Foundational Knowledge & Skills

Reading Toolkit

Detailed guidance to support the development of foundational reading knowledge and skills across Years 7, 8 and 9.

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Year 7

Securing these skills and knowledge

Phonics

Blends sounds to read simple Tier 2 and 3 vocabulary

Description

Students combine individual sounds (phonemes) to read whole words accurately.

Students combine phonemes to decode unfamiliar words.

Blending: merging sounds (e.g. /a/ /t/ /om/ → atom)

Tier 2 vocabulary: high-frequency academic words (e.g. analyse, process)

Tier 3 vocabulary: subject-specific terms (e.g. photosynthesis, parliament)

In practice, students use phonetic knowledge to decode unfamiliar subject vocabulary rather than

guessing or skipping words.

Cross-Curricular Examples

  • Geography: decoding erosion, climate
  • History: reading empire, monarchy
  • Technology: mechanism, resistant
  • Art: composition, texture
  • Music: rhythm, tempo
  • French: sounding out unfamiliar written words
  • Spanish: decoding hablar, familia
  • RE: religion, ceremony
  • Maths: integer, fraction
  • English: decoding complex vocabulary in texts
  • PE: cardiovascular, aerobic
  • Biology: organism, cells
  • Chemistry: element, molecule
  • Physics: energy, forces
  • Law: justice, evidence
  • Psychology: memory, behaviour
  • Computer Science: algorithm, binary

Teaching Model

  1. 1. Teacher Modelling
  2. Break words into sounds and model blending explicitly
  3. Think aloud: “/e/ /ner/ /gy/ → energy”
  4. Show how this supports understanding in context
  5. 2. Student Practice
  6. Choral repetition of sound blending
  7. Paired decoding of key subject vocabulary
  8. Immediate application in reading short passages
  9. 3. Scaffolding Strategies
  10. Syllable chunking
  11. Phoneme highlighting
  12. Pre-teaching key vocabulary
  13. 4. Written and Verbal Rehearsal and Repetition
  14. Say → blend → use in sentence
  15. Write decoded word in context
  16. Repeat aloud in structured routines
Aim: Students accurately and confidently decode unfamiliar Tier 2 and Tier 3 vocabulary across subjects.
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Fluency and Decoding

Reads with appropriate rhythm and expression

Description

Students read aloud smoothly with correct pacing and tone.

Fluency: accurate, smooth reading

Rhythm: natural phrasing

Expression: matching tone to meaning

Cross-Curricular Examples

  • English: reading dialogue expressively
  • History: reading speeches aloud
  • Geography: reading case study descriptions with emphasis
  • Science: reading explanations clearly
  • Maths: verbalising word problems
  • Languages: reading aloud with accurate pronunciation and intonation

Teaching Model

  1. 1. Teacher Modelling
  2. Model monotone vs expressive reading
  3. Emphasise punctuation and phrasing
  4. 2. Student Practice
  5. Echo reading
  6. Paired reading with feedback
  7. 3. Scaffolding Strategies
  8. Mark pauses and punctuation
  9. Provide model recordings
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Re-read same passage multiple times
  12. Practise aloud before performance
Aim: Students read aloud fluently with appropriate expression and meaning.
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Fluency and Decoding

Reading stamina means students can engage with increasingly complex texts

Description

Students sustain attention and effort over longer texts.

Stamina: ability to read for extended periods without losing focus

Cross-Curricular Examples

  • Geography: reading case studies
  • History: extended source extracts
  • Science: multi-paragraph explanations
  • English: short stories/novels
  • RE: reading a religious story in full
  • Computer Science: reading a multi-step algorithm explanation

Teaching Model

  1. 1. Teacher Modelling
  2. Demonstrate sustained reading with annotation
  3. 2. Student Practice
  4. Timed independent reading
  5. Gradually extended reading periods
  6. 3. Scaffolding Strategies
  7. Chunk texts
  8. Guided questions per section
  9. 4. Written and Verbal Rehearsal and Repetition
  10. Summarise each section verbally
  11. Write brief checkpoints
Aim: Students sustain focus and engagement with longer texts independently.
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Comprehension and Inference

Understands and can summarise a range of simple texts

Description

Students grasp main ideas and condense them.

Summarise: reduce to key points

Cross-Curricular Examples

  • Geography: summarising a paragraph on weather
  • History: summarising causes of an event
  • Science: summarising a process like photosynthesis
  • Maths: summarising what a problem is asking
  • English: summarising a story plot

Teaching Model

  1. 1. Teacher Modelling
  2. Model identifying key ideas
  3. Think aloud selecting essential information
  4. 2. Student Practice
  5. Summarise paragraphs using prompts
  6. Partner discussion then written summary
  7. 3. Scaffolding Strategies
  8. Sentence stems: “This text is mainly about… ”
  9. Key idea frameworks
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Say summary before writing
  12. Redraft for clarity
Aim: Students produce concise, accurate summaries of texts.
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Comprehension and Inference

Look beyond literal meaning in order to make simple inferences

Description

Students interpret implied meaning.

Inference: reading between the lines

Cross-Curricular Examples

  • English: inferring a character’s emotions
  • History: inferring motives of a historical figure
  • RE: interpreting meaning behind religious teachings
  • Geography: inferring impact of environmental change
  • Psychology: inferring reasons behind behaviour

Teaching Model

  1. 1. Teacher Modelling
  2. Model linking evidence to inference
  3. “The text says… this suggests… ”
  4. 2. Student Practice
  5. Guided inference questions
  6. Evidence-based responses
  7. 3. Scaffolding Strategies
  8. Sentence stems
  9. Highlighting clues
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Rehearse inference aloud
  12. Write and refine answers
Aim: Students make simple, evidence-based inferences confidently.
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Comprehension and Inference

Efficient retrieval of information from longer and more complex texts

Description

Students locate key information quickly.

