--- title: "Reading Toolkit" url: "https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit" school: "Bishop Hogarth Catholic Education Trust" --- Admissions Consultation BHCET schools [Click Here](https://bhcet.org.uk/admissions-consultation) # Reading Toolkit Foundational Knowledge & Skills ## Reading Toolkit Detailed guidance to support the development of foundational reading knowledge and skills across Years 7, 8 and 9. **Jump to a year group**Year 7 Year 8 Year 9 [Back to Reading Overview](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) ## 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 ##### Teacher Modelling - Break words into sounds and model blending explicitly - Think aloud: “/e/ /ner/ /gy/ → energy” - Show how this supports understanding in context ##### Student Practice - Choral repetition of sound blending - Paired decoding of key subject vocabulary - Immediate application in reading short passages ##### Scaffolding Strategies - Syllable chunking - Phoneme highlighting - Pre-teaching key vocabulary ##### Written & Verbal Rehearsal and Repetition - Say → blend → use in sentence - Write decoded word in context - Repeat aloud in structured routines **Aim:** Students accurately and confidently decode unfamiliar Tier 2 and Tier 3 vocabulary across subjects. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model monotone vs expressive reading - Emphasise punctuation and phrasing ##### Student Practice - Echo reading - Paired reading with feedback ##### Scaffolding Strategies - Mark pauses and punctuation - Provide model recordings ##### Written & Verbal Rehearsal and Repetition - Re-read same passage multiple times - Practise aloud before performance **Aim:** Students read aloud fluently with appropriate expression and meaning. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Demonstrate sustained reading with annotation ##### Student Practice - Timed independent reading - Gradually extended reading periods ##### Scaffolding Strategies - Chunk texts - Guided questions per section ##### Written & Verbal Rehearsal and Repetition - Summarise each section verbally - Write brief checkpoints **Aim:** Students sustain focus and engagement with longer texts independently. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model identifying key ideas - Think aloud selecting essential information ##### Student Practice - Summarise paragraphs using prompts - Partner discussion then written summary ##### Scaffolding Strategies - Sentence stems: “This text is mainly about… ” - Key idea frameworks ##### Written & Verbal Rehearsal and Repetition - Say summary before writing - Redraft for clarity **Aim:** Students produce concise, accurate summaries of texts. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model linking evidence to inference - “The text says… this suggests… ” ##### Student Practice - Guided inference questions - Evidence-based responses ##### Scaffolding Strategies - Sentence stems - Highlighting clues ##### Written & Verbal Rehearsal and Repetition - Rehearse inference aloud - Write and refine answers **Aim:** Students make simple, evidence-based inferences confidently. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model scanning - Timed retrieval tasks - Highlight keywords - “I scanned and found…this suggests… ” ##### Student Practice - Guided scanning questions - Evidence-based responses ##### Scaffolding Strategies - Sentence stems - Highlighting clues ##### Written & Verbal Rehearsal and Repetition - Rehearse inference aloud - Write and refine answers **Aim:** Fast, accurate information retrieval. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model identifying the purpose of different texts (inform, persuade, entertain, instruct). - Explicitly identify audience clues such as vocabulary, tone, register and layout. - Think aloud: "This leaflet uses persuasive language and direct address, suggesting it is aimed at - potential customers. " ##### Student Practice - Compare texts with different purposes. - Match texts to intended audiences. - Highlight and annotate features that reveal purpose and audience. ##### Scaffolding Strategies - Purpose and audience reference mat. - Text type feature checklists. - Sentence stems: - "The purpose of this text is... " - "The audience is likely to be... " - "I know this because... " ##### Written & Verbal Rehearsal and Repetition - Partner discussions about purpose and audience. - Retrieval tasks using previously studied texts. - Short written explanations using evidence. **Aim:** Students accurately identify a text's purpose and intended audience using textual evidence. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Demonstrate different reading strategies and explain their purpose. - Model choosing an appropriate strategy for a specific task. - Think aloud: "I need a quick overview, so I will skim rather than read every detail. " ##### Student Practice - Complete tasks requiring different reading approaches. - Select and justify their reading strategy. - Reflect on the effectiveness of their choice. ##### Scaffolding Strategies - Reading strategy prompt cards. - Task-to-strategy matching activities. - Visual reminders of strategy purposes. ##### Written & Verbal Rehearsal and Repetition - Frequent opportunities to use different strategies. - Verbal reflection on strategy choice. - Exit tickets identifying the strategy used and why. **Aim:** Students independently select and use the most appropriate reading strategy for a given task. