1. MODEL READ - Hearing a text read expertly by a teacher
INITIAL READING BY TEACHER
1st read all children can sit and listen/watch the teacher.
2nd read all children follow the text as teacher is reading
Paired talk to provide a broad general summary of text.
ANSWER A BIG JUICY QUESTION – this will be revisited at the end of the cycle so that children can see that an understanding of vocabulary has enabled them to answer the question more fully. Record this initial response in back of purple books.
2. CHORAL READ - All children read together with the teacher. This allows the children to thrive on repetition. Re-reading texts to children can deepen the children’s familiarity with the text and increase their emotional engagement.
This enables children to hear new vocabulary repeatedly which helps commit the meaning of new words into their long-term memory.
All children read with the teacher a number of times. The teacher controls the pace, tone of the reading, ensuring phrasing and pacing is correct.
3. JUMP IN – An opportunity for the teacher to assess crucial reading skills. Are all pupils engaged and are able to read aloud with fluency and enjoyment?
The teacher begins reading and gives a knock-on the table or similar audible cue, for children to take over as a class. The teacher identifies pupils who may need further support. The teacher re-signals to stop choral read and takes over reading.
4. PICK UP – An opportunity for the teacher to asses crucial reading skills. Are individual pupils engaged and able to read aloud with fluency and enjoyment?
The teacher will have pre-identified pupils to ‘pick up’. The teacher begins reading and sporadically says ‘Jimmy, pick up..’ for a designated child to take over reading. The teacher will involve as many pupils as possible but pick sentences or paragraphs that suit the ability of individual children.
5. CLOSE READ – Reading for meaning
The teacher needs to pre-mark their own copy of the text. Line by line unpicking of the text modelling text marking for children to text mark their own copies in green/colourful semantics for Y1 & 2.
6. COMPREHENSION – Demonstrating a deeper understanding of text
Children will have the opportunity to answer questions independently. The teachers will help children identify the type of questions they are answering and make links with the vocabulary discussed during the week and the text that has been marked.
Children will practise their skills at answering