Retrieval: finding explicit information

Cross-Curricular Examples

  • Science: locating key facts in a textbook
  • Geography: finding statistics in a case study
  • History: retrieving dates/events quickly
  • Maths: picking out important numbers/instructions
  • Computer Science: locating key steps in instructions

Teaching Model

  1. 1. Model scanning
  2. 2. Timed retrieval tasks
  3. 3. Highlight keywords
  4. 1. Teacher Modelling
  5. Model scanning
  6. “I scanned and found…this suggests… ”
  7. 2. Student Practice
  8. Guided scanning questions
  9. Evidence-based responses
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. Highlighting clues
  13. 4. Written and Verbal Rehearsal and Repetition
  14. Rehearse inference aloud
  15. Write and refine answers
Aim: Fast, accurate information retrieval.
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Reading for Purpose and Audience

Understand that writing has different purposes and different audiences. Can identify features associated with these different purposes and audiences.

Description

Students recognise why a text is written and who it is for.

Purpose: to inform, persuade, explain

Audience: intended reader

Cross-Curricular Examples

  • English: distinguishing between story and persuasive text
  • History: identifying purpose of propaganda
  • Geography: identifying informational text vs opinion
  • Business/Tech: identifying adverts vs instructions
  • RE: recognising religious vs factual texts

Teaching Model

  1. Teacher Modelling
  2. Model identifying the purpose of different texts (inform, persuade, entertain, instruct).
  3. Explicitly identify audience clues such as vocabulary, tone, register and layout.
  4. Think aloud: "This leaflet uses persuasive language and direct address, suggesting it is aimed at
  5. potential customers. "
  6. Student Practice
  7. Compare texts with different purposes.
  8. Match texts to intended audiences.
  9. Highlight and annotate features that reveal purpose and audience.
  10. Scaffolding Strategies
  11. Purpose and audience reference mat.
  12. Text type feature checklists.
  13. Sentence stems:
  14. "The purpose of this text is... "
  15. "The audience is likely to be... "
  16. "I know this because... "
  17. Written and Verbal Rehearsal and Repetition
  18. Partner discussions about purpose and audience.
  19. Retrieval tasks using previously studied texts.
  20. Short written explanations using evidence.
Aim: Students accurately identify a text's purpose and intended audience using textual evidence.
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Reading for Purpose and Audience

Adapt a range of reading strategies depending on the task

Description

Students choose how to read based on the goal.

Strategies: skimming, scanning, close reading

Cross-Curricular Examples

  • Science: scanning for definitions
  • Maths: close reading of word problems
  • History: skimming sources for overview
  • Geography: detailed reading for case studies
  • English: re-reading key passages

Teaching Model

  1. Teacher Modelling
  2. Demonstrate different reading strategies and explain their purpose.
  3. Model choosing an appropriate strategy for a specific task.
  4. Think aloud: "I need a quick overview, so I will skim rather than read every detail. "
  5. Student Practice
  6. Complete tasks requiring different reading approaches.
  7. Select and justify their reading strategy.
  8. Reflect on the effectiveness of their choice.
  9. Scaffolding Strategies
  10. Reading strategy prompt cards.
  11. Task-to-strategy matching activities.
  12. Visual reminders of strategy purposes.
  13. Written and Verbal Rehearsal and Repetition
  14. Frequent opportunities to use different strategies.
  15. Verbal reflection on strategy choice.
  16. Exit tickets identifying the strategy used and why.
Aim: Students independently select and use the most appropriate reading strategy for a given task.
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Disciplinary Reading

Applies a range of reading strategies that have been taught explicitly by the teacher e.g. Skimming, scanning, detailed reading and SQ3R

Description

Students use taught reading methods across subjects.

Skimming: quick overview

Scanning: finding specific info

SQ3R: Survey, Question, Read, Recite, Review

Cross-Curricular Examples

  • Science: using SQ3R for textbook sections
  • History: scanning sources for evidence
  • Maths: carefully reading multi-step problems
  • Geography: skimming articles
  • Computer Science: scanning instructions

Teaching Model

  1. Teacher Modelling
  2. Explicitly model each strategy using subject-specific texts.
  3. Demonstrate how experts read differently depending on purpose.
  4. Verbalise decision-making when selecting a strategy.
  5. Student Practice
  6. Complete structured activities using skimming, scanning, detailed reading and SQ3R.
  7. Identify key information relevant to a disciplinary question.
  8. Explain which strategy was most effective.
  9. Scaffolding Strategies
  10. SQ3R organisers.
  11. Reading strategy bookmarks.
  12. Guided questions linked to each strategy.
  13. Written and Verbal Rehearsal and Repetition
  14. Routine use of reading strategies across lessons.
  15. Retrieval quizzes on strategy selection.
  16. Collaborative discussion of reading processes.
Aim: Students confidently apply a range of disciplinary reading strategies independently and appropriately.
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Reading for Pleasure

Sustain focus on longer and more demanding texts independently

Description

Students read challenging material for enjoyment without support.

Develops independence, curiosity, and resilience

Cross-Curricular Examples

  • English: silent reading of novels
  • Tutor time: independent reading sessions
  • Science: extended reading of articles
  • Geography: reading magazine-style texts
  • Library lessons: independent book reading

Teaching Model

  1. Teacher Modelling
  2. Model reading stamina through extended reading sessions.
  3. Demonstrate strategies for maintaining concentration.
  4. Share personal responses and reflections as a reader.
  5. Student Practice
  6. Engage in sustained independent reading.
  7. Track reading progress and understanding.
  8. Respond to texts through discussion and reflection.
  9. Scaffolding Strategies
  10. Reading journals.
  11. Chunked reading targets.
  12. Guided text selection matched to challenge level.
  13. Written and Verbal Rehearsal and Repetition
  14. Daily or weekly independent reading routines.
  15. Book-talk activities.
  16. Reflection on reading habits and stamina growth.
Aim: Students read increasingly challenging texts independently while maintaining engagement and understanding.
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Year 8

