task.
1. Grey-headed flying foxes usually live
by themselves
in small family groups
in groups of fifty
in very large groups (correct answer)
2. What does the shaded area on the map show?
how far grey-headed flying foxes can fly
where grey-headed flying foxes are found (correct answer)
that grey-headed flying foxes are Australian animals
how much room fifty thousand grey-headed flying foxes need
3. What is the best way for people to help grey-headed flying foxes survive?
4. Conservation
Why is
the word conservation underlined on the screen?
5. Fill in the blank spaces on this table.
The first one has been
done for you.
| Grey-headed flying fox | FACTS |
|---|---|
| Type of animal | large bat |
| What is looks like (name one special feature) |
|
| What it eats |
|
| When the baby can look after itself |
|
6. Three new pieces of information will be added to this website.
Draw
lines to connect the information to the page it should go on.
Annotation
Reading – Level 3
Questions 1–5: The student reads and responds to new information presented in a website.
Questions 1–2: The student readily comprehends information directly stated in word and visual texts.
Key element of Reading Level 3
(Students) … read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.
Reading – Level 3
Question 3: The student identifies the main point about conserving habitat.
Key element of Reading Level 3
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
Reading – Level 3
Question 4: The student understands the purpose of, and is able to use, a textual feature in an e-text.
Questions 5–6: The student navigates and uses simple research strategies on the website.
Key element of Reading Level 3
They use several strategies to locate, select and record key information from texts.
Context
The task uses materials from the AIM 2005 Year 3 English Test.
Under test conditions, students read the stimulus material and responded by selecting answers from multiple choice options.
Students were given 20 minutes to find the relevant information to answer questions. They were expected to answer the multiple choice questions without assistance from other students or their teacher.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 3
(Students) read and respond to … informative texts with some unfamiliar … information …
They infer meaning from material presented in informative texts.
They identify how language is used to represent information … in different ways including identification of some simple symbolic meanings …
They use several strategies to locate … key information from texts.
Stimulus
AIM 2005 Year 3 English Test
Sample
The following sample illustrates the kinds of responses that students typically produce at 2.75 as they progress towards the Level 3 standard.
AIM 2005 Year 3 English Test
Annotation
Reading – 2.75
Question 10: The student makes a connection between the information presented in the first two sentences.
Key element of Reading Level 3
They infer meaning from material presented in informative texts.
Reading – 2.75
Questions 10–14: The student comprehends new information presented in an informative text.
Key element of Reading Level 3
(Students) read and respond to … informative texts with some unfamiliar … information.
Reading – 2.75
Questions 10–14: The student comprehends information directly stated in texts.
Key element of Reading Level 3
They use several strategies to locate … key information from texts.
Reading – 2.75
Questions 13–14: The student understands the purpose of Key to Resources used.
Key element of Reading Level 3
They identify how language is used to represent information … in different ways including identification of some simple symbolic meanings …
Students were given 20 minutes to read the stimulus and answer the questions. They were expected to work without assistance from other students or their teacher.
Students were given some preliminary questions at Level 2 standard, requiring them to locate directly stated information. These have not been included in the Sample.
The key elements of the standard addressed by this task are:
(Students) … read and respond to … informative texts with unfamiliar … textual features.
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
(Students) … identification of some simple symbolic meanings …
They use several strategies to locate (and) select … information from texts
Stimulus
(from CSF II English Annotated Work Sample)
Sample
The following sample illustrates the kinds of responses that students typically produce at 2.5 as they progress towards the Level 3 standard.
Annotation
Questions 3–5: The student makes connections between the steps in the recipe and the purpose of instructions.
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
They use several strategies to locate (and) select ... information ... from texts.
Question 6: The student recognises the symbolic link between the colours of the jelly and traffic lights.
(Students) … identification of some simple symbolic meanings …
Question 7: A correct answer would have demonstrated the student’s understanding of the purpose of including words in brackets.
(Students) … read and respond to … informative texts with … unfamiliar … textual features.
Question 8: A correct response would have demonstrated the student’s ability to make the inference that a measuring cup was used to prepare the jelly to enable it to be poured into the cups.
They infer meaning from material presented in informative texts.
Context
The task uses materials from the AIM 2005 Year 3 English Test.
Under test conditions, students read the stimulus material and responded by selecting answers from multiple choice options.
Students were given some preliminary questions at Level 2 standard, requiring them to locate directly stated information. These have not been included in the sample.
The key elements of the standards addressed by this task are:
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
They use several strategies to locate (and) select … key information from texts.
Stimulus
AIM 2005 Year 3 English Test
Sample
The following sample illustrates the kinds of responses that students typically produce at 2.5 as they progress towards the Level 3 standard.
AIM 2005 Year 3 English Test
Annotation
Reading – 2.5
Questions 25–26: The student uses strategies to locate and infer meaning from key information presented in an informative text with some unfamiliar information and vocabulary.
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
They use several strategies to locate … key information from texts.
Reading – 2.5
Question 27: The student interprets the purpose of an informative article by distinguishing the main ideas presented in the text.
They interpret the main ideas and purpose of texts.
They use several strategies to locate (and) select … key information from texts.
Context
The task uses materials from the AIM 2005 Year 3 English Test.
Under test conditions, students read the stimulus material and responded by selecting answers from multiple choice options.
The key elements of the standard addressed by this task are:
Key elements of Reading Level 3
(Students) … read and respond to an increasing range of … texts …
They interpret the main ideas … of texts.
They make inferences from imaginative text …
They use several strategies to locate, select and record key information from texts.
Stimulus
AIM 2005 Year 3 English Test
Sample
The following sample illustrates the kinds of responses that students typically produce at 2.25 as they progress towards the Level 3 standard.
AIM 2005 Year 3 English Test
Annotation
Reading – 2.25
Question 1: The student reads and responds to a text.
Key element of Reading Level 3
(Students) … read and respond to an increasing range of … texts …
Reading – 2.25
Question 2: The student interprets the text for key information.
Key element of Reading Level 3
They interpret the main ideas … of texts.
Reading – 2.25
Question 3: The student locates relevant information for predicting a character’s motivation.
Key element of Reading Level 3
They use several strategies to locate, select and record key information from texts.
Reading – 2.25
Question 4: The student draws conclusions from information provided in the text.
Key element of Reading Level 3
They make inferences from imaginative text …
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