- pick out key words (g. underlining, highlighting) to help understanding
- preview text (g. pre teach key words prior to meeting in text, ideas, subject matter, share similar stories) and use mindmaps etc
- establish peer modelling and provide opportunities to talk about text pictures/illustrations with a partner
- encourage re-reading
- use teacher/adult-led shared reading strategies
- listen to stories for intonation / developing reading stamina
- set up role play activities / act out play scripts
- explain cultural references/nuances/homonyms
- provide dictionary / thesaurus work
- reinforce subject specific language
- use visual / audio / video support for text
- provide opportunities to link reading to personal experiences
- practise hot seating characters
- provide a framework to ask / answer questions about the text eg. who, what, where grid
- write book reviews
- use running dictation
- make cross-curricular references, links and glossaries (mono and bilingual)
- DARTS activities including:-
- use collaborative reading activities eg information gap, jigsaw reading etc.
- processes, matching the beginning and ends of sentences etc
- ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
- ask pupil to transfer or remodel information from a text into a key visual by using graphic organisers such as tables, classifying information, sequencing of key points
- gap fill activities and cloze procedures
- encourage prediction about text content using visual and contextual cues
- scaffold questions leading to how / why question
- Use strategies such as SOLO taxonomy to develop higher order thinking and collaborative learning