Extending, developing and applying these skills and knowledge

Phonics

Applies phonics to read increasingly complex words in order to read longer texts fluently

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis
  • History: interpretations and source material; reading industrialisation, revolution
  • Geography: case studies and articles; reading urbanisation
  • Science: textbook explanations and models; decoding respiration, ecosystem
  • Maths: extended worded problems; decoding simultaneous, coefficient
  • French/Spanish: authentic texts
  • RE: viewpoints and beliefs
  • Computer Science: technical documentation; decoding encryption

Teaching Model

  1. 1. Teacher Modelling
  2. Model chunking multi-syllabic words
  3. Think aloud linking sounds to meaning
  4. 2. Student Practice
  5. Decode complex vocabulary in subject texts
  6. Paired reading with peer correction
  7. 3. Scaffolding Strategies
  8. Morphology prompts
  9. Annotated vocabulary
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Say → chunk → blend → use
  12. Write words in context
Aim: Students decode complex academic vocabulary fluently within extended texts.
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Fluency and Decoding

Fluent, confident reading of complex and unfamiliar texts

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis; unseen extracts
  • History: interpretations and source material
  • Geography: case studies and articles
  • Science: textbook explanations and models; unfamiliar textbook sections
  • Maths: extended worded problems
  • French/Spanish: authentic texts
  • RE: viewpoints and beliefs
  • Computer Science: technical documentation
  • Law: introductory case summaries

Teaching Model

  1. 1. Teacher Modelling
  2. Model expert reading through think-aloud strategies
  3. Annotation
  4. explicit explanation of decision-making.
  5. 2. Student Practice
  6. Guided practice
  7. paired discussion
  8. reciprocal reading
  9. Independent application using increasingly demanding texts.
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. vocabulary support
  13. question prompts
  14. graphic organisers
  15. chunked texts
  16. worked examples
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Retrieval activities
  19. repeated reading
  20. structured discussion
  21. summarising
  22. short written responses
Aim: Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands.
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Fluency and Decoding

Sustains focus on longer texts and across subject-specific texts

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis; reading multiple chapters
  • History: interpretations and multi-source material
  • Geography: case studies and articles
  • Science: textbook explanations and models
  • Maths: extended worded problems
  • French/Spanish: authentic texts
  • RE: viewpoints and beliefs; extended religious texts
  • Computer Science: technical documentation
  • Psychology: reading longer explanations

Teaching Model

  1. 1. Teacher Modelling
  2. Model expert reading through think-aloud strategies
  3. Annotation
  4. explicit explanation of decision-making.
  5. 2. Student Practice
  6. Guided practice
  7. paired discussion
  8. reciprocal reading
  9. Independent application using increasingly demanding texts.
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. vocabulary support
  13. question prompts
  14. graphic organisers
  15. chunked texts
  16. worked examples
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Retrieval activities
  19. repeated reading
  20. structured discussion
  21. summarising
  22. short written responses
Aim: Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands.
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Comprehension and Inference

Understands and can summarise a range of complex and unfamiliar texts

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis; summarising complex extracts
  • History: interpretations and source material; summarising interpretations
  • Geography: case studies and articles; summarising development issues
  • Science: textbook explanations and models; summarising complex processes
  • Maths: extended worded problems; summarising reasoning
  • French/Spanish: authentic texts
  • RE: viewpoints and beliefs
  • Computer Science: technical documentation

Teaching Model

  1. 1. Teacher Modelling
  2. Model combining ideas across paragraphs/sources
  3. Use visual organisers
  4. 2. Student Practice
  5. Compare two texts
  6. Build combined explanations
  7. 3. Scaffolding Strategies
  8. Comparison tables
  9. Linking phrases: similarly, however
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Explain links verbally
  12. Write extended responses
Aim: Students integrate information across sources into a coherent understanding.
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Comprehension and Inference

Look beyond literal meaning and can articulate implicit information, bias and viewpoints

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis; identifying tone and viewpoint
  • History: interpretations and source material; identifying bias in sources
  • Geography: case studies and articles; analysing bias in media
  • Maths: extended worded problems
  • French/Spanish: authentic texts; identifying tone and viewpoint
  • RE: viewpoints and beliefs; interpreting religious perspectives
  • Computer Science: technical documentation
  • Law: identifying bias in legal arguments

Teaching Model

  1. 1. Teacher Modelling
  2. Model combining ideas across paragraphs/sources
  3. Use visual organisers
  4. 2. Student Practice
  5. Compare two texts
  6. Build combined explanations
  7. 3. Scaffolding Strategies
  8. Comparison tables
  9. Linking phrases: similarly, however
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Explain links verbally
  12. Write extended responses
Aim: Students integrate information across sources into a coherent understanding.
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Comprehension and Inference

Understands and can explain a writer’s perspective on abstract theories and conceptual ideas

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: literary and non-fiction analysis; analysing themes like justice
  • History: interpretations and source material; perspectives on power
  • Geography: case studies and articles; viewpoints on development
  • Science: textbook explanations and models
  • Maths: extended worded problems
  • French/Spanish: authentic texts
  • RE: viewpoints and beliefs; explaining beliefs about morality
  • Psychology: interpreting theories

Teaching Model

  1. 1. Teacher Modelling
  2. Model combining ideas across paragraphs/sources
  3. Use visual organisers
  4. 2. Student Practice
  5. Compare two texts
  6. Build combined explanations
  7. 3. Scaffolding Strategies
  8. Comparison tables
  9. Linking phrases: similarly, however
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Explain links verbally
  12. Write extended responses
Aim: Students integrate information across sources into a coherent understanding.
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Comprehension and Inference

Synthesises information from different parts of a text or different sources/texts

