Possible targets



Download 104.97 Kb.
Date conversion04.09.2017
Size104.97 Kb.




Understanding and interpreting text

UI

Band 1

DESCRIPTOR: Has some favourite stories, rhymes, songs, poems or jingles and joins in with actions. Regularly anticipate events in a familiar text


POSSIBLE TARGETS:

  • I have some favourite stories, rhymes, songs, poems or jingles and joins in with actions

  • I usually know what is going to happen next in a story I know well

IDEAS FOR TEACHING AND LEARNING:




  • Encourage children to use the stories they hear in their play




  • Read stories that children already know, pausing at intervals to encourage them to ‘read’ the next word




  • Create an attractive book area where children and adults can enjoy books together




  • Find opportunities to tell and read stories to children, using puppets, soft toys, or real objects as props




  • Provide stories, pictures and puppets which allow children to experience and talk about how characters feel



  • Collect a range of board books, cloth books and stories to share with young children and allow them to handle them and use them in role play reading





  • Provide opportunities for pupils to engage with books in all environments e.g. placing board books outside to be used during pupil lead play




WAVE 3 INTERVENTIONS






Understanding and interpreting text

UI

Band 2

DESCRIPTOR: Points to words as an adult reads to them


POSSIBLE TARGETS:

  • I can copy an adult pointing to words when I am reading

IDEAS FOR TEACHING AND LEARNING:




  • When modelling reading using a Big Book, the teacher demonstrates turning the pages and asking pupils to take turns to turn the pages.




  • When modelling reading occasionally model incorrect directionality of turning pages and encourage pupils to correct you asking them to help you to move through the book appropriately




  • Provide picture books, books with flaps or hidden words, books with accompanying CDs and story sacks.



  • Adult models left to right directionality and return sweep and child follows as part of shared reading





  • Use track games that emulate left to right directionality and return sweep



WAVE 3 INTERVENTIONS






Understanding and interpreting text

UI

Band 3

DESCRIPTOR: Through shared reading: Attempts one to one correspondence between written and spoken words. To recognise print in a variety of settings. Understands words carry meaning.


POSSIBLE TARGETS:

IDEAS FOR TEACHING AND LEARNING:




  • Model aloud the strategies adults use to find materials in class e.g. labelling in the room or areas to work in (HI: pupil would need to be able to see the adult’s face when modelling strategies. Listening environment would have to be checked for suitability)



  • In shared reading model pointing to each word as read. Encourage the child to follow pointing to each word as read (HI: pupil would need to be in a good listening environment)





  • Carry out paired reading with the child encouraging the child to follow the text by pointing to each word read




  • Child to find own name from a list or name label on drawer or peg




  • Child will read own role-play writing to an adult or to an audience




  • Pupils have name badges as well as staff. Children invent labels for objects/places etc



WAVE 3 INTERVENTIONS







Understanding and interpreting text

UI

Band 4

DESCRIPTOR: To develop 1:1 correspondence when reading. To be able to read known words within sentences. To re tell the main points of the text with the aid of picture or verbal prompts


POSSIBLE TARGETS:

  • I can point to words as I read them

  • I can read some words that I know when I see them written down

  • I can use pictures to help me talk about a story




IDEAS FOR TEACHING AND LEARNING:
  • Use of software to encourage correspondence between written & spoken words e.g. Talking books e.g. Oxford Reading Tree, Oxford Literacy Web- Sound Stories (HI: pupil may not be able to hear computerised voice)


  • Use of coloured dot stickers under words in text. Children to put finger on sticker as they read

  • Use of " flashing finger" directed to text, pointing at each word

  • Novelty pointer -child invited to point to the words as they are read in big book

  • Use of puppets to role-play the text - emphasis on repetitive words in a story. Teacher narrates & omits word/s e.g. "I'll huff …puff". Child holds up appropriate word/phrase at relevant point (HI: n/a)

  • Washing line - the children peg words on line (VI: pupil will need the cards to be at eye level – these can be removed from the line to read if necessary)

  • Magnetic board - the children reassemble targeted words into simple sentence

  • Highlighter pen - children search for given word in text or word search (VI: ensure selection of colours for highlighting are appropriate)

  • Large speech bubbles with simple words posted on big book -children to read aloud together

  • Teacher talks through story using questions focusing on picture cues. This focuses children on meaning in order to aid identification of words in shared reading

  • Multisensory reinforcement activities e.g.

