Comprehension Strategies

Learning goal: I can predict, connect, visualise, summarise, question and infer to build meaning from a text.

• Find information and details in spoken informative texts.
• Build topic knowledge and learn useful vocabulary before and during reading.
• Predict from covers, illustrations and text clues, then confirm or change the prediction.
• Make an inference and explain the text clue that supports it.
• Connect a text with what you already know or have experienced.

Steps to use

Preview → Predict → Read/listen → Connect → Question → Summarise

Use a strategy on purpose

Support thinking with text clues

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

• E1: identifying information and details from spoken informative texts
• E2: building topic knowledge and learning new vocabulary before and during reading
• E3: making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading
• E4: drawing inferences and explaining inferences using clues from the text
• E5: making connections with existing knowledge and personal experiences

• Prediction with no evidence — Use a clue from the text.
• Summary too detailed — Say the main idea, not every small event.
• Inference as guess — Combine clue plus thinking.

1. Prediction stop — Pause before the ending and predict with evidence.
   I think... because...
2. Picture in mind — Describe what you visualise from a sentence.
   I see...
3. Question and answer — Ask one literal and one inferred question.
   Who...? Why might...?

Quick checks

• What is a prediction?
• What is an inference?
• Ask one question about a text.
• Summarise a familiar story in one sentence.

I am ready when I can

• I can find information and details in spoken informative texts.
• I can build topic knowledge and learn useful vocabulary before and during reading.
• I can predict from covers, illustrations and text clues, then confirm or change the prediction.
• I can make an inference and explain the text clue that supports it.
• I can connect a text with what you already know or have experienced.

Curriculum equivalents for Comprehension strategies such as visualising, predicting, connecting, summarising and questioning...

Mapped skill: use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.