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • History: interpretations and source material; comparing two sources
  • Science: combining experiment results
  • Geography: combining case studies
  • English: linking themes across texts
  • Computer Science: integrating information from instruction sets

Teaching Model

  1. 1. Teacher Modelling
  2. Model combining ideas across paragraphs/sources
  3. Use visual organisers
  4. 2. Student Practice
  5. Compare two texts
  6. Build combined explanations
  7. 3. Scaffolding Strategies
  8. Comparison tables
  9. Linking phrases: similarly, however
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Explain links verbally
  12. Write extended responses
Aim: Students integrate information across sources into a coherent understanding.
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Reading for Purpose and Audience

Identifies different purposes and audiences and evaluates their effectiveness

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: evaluating persuasive writing
  • History: judging effectiveness of propaganda
  • Geography: evaluating articles
  • Technology: assessing instructions
  • Business/Law: evaluating arguments

Teaching Model

  1. 1. Teacher Modelling
  2. Model expert reading through think-aloud strategies
  3. Annotation
  4. explicit explanation of decision-making.
  5. 2. Student Practice
  6. Guided practice
  7. paired discussion
  8. reciprocal reading
  9. Independent application using increasingly demanding texts.
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. vocabulary support
  13. question prompts
  14. graphic organisers
  15. chunked texts
  16. worked examples
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Retrieval activities
  19. repeated reading
  20. structured discussion
  21. summarising
  22. short written responses
Aim: Students correctly identify different purposes and audiences and evaluates their effectiveness.
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Reading for Purpose and Audience

Independently selects and deploys a range of reading strategies during a task

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • Science: scanning + detailed reading
  • Maths: close reading automatically
  • History: selecting annotation strategies
  • English: re-reading for analysis
  • Geography: selecting skimming vs reading closely

Teaching Model

  1. 1. Teacher Modelling
  2. Model explicit strategy selection
  3. Explain reasoning
  4. 2. Student Practice
  5. Apply different strategies to tasks
  6. Reflect on effectiveness
  7. 3. Scaffolding Strategies
  8. Strategy prompts/checklists
  9. 4. Written and Verbal Rehearsal and Repetition
  10. Verbalise strategy choice
  11. Record reflections
Aim: Students independently select and use appropriate reading strategies.
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Disciplinary Reading

Selects and applies a range of appropriate reading strategies independently

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • Science: annotating key ideas
  • History: interrogating sources
  • Maths: breaking down problems
  • Computer Science: interpreting instructions
  • Psychology: reading case studies

Teaching Model

  1. 1. Teacher Modelling
  2. Model expert reading through think-aloud strategies
  3. Annotation
  4. explicit explanation of decision-making.
  5. 2. Student Practice
  6. Guided practice
  7. paired discussion
  8. reciprocal reading
  9. Independent application using increasingly demanding texts.
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. vocabulary support
  13. question prompts
  14. graphic organisers
  15. chunked texts
  16. worked examples
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Retrieval activities
  19. repeated reading
  20. structured discussion
  21. summarising
  22. short written responses
Aim: Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands.
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Reading for Pleasure

Reads widely, confidently and independently, including a range of text types and genres

Description

Students apply this skill independently when reading increasingly complex and unfamiliar texts.

They demonstrate accuracy, growing automaticity and the ability to transfer the skill across subjects.

In practice, students explain how they read, justify interpretations and engage successfully with

extended academic material.

Cross-Curricular Examples

  • English: novels, poetry, non-fiction
  • Science: popular science articles
  • Geography: current affairs reading
  • History: historical fiction
  • Library: broad independent choices

Teaching Model

  1. 1. Teacher Modelling
  2. Model expert reading through think-aloud strategies
  3. Annotation
  4. explicit explanation of decision-making.
  5. 2. Student Practice
  6. Guided practice
  7. paired discussion
  8. reciprocal reading
  9. Independent application using increasingly demanding texts.
  10. 3. Scaffolding Strategies
  11. Sentence stems
  12. vocabulary support
  13. question prompts
  14. graphic organisers
  15. chunked texts
  16. worked examples
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Retrieval activities
  19. repeated reading
  20. structured discussion
  21. summarising
  22. short written responses
Aim: Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands.
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Year 9

Refining these skills and knowledge

Phonics

Applies phonics knowledge automatically when decoding unfamiliar academic vocabulary

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Science: reading photosynthesis without hesitation
  • Maths: reading complex terminology fluently
  • History: decoding academic vocabulary instantly
  • Geography: reading unfamiliar case studies fluently

Teaching Model

  1. 1. Teacher Modelling
  2. Demonstrate decoding of unfamiliar academic vocabulary using phonics knowledge
  3. Segment words into syllables, graphemes and phonemes
  4. Model blending sounds fluently to pronounce new words
  5. Draw attention to common spelling patterns and sound–symbol correspondences
  6. 2. Student Practice
  7. Decode unfamiliar academic vocabulary independently
  8. Blend phonemes accurately when reading new words
  9. Apply phonics knowledge to increasingly complex and subject-specific terminology
  10. Read decoded words in context to confirm meaning
  11. 3. Scaffolding Strategies
  12. Phonics sound mats and grapheme charts
  13. Syllable division guides
  14. Teacher think-alouds for decoding strategies
  15. Visual prompts highlighting common spelling patterns and word families
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Orally segment and blend unfamiliar words
  18. Repeat correct pronunciations during paired and whole-class reading
  19. Record and practise newly decoded vocabulary in writing
  20. Revisit key academic vocabulary regularly across lessons
Aim: Students automatically apply phonics knowledge to decode unfamiliar academic vocabulary accurately and fluently, supporting reading comprehension and vocabulary development.
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Phonics

Uses morphological knowledge (prefixes, suffixes, root words) to interpret complex terminology

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Biology: bio-logy, micro-organism
  • History: pre-industrial, post-war
  • Maths: tri-angle, quad-rilateral
  • Computer Science: subroutine, iteration