    • NLS Reception Word Pack

    • Language master (HI: n/a)

    • Individual word cards - for pupil to learn & simple sentence cards - for pupil to learn words in context or for giving instructions to pupil

  • Jumbled sentences (using very simple sentences)

    • words to be reassembled

    • cut & stick sheets, Breakthrough to Literacy
  • Sequencing using cards/pictures from the 'Big Book' to order and talk to


  • Storyboards/Story maps

    • Photocopiable resources re: Nursery Rhymes and Common Stories - Folens (pub.) can be used to sequence or as a storyboard

    • Use story maps to talk about story then pupils retell using the 'map' as support - Story Maps (NES Arnold)

  • Individual picture of story map/ line allows pupil to recall main events in story e.g.

    • Easylearn workbooks

    • LDA cards

    • Personal photographs

  • Teacher pre-tutors using key words - listening skills are sharpened in order to anticipate text before reading & aid recall after reading

  • Story sacks e.g. Published material e.g. Interactive books -"Storytelling Kit" - Lakeshore /Child's Play Ltd

  • Pupil recounts what happens to each character

  • Pupil tapes own story/ uses familiar storybook as stimulus




WAVE 3 INTERVENTIONS




Understanding and interpreting text

UI

Band 5

DESCRIPTOR: To read known sight words within a very simple text in guided reading. To be able to use a reading strategy for identifying unfamiliar words. To re tell the main points of the text with the aid of verbal prompts.

POSSIBLE TARGETS:

  • In my book I can read some words that I know

  • I use the pictures in a book to help me think about what a word might say
  • I can talk about things in a story when my teacher helps me





IDEAS FOR TEACHING AND LEARNING:

  • Big book - shared reading plus post-its to hide target word (VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)




  • Pre- talk through of instructional book for guided reading - alerting pupil to vocabulary




  • Use of supporting material e.g. language master cards / flash cards




  • Use of books with cumulative and progressive texts




  • Precision Teaching




  • Writing activities - cut & stick




  • Word searches




  • NLS Packs




  • Teacher to demonstrate using Reading Recovery strategies




  • Using the initial letter as a cue: (HI: pupil would have to be a good listening environment and be able to see speaker’s face)

  • get your mouth ready with the first sound

  • Pupil to check the picture

  • check the sound




  • Practice of auditory and written sounds




  • Using context - pupil to rerun sentence


  • Teacher prompts pupil verbally. - accompanied with picture prompts initially - progressing to connectives such as first, next, finally


  • Independent task - pupil is given photocopied pictures from story and re sequences (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying)





  • Group activity - using above pictures, each pupil selects in turn the next picture from the story and describes to peers what is happening (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying)







WAVE 3 INTERVENTIONS







Understanding and interpreting text

UI

Band 6

DESCRIPTOR: To read known sight vocabulary within a simple text. To use one or two reading strategies to identify unfamiliar words. To begin to self-correct to make sense of what s/he reads. To retell the main point of text.

POSSIBLE TARGETS:

  • In my book I can read words that I know

  • I can use 1 or 2 different ways to help me think about words I’m not sure about

  • Sometimes when I read a word wrong, I change it to the right word

  • I can talk about the important parts of a story I have just read

IDEAS FOR TEACHING AND LEARNING:


  • Running record




  • Over-learning text - check type of words read with automaticity




  • Reading text automatically and then extending this knowledge to more unfamiliar text




  • Pre tutoring - familiarise pupil with the vocabulary expected in the text, gain confidence in approaching the text




  • Cloze procedure - use cut up sentences/phrases and leave out a missing word




  • Cover words/parts of words in the text and pupils predict the words or find them from a limited range given







  • Sentence building - has to find and build words into sentences from a familiar text




  • Reading record - Identifies the strategies already in place and targets the teaching for the pupil




  • Cover part of the word, perhaps choose parts grammar e.g. nouns, adverbs, adjectives etc. Encourage reading on and guessing appropriate word linked to sounds shown




  • Colour coded cloze for early learners or words next to pictures




  • Sentences linked to known story cut up and pupils complete the sentence - aids semantic cues



  • Running Record - shows the frequency of self-correction and the type of strategy used to self-correct from, e.g. syntax, phonics, semantics etc


  • Strategies can be modelled in a pre-tutoring session and then recalled and discussed as the pupil reads a sentence





  • After the Big Book session - provide small group work where the pupils can recall the story e.g.

