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Knowledge organisers can support learners in planning their writing.

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Use model answers as reading texts as you are then tackling two skills at once. Not only are the learners developing their reading skills, but they are also familiarising themselves with what they are expected to produce and the target language they need to use in their own work.

# data[].attributes.subject
Use model answers as reading texts as you are then tackling two skills at once. Not only are the learners developing their reading skills, but they are also familiarising themselves with what they are expected to produce and the target language they need to use in their own work.

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Predicting the content of the text. Show learners the title and/or first paragraph of a text asking them to predict what the text may be about and what they expect to be included. Ideas can then be collated as a class ‘brain dump’ on the board before learners begin to read.

# data[].attributes.subject
Predicting the content of the text. Show learners the title and/or first paragraph of a text asking them to predict what the text may be about and what they expect to be included. Ideas can then be collated as a class ‘brain dump’ on the board before learners begin to read.

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Give each paragraph in a text a corresponding sub-heading which learners then have to match together. This activity encourages the learners to focus on the keywords in the text rather than reading the whole text word by word.

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Give each paragraph in a text a corresponding sub-heading which learners then have to match together. This activity encourages the learners to focus on the keywords in the text rather than reading the whole text word by word.

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Break up long or complex texts into smaller, more manageable chunks rather than asking learners to read through the whole text. This will be less daunting for learners who are not confident with their reading skills. You can then set up an  information exchange as learners explain to each other the content of their paragraph.

# data[].attributes.subject
Break up long or complex texts into smaller, more manageable chunks rather than asking learners to read through the whole text. This will be less daunting for learners who are not confident with their reading skills. You can then set up an  information exchange as learners explain to each other the content of their paragraph.