Teaching Model

  1. 1. Teacher Modelling
  2. Break down complex terminology
  3. Link roots to meaning
  4. 2. Student Practice
  5. Analyse unfamiliar vocabulary
  6. Apply knowledge in reading
  7. 3. Scaffolding Strategies
  8. Root word banks
  9. Word structure guides
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Say meaning aloud
  12. Use in written explanations
Aim: Students accurately interpret unfamiliar terminology using morphology.
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Phonics

Reads confidently across subject disciplines without reliance on phonetic support

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • All subjects: reading new material without phonetic support
  • Exams: independently accessing unseen texts
  • English: literary criticism and unseen texts
  • History: interpretations and historiography
  • Geography: reports and complex case studies
  • Science: academic explanations and journal-style articles
  • Mathematics: extended problem-solving questions
  • MFL: authentic texts and cultural articles
  • RE: philosophical and ethical arguments
  • Computer Science: technical documentation and emerging technologies

Teaching Model

  1. 1. Teacher Modelling
  2. Model fluent reading of subject-specific texts across disciplines
  3. Demonstrate instant recognition of familiar academic vocabulary
  4. Explain how prior exposure and word knowledge support automatic word recognition
  5. Highlight strategies for maintaining fluency and meaning-making while reading
  6. 2. Student Practice
  7. Read curriculum texts from different subject areas independently
  8. Recognise and read academic vocabulary automatically
  9. Sustain reading fluency when encountering complex texts
  10. Apply word recognition skills across a range of contexts and disciplines
  11. 3. Scaffolding Strategies
  12. Pre-teaching of key subject vocabulary
  13. Repeated exposure to high-frequency academic terms
  14. Subject-specific vocabulary displays and knowledge organisers
  15. Guided reading with graduated reduction of support
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Read subject-specific texts aloud regularly
  18. Revisit academic vocabulary across multiple subjects
  19. Use recognised vocabulary in discussion and written responses
  20. Engage in repeated reading to strengthen automaticity and fluency
Aim: Students read confidently and fluently across subject disciplines, recognising academic vocabulary automatically and accessing meaning without relying on phonetic decoding support.
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Fluency and Decoding

Reads complex and extended texts fluently, with accuracy and appropriate expression

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: analytical reading aloud
  • History: reading speeches
  • Science: explaining processes clearly

Teaching Model

  1. 1. Teacher Modelling
  2. Model fluent reading of complex and extended texts
  3. Demonstrate accurate pronunciation, pacing and expression
  4. Use intonation and emphasis to reflect meaning and text structure
  5. Think aloud to show how punctuation and syntax support fluent reading
  6. 2. Student Practice
  7. Read increasingly complex texts aloud and silently
  8. Practise maintaining accuracy, fluency and expression over longer passages
  9. Attend to punctuation, phrasing and tone when reading
  10. Engage in paired, guided and independent reading activities
  11. 3. Scaffolding Strategies
  12. Fluent reading exemplars and teacher read-alouds
  13. Guided oral reading with feedback
  14. Chunked texts to support phrasing and comprehension
  15. Echo reading, choral reading and paired reading routines
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Re-read challenging passages to build automaticity
  18. Practise reading aloud with expression and appropriate pacing
  19. Discuss how tone, punctuation and structure influence meaning
  20. Perform readings for an audience to develop confidence and prosody
Aim: Students read complex and extended texts fluently, accurately and with appropriate expression, enabling them to sustain comprehension and engage effectively with challenging academic material.
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Fluency and Decoding

Sustains focus across challenging texts, including those with complex syntax

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Science: dense explanations
  • Geography: long case studies
  • English: extended novel extracts

Teaching Model

  1. 1. Teacher Modelling
  2. Model reading extended and syntactically complex texts fluently
  3. Demonstrate how to track long sentences and embedded clauses
  4. Think aloud to show how meaning is maintained across complex structures
  5. Highlight strategies for monitoring attention and re-reading when meaning breaks down
  6. 2. Student Practice
  7. Read increasingly demanding texts independently and with guidance
  8. Follow and interpret complex sentence structures
  9. Sustain concentration across longer passages and whole texts
  10. Use contextual and grammatical cues to support understanding
  11. 3. Scaffolding Strategies
  12. Annotated texts highlighting sentence structures
  13. Chunking of complex passages into meaningful units
  14. Guided questions to direct attention to key information
  15. Visual organisers to support tracking of ideas and relationships
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Read and discuss complex passages repeatedly
  18. Paraphrase challenging sentences orally and in writing
  19. Summarise key ideas from extended sections of text
  20. Practise explaining how sentence structure contributes to meaning
Aim: Students sustain focus when reading challenging texts, successfully navigating complex syntax and maintaining comprehension across extended and demanding academic reading.
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Fluency and Decoding

Adjusts pace and expression to reflect meaning, tone and purpose

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: dramatic vs formal reading
  • Languages: adjusting intonation
  • History: formal tone for speeches

Teaching Model

  1. 1. Teacher Modelling
  2. Model reading texts with varied pace, emphasis and intonation
  3. Demonstrate how expression changes to reflect meaning, tone and audience
  4. Think aloud about how punctuation, structure and vocabulary influence delivery
  5. Compare monotone and expressive reading to highlight impact on understanding
  6. 2. Student Practice
  7. Read a range of texts aloud using appropriate pace and expression
  8. Adapt reading style to match genre, purpose and intended audience
  9. Use punctuation and contextual cues to guide intonation and phrasing
  10. Practise expressive reading through paired, guided and independent activities
  11. 3. Scaffolding Strategies
  12. Teacher read-aloud exemplars
  13. Marked texts indicating pauses, emphasis and changes in tone
  14. Echo reading and choral reading activities
  15. Prompt cards focusing on pace, volume, stress and intonation
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Rehearse passages multiple times to refine fluency and expression
  18. Discuss how tone and meaning are conveyed through vocal choices
  19. Perform readings to peers and receive feedback
  20. Annotate texts to identify points where expression should change
Aim: Students adjust pace, phrasing and expression effectively to reflect meaning, tone and purpose, enhancing both fluency and comprehension when reading a range of complex texts.
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Comprehension and Inference

Makes perceptive and developed inferences, supported by precise textual evidence

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

In practice, students use the skill independently when reading GCSE-style texts, extended

academic writing and challenging subject-specific material.