    • Use pictures of the main points already sequenced to help pupils order thoughts

    • Ask pupils to order pictures to show their understanding of the story line

    • Orally scaffold pupils by questioning their story line or familiar activity by asking questions such as - ...and then?

(VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)


  • For self-esteem and confidence pre-tutor the story so they can recall the main points




  • Use pictures from a known story or familiar activity initially (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying)



WAVE 3 INTERVENTIONS

Paired Reading (HI: n/a or with an adult in a very good listening environment)

Rapid





Understanding and interpreting text

UI

Band 7

DESCRIPTOR: To use two or three reading strategies to identify unfamiliar words. To self-correct frequently to make sense of what s/he reads. To be able to distinguish between fact and fiction texts


POSSIBLE TARGETS:

  • I can use 2 or 3 different ways to have a go at reading words I don’t know

  • When I read a word wrong, I can usually change it to the right word

  • I can tell the difference between fact and fiction books




IDEAS FOR TEACHING AND LEARNING:




  • Orally segmenting e.g. sound out the letters and listen to sounds / blends (HI: may need 1:1 in a good listening environment)




  • Sound out unfamiliar words - break word into c/v/c chunks eg. Mag ….. net (HI: may need 1:1 in a good listening environment)




  • Prefixes / suffixes - pupils to generate rhyme using familiar words. This needs to be linked to a 'strong and systematic emphasis on the teaching of phonics….' (Searchlight Reading Model)




  • Picture cues - search pictures for meaning (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying)




  • Use the 'sense of the sentence' to have a go. Read - on / read - back to determine meaning




  • Praise the child when s/he self corrects. Sometimes ask what made him/her think it was that word - this helps to raise awareness of the strategies used e.g. 'it didn't make sense before



  • Book sort of fact/fiction books - using front cover, format, index, contents, pictures etc (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying; VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)




WAVE 3 INTERVENTIONS


Paired Reading (HI: n/a or with an adult in a very good listening environment)

Rapid





Understanding and interpreting text

UI

Band 8

DESCRIPTOR: To usually use a range of reading strategies to self correct and make sense of what is read. To understand the need to read fact and fiction texts differently (e.g. skim and scan for different purposes)

POSSIBLE TARGETS:

  • I try to use lots of ways to have a go at reading words I don’t know

  • I know that you read fiction books differently to non-fiction books




IDEAS FOR TEACHING AND LEARNING:




  • Reading Interventions e.g. when a child is reading out loud, and comes to an unfamiliar word praise any self corrections. For some of these ask the child e.g. 'How did you know it was …..?' In the event the child is stuck encourage the use of a range of strategies e.g.

  • reading on to the end of the sentence

  • reading back from the beginning of the sentence
  • use of the initial letter


  • use of a cue relating to meaning

  • ' it's a word that means the same as …..' etc




  • Cloze Procedure - provide a text, which the child can read at independent level. If possible give this to the children to work on in pairs. Delete words, which will encourage the use of a range of reading strategies. Get the children to read the passage and then to discuss possible words to fill in the gaps. Each pair should be asked to explain why they thought it was a particular word and reflect on the strategies used. It is important that even with children experiencing difficulties in reading they should be engaged in such problem solving activities. This activity could be carried out after the teacher has modelled it first (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying)



  • Sentence Sequencing - a very simple text could be cut up into its separate sentences. The child (if possible working with a partner) can reassemble the separate sentences in the right order. This activity will encourage the use of a range of strategies, which rely on making sense of the passage.

