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8) More everyday language in the second paragraph. More exciting use of words - keeps the tension.
9) The teacher asks focusing questions, then the studens come with different proposes, and then the teacher affirm and maybe, elaborate. Identifying the problems, complications, purposes and make them into sentences. Afterwards pay attention to the spelling and punctuation.

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Prepare: The contend of a sentence is revealed for the pupils.
Focus: The teacher asks a question, where the answer is found in the sentence. The pupils need to focus on this.
Identify: The pupils have to identify specific words and meanings. E.g. "What word in the sentence means that the water becomes a gas? Evaporation."
Affirm: The teacher affirms the answer from before.
Direct: The directions given by the teacher during reading. E.g. "Underline evaporation"
Elaborate: The teacher rephrases the underlined word and tells what is means in a more everyday language.

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5) The purpose of detailed reading is that it provides a meaningful context for identifying and understanding each working within the sentence.
The short passages can be worked through in 20 or 30 minutes.
6) Passage should be chosen by rich language, descriptive devices, brief and future engagement in (re-)writing.

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- Deconstruction of the text
- Making a brief summary in more everyday language
- Elaboration of difficult/new words (e.g. nominalise words)
- Activating prior knowledge of the theme

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Narrative:
Settings - orientation
Complications
Solutions
(more complication and more solution)

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Scaffolds pupils all the way trough a text

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Scaffolds the pupils when they have to read a very difficult text 

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Scaffolds the pupils when they have to read a very difficult text 

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Elaborate
Prepare

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Gives the pupils a sense of ownership of their joined notes

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Different levels of reading and writing, individually and together

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Building bridges between everyday language and school language 

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Building bridges between everyday language and school language 

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Engages more than one pupil at a time

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Forces the teacher to slow down

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Gives the pupils a sense of detail in texts

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1: preparation
2: detailed reading
3: note making
4: joined construction