AC9E2LY05: Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

1. Outcome Overview & Core Concepts

Readers use several strategies before, during and after reading. Literal meaning is stated directly; inferred meaning combines text clues with prior knowledge.

Learning target: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

Big idea: Use visualising, predicting, connecting, summarising, monitoring and questioning

Learning routine: Preview → Read → Think → Check → Explain with evidence

4. 4-Step Instructional Sequence

2. Subject-Specific Content & Key Examples

Guided practice

1. Sort and notice — Pause at planned points in a short text and name the strategy being used.
2. Build or improve — Build inference equations using one text clue plus relevant prior knowledge.
3. Explain your choice — Use the words strategy, literal, inference to explain what you changed and why.

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: listening for specific information and providing key facts or points from an informative or persuasive text
• E2: listening and responding to detailed instructions
• E3: integrating information from print, images and prior knowledge to make supportable inferences
• E4: identifying the main idea of a text
• E5: predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that “station” and “arrive” would be in a text recounting a train journey
• E6: using prior knowledge to make and confirm predictions when reading a text
• E7: using graphic organisers to represent the connections between characters, order of events or sequence of information

3. Common Student Misconceptions

• Prediction as wild guess: Base predictions on title, images, events and known patterns.
• Summary includes every detail: Keep only the main idea and most important supporting points.
• Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

• What is literal meaning?
• How is an inference built?
• When do readers monitor?
• What belongs in a summary?

Mastery evidence

• Predict
• Visualise and connect
• Monitor and question
• Summarise

Revision Notes

• Remember: Use visualising, predicting, connecting, summarising, monitoring and questioning
• Use the routine: Preview → Read → Think → Check → Explain with evidence
• Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
• Self-check: change the example slightly and see whether the same reasoning still works.

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

Mapped skill: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

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.

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

• AC9E2LA01: Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
• AC9E2LA02: Explore how language can be used for appreciating texts and providing reasons for preferences
• AC9E2LA03: Identify how texts across the curriculum are organised differently and use language features depending on purposes
• AC9E2LA04: Understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred
• AC9E2LA05: Navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
• AC9E2LA06: Understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
• AC9E2LA07: Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
• AC9E2LA08: Understand that images add to or multiply the meanings of a text