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Explicitly model each strategy using subject-specific texts. - Demonstrate how experts read differently depending on purpose. - Verbalise decision-making when selecting a strategy. ##### Student Practice - Complete structured activities using skimming, scanning, detailed reading and SQ3R. - Identify key information relevant to a disciplinary question. - Explain which strategy was most effective. ##### Scaffolding Strategies - SQ3R organisers. - Reading strategy bookmarks. - Guided questions linked to each strategy. ##### Written & Verbal Rehearsal and Repetition - Routine use of reading strategies across lessons. - Retrieval quizzes on strategy selection. - Collaborative discussion of reading processes. **Aim:** Students confidently apply a range of disciplinary reading strategies independently and appropriately. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model reading stamina through extended reading sessions. - Demonstrate strategies for maintaining concentration. - Share personal responses and reflections as a reader. ##### Student Practice - Engage in sustained independent reading. - Track reading progress and understanding. - Respond to texts through discussion and reflection. ##### Scaffolding Strategies - Reading journals. - Chunked reading targets. - Guided text selection matched to challenge level. ##### Written & Verbal Rehearsal and Repetition - Daily or weekly independent reading routines. - Book-talk activities. - Reflection on reading habits and stamina growth. **Aim:** Students read increasingly challenging texts independently while maintaining engagement and understanding. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) ## 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 ##### Teacher Modelling - Model chunking multi-syllabic words - Think aloud linking sounds to meaning ##### Student Practice - Decode complex vocabulary in subject texts - Paired reading with peer correction ##### Scaffolding Strategies - Morphology prompts - Annotated vocabulary ##### Written & Verbal Rehearsal and Repetition - Say → chunk → blend → use - Write words in context **Aim:** Students decode complex academic vocabulary fluently within extended texts. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model expert reading through think-aloud strategies - Annotation - explicit explanation of decision-making. ##### Student Practice - Guided practice - paired discussion - reciprocal reading - Independent application using increasingly demanding texts. ##### Scaffolding Strategies - Sentence stems - vocabulary support - question prompts - graphic organisers - chunked texts - worked examples ##### Written & Verbal Rehearsal and Repetition - Retrieval activities - repeated reading - structured discussion - summarising - short written responses **Aim:** Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model expert reading through think-aloud strategies - Annotation - explicit explanation of decision-making. ##### Student Practice - Guided practice - paired discussion - reciprocal reading - Independent application using increasingly demanding texts. ##### Scaffolding Strategies - Sentence stems - vocabulary support - question prompts - graphic organisers - chunked texts - worked examples ##### Written & Verbal Rehearsal and Repetition - Retrieval activities - repeated reading - structured discussion - summarising - short written responses **Aim:** Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model combining ideas across paragraphs/sources - Use visual organisers ##### Student Practice - Compare two texts - Build combined explanations ##### Scaffolding Strategies - Comparison tables - Linking phrases: similarly, however ##### Written & Verbal Rehearsal and Repetition - Explain links verbally - Write extended responses **Aim:** Students integrate information across sources into a coherent understanding. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model combining ideas across paragraphs/sources - Use visual organisers ##### Student Practice - Compare two texts - Build combined explanations ##### Scaffolding Strategies - Comparison tables - Linking phrases: similarly, however ##### Written & Verbal Rehearsal and Repetition - Explain links verbally - Write extended responses **Aim:** Students integrate information across sources into a coherent understanding. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model combining ideas across paragraphs/sources - Use visual organisers ##### Student Practice - Compare two texts - Build combined explanations ##### Scaffolding Strategies - Comparison tables - Linking phrases: similarly, however ##### Written & Verbal Rehearsal and Repetition - Explain links verbally - Write extended responses **Aim:** Students integrate information across sources into a coherent understanding. