BACA Reading Across the Curriculum by Madeline Gant

Reading Across the Curriculum - Padlet Purpose

mgant7 — 2024-07-20 09:20:27 UTC

Reading and literacy are the foundation of all subjects across BACA. The aim of this page is to provide you with CPD, strategies and support in embedding a culture of reading and literacy within your classrooms and students.

Disciplinary Reading

mgant7 — 2024-07-20 09:41:27 UTC

Disciplinary literacy is an approach to improving literacy across the curriculum. It recognises that literacy skills are both general and subject specific, emphasising the value of supporting teachers in every subject to teach students how to read, write and communicate effectively in their subjects.

Here, are seven recommendations from the EEF. It emphasises seven recommendations on how disciplinary literacy can be embedded.

Vocabulary in Action

mgant7 — 2024-07-20 09:43:18 UTC

Robust strategies for teaching vocabulary and modelling language use in the classroom (adapted from Beck & McKeown).

Use these techniques as part of teacher modelling, explanation, and pupil practice to support your vocabulary teaching.

The Simple View of Reading

mgant7 — 2024-07-20 09:48:26 UTC

This offers a simple view of reading and how it can be broken down into the different parts of reading.

Reading Fluency

mgant7 — 2024-07-20 09:50:07 UTC

Reading fluency can be defined as reading with accuracy, automaticity and prosody. When pupils read fluently, their cognitive resources can be redirected from focusing on decoding and onto comprehending a text. For this reason, fluency is sometimes described as a bridge from word recognition to comprehension.

Key Literacy Terms

mgant7 — 2024-07-20 09:51:47 UTC

Ten key literacy terms and definitions to support with your understanding.

Reading Fluency - Practical Examples

mgant7 — 2024-07-20 09:54:28 UTC

Actively teaching reading fluency to struggling pupils can be beneficial. This tool offers practical classroom examples to support developing pupils’ reading fluency.

This offers examples from Early Years to KS3.

Literacy RAG Self-Assessment

mgant7 — 2024-07-20 09:56:49 UTC

Based on the seven recommendations of improving literacy, this is a valuable tool that can be used both on an individual basis and as a whole school.

Improving Literacy - Guidance Report

mgant7 — 2024-07-20 10:01:52 UTC

This guidance report offers insight and strategies into targeting literacy and how it should be addressed and improved across the curriculum

Exam Command Words

mgant7 — 2024-07-20 10:29:44 UTC

Tier 2 key words typically found within exam papers. Although specified as AQA, these words are relevant to all exam boards.

Reading Fluency - EEF Blog

mgant7 — 2024-07-20 10:36:12 UTC

EEF’s Sarah Green explains the significance of developing pupils’ reading fluency and how this can feature in teaching.

Reading Comprehension Strategies

mgant7 — 2024-07-20 10:41:40 UTC

A 3 minute video outlining some key reading strategies aimed at improving reading comprehension.

Before, During and After Reading Comprehension Strategies

mgant7 — 2024-07-20 10:51:59 UTC

A 5 minute video that focuses on before, during and after reading comprehension strategies. Very useful for use within the classroom, regardless of subject.

Questioning While I Read

mgant7 — 2024-07-20 20:39:15 UTC

These are some questions students can ask themselves (or others) while they read a text to better comprehend and analyse what they are reading.

Chunking

mgant7 — 2024-07-20 20:47:39 UTC

Chunking is an important part of reading. Breaking a text down into visible chunks (e.g. separating the page of a book into quarters and pausing after each quarter to discuss); separating pieces of information within a text; grouping ideas or recognising patterns are all good ways at allowing students to process information without becoming mentally overloaded.

Vocabulary Teaching Strategies

mgant7 — 2024-07-20 20:54:14 UTC

A 3 minute video that discusses a wide range of strategies specifically for teaching vocabulary. This is relevant for all subject areas and reading groups.

Reading Strategies in Use

mgant7 — 2024-07-20 21:04:38 UTC

Here, the teachers have employed several reading strategies to help support students in their class. AS you watch, consider what strategies they have used, the impact these have had on their students and how you might be able to incorpate some of these into your own practice.

Chunking in use

mgant7 — 2024-07-20 21:11:18 UTC

An example of how to effectively use chunking and summarising. This can be adapted to suit any subject context.

Questioning in use

mgant7 — 2024-07-20 21:17:02 UTC

Some great examples of the different types of questions you can ask while reading a text with students.

Teaching Phonics

mgant7 — 2024-07-20 22:11:31 UTC

Research of phonics teaching by EEF.

Phonics is an approach to teaching some aspects of literacy, by developing pupils’ knowledge and understanding of the relationship between written symbols and sounds.

Teaching of phonics is especially useful for teachers of Support reading groups and for students who have low reading ages and abilities.

