Year 6 English · AC9E6LY05

Comprehension strategies to connect and compare sources

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

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Learning goalsSay it simply

Students learn to use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.

Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.

Success looks like

  • identify the relevant feature, strategy or text choice
  • use precise English metalanguage
  • support the answer with specific evidence
  • explain the effect in context
  • apply or revise the choice for a new audience and purpose
Key conceptTeach from the board

Use the evidence-to-effect routine

What to noticeHow to test itEvidence of mastery
use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sourcesuse comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sourcesstudent explains the effect or reason
second contextapply the same idea in a new textstudent transfers the idea
checkexplain the effect with evidencestudent justifies with precise evidence
  1. Name the feature, strategy or choice.
  2. Quote, describe or point to the exact evidence.
  3. Explain what the evidence does for meaning, clarity, representation, relationship or audience response.
  4. Check the explanation against the purpose of the whole text or task.

Worked transfer

Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised.

Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?

Clean visual examplesOne-page board

Clean one-page examples

AC9E6LY05 - Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Example 1

Use the evidence-to-effect routine What to notice How to test it Evidence of mastery use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources student explains the effect or reason second context apply the same idea in a new text student transfers the idea check explain the effect with evidence student justifies with precise evidence Name the feature, strategy or choice. Quote, describe or point to the exact evidence. Explain what the evidence does for meaning, clarity, representation, relationship or audience response. Check the explanation against the purpose of the whole text or task.

Example 2

Worked transfer Take an unseen example linked to this outcome. First identify the relevant choice, then rewrite, annotate, compare or present it in a second context so the idea is not only memorised. Teacher prompt: What changed, what stayed the same, and how do you know the new version still suits the audience and purpose?

Example 3

1. Annotate a model example Students highlight the exact words, sentence parts, text features, visual choices or spoken moves connected to the descriptor.

Example 4

2. Compare two versions Students compare a weaker and stronger version, then explain which choices improve meaning, clarity, credibility, cohesion or audience effect.

Curriculum examplesCopied content

Content description: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources

  • Descriptor focus: use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Questions and answersWith answers

Exam routine: feature or strategy → evidence → effect → context → check.

Important questions

  • Identify the exact feature or strategy in use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources. Answer with precise evidence and a short explanation.
  • Point to the evidence that supports the answer. Answer with precise evidence and a short explanation.
  • Explain how the choice changes meaning, effect, clarity or audience response. Answer with precise evidence and a short explanation.
  • Apply the idea in a fresh sentence, text extract, discussion or multimodal example. Answer with precise evidence and a short explanation.
  • Revise one answer or created text using the success criteria. Answer with precise evidence and a short explanation.
Explicit teaching sequenceResearch aligned

Comprehension strategies across sources

Learning intention: Use predicting, visualising, connecting, questioning, summarising, inferring and monitoring before, during and after reading, then compare and synthesise evidence across sources.

  1. Model a short example.
  2. Locate exact evidence.
  3. Explain meaning, audience or purpose.
  4. Compare strong and misleading reasoning.
  5. Guide a revision, then release a fresh task.

Model and guided checks

  • predicting: From the title “When the River Turned Brown” and a pollution photograph, I predict the text will explain contamination. Ask: The prediction uses available evidence and remains open to revision.
  • visualising: The description of narrow roots twisting through dark mud forms a mental image of a mangrove habitat. Ask: Visualising connects sensory details and spatial relationships.
  • connecting: A reader connects a new explanation of evaporation to an earlier water-cycle diagram. Ask: The relevant text-to-text connection activates knowledge that clarifies the process.
  • questioning: Why did the author present the survey result before explaining the sample? Ask: The question directs attention to structure, evidence and possible positioning.
  • literal meaning: The report states that 42 seedlings survived the first month. Ask: Literal comprehension retrieves information directly stated in the source.
  • inference: The empty water bowl, dusty paws and repeated pacing suggest the dog is thirsty. Ask: Several textual clues combine with reasonable knowledge to support an unstated meaning.

Misconception check: Synthesis means placing three summaries beside one another.

Exit check: Identify, cite, explain and justify one revision.

Practice and reviewReady for practice
  • Visuals are decoration — Images, layout, sound and sequence can carry essential meaning.
  • One feature has one fixed effect — Explain the effect in this context and with the surrounding text.
  • Modes analysed separately only — Show how words, images and sound reinforce, extend or challenge each other.
  • Accessibility ignored — Captions, labels and clear layout help audiences access meaning.

Learn from the Topic Guide and fixed Teacher Slides, complete the Worksheet, use Practice for supported feedback, then take the Test when ready.

Curriculum alignmentStart here

Students learn to use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources. They move from recognising the feature to explaining how it works in context, then applying it deliberately in their own reading, speaking, writing or multimodal creation.

Core idea: In English, choices in language, structure, literature and mode create meaning for a particular audience and purpose. A strong answer names the choice, gives evidence and explains the effect.

Success looks like

  • identify the relevant feature, strategy or text choice
  • use precise English metalanguage
  • support the answer with specific evidence
  • explain the effect in context
  • apply or revise the choice for a new audience and purpose
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