Common language devices
Comprehension
Definition
Language devices are described as the “language forms and features that are used to shape meaning in texts; for example figurative language or soliloquy.” (NSW English K-10 Glossary)
Identifying and interpreting the use of language devices forms part of reading comprehension.
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “comprehend everyday texts in familiar and some less familiar contexts” and “locate, integrate and interpret information in detailed written material. They identify some implied meanings and make simple inferences.”
In the reading test, students apply strategies to identify and interpret the use and effect of language devices in texts
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how language devices are assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Complexity
Level 3 performance features:
understands texts requiring integration of a number of ideas and pieces of information and some inference
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Prediction and prior knowledge
Level 3 performance features:
integrates new ideas and information with existing understanding
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
recognises that authors select structure, tone and language to achieve specific purposes
identifies some implicit meanings and draws simple inference, e.g. infers author’s stance from a cartoon used to illustrate a text
Reading Indicator .04: Reading strategies
Focus area: Vocabulary
Level 3 performance features:
recognises and comprehends common idioms, slang, acronyms, and some specialised terminology and dialect in routine texts
understand that some words and phrases have figurative meanings
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to language devices are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT6 — Vocabulary
understands the use of common idiomatic or colloquial language in texts (e.g. get your head around it)
UnT7 — Comprehension
reads and views predictable texts (see Text complexity)
draws inferences and identifies supporting evidence in the text
monitors the development of ideas using language and visual features (e.g. topic sentences, key verbs, graphs)
recognises that texts can present different points of view
UnT7 — Vocabulary
interprets creative use of figurative language (e.g. metaphor, simile, onomatopoeia)
describes the language and visual features of texts using metalanguage (e.g. grammatical terms such as cohesion, tense, noun groups)
UnT8 — Comprehension
reads and views some moderately complex texts (see Text complexity)
explains how authors use evidence and supporting detail to build and verify ideas
draws inferences and verifies using text evidence
UnT8 — Processes
explains how textual features support the text’s purpose
identifies and explains techniques used to present perspective (e.g. emotive or descriptive language, order in which ideas are presented)
uses prior knowledge and context to read unknown words (e.g. uses morphemic knowledge of ‘explosion’ to decode ‘explosive’ and uses context and knowledge of metaphorical use of language to understand ‘explosive outburst’.)
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
identifies language features used to present opinions or points of view