T1 - Wk1+2

mgant7 — 2024-08-26 09:27:04 UTC

Term 1 - Week 1 and 2
Establishing Routines:
- all students collect a copy of the book as they enter
- all students open on the same page and reading along

T1 - Wk3+4

mgant7 — 2024-08-26 09:37:03 UTC

Term 1 - Week 3 and 4
Establishing Routines:
- teachers to read out loud to model reading fluency and pronunciation
- teacher to be circulating room/monitoring group to ensure all students are reading along and actively listening

T1 - Wk5+6+7

mgant7 — 2024-08-26 09:39:22 UTC

Term 1 - Week 5 and 6
Comprehension through questioning
1. Cold-call students to check for their comprehension of the text*
2. Build in questions so they become more challenging for more able readers (e.g. if they demonstrate good comprehension, ask them to predict what will happen based on their understanding of the character or situation)

*Use the book one-pager to help pre-plan and formulate questions

T1Wk8 + T2Wk1

mgant7 — 2024-08-26 09:40:52 UTC

Term 1 - Week 8
SUPPORT
Establishing Routines - reading rulers
1 . All students and teacher to have a reading ruler

Teacher to model how to use reading ruler
Students and teacher to use reading ruler while reading

*Please ensure you re-collect rulers at the end of each session - they need to stay in the book box

STANDARD + STRETCH
Students to read aloud

Students read out loud (either to whole class or in small groups/pairs)
Teacher to be circulating room/monitoring to ensure all students are reading along and actively listening

Staff CPD Resources

mgant7 — 2024-09-01 19:44:46 UTC

Lots of links, videos and resources to support and develop reading for students and understanding of reading for teachers.

How We Learn to Read

mgant7 — 2024-09-08 19:44:55 UTC

A four minute video visually outlining the science behind learning to read.

How Do Children Learn to Read?

mgant7 — 2024-09-08 19:56:30 UTC

An article that outlines some of the science on how people learn how to read.

Reading Fluency - strategies for teacher-led reading

mgant7 — 2024-09-15 13:46:56 UTC

A five minute read with insight into why teacher-led reading to model reading fluency can be so impactful. Suggestions on other strategies to use (echo reading, choral reading, etc) that may be useful to consider.

Reading Rulers

mgant7 — 2024-10-20 09:03:42 UTC

A short video and information about the benefits of using a reading ruler. Although this is targeted at students with dyslexia, this approach is very beneficial for all students with lower reading ages and abilities.

Paired Reading

mgant7 — 2024-10-20 09:37:33 UTC

A five minute read focusing on the benefits of Paired Reading. This gives details on the research basis and the strategy in practice - very informative and instructional for reading leaders.

Dual Coding

mgant7 — 2024-11-17 16:17:07 UTC

A very short video about what Dual Coding is

Dual Coding

mgant7 — 2024-11-17 16:22:36 UTC

A more in depth look (6min 40sec) at the science behind Dual Coding. This is really effective in understanding the theory and how we may be able to apply to our lessons

T2Wk2

mgant7 — 2024-11-26 12:11:37 UTC

SUPPORT
Comprehension through questioning
1. Cold-call students to check for their comprehension of the text*
2. Build in questions so they become more challenging for more able readers (e.g. if they demonstrate good comprehension, ask them to predict what will happen based on their understanding of the character or situation)

*Use the book one-pager to help pre-plan and formulate questions

STANDARD + STRETCH
Paired Reading

Teacher to put students into pairs (more able with less able readers - use SAS scores to help with this)
Students to read aloud in pairs a selected chunk of text together
Teacher to be circulating room/monitoring to ensure all students are reading together

T2Wk3 +4

mgant7 — 2024-11-26 12:13:39 UTC

ALL GROUPS

Dual Coding

Pre-read sections of text and identify key vocabulary or ideas
Match vocabulary or ideas to pictures or visual stimuli to support student understanding
Use and refer to pictures while reading to aid student comprehension

T2Wk5+6

mgant7 — 2024-12-01 19:42:04 UTC

SUPPORT
Comprehension through summarising
Students summarise the meaning of sections of the text to consolidate and elaborate on their understanding.

This supports the monitoring of their comprehension.
Summaries can be verbal or written.
Model the thought process to allow students to see how to apply this strategy (e.g. I know the character did (x) first, before they then did (x))

STANDARD + STRETCH
Comprehension through clarification

Students identify areas they are uncertain about – perhaps individual words or phrases. They then seek information to clarify meaning.

Clarifying meaning could be done by:

Re-reading more slowly.
Looking carefully at any pictures present with the text.
Consulting a dictionary.
Using prior knowledge to think about how this could link to the text.
Reflecting on the text read so far.
Thinking hard about what the writer is trying to say.
Model the thought process to allow students to see how to apply this strategy (e.g. I know the character did (action), so this must mean they are feeling (emotion)

Comprehension Through Summarising

mgant7 — 2024-12-01 19:44:33 UTC

A 3:05 video that explains simply how to apply the reading strategy of summarising - this is especially important for support groups

Comprehension Through Clarification

mgant7 — 2024-12-01 19:47:23 UTC

A 4:47 video that outlines simply the concept of clarification and how to apply this while reading.