Cross-Curricular Examples

  • English: detailed character analysis
  • History: sophisticated source interpretation
  • RE: deep interpretation of beliefs

Teaching Model

  1. 1. Teacher Modelling
  2. Model how to combine textual clues with prior knowledge to make inferences
  3. Think aloud when interpreting implicit meanings, attitudes and intentions
  4. Demonstrate how precise quotations support inferential thinking
  5. Explain the difference between a simple inference and a developed, evidence-based inference
  6. 2. Student Practice
  7. Identify and interpret implicit information within texts
  8. Make inferences about characters, themes, viewpoints and authorial intent
  9. Select precise textual evidence to justify interpretations
  10. Develop responses that explain how evidence supports an inference
  11. 3. Scaffolding Strategies
  12. Inference question stems and sentence starters
  13. Evidence–Inference–Explanation frameworks
  14. Annotated model responses
  15. Guided questioning that moves from retrieval to interpretation
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Discuss inferences with partners and in whole-class dialogue
  18. Practise justifying interpretations using precise quotations
  19. Complete regular short written responses focused on evidence-based inference
  20. Revisit and refine interpretations as understanding of the text develops
Aim: Students make perceptive and well-developed inferences, selecting precise textual evidence and explaining clearly how it supports their interpretations of meaning, character, theme and authorial intent.
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Comprehension and Inference

Analyses implicit meaning, including bias, ambiguity and multiple interpretations

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • History: conflicting interpretations
  • Geography: media bias
  • Law: analysing arguments

Teaching Model

  1. 1. Teacher Modelling
  2. Model identifying bias and ambiguity
  3. Compare interpretations
  4. 2. Student Practice
  5. Analyse texts with differing viewpoints
  6. Justify interpretations
  7. 3. Scaffolding Strategies
  8. Analytical question prompts
  9. Sentence stems for evaluation
  10. 4. Written and Verbal Rehearsal and Repetition
  11. Debate interpretations
  12. Write analytical paragraphs
Aim: Students critically analyse implicit meaning and evaluate interpretations.
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Comprehension and Inference

Evaluates how ideas develop across a whole text

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: tracking themes
  • History: developing arguments
  • Geography: evaluating changes over time

Teaching Model

  1. 1. Teacher Modelling
  2. Model tracking the development of key ideas across an entire text
  3. Demonstrate how themes, arguments, characters or viewpoints evolve over time
  4. Think aloud about connections between different sections of the text
  5. Show how textual evidence can be used to evaluate the significance of these developments
  6. 2. Student Practice
  7. Trace the progression of ideas, themes and concepts throughout a text
  8. Identify turning points, shifts in perspective and changes in emphasis
  9. Analyse how earlier ideas are revisited, challenged or developed
  10. Support evaluations with evidence drawn from across the text
  11. 3. Scaffolding Strategies
  12. Theme-tracking grids and reading journals
  13. Graphic organisers showing idea development over time
  14. Sequenced retrieval and analytical questions
  15. Annotated exemplars demonstrating whole-text analysis
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Discuss how ideas change and develop at different stages of a text
  18. Summarise key developments after each section or chapter
  19. Practise constructing analytical responses using evidence from multiple points in the text
  20. Revisit earlier interpretations in light of later textual developments
Aim: Students evaluate confidently how ideas develop across a whole text, making insightful connections between different sections and supporting their analysis with precise and relevant textual evidence.
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Comprehension and Inference

Synthesises information across texts to form critical and conceptual responses

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • History: multiple source essays
  • Science: combining evidence
  • English: comparative essays

Teaching Model

  1. 1. Teacher Modelling
  2. Model how to draw together ideas from multiple texts on a similar theme or topic
  3. Demonstrate identifying connections, contrasts and patterns across sources
  4. Think aloud when evaluating differing perspectives, arguments or representations
  5. Show how evidence from more than one text can be combined to construct a conceptual
  6. response
  7. 2. Student Practice
  8. Compare and connect ideas from multiple texts
  9. Identify common themes, viewpoints, arguments and underlying concepts
  10. Evaluate similarities, differences and tensions between texts
  11. Construct critical responses supported by evidence from across sources
  12. 3. Scaffolding Strategies
  13. Comparative reading frameworks
  14. Venn diagrams and thematic mapping tools
  15. Evidence synthesis grids
  16. Model responses demonstrating how to integrate evidence from multiple texts
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Engage in structured discussions comparing texts and viewpoints
  19. Summarise key ideas from different sources before drawing connections
  20. Practise writing comparative and evaluative responses using evidence from multiple texts
  21. Revisit and refine interpretations as new texts are introduced
Aim: Students synthesise information confidently across multiple texts, making conceptual connections, evaluating contrasting perspectives and constructing critical, evidence-rich responses that demonstrate deep understanding.
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Reading for Purpose and Audience

Evaluates how effectively writers shape texts for different audiences and purposes

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: analysing persuasive techniques
  • History: analysing propaganda
  • Geography: evaluating media influence

