Year 2 English · AC9E2LY05

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

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

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Learning goalsSay it simply

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

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Choose a strategy for the reading need

predict beforevisualise duringmonitor and questionsummarise after

Strategies are tools, not a checklist to use mechanically every time.

Build an inference

text cluewhat I knowreasonable inferencecheck against text

An inference must remain consistent with the evidence.

Sort and notice

Pause at planned points in a short text and name the strategy being used.

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.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LY05 - Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
Example 1

predict before visualise during monitor and question summarise after

Example 2

text clue what I know reasonable inference check against text

Example 3

Choose a strategy for the reading need predict before visualise during monitor and question summarise after Strategies are tools, not a checklist to use mechanically every time.

Example 4

Build an inference text clue what I know reasonable inference check against text An inference must remain consistent with the evidence.

Curriculum examplesCurriculum examples

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
Questions and answersWith answers

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.
Practice and reviewReady for practice

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
Curriculum alignmentStart here

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

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