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• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY153

  Use comprehension strategies to understand and discuss texts listened to, viewed or read independently

  Elaborations

  • talking about the meanings in texts listened to, viewed and read
  • visualising elements in a text (for example drawing an event or character from a text read aloud)
  • providing a simple, correctly-sequenced retelling of narrative texts
  • relating one or two key facts from informative texts
  • finding a key word in a text to answer a literal question
  • making links between events in a text and students’ own experiences
  • making an inference about a character's feelings
  • discussing and sequencing events in stories
  • drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical

  VCELY153 | Curriculum content | English | Foundation Level | Reading and Viewing | Literacy

• VCELY347

  Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

  Elaborations

  • making connections between the text and own experience or other texts
  • making connections between information in print and images
  • finding specific literal information
  • using prior knowledge and textual information to make inferences and predictions
  • asking and answering questions
  • finding the main idea of a text
  • summarising a text or part of a text

  VCELY347 | Curriculum content | English | Level 6 | Reading and Viewing | Literacy

• 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

  Elaborations

  • making connections between the text and own experience and other texts
  • making connections between the information in print and images
  • making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
  • using text features and search tools to locate information in written and digital texts efficiently
  • determining important ideas, events or details in texts, commenting on things learned or questions raised by reading, referring explicitly to the text for verification
  • making considered inferences taking into account topic knowledge or a character’s likely actions and feelings

  VCELY257 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY222

  Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

  Elaborations

  • making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
  • making connections between information in print and images
  • building on and using prior knowledge and vocabulary
  • making valid inferences using information in a text and students’ own prior knowledge
  • predicting, asking and answering questions as they read, and summarising and reviewing meaning

  VCELY222 | Curriculum content | English | Level 2 | Reading and Viewing | Literacy

• VCELA108

  Understand how to make a statement or ask a question

  Elaborations

  • recognising when to ask a question
  • communicating a statement to express an idea
  • communicating a statement to answer a question
  • communicating a statement to ask a simple question

  VCELA108 | Curriculum content | English | Level D | Reading and Viewing | Language

• English: Level B achievement standards - Speaking and Listening

  Students look towards and attend to significant people for short periods of time. They attend to and respond to key word instructions. They imitate familiar words, spoken and/or signed. They use gesture or ‘yes’ or ‘no’ responses to answer a question or respond to an instruction. They communicate...

  Level description | English | Level B | Speaking and Listening

• VCELY444

  Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

  Elaborations

  • predicting meanings of unfamiliar words by using morphographic patterns

  VCELY444 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• English: Level D achievement standards - Speaking and Listening

  Students listen to and use spoken language to acknowledge and answer a person who communicates with them, giving a response of up to three words. Students use some social conventions during social interaction, such as making eye contact, show some understanding of turn taking, use appropriate...

  Level description | English | Level D | Speaking and Listening

• VCELY139

  Listen and respond to communication of others in classroom situations and routines

  Elaborations

  • asking and answering questions to seek information
  • communicating in pairs during a classroom activity

  VCELY139 | Curriculum content | English | Level D | Speaking and Listening | Literacy

• English: Level D achievement standards - Reading and Viewing

  By the end of Level D, students listen to and view a range of spoken, written and multimodal texts from familiar contexts. They identify the main character and event in an imaginative text. They use visual images to identify the key topic or theme within an informative text. They understand familiar...

  Level description | English | Level D | Reading and Viewing

• VCELY378

  Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

  Elaborations

  • identifying words that refer to a character or person in a text and explaining how these words contribute to a particular representation of the character or person

  VCELY378 | Curriculum content | English | Level 7 | Reading and Viewing | Literacy

• VCELY443

  Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

  Elaborations

  • evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time

  VCELY443 | Curriculum content | English | Level 9 | Reading and Viewing | Literacy

• VCELY469

  Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

  Elaborations

  • identifying the meaning of an increasing range of subtle vocabulary, for example inferring the different connotations of words in advertising texts from other cultures

  VCELY469 | Curriculum content | English | Level 10 | Reading and Viewing | Literacy

• VCELY319

  Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources

  Elaborations

  • using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

  VCELY319 | Curriculum content | English | Level 5 | Reading and Viewing | Literacy

• VCELY289

  Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other

  Elaborations

  • describing the language which different authors use to create imaginary worlds
  • comparing how textual features such as headings, sub-headings, bold type and graphic organisers are used to order and present information

  VCELY289 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCELY104

  Listen to and respond to the communication from an adult in classroom situations

  Elaborations

  • listening and responding to simple instructions and questions
  • answering simple questions using single word responses, for example yes, no, red, bus or alternative and augmentative communication

  VCELY104 | Curriculum content | English | Level C | Speaking and Listening | Literacy

• VCELY412

  Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

  Elaborations

  • reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
  • determining and applying criteria for evaluating the credibility of a website
  • explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion

  VCELY412 | Curriculum content | English | Level 8 | Reading and Viewing | Literacy

• English: Level D description

  In the Level D, students communicate with known adults, teachers and peers. Students are provided with experiences that engage, support and extend their learning, including the use of pictorial representations or other marks to express and record their ideas. Students communicate by using short...

  Level description | English

• VCELY186

  Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  Elaborations

  • using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
  • making connections between the text and students’ own experiences, and between information in print and images
  • finding key information in a text
  • making inferences about characters’ feelings and motives
  • building knowledge about the topic of the text and learning new vocabulary before and during reading
  • making predictions from the cover, from illustrations and at points in the text before reading on
  • retelling the events or key information in the text orally, in writing and/or through digital or arts media

  VCELY186 | Curriculum content | English | Level 1 | Reading and Viewing | Literacy