English // Reading Comprehension

Text Features & Presentation

Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text

Ages
7 to 10
Type
Concept
Builds on
2 topics
Leads to
4 topics
Standards
2 codes

Quick check

When the learner reads a page with headings, diagrams, or bold words, can they explain how those features help — like "the diagram shows the water cycle because the words alone are hard to picture"?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Explain how an author's word choices create a particular effect (e.g., 'The author uses "crept" instead of "walked" to make it feel sneaky and tense')
  • Identify how a text's structure helps the reader (e.g., 'The headings help you find information quickly', 'The story builds suspense before the ending')
  • Explain how a presentational feature contributes to meaning (e.g., 'The bold words are important vocabulary', 'The diagram shows how the water cycle works')

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

2 topics
  • Expressive and Sensory LanguageRequired

    Reading Comprehension // Ages 6 to 9

    Identifying language contribution requires literary language understanding

  • Non-Fiction Text FeaturesHelpful

    Reading Comprehension // Ages 6 to 9

    Non-fiction structures knowledge supports analysing text presentation

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Text Features & Presentation

Ages 7 to 10 // Concept

Leads to

4 topics
  • Grammar for EffectRequired

    Grammar & Punctuation // Ages 11 to 14

    Analysing grammatical impact extends KS2 identifying how language choices contribute to meaning

  • Purpose, audience, and contextRequired

    Reading Comprehension // Ages 11 to 14

    Understanding context requires recognising how language choices serve different purposes

  • Analysing Text StructureRequired

    Reading Comprehension // Ages 11 to 14

    KS3 text structure analysis extends KS2 identifying how language choices and text structure contribute to meaning

  • Structural terminologyHelpful

    Reading Comprehension // Ages 8 to 9

    Understanding how parts build on each other connects to language/structure contribution to meaning

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
The national curriculum in England: Key stages 1 and 2 framework document
Eng.UKS2.Read.Comp.2fEng_LKS2_Read_Comp_14

English // Reading Comprehension

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