Locating explicit information
Comprehension
Definition
Explicit information is described as the direct statement of information, details and facts from within a text where readers “scan, search for, locate and select relevant information” that is explicitly stated in a text. (ACARA, NAPLAN assessment framework).
Locating explicit information in a text 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 “recognise the distinguishing features of common types of texts. They locate, integrate and interpret information in detailed written material, charts, diagrams and tables.”
In the reading test, students apply strategies to locate explicitly stated information in texts.
Connections with ACSF Level 3 descriptors
he relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how explicit information is 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: Purpose
Level 3 performance features:
identifies some explicit who/what/when/why/how questions to be answered by reading fiction or non-fiction texts
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Complexity
Level 3 performance features:
understands familiar texts of limited complexity that may incorporate graphs, tables and charts
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
interprets and extrapolates information from texts containing graphs and diagrams
Reading Indicator .04: Reading strategies
Focus area: Text navigation
Level 3 performance features:
recognises the structures and distinguishing features of a range of familiar text types
begins to use knowledge of text structures and features (e.g. headings, paragraphing or punctuation) as an aid to skimming and scanning.
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 explicit information 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)
UnT7 — Comprehension
reads and views predictable texts (see Text complexity)
locates information or details embedded in the text
identifies the main idea in a predictable 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 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
uses strategies to predict and confirm meaning (e.g. uses sentence structure to predict how ideas will be developed)
navigates texts using common signposting devices such as headings, subheadings, paragraphs, navigation bars and links
UnT8 — Comprehension
reads and views some moderately complex texts (see Text complexity)
identifies main idea and related or supporting ideas in moderately complex texts (see Text complexity)
explains how authors use evidence and supporting detail to build and verify ideas
UnT8 — Processes
monitors reading for meaning using grammatical and contextual knowledge (see Fluency)
predicts the development of ideas based on a partial read (e.g. predicts the final chapter of a narrative drawing on understanding of the textual features in the previous chapters)
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 cohesive devices to track meaning throughout a text (e.g. connectives such as however, on the other hand) (see Grammar)
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)
UnT9 — Comprehension
reads and views complex texts (see Text complexity)
summarises the text identifying key details only
identifies techniques used to obscure author’s purpose (e.g. inclusion or omission of content)
UnT9 — Processes
uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning
uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar)