AC9EFLY05 • Foundation English

comprehension strategies

I can use thinking strategies to understand and talk about a text.

Topic GuideClassroom ViewWorksheetPracticeTest
Key vocabulary
  • predict — say what might happen using clues
  • visualise — make a picture in your mind from the text
  • connect — link a text idea to another text, experience or fact
  • question — ask something that helps you understand
  • summarise — tell the main idea and most important details briefly
  • evidence — a detail that supports an idea
Key concept

I can use thinking strategies to understand and talk about a text.

Learning goal: I can use thinking strategies to understand and talk about a text.

I am ready when I can

  • I can choose a suitable strategy.
  • I can state a clear text idea.
  • I can point to supporting evidence.
  • I can change thinking when evidence changes.
  • I can summarise without retelling every detail.
See it, then try it

See the skill in action

Worked-model method: choose a comprehension strategy and support it with evidence.

1. Before reading, notice the title ‘The Missing Boot’ and a picture of muddy pawprints.2. Predict, ‘I think the dog moved the boot because the pawprints lead away from the door.’3. Read on, then confirm or change the prediction using the next event in the text.

Model answer: The prediction is useful because it names what might happen and points to the muddy pawprints as evidence.

Worked example: summarise the main idea

Worked-model method: choose a comprehension strategy and support it with evidence.

1. Listen to three sentences: ‘Bees visit flowers. Pollen sticks to their bodies. They carry pollen to other flowers.’2. Ask what all three details are mostly about instead of repeating every word.3. Summarise, ‘Bees move pollen when they visit flowers.’

Model answer: The summary keeps the main idea and joins the important details in one short sentence.

See the skill in action

Worked-model method: choose a comprehension strategy and support it with evidence.

1. Before reading, notice the title ‘The Missing Boot’ and a picture of muddy pawprints.2. Predict, ‘I think the dog moved the boot because the pawprints lead away from the door.’3. Read on, then confirm or change the prediction using the next event in the text.

Model answer: The prediction is useful because it names what might happen and points to the muddy pawprints as evidence.

Worked example: summarise the main idea

Worked-model method: choose a comprehension strategy and support it with evidence.

1. Listen to three sentences: ‘Bees visit flowers. Pollen sticks to their bodies. They carry pollen to other flowers.’2. Ask what all three details are mostly about instead of repeating every word.3. Summarise, ‘Bees move pollen when they visit flowers.’

Model answer: The summary keeps the main idea and joins the important details in one short sentence.

Australian Curriculum elaborations

E1: Sequence and retell important ideas

Picture cues and oral prompts can hold the order of main story events or information ideas so a listener can follow a retell.

Think: Choose three main-event or information cards. Place them from first to last or in a logical information order. Retell one complete idea per card and check the sequence.

Try: Which idea belongs first, and what clue shows what comes next?

A strong answer: Order the important event pictures, retell them with first, next and finally, then leave out a detail that does not affect the main sequence.

Check: The learner orders key ideas accurately and gives a connected retell supported by each prompt.

If you are stuck: Fix the first card, offer two choices for the next card and let the learner retell before adding the final card.

E2: Listen for a specific purpose

A listening purpose directs attention towards particular information, such as a character detail or the answer to a question.

Think: Ask, 'What is the character carrying?' Read the short text once at a natural pace. Ask the learner to answer and name the words or image detail that supplied the information.

Try: What are you listening to find out, and what detail answered the question?

A strong answer: Listen for the named basket detail, hold it in mind and answer with the exact colour and object after the whole passage ends.

Check: The learner retains the stated purpose, selects the relevant detail and links it to the question.

If you are stuck: Reduce the text to two sentences and give two picture choices that differ only in the target detail.

E3: Relate key facts from an information text

After an informative text, learners can state one or two important facts in their own words without inventing details.

Think: Read three sentences about bees visiting flowers. Choose two facts that explain how pollen moves. State the facts in a short connected response.

Try: Which two facts best help someone understand the topic?

A strong answer: Select the key frog facts, arrange them in a sensible order and relate the information aloud without adding an unsupported idea.

Check: The learner states one or two accurate facts that are central to the informative text and avoids unsupported additions.