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model combining ideas across paragraphs/sources - Use visual organisers ##### Student Practice - Compare two texts - Build combined explanations ##### Scaffolding Strategies - Comparison tables - Linking phrases: similarly, however ##### Written & Verbal Rehearsal and Repetition - Explain links verbally - Write extended responses **Aim:** Students integrate information across sources into a coherent understanding. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model expert reading through think-aloud strategies - Annotation - explicit explanation of decision-making. ##### Student Practice - Guided practice - paired discussion - reciprocal reading - Independent application using increasingly demanding texts. ##### Scaffolding Strategies - Sentence stems - vocabulary support - question prompts - graphic organisers - chunked texts - worked examples ##### Written & Verbal Rehearsal and Repetition - Retrieval activities - repeated reading - structured discussion - summarising - short written responses **Aim:** Students correctly identify different purposes and audiences and evaluates their effectiveness. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model explicit strategy selection - Explain reasoning ##### Student Practice - Apply different strategies to tasks - Reflect on effectiveness ##### Scaffolding Strategies - Strategy prompts/checklists ##### Written & Verbal Rehearsal and Repetition - Verbalise strategy choice - Record reflections **Aim:** Students independently select and use appropriate reading strategies. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model expert reading through think-aloud strategies - Annotation - explicit explanation of decision-making. ##### Student Practice - Guided practice - paired discussion - reciprocal reading - Independent application using increasingly demanding texts. ##### Scaffolding Strategies - Sentence stems - vocabulary support - question prompts - graphic organisers - chunked texts - worked examples ##### Written & Verbal Rehearsal and Repetition - Retrieval activities - repeated reading - structured discussion - summarising - short written responses **Aim:** Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 ##### Teacher Modelling - Model expert reading through think-aloud strategies - Annotation - explicit explanation of decision-making. ##### Student Practice - Guided practice - paired discussion - reciprocal reading - Independent application using increasingly demanding texts. ##### Scaffolding Strategies - Sentence stems - vocabulary support - question prompts - graphic organisers - chunked texts - worked examples ##### Written & Verbal Rehearsal and Repetition - Retrieval activities - repeated reading - structured discussion - summarising - short written responses **Aim:** Students demonstrate secure mastery of this skill and are prepared for increasing GCSE-level reading demands. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) ## 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 of 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 ##### Teacher Modelling - Demonstrate decoding of unfamiliar academic vocabulary using phonics knowledge - Segment words into syllables, graphemes and phonemes - Model blending sounds fluently to pronounce new words - Draw attention to common spelling patterns and sound–symbol correspondences ##### Student Practice - Decode unfamiliar academic vocabulary independently - Blend phonemes accurately when reading new words - Apply phonics knowledge to increasingly complex and subject-specific terminology - Read decoded words in context to confirm meaning ##### Scaffolding Strategies - Phonics sound mats and grapheme charts - Syllable division guides - Teacher think-alouds for decoding strategies - Visual prompts highlighting common spelling patterns and word families ##### Written & Verbal Rehearsal and Repetition - Orally segment and blend unfamiliar words - Repeat correct pronunciations during paired and whole-class reading - Record and practise newly decoded vocabulary in writing - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Break down complex terminology - Link roots to meaning ##### Student Practice - Analyse unfamiliar vocabulary - Apply knowledge in reading ##### Scaffolding Strategies - Root word banks - Word structure guides ##### Written & Verbal Rehearsal and Repetition - Say meaning aloud - Use in written explanations **Aim:** Students accurately interpret unfamiliar terminology using morphology. