1. Developing Comprehension Strategies
Askern Spa Reading
Developing Comprehension Strategies

2. Weekly Overview: Skills lesson 1 2a Vocabulary Prim Ed L1
Introduce strategies
Application lesson 1
Novel extract
Recall and apply strategies
Skills lesson 2
2b Retrieval
Application Lesson 2
Same novel extract
Assessment lesson
2a and 2b skills
New novel extract
Independently apply both strategies

3. Unit Overview: Introductory week: Repeating cycle for remaining weeks:
Skills lesson 1
Application lesson 1
Skills lesson 2
Application Lesson 2
Assessment lesson
2a Vocabulary
Prim Ed L1
Introduce strategies
2a Vocabulary
Novel extract
Recall and apply strategies
2b Retrieval
Prim Ed L1
Introduce strategies
2b Retrieval
Same novel extract
Recall and apply strategies
2a and 2b skills
New novel extract
Independently apply both strategies
Repeating cycle for remaining weeks:
Skills lesson 1
Application lesson 1
Skills lesson 2
Application Lesson 2
Assessment lesson
2a Vocabulary
Cornerstones linked extract
Recall and reflect on strategies
2a Vocabulary
Novel extract
Recall and apply strategies
2b Retrieval
Cornerstones linked extract
Recall and reflect on strategies
2b Retrieval
Same novel extract
Recall and apply strategies
2a and 2b skills
New novel extract
Independently apply both strategies

4. Daily Overview: Teaching and Learning E.g., Skills Lesson 1
Vocabulary (10 mins)
Reading (15 mins)
Questioning (20 mins)
Summary / Reflect (15 mins)
Teaching and Learning
Teacher identifies and clarifies 3 new words within the extract they will cover
Teacher models reading the extract
Children read the extract
Teacher models reading strategies to be used
Children apply strategies taught
Teacher models summarizing and models reflections on what went well / next steps
Children record summary and self-reflect.

5. Teaching and Learning content
Daily lessons
Teaching and Learning content

6. Vocabulary (15 mins):
Choose 3 words and explain their meaning. Get the children to highlight them and annotate the meaning verbatim.
Children to tell each other and then the teacher the meaning of each new word – verbatim.
Choose words from the text that would be most useful in their future writing or further comprehension (tier 2 words).
Revisit periodically throughout the lesson/week/half term – orally, written format in spellings and on display etc..
Other useful teaching tools:
Explain using root words/prefixes/suffixes e.g., ‘…she was unsettled at the sight of her Grandfather’s picture.’
Explain using pictures e.g., canopy – cloth/shelter or uppermost trees overlapping
Explain by reading around it and looking for clues. E.g., I stumbled, tripped and fell as I clambered through the dense jungle which was shrouded in mist.

7. Reading: Teacher models – children asked to focus on Scaffolding:
Use of punctuation: where the teacher pauses
Pace and expression (think about emphasis and why)
Volume and tone
Scaffolding:
SEND/BA – adult reads aloud with them in chorus for a smaller section if necessary
HA – partner summarises (orally/written) after their partner has read a paragraph then swap roles
Children read in pairs – one follows whilst the other reads aloud, alternating at each paragraph

8. Questioning:
Teacher explicitly models new strategy (introductory week) or revisits the strategies with the children (remaining weeks)
Children answer 6 questions in their reading journals, recording the reading domain.
Independent questions include the vocabulary covered in the pre-teach to reinforce.
Scaffolding:
BA/SEND – initially, reading domains already given; strategies visible and verbalised for every question
BA/MA/HA – additional independent 2a questions differentiated accordingly
MA – include a challenge question(s) that introduces the next domain focus (2b)
HA – include a challenge question(s) that introduces other domains

9. Summarising and reflection:
Teacher models a 3 key point summary of the extract for children to copy (eventually move to child led summaries).
Teacher models reviewing and reflecting on the strategies orally or in written format. E.g., “I know that for 2a questions I have to identify the new word and read around it. I also have to think about my answer – would it be the best synonym in that sentence? I found skimming and scanning easier to do with my partner when I looked for the word. I was able to think of a few similar words and came up with the correct answer if it was multiple choice. For my next steps, I now need to practise scanning by myself and try the new word in my own writing.”
Children reflect and decide on next steps. Record these in reading journals to be reviewed at the start of tomorrow’s lesson ‘questioning’ section.
Scaffolding:
BA/SEND – have written examples of reflection/next steps readily identified for them to choose from.
HA – teacher led introduction to the challenge strategy – what did they do to answer it? Reveal strategies for that set of questions. Which did they use innately? What do they need to do next?

10. Assessment Lesson

11. Assessment Lesson
Children read a completely new extract from the novel independently;
Children record whether they completed the read within time limit or over. (Roughly 2.5 mins. per A4 ARE page of text)
Children answer a mixture of 2a and 2b questions independently.
Teacher marks and sets next weeks target.
Scaffolding:
BA/SEND – adult support to read the new extract or read in sections and answer a question for each section
HA – include some challenge questions from 2d domain (or other domains as appropriate to the text)