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Monitor for Meaning
3 4 5 6 Pre & Primary Essentials Worksheets English Analysing, Interpreting & Evaluating 2 Pages

Monitor for Meaning

This resource helps upper primary students develop comprehension monitoring skills by identifying and addressing reading difficulties. It includes a guided reading activity, prompts, a graphic organiser, and reflection questions to support metacognition and active problem-solving during reading. Ideal for fostering self-awareness and improving comprehension strategies.
 

Learning goals

  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to use and expand on our knowledge to analyse and evaluate texts.
  • We are learning to read texts and apply appropriate comprehension strategies to analyse information, e.g. predicting, confirming, monitoring meaning, skimming and scanning.
  • We are learning to use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
  • We are learning to use comprehension strategies to interpret and analyse information, comparing content from a variety of print and digital sources.
  • We are learning to use comprehension strategies to find literal and inferred meaning in texts and to begin using our growing knowledge base to evaluate texts.
  • We are learning to use comprehension strategies to build literal and inferred meaning and evaluate texts.
  • We are learning to use comprehension strategies to build literal and inferred meaning and to connect and compare content from a variety of sources.

Curriculum alignment

AC9E5LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas AC9E6LY05 9 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 AC9E5LY04 9 Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming AC9E4LY05 9 Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts AC9E3LY05 9 Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features ACELY1692 8.4 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts ACELY1713 8.4 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts ACELY1703 8.4 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources ACELY1702 8.4 Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning ACELY1680 8.4 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
EN3-3A old Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN2-4A old Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN3-UARL-02 new Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN2-UARL-01 new Identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-UARL-01 new Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
VCELY347 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts VCELY319 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources VCELY318 Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning VCELY288 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts VCELY257 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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