(HI: pupils will need to be positioned appropriately to be able to see speakers’ faces during discussions)


  • Most of the work on this target will take place during whole class work or in guided reading. It should include discussion about:

    • Whether the selected text is fact or fiction

    • The use of contents and index

    • Whether it is possible to tell fact or fiction from information on the cover
  • In guided reading the teacher or LSA can model techniques such as scanning and skimming when reading non fiction texts in order to find particular information or to see if the text is likely to be useful in answering particular questions (VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)





  • Sorting books into fact and fiction - the child can work with a partner to sort out a pile of books into fact or fiction books. They have to say why they think the book is fact or fiction. This activity can be modelled first with a group. A range of fiction and non-fiction texts at instructional level should be used (VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)



WAVE 3 INTERVENTIONS


Paired Reading (HI: n/a or with an adult in a very good listening environment)

Rapid





Understanding and interpreting text

UI

Band 9

DESCRIPTOR: To use a range of reading strategies to self correct and make sense of what s/he reads. To pick out main points and significant incidents from own reading of fact and fiction texts. To use simple glossaries in order to locate specific words.

POSSIBLE TARGETS:

  • I can use lots of ways to have a go at reading words I don’t know

  • I can find important information in different types of books

  • I can use a glossary to find a word




IDEAS FOR TEACHING AND LEARNING:

  • Reading Interventions - when a child is reading out loud, and comes to an unfamiliar word: Praise any self-corrections





  • For some of these ask the child e.g. 'How did you know it was …..?'




  • In the event the child is stuck encourage the use of a range of strategies e.g.

    • reading on to the end of the sentence

    • reading back from the beginning of the sentence

    • use of the initial letter

    • use of a cue relating to meaning

    • ' it's a word that means the same as …..' etc




  • Cloze Procedure e.g. provide a text, which the child can read at independent level. If possible give this to the children to work on in pairs. Delete words, which will encourage the use of a range of reading strategies. Get the children to read the passage and then to discuss possible words to fill in the gaps. Each pair should be asked to explain why they thought it was a particular word and reflect on the strategies used. It is important that even with children experiencing difficulties in reading they should be engaged in such problem solving activities. This activity could be carried out after the teacher has modelled it first




  • Sentence Sequencing e.g. a very simple text could be cut up into its separate sentences. The child (if possible working with a partner) can reassemble the separate sentences in the right order. This activity will encourage the use of a range of strategies, which rely on making sense of the passage




  • Refer to Marie Clay Reading Recovery - Teaching for Reading strategies



  • Echo back to pupil an incorrectly read sentence. Ask them to change it so that it makes sense – discuss choice and link back to text (HI: pupil would need to be in a good listening environment)





  • Check use of reading on and then returning




  • Comprehension Lifters Book 2 – Prim-Ed






WAVE 3 INTERVENTIONS


Catch-Up

Paired Reading (HI: n/a or with an adult in a very good listening environment)






Understanding and interpreting text

UI

Band 9(cont)

DESCRIPTOR: To use a range of reading strategies to self correct and make sense of what s/he reads. To pick out main points and significant incidents from own reading of fact and fiction texts. To use simple glossaries in order to locate specific words.

POSSIBLE TARGETS:

  • I can use lots of ways to have a go at reading words I don’t know

  • I can find important information in different types of books

  • I can use a glossary to find a word

IDEAS FOR TEACHING AND LEARNING:



  • Reading for information/ main points e.g.


    • DARTs activity - 'Underlining and Labelling' (refer to PSSS for resource information)

    • Pupil to highlight (or write on post-it) the topic sentence (first sentence) of each paragraph in order to understand the meaning of text. Use post-its for revision, sequencing

    • Teacher alerts pupils to questions they need to ask about the text before they start to read i.e. 'What do we need to find out?

    • Work with a partner (mixed ability) and retell (5) facts about text (HI: partner pupil would need to be chosen carefully to ensure their speech was clear)




sentences (HI: this may not be applicable depending on the clarity of speech)


      • Cut / rearrange sentences (written on post-its) to show understanding of main points of text







  • ‘Cloze-Pro’ – Crick software




    • Discovery IT software

    • Wordshark 3 IT software
    • (HI: pupil may not hear computerised voice; VI: when working at a computer screen, the pupil needs to be seated central to the screen, with the screen moved closer as appropriate)


  • Using simple glossaries - select unknown words from glossaries and find meanings

  • Create a glossary - cross-curricular activity - use a piece of factual text and create an appropriate glossary

  • ‘Don’t Forget the Alphabet’ – Easylearn

  • New Cloze Books 2/3 – Learning Materials

  • ‘Corn circles and Codswallop’ – LDA

  • ‘False Teeth and Vampires’ - LDA

WAVE 3 INTERVENTIONS

Paired Reading (HI: n/a or with an adult in a very good listening environment)

Rapid




Understanding and interpreting text

UI

Band 10

DESCRIPTOR: From instructional level texts can pick out main points and significant incidents providing evidence from the text e.g. extracting relevant words and phrases. Can use simple glossaries and dictionaries in order to locate specific words.

