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Weaker readers read short sections. Better readers read longer sections praise all effort 

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Weaker readers read short sections. Better readers read longer sections praise all effort 

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Teach them to annotate the questions

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for the really weak ones who need help even with the basic HFW, you can generate HFW probes using this link! :)
https://worksheetgenius.com/design/precision-worksheet/

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Precision Teaching Worksheet Generator | Create Precision Teaching Worksheet

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You can specify a step size between each number in a range - this can be used to generate multiples. To generate all the multiples of 5 between 5 and 100, enter 5-100(+5). To generate all the odd numbers between 1 and 20, enter 1-20(+2).

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I play stories from Storyline online for those who comes early.

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I play stories from Storyline online for those who comes early.

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retelling activities at the start of RC lessons can be done so that students can develop accuracy in their answers

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It can be helpful to discuss the pictures first, especially those that help with the comprehension question

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Help students to understand the question and identify if they are literal or inferential. For literal questions, get students to identify familiar chunks of the question to the text. For inferential, Teachers will have to guide students with questions to help them understand the text.

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To revise comprehension strategies, I use games like Kahoot or cut-and-paste activities. These make the lessons more interactive.

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I always get my students to review the strategies in inferring meanings at the beginning of each session

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Modelling sentence by sentence/ paragraph depending on the ability of students.

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I use the Epic! app on iPad and let students listen to some read-aloud books so that they can pick up on how they can be expressive even when reading a non-fiction text.

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I use Class123 and give points to students in recognition of their efforts. Those who get the correct answers get additional points and at the end of the term, they can redeem tokens or prizes with their points.

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getting parent volunteers to help with extensive reading sessions before and after school

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http://www.hubbardscupboard.org/printable-booklets

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Send reminders via what’s app

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At times I use videos from YouTube to help students understand a word that might be too complicated to explain.

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I refer to the illustrations in the texts or draw out the meaning of words to help pupil connect with their prior knowledge. Sometimes pupils do not have the life experience, then a simple video or Google Search helps them understand difficult vocabulary.

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Google image to help students visualize the words.

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Google image to help students visualize the words.

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Showing pictures as recap and ask students what it is. Then flash the word to connect to the picture.

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Demonstrate fluent reading by reading aloud to the students, using proper intonation, expression, and pacing. This helps students develop a sense of what fluent reading sounds like.  For really weak ones, teach students to group words into meaningful phrases or chunks instead of reading word by word.

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Students who turn up earlier can play board games and watch some videos before the official lesson starts.

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I use a flexi list to note students' attendance. The flexilist is shared with the AYH and Form Teachers. It also makes it easier to record and tabulate the attendance.

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I teach the skills of contextual clues to help students make meaning of the words and followed by pictures to confirm what they thought.

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When there are a lot of words that my students find challenging, I select the words based on what I find helpful in the context of the text.

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Students are very reluctant to find out on their own the answers even with their partners. Basically, they are the less motivated group. So they are not engaged and always want to give up or wait for answers.

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I keep the subject teachers and parents in the know if the RRP students were not present for their sessions.

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Showed videos of past paralympic Games

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Conflict in timing between school based programmes that happens after school that coincides with RRP.

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Conflict in timing between school based programmes that happens after school that coincides with RRP.

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I work with the YH in my school and share the names of students with poor attendance. This has helped me because I am also able to manage the expectations of what I can do as an RRP teacher.

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Sometimes, it is challenging to fit the schedule of the main class teaching with rrp as the students come from different classes, so the pace is different. Some might have read the booklet a few times already while others have not. So the reading strategies may seem less effective for those who have already know how to read the words.

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Showing videos of real animals and photos of paintings (eg, Predators and Prey, Camille and the Sunflowers)

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I did a mini competition of boys vs girls of who can read better based on the checklist. 

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I did a mini competition of boys vs girls of who can read better based on the checklist. 

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I reward students with extrinsic rewards for achieving small goals e.g. ability to use word attack strategies to read an unknown word.

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Classdojo points for attendance and participation.

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I do have challenges with two students who are not motivated to attend rrp and other after school programme. So I had to call up the parents to explain the rationale. But they are still not very supportive although verbally they mention they would like their children to be attending faithfully, but sometimes, they are still absent.

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I have to add on hands on activities to make the class more engaging and interesting. For example in one lesson, for Ruby sunflower, we made a simple sunflower using papers.