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Descriptors›English›Year 6›Literacy›Analysing, interpreting and evaluating›AC9E6LY05
AC9E6LY05: Year 6 English Content Descriptor – Analysing, interpreting and evaluating
AC9E6LY05 Year 6 English

AC9E6LY05 – Year 6 English: Analysing, interpreting and evaluating

Strand
Literacy
Substrand
Analysing, interpreting and evaluating

This Content Descriptor from Year 6 English provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

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

Elaborations

  • • making connections between the text and students’ own experience or other texts
  • • making connections between information in print and images
  • • using prior knowledge and textual information to make inferences
  • • asking and answering questions
  • • using graphic organisers to visualise connections, categories and hierarchies of information
  • • summarising a text or part of a text

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 6 ASENGY6
Year 6 English Achievement Standard
By the end of Year 6, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop, explain and elaborate on ideas from topics or texts. They use and vary text structures to organise, develop and link ideas. They use and vary language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.They read, view and comprehend different texts created to inform, influence and/or engage audiences. They identify similarities and differences in how ideas are presented and developed including through characters, settings and/or events, and how texts reflect contexts. They identify how texts have similar and different text structures to reflect purpose. They explain how language features including literary devices, and visual features influence audiences. They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.