Teaching Model

  1. 1. Teacher Modelling
  2. Model analysing how writers adapt language, structure and style for specific audiences and
  3. purposes
  4. Demonstrate identifying the intended audience and the writer’s underlying purpose
  5. Think aloud when evaluating the effectiveness of particular choices
  6. Show how textual evidence can be used to support evaluative judgements
  7. 2. Student Practice
  8. Identify audience, purpose and viewpoint in a range of texts
  9. Analyse how language, tone, structure and organisation influence the reader
  10. Evaluate the effectiveness of writers’ choices in achieving their intended outcomes
  11. Support evaluations with precise and relevant textual evidence
  12. 3. Scaffolding Strategies
  13. Audience–Purpose–Effect analysis frameworks
  14. Annotated model texts highlighting writer's choices
  15. Comparative grids for analysing different texts and audiences
  16. Question prompts focusing on impact, effectiveness and intention
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Discuss how different audiences might respond to the same text
  19. Practise evaluating the effects of language and structural choices in spoken and written
  20. responses
  21. Use evidence-based analytical paragraphs to justify evaluative judgements
  22. Revisit texts to refine evaluations and consider alternative interpretations
Aim: Students evaluate critically how effectively writers shape texts for different audiences and purposes, using precise textual evidence to justify sophisticated judgements about impact, meaning and effectiveness.
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Reading for Purpose and Audience

Analyses how language and structure are used to influence the reader

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: literary analysis
  • Science: structure of explanations
  • Law: structure of arguments

Teaching Model

  1. 1. Teacher Modelling
  2. Model close analysis of language and structural choices within a text
  3. Demonstrate how writers use vocabulary, imagery , sentence structures and organisational
  4. features to shape meaning
  5. Think aloud when exploring the intended effect of specific choices on the reader
  6. Show how analytical responses link evidence, technique and impact
  7. 2. Student Practice
  8. Identify a range of language and structural techniques in texts
  9. Analyse how specific choices influence the reader’s thoughts, feelings and responses
  10. Explore how structural features guide attention, create emphasis or build tension
  11. Support analysis with precise textual evidence
  12. 3. Scaffolding Strategies
  13. Language and structure analysis frameworks
  14. Annotated model texts highlighting writer's methods
  15. Technique–Evidence–Effect organisers
  16. Guided questions focusing on how and why writers influence readers
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Discuss the effects of language and structural choices through paired and whole-class talk
  19. Practise explaining the impact of specific techniques using sentence stems
  20. Write analytical paragraphs linking technique, evidence and reader response
  21. Revisit texts to deepen and refine interpretations of writer's choices
Aim: Students analyse confidently how language and structure are used to influence the reader, selecting precise evidence and explaining clearly the impact of writers’ choices on meaning, response and interpretation.
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Reading for Purpose and Audience

Makes critical judgements about the success of a text in achieving its purpose

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: evaluating effectiveness of writing
  • History: judging source usefulness
  • Geography: judging argument strength

Teaching Model

  1. 1. Teacher Modelling
  2. Model evaluative judgement with evidence
  3. 2. Student Practice
  4. Evaluate texts across subjects
  5. 3. Scaffolding Strategies
  6. Evaluation frameworks
  7. Criteria checklists
  8. 4. Written and Verbal Rehearsal and Repetition
  9. Justify opinions verbally
  10. Develop extended written responses
Aim: Students produce well-justified, critical evaluations of texts.
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Disciplinary Reading

Selects and adapts reading strategies strategically depending on task, text and subject

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Science: choosing between annotation and note-taking
  • History: adapting source analysis
  • Maths: selecting reading approach

Teaching Model

  1. 1. Teacher Modelling
  2. Model selecting appropriate reading strategies for different subjects, text types and purposes
  3. Demonstrate when to skim, scan, annotate, summarise, infer or read closely
  4. Think aloud about why a particular strategy is most effective for a given task
  5. Show how expert readers adapt their approach according to disciplinary demands
  6. 2. Student Practice
  7. Apply a range of reading strategies across different subject disciplines
  8. Select strategies that match the purpose, complexity and structure of the text
  9. Adapt reading approaches when comprehension becomes challenging
  10. Evaluate the effectiveness of different strategies for different tasks
  11. 3. Scaffolding Strategies
  12. Reading strategy toolkits and prompts
  13. Subject-specific reading guides
  14. Strategy selection frameworks and decision trees
  15. Guided practice with teacher feedback on strategy use
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Explain and justify strategy choices during reading discussions
  18. Reflect verbally and in writing on which strategies were most effective
  19. Practise applying different strategies to a range of text types and subjects
  20. Regularly revisit and refine approaches through independent reading tasks
Aim: Students select and adapt reading strategies independently and strategically, using the most effective approaches for different tasks, texts and subject disciplines to enhance comprehension and critical engagement.
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Disciplinary Reading

Evaluates the effectiveness of different strategies in supporting understanding

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • All subjects: reflecting on what worked best
  • English: literary criticism and unseen texts
  • History: interpretations and historiography
  • Geography: reports and complex case studies
  • Science: academic explanations and journal-style articles
  • Mathematics: extended problem-solving questions
  • MFL: authentic texts and cultural articles
  • RE: philosophical and ethical arguments
  • Computer Science: technical documentation and emerging technologies

Teaching Model

  1. 1. Teacher Modelling
  2. Model the use of different reading strategies across a range of texts and subjects
  3. Demonstrate evaluating whether a strategy has improved comprehension
  4. Think aloud about adapting or changing strategies when understanding breaks down
  5. Show how skilled readers reflect on the effectiveness of their approach
  6. 2. Student Practice
  7. Apply a range of reading strategies to different tasks and text types
  8. Monitor their own understanding while reading
  9. Evaluate which strategies best support comprehension, analysis and recall
  10. Modify strategy use in response to the demands of the text and task
  11. 3. Scaffolding Strategies
  12. Reading strategy comparison charts
  13. Self-reflection and metacognitive prompts
  14. Strategy evaluation checklists
  15. Guided discussions exploring the strengths and limitations of different approaches
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Discuss the effectiveness of reading strategies during and after reading tasks
  18. Complete short reflections explaining which strategies supported understanding
  19. Compare outcomes achieved using different approaches
  20. Regularly review and refine strategy choices across subject disciplines
Aim: Students evaluate the effectiveness of different reading strategies with increasing accuracy, selecting and refining approaches that best support comprehension, analysis and learning across a range of disciplinary contexts.
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Disciplinary Reading