POSSIBLE TARGETS:

  • When I am reading in class, I can use the book (or worksheet) to help me answer questions

  • I can use a glossary and a dictionary to find a word



IDEAS FOR TEACHING AND LEARNING:





  • Reading for information/ main points e.g.

    • DARTs activity - 'Underlining and Labelling' (refer to PSSS for resource information)

    • Pupil to highlight (or write on post-it) the topic sentence (first sentence) of each paragraph in order to understand the meaning of text. Use post-its for revision, sequencing

    • Teacher alerts pupils to questions they need to ask about the text before they start to read i.e. 'What do we need to find out?

    • Work with a partner (mixed ability) and retell (5) facts about text (HI: partner pupil would need to be chosen carefully to ensure their speech was clear)

    • Use a tape or Dictaphone to listen to own reading, from this make bullet points, report back to group, make into sentences (HI: this may not be applicable depending on the clarity of speech)

    • Cut / rearrange sentences (written on post-its) to show understanding of main points of text




  • ‘Reciprocal Teaching’ – group approach to support comprehension




  • ‘Cloze-Pro’ – Crick software




  • First Steps – ‘Newsplan’ – Who? / Why? / What?

    • with reference to texts

    • Knowledge / classification grids




  • ‘Text Activities KS2’ – Letts




  • ‘Spell It yourself’ – GT Hawker – Oxford




  • ACE – LDA (HI: n/a)




  • Illustrated dictionaries



  • ICT – ‘Find Out and Write About’ – Clicker – Crick software (VI: when working at a computer screen, the pupil needs to be seated central to the screen, with the screen moved closer as appropriate)





  • Hunt the Word – Easylearn




  • Dictionary Skills – Prim-Ed




  • Understanding Everyday Writing Books 1 and 2 – Learning Materials



WAVE 3 INTERVENTIONS


Rapid





Understanding and interpreting text

UI

Band 11

DESCRIPTOR: From instructional level texts, can pick out main points and significant incidents by extracting and using words and phrases to provide evidence for a set task. Can understand the use of alphabetically ordered texts e.g. indexes, directories, listings etc.

POSSIBLE TARGETS:

  • When I am reading in class, I answer questions using words or parts of sentences from the book (or worksheet)

  • I can use alphabetical order to help me find words in indexes, directories etc

IDEAS FOR TEACHING AND LEARNING:

  • Reading for information/ main points e.g.

    • DARTs activity - 'Underlining and Labelling' (refer to PSSS for resource information)
    • Pupil to highlight (or write on post-it) the topic sentence (first sentence) of each paragraph in order to understand the meaning of text. Use post-its for revision, sequencing


    • Teacher alerts pupils to questions they need to ask about the text before they start to read i.e. 'What do we need to find out?

    • Work with a partner (mixed ability) and retell (5) facts about text (HI: partner pupil would need to be chosen carefully to ensure their speech was clear)

    • Use a tape or Dictaphone to listen to own reading, from this make bullet points, report back to group, make into sentences (HI: this may not be applicable depending on the clarity of speech)

    • Cut / rearrange sentences (written on post-its) to show understanding of main points of text




  • Dictaphone for recording answers e.g. Sony Mini Discs

  • Photographic evidence (VI: may need to be enlarged – if originals in colour then this needs to be replicated when copying; VI: pupil may need the opportunity to pre-view the text or have their own smaller copy of the book)

  • Highlighting text to find evidence for set questions

  • ‘Understanding Everyday Writing – Books 1-4’ – Sue Graves – Learning Materials

  • ‘Thrillers’ - LDA

  • ‘5-minute Thrillers’ - LDA




  • Games which include alphabet ordering - to ensure knowledge of alphabet order

  • Use of an 'alphabet arc'

  • Using simple glossaries - select unknown words from glossaries and find meanings

  • Create a glossary - cross-curricular activity - use a piece of factual text and create an appropriate glossary

  • ‘Don’t Forget the Alphabet’ – Easylearn

  • English Text Activities KS2’ - Letts

  • ‘Dictionary Skills’ – Prim-Ed

  • Look it up – Easylearn

  • Hunt the Word – Easylearn

WAVE 3 INTERVENTIONS








Understanding and interpreting text

UI

Band 12

DESCRIPTOR: Is beginning to read in different ways for a range of purposes e.g. skim for overview; scan for detail. Generally understands the text at literal level.