This would be an excellent tool to use WITH students at the beginning of the week (especially good for stretch groups to actively encourage them to independently use strategy)

Reading Clarification and Monitoring

mgant7 — 2025-01-26 20:31:16 UTC

Please show and use the strategies in this video with your students to aide in reading clarification and monitoring of comprehension. Video is 4.48minutes

Reading comprehension: Making Connections

mgant7 — 2025-01-26 20:36:41 UTC

A very informative video where they discuss the metacognitive strategy of making connections for reading comprehension. This can be applied for both Guided Reading and subject areas. 4.30 minute video.

Comprehension through Discussing

mgant7 — 2025-01-26 20:58:14 UTC

Research and an 8 minute video outlining what discussion is and how it can help students gain deeper understanding of the concepts and ideas.

Comprehension through Predicting

mgant7 — 2025-03-09 18:56:46 UTC

A 3.51 minute video that is beneficial for staff and to share with students. I recommend watching with students so they can utilise this reading strategy in other subject areas.

Comprehension through Inferring

mgant7 — 2025-03-09 19:00:55 UTC

A 4.16 minute video that is beneficial for staff and to share with students. I recommend watching with students so they can utilise this reading strategy in other subject areas.

How To Teach Students to Ask Questions When They Read

mgant7 — 2025-04-27 12:39:17 UTC

This is an excellent resource that can be applied to reading groups and within the classroom. Focuses specifically on how to introduce student-led questioning during a reading task.

T2Wk7 - T3Wk3

mgant7 — 2025-04-27 12:46:07 UTC

SUPPORT
Comprehension through summarising
Students summarise the meaning of sections of the text to consolidate and elaborate on their understanding.

Chunk text
After each chunk, ask students to tell you what happened in that section
Check for understanding of any higher level words in that section
Slow the pace of reading to allow for more conversation

STANDARD
Comprehension through clarification

Key questions to ask for clarification:

When the character says this, what does this mean?
What does this word mean?
What does this scene teach us?
Is this an important moment? Why?

STRETCH
Use of reading flashcards

Use flashcards within paired/small group reading to extend student questioning and conversations around text.

Use under the visualiser (or photocopy) until laminated copies are available
Students to use in pairs/small groups
Teacher to circulate to monitor their use and help direct students to an appropriate card

T3Wk4 - Wk6

mgant7 — 2025-04-27 12:48:31 UTC

SUPPORT
Comprehension through clarification

Key questions to ask for clarification:

When the character says this, what does this mean?
What does this word mean?
What does this scene teach us?
Is this an important moment? Why?

STANDARD
Comprehension through connecting

Key questions to ask for clarification:

Hows does this scene link to earlier chapters/moments?
Hows does this moment change the novel?
How has the character changed?
How does this book relate to society today?
How does this book link to others I’ve read

STRETCH
Comprehension through discussing

Key questions to ask for clarification:

What do you think about this scene/moment?
Do you agree that this moment is important? Why or why not?
What do you think the writer is trying to teach us here?
What do you think will happen next?
What do you like/dislike about this character?

T4Wk1 - Wk2

mgant7 — 2025-04-27 12:51:11 UTC

ALL GROUPS

On completion of a book, students complete a book review. This allows for extended discussion and reflection on what they have read, their thoughts and their complete understanding of the text.

T4Wk3 - T5Wk1

mgant7 — 2025-04-27 12:52:52 UTC

SUPPORT
Comprehension through inferring

Key questions/sentence stems to use for inferring:

I think this could mean…
Perhaps the character feels…
Because of this event, the novel is now…
Because of this word, the character us now…
What is the author hinting here?

STANDARD
Comprehension through discussing

Key questions to ask for clarification:

What do you think about this scene/moment?
Do you agree that this moment is important? Why or why not?
What do you think the writer is trying to teach us here?
What do you think will happen next?
What do you like/dislike about this character?

STRETCH
Comprehension through predicting

Key questions to ask for predicting:

Did I expect this would happen?
How will this scene affect the story?
Does the writer tell us everything here>
What do you think will happen next?
How does this link to earlier chapters?

T5Wk2 - Wk3

mgant7 — 2025-04-27 12:54:23 UTC

SUPPORT
Comprehension through discussing

Key questions to ask for clarification:

What do you think about this scene/moment?
Do you agree that this moment is important? Why or why not?
What do you think the writer is trying to teach us here?
What do you think will happen next?
What do you like/dislike about this character?

STANDARD AND STRETCH
Student questioning within pairs

Students to write (on paper/mini whiteboards) any questions they have about the text as they are reading.
Pause after a selected amount of reading (e.g. end of each page/two pages) to allow students to ask their partner their questions
Teacher to circulate class and monitor engagement
Teacher to choose a pair to share a question and answer

Optional (good for SEND)

Have oracy sentence starters printed or on screen
Dual coding (on board or printed)
Model what to do before they do paired questioning
Chunk instructions and check for understanding