Applies disciplinary reading independently across subjects and unfamiliar contexts

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Unseen GCSE-style texts across all subjects
  • English: literary criticism and unseen texts
  • History: interpretations and historiography
  • Geography: reports and complex case studies
  • Science: academic explanations and journal-style articles
  • Mathematics: extended problem-solving questions
  • MFL: authentic texts and cultural articles
  • RE: philosophical and ethical arguments
  • Computer Science: technical documentation and emerging technologies

Teaching Model

  1. 1. Teacher Modelling
  2. Model how reading approaches vary across different subject disciplines
  3. Demonstrate identifying the unique features, conventions and demands of unfamiliar texts
  4. Think aloud when selecting and applying appropriate disciplinary reading strategies
  5. Show how expert readers transfer reading skills successfully into new contexts
  6. 2. Student Practice
  7. Read independently across a range of subject disciplines and text types
  8. Apply appropriate disciplinary reading strategies without prompting
  9. Interpret unfamiliar texts by drawing on prior knowledge and transferable reading skills
  10. Adapt reading approaches to meet the demands of new contexts and purposes
  11. 3. Scaffolding Strategies
  12. Subject-specific reading frameworks and exemplars
  13. Strategy reminder cards and disciplinary reading checklists
  14. Structured opportunities to compare reading demands across subjects
  15. Gradual release of responsibility through guided, collaborative and independent practice
  16. 4. Written and Verbal Rehearsal and Repetition
  17. Explain and justify reading approaches used in different subjects
  18. Reflect on how strategies have been adapted for unfamiliar contexts
  19. Engage in discussions comparing disciplinary reading demands
  20. Regularly practise applying reading skills to new and increasingly challenging texts
Aim: Students apply disciplinary reading independently across a wide range of subjects and unfamiliar contexts, selecting and adapting appropriate strategies to access, interpret and evaluate complex texts with confidence and accuracy.
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Reading for Pleasure

Reads widely and critically across genres, forms and increasingly challenging texts

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • English: challenging literature
  • Science: advanced articles
  • History: diverse texts

Teaching Model

  1. 1. Teacher Modelling
  2. Model engagement with a wide range of texts, including fiction, non-fiction, poetry, drama and
  3. digital texts
  4. Demonstrate how readers respond critically to different genres, authors and viewpoints
  5. Think aloud about personal reading choices and strategies for tackling increasingly challenging
  6. texts
  7. Share recommendations and reflections that promote a rich reading culture
  8. 2. Student Practice
  9. Read widely across a broad range of genres, forms and levels of complexity
  10. Explore texts from diverse authors, cultures and perspectives
  11. Respond critically to ideas, themes, styles and viewpoints
  12. Select increasingly challenging texts that extend reading experience and understanding
  13. 3. Scaffolding Strategies
  14. Curated reading lists and genre pathways
  15. Reading recommendations from teachers and peers
  16. Book talks, reading journals and discussion prompts
  17. Structured opportunities to sample and compare a variety of texts
  18. 4. Written and Verbal Rehearsal and Repetition
  19. Discuss and evaluate texts through reading circles and whole-class discussions
  20. Maintain reading journals recording reflections, preferences and critical responses
  21. Share recommendations and justify reading choices
  22. Regularly engage with a sustained programme of independent reading
Aim: Students read widely, independently and critically across a broad range of genres, forms and increasingly challenging texts, developing sophisticated reading preferences, strong critical judgement and a lifelong engagement with reading.
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Reading for Pleasure

Makes informed personal responses, justifying preferences with reference to texts

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Book reviews across subjects
  • Debates about reading choices

Teaching Model

  1. 1. Teacher Modelling
  2. Model expressing personal responses to a range of texts
  3. Demonstrate how preferences can be supported with specific textual references
  4. Think aloud when evaluating themes, characters, style, structure and authorial choices
  5. Show how readers can hold different but equally valid interpretations when supported by
  6. evidence
  7. 2. Student Practice
  8. Share personal responses to a variety of texts and genres
  9. Explain preferences using relevant textual evidence
  10. Compare reactions to texts with those of peers
  11. Develop reasoned judgements about authors, themes, characters and literary techniques
  12. 3. Scaffolding Strategies
  13. Reading response frameworks and discussion prompts
  14. Sentence stems for expressing and justifying opinions
  15. Book review templates and reading journals
  16. Modelled examples of evidence-based personal responses
  17. 4. Written and Verbal Rehearsal and Repetition
  18. Participate in book discussions, reading circles and debates
  19. Write regular reflections, reviews and recommendations
  20. Justify opinions using quotations and references to the text
  21. Revisit previous responses to refine and deepen thinking
Aim: Students make thoughtful and informed personal responses to texts, confidently justifying their preferences with relevant textual references and demonstrating increasing independence as critical readers.
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Reading for Pleasure

Demonstrates independence in selecting and sustaining engagement with reading

Description

Students demonstrate refined and increasingly automatic application of this skill across a wide range

f academic, disciplinary and unfamiliar texts. They are expected to evaluate, analyse and justify their

thinking using evidence and to transfer the skill confidently between subjects.

Cross-Curricular Examples

  • Library use without prompting
  • Self-selected extended reading projects

Teaching Model

  1. 1. Teacher Modelling
  2. Model enthusiasm and informed choice
  3. 2. Student Practice
  4. Independent reading routines
  5. 3. Scaffolding Strategies
  6. Reading lists
  7. Guided recommendations
  8. 4. Written and Verbal Rehearsal and Repetition
  9. Book discussions
  10. Written reflections
Aim: Students select, sustain, and reflect on independent reading.
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