POSSIBLE TARGETS:

  • When I am reading, I can skim the text to see what it is about and can scan for specific information

  • I can read and tell the main parts of a piece of writing




IDEAS FOR TEACHING AND LEARNING:




  • SQRRR – Sequence / Question / Read / Recite / Remember - over-learning activity

  • Timed activities for skimming and scanning

  • Topic Sentences  Paragraphs  Whole texts

  • Learning Materials resources

    • Reading for Meaning - Book 4

    • More Reading for Meaning – Books 3A, 4A

    • More Reading for Meaning CD Rom (HI: pupil may not hear computerised voice)


WAVE 3 INTERVENTIONS








Understanding and interpreting text

UI

Band 13

DESCRIPTOR: Understands conventions of non-fiction texts e.g. headings, lists, bullet points and can use these to gain information. Is beginning to read reflectively and perceive meaning beyond the literal.

POSSIBLE TARGETS:

  • When I am reading, I can easily pick out information by using headings, lists and bullet points to help me

  • When I am reading, I think about what the text might mean, as well as what it actually says




IDEAS FOR TEACHING AND LEARNING:




  • Teach scanning techniques to identify where main information can be found in a text e.g. bullet points

  • Find Out and Write About – Level 2 / 3 – Crick software

  • English Text Level - Letts

  • Circle Time Activities – investigating inferential language e.g. ‘Pull your socks up.’, ‘Stick your coat on the chair’




WAVE 3 INTERVENTIONS





Understanding and interpreting text

UI

Band 14

DESCRIPTOR: Able to identify the significant themes and events in a text.

Uses their knowledge of the alphabet and of search techniques to locate sources and find information



POSSIBLE TARGETS:

  • I can identify the most important ideas and events in a text.

  • I know how to find out information using a dictionary, glossary or bibliography.

IDEAS FOR TEACHING AND LEARNING:

  • Teach pupils to trace the development of an idea or theme through a text by:

    • using note-taking techniques, post-its etc to identify key information

    • highlighting key vocabulary/phrases related to a theme/idea in different colours




  • Provide opportunities to create own glossaries / word banks related to classroom topics using search techniques(ICT), dictionaries, glossaries in non-fiction texts




WAVE 3 INTERVENTIONS





Understanding and interpreting text


UI

Band 15

DESCRIPTOR: Able to discuss what they have read and include direct examples from the text.

POSSIBLE TARGETS:

  • I can talk about what I have read and include some examples from the text.

IDEAS FOR TEACHING AND LEARNING:

  • Teach pupils to trace the development of an idea or theme through a text by:

    • using note-taking techniques, post-its etc to identify key information

    • highlighting key vocabulary/phrases related to a theme/idea in different colours




  • Give opportunities to discuss with peers / adults and encourage use of notes/highlighted passages to directly refer and use examples from text

WAVE 3 INTERVENTIONS







Understanding and interpreting text

UI

Band 16

DESCRIPTOR: Able to infer meaning from text to answer more difficult questions. Able to make predictions about characters feelings based on information in text.


POSSIBLE TARGETS:

  • I can use the clues from my reading to answer more difficult questions.

  • I can think about and guess how characters may be feeling from what I have read.

IDEAS FOR TEACHING AND LEARNING:

  • Teach pupils to trace the development of an idea or theme through a text by:

    • using note-taking techniques,

    • highlighting key vocabulary/phrases related to a theme/idea in different colours

  • Drama/role play as characters from text being read.

WAVE 3 INTERVENTIONS







© Pupil and School Support / Birmingham City Council 2013





The database is protected by copyright ©hestories.info 2017
send message

    Main page