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model fluent reading of subject-specific texts across disciplines - Demonstrate instant recognition of familiar academic vocabulary - Explain how prior exposure and word knowledge support automatic word recognition - Highlight strategies for maintaining fluency and meaning-making while reading ##### Student Practice - Read curriculum texts from different subject areas independently - Recognise and read academic vocabulary automatically - Sustain reading fluency when encountering complex texts - Apply word recognition skills across a range of contexts and disciplines ##### Scaffolding Strategies - Pre-teaching of key subject vocabulary - Repeated exposure to high-frequency academic terms - Subject-specific vocabulary displays and knowledge organisers - Guided reading with graduated reduction of support ##### Written & Verbal Rehearsal and Repetition - Read subject-specific texts aloud regularly - Revisit academic vocabulary across multiple subjects - Use recognised vocabulary in discussion and written responses - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model fluent reading of complex and extended texts - Demonstrate accurate pronunciation, pacing and expression - Use intonation and emphasis to reflect meaning and text structure - Think aloud to show how punctuation and syntax support fluent reading ##### Student Practice - Read increasingly complex texts aloud and silently - Practise maintaining accuracy, fluency and expression over longer passages - Attend to punctuation, phrasing and tone when reading - Engage in paired, guided and independent reading activities ##### Scaffolding Strategies - Fluent reading exemplars and teacher read-alouds - Guided oral reading with feedback - Chunked texts to support phrasing and comprehension - Echo reading, choral reading and paired reading routines ##### Written & Verbal Rehearsal and Repetition - Re-read challenging passages to build automaticity - Practise reading aloud with expression and appropriate pacing - Discuss how tone, punctuation and structure influence meaning - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model reading extended and syntactically complex texts fluently - Demonstrate how to track long sentences and embedded clauses - Think aloud to show how meaning is maintained across complex structures - Highlight strategies for monitoring attention and re-reading when meaning breaks down ##### Student Practice - Read increasingly demanding texts independently and with guidance - Follow and interpret complex sentence structures - Sustain concentration across longer passages and whole texts - Use contextual and grammatical cues to support understanding ##### Scaffolding Strategies - Annotated texts highlighting sentence structures - Chunking of complex passages into meaningful units - Guided questions to direct attention to key information - Visual organisers to support tracking of ideas and relationships ##### Written & Verbal Rehearsal and Repetition - Read and discuss complex passages repeatedly - Paraphrase challenging sentences orally and in writing - Summarise key ideas from extended sections of text - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model reading texts with varied pace, emphasis and intonation - Demonstrate how expression changes to reflect meaning, tone and audience - Think aloud about how punctuation, structure and vocabulary influence delivery - Compare monotone and expressive reading to highlight impact on understanding ##### Student Practice - Read a range of texts aloud using appropriate pace and expression - Adapt reading style to match genre, purpose and intended audience - Use punctuation and contextual cues to guide intonation and phrasing - Practise expressive reading through paired, guided and independent activities ##### Scaffolding Strategies - Teacher read-aloud exemplars - Marked texts indicating pauses, emphasis and changes in tone - Echo reading and choral reading activities - Prompt cards focusing on pace, volume, stress and intonation ##### Written & Verbal Rehearsal and Repetition - Rehearse passages multiple times to refine fluency and expression - Discuss how tone and meaning are conveyed through vocal choices - Perform readings to peers and receive feedback - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model how to combine textual clues with prior knowledge to make inferences - Think aloud when interpreting implicit meanings, attitudes and intentions - Demonstrate how precise quotations support inferential thinking - Explain the difference between a simple inference and a developed, evidence-based inference ##### Student Practice - Identify and interpret implicit information within texts - Make inferences about characters, themes, viewpoints and authorial intent - Select precise textual evidence to justify interpretations - Develop responses that explain how evidence supports an inference ##### Scaffolding Strategies - Inference question stems and sentence starters - Evidence–Inference–Explanation frameworks - Annotated model responses - Guided questioning that moves from retrieval to interpretation ##### Written & Verbal Rehearsal and Repetition - Discuss inferences with partners and in whole-class dialogue - Practise justifying interpretations using precise quotations - Complete regular short written responses focused on evidence-based inference - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model identifying bias and ambiguity - Compare interpretations ##### Student Practice - Analyse texts with differing viewpoints - Justify interpretations ##### Scaffolding Strategies - Analytical question prompts - Sentence stems for evaluation ##### Written & Verbal Rehearsal and Repetition - Debate interpretations - Write analytical paragraphs **Aim:** Students critically analyse implicit meaning and evaluate interpretations. