Reading for comprehension
Children are taught to read for comprehension across a range of subjects throughout the school week. However, they also receive a dedicated reading session daily where they develop the skills of fluency and comprehension.
Our comprehension is taught using the following weekly pattern:
|
Day |
Focus |
Reading Skills Modelled by teacher |
Children’s tasks |
|
Monday |
Familiarisation: teacher modelling the text Skill: how to gather information from a text. |
Think aloud, Text Mark-up, Tune-in/ Tune out, slow reveal, text discussion, vocabulary work. Summarise 5 key points. Extract needs to be no longer than 2 pages. |
Vocabulary tasks: Word webs, FRAYER model, dictionary/ thesaurus work, morphology. |
|
Tuesday |
Immersion/ Text Discussion Skill: Children understanding key themes/ ideas within the text. |
Line by line reveal Vocabulary choice Text Mark up
|
Text mark-up Annotating passage with thoughts.
Model acting/freeze frames/sequencing/timelines/ conscience alley etc. |
|
Wednesday |
Question stem Focus (linked to VIPERS- could be more than one) Skill: how to respond to different question types. |
Teacher models how to answer specific question stems. |
Answer the questions alongside the teacher. (see question stems attached) |
|
Thursday |
Question stem Focus (linked to VIPERS- could be more than one) Skill: how to respond to different question types. |
Introduce children to the next part of the extract (no more than 2 pages long). Model think aloud to guided group other children could work in pairs of independently to read and answer questions. |
Children independently answer questions with the same stems using the same skills practised all week (on the extract from the start of the lesson.). |
|
Friday |
Book change, book talk/silent reading |
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