If you are stuck: Offer three fact-picture cards and ask the learner to choose the two that answer the topic question.

E4: Retell an attributed First Nations cultural account respectfully

Learners can sequence events from a school-approved First Nations Australian story or cultural account while keeping its named creator, source and context connected.

Think: Name the creator or source and supplied cultural context. Revisit three approved event images from that particular account. Order and retell the events using evidence from the source.

Try: What happens first, next and finally in this named account, and which source clue supports the order?

A strong answer: Name the attributed creator or source, order the source-approved events and retell that particular account using a supporting source clue.

Check: The learner retells the approved events in sequence and refers respectfully to the particular named source.

If you are stuck: Use source-approved event images, fix the first event and let the learner order the remaining two before speaking.

E5: Predict from a title and cover

A title and cover can support a thoughtful prediction when the learner connects a visible clue with what might happen next.

Think: Read the title 'The Missing Boot'. Notice muddy pawprints beside one boot on the cover. Predict what may happen and explain the clue, then check after reading.

Try: What do you predict, and which title or cover clue supports it?

A strong answer: Inspect the title and cover, make a possible-event prediction, name the supporting clue and confirm or revise the idea after reading.

Check: The learner makes a plausible prediction, cites a relevant clue and later confirms or changes the idea using text evidence.

If you are stuck: Offer two possible predictions and ask which one connects directly to the title or cover image.

Common misconceptions
  • A prediction is any guess — Require the learner to name a title, picture, word or event that supports the prediction.
  • A summary repeats every detail — Choose only the details needed to state what the text is mostly about.
  • A personal connection proves the text idea — Separate the personal connection from the evidence found inside the text.
Explain and apply

Predict with evidence

A cover shows muddy pawprints beside a missing boot. What might happen, and what clue supports it?

Answer and teaching guidance

A useful prediction uses the pawprints and missing boot as evidence, such as a dog may have moved it.

Visualise while listening

Close your eyes while an adult reads a forest sentence. What mind picture do you make?

Answer and teaching guidance

The learner should describe an image built from the words, not count print or copy the title.

Ask a useful question

A story says the nest is empty. What question would help you read on?

Answer and teaching guidance

A useful question targets missing information, such as Where did the birds go? or Will they come back?

Revise after new evidence

You predicted the dog took the boot. The next page shows a child carrying it. What should you do?

Answer and teaching guidance

A good reader updates the prediction when stronger evidence appears. This keeps comprehension flexible and evidence based.

Try these
  1. Before reading — Use a title and cover image to make one evidence-based prediction.
    I predict a dog moved the boot because the cover shows muddy pawprints.
  2. During reading — Pause after an event, visualise it and ask one question about what is still unclear.
    mind picture • question • text clue
  3. After reading — Choose three important picture cards and use them to give a one-sentence summary.
    main idea + important details
Check your understanding

Quick checks

  • The cover shows dark clouds and a child holding an umbrella. What is a sensible prediction?
  • A story says, ‘The puppy ran to the gate when Dad came home.’ What is the key event?
  • An information text says, ‘Penguins have feathers and cannot fly.’ Which fact can you tell?
  • While listening to a story, which question helps you understand a character?

Mastery evidence

  • The cover shows dark clouds and a child holding an umbrella. What is a sensible prediction?
  • A story says, ‘The puppy ran to the gate when Dad came home.’ What is the key event?
  • An information text says, ‘Penguins have feathers and cannot fly.’ Which fact can you tell?
  • While listening to a story, which question helps you understand a character?
  • The learner orders key ideas accurately and gives a connected retell supported by each prompt.
  • The learner retains the stated purpose, selects the relevant detail and links it to the question.
  • The learner states one or two accurate facts that are central to the informative text and avoids unsupported additions.
  • The learner retells the approved events in sequence and refers respectfully to the particular named source.
  • The learner makes a plausible prediction, cites a relevant clue and later confirms or changes the idea using text evidence.
Resources
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Recommended: What, Why, How | Reading Comprehension

Khan Academy Kids — Asking questions to understand details in a text.

As you watch: What question helps you understand what happened?

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Try it: After hearing a short story, ask an adult one what, why or how question. Discuss a clue that helps answer it.

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