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model tracking the development of key ideas across an entire text - Demonstrate how themes, arguments, characters or viewpoints evolve over time - Think aloud about connections between different sections of the text - Show how textual evidence can be used to evaluate the significance of these developments ##### Student Practice - Trace the progression of ideas, themes and concepts throughout a text - Identify turning points, shifts in perspective and changes in emphasis - Analyse how earlier ideas are revisited, challenged or developed - Support evaluations with evidence drawn from across the text ##### Scaffolding Strategies - Theme-tracking grids and reading journals - Graphic organisers showing idea development over time - Sequenced retrieval and analytical questions - Annotated exemplars demonstrating whole-text analysis ##### Written & Verbal Rehearsal and Repetition - Discuss how ideas change and develop at different stages of a text - Summarise key developments after each section or chapter - Practise constructing analytical responses using evidence from multiple points in the text - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model how to draw together ideas from multiple texts on a similar theme or topic - Demonstrate identifying connections, contrasts and patterns across sources - Think aloud when evaluating differing perspectives, arguments or representations - Show how evidence from more than one text can be combined to construct a conceptual - response ##### Student Practice - Compare and connect ideas from multiple texts - Identify common themes, viewpoints, arguments and underlying concepts - Evaluate similarities, differences and tensions between texts - Construct critical responses supported by evidence from across sources ##### Scaffolding Strategies - Comparative reading frameworks - Venn diagrams and thematic mapping tools - Evidence synthesis grids - Model responses demonstrating how to integrate evidence from multiple texts ##### Written & Verbal Rehearsal and Repetition - Engage in structured discussions comparing texts and viewpoints - Summarise key ideas from different sources before drawing connections - Practise writing comparative and evaluative responses using evidence from multiple texts - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model analysing how writers adapt language, structure and style for specific audiences and - purposes - Demonstrate identifying the intended audience and the writer’s underlying purpose - Think aloud when evaluating the effectiveness of particular choices - Show how textual evidence can be used to support evaluative judgements ##### Student Practice - Identify audience, purpose and viewpoint in a range of texts - Analyse how language, tone, structure and organisation influence the reader - Evaluate the effectiveness of writers’ choices in achieving their intended outcomes - Support evaluations with precise and relevant textual evidence ##### Scaffolding Strategies - Audience–Purpose–Effect analysis frameworks - Annotated model texts highlighting writer's choices - Comparative grids for analysing different texts and audiences - Question prompts focusing on impact, effectiveness and intention ##### Written & Verbal Rehearsal and Repetition - Discuss how different audiences might respond to the same text - Practise evaluating the effects of language and structural choices in spoken and written - responses - Use evidence-based analytical paragraphs to justify evaluative judgements - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model close analysis of language and structural choices within a text - Demonstrate how writers use vocabulary, imagery , sentence structures and organisational - features to shape meaning - Think aloud when exploring the intended effect of specific choices on the reader - Show how analytical responses link evidence, technique and impact ##### Student Practice - Identify a range of language and structural techniques in texts - Analyse how specific choices influence the reader’s thoughts, feelings and responses - Explore how structural features guide attention, create emphasis or build tension - Support analysis with precise textual evidence ##### Scaffolding Strategies - Language and structure analysis frameworks - Annotated model texts highlighting writer's methods - Technique–Evidence–Effect organisers - Guided questions focusing on how and why writers influence readers ##### Written & Verbal Rehearsal and Repetition - Discuss the effects of language and structural choices through paired and whole-class talk - Practise explaining the impact of specific techniques using sentence stems - Write analytical paragraphs linking technique, evidence and reader response - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model evaluative judgement with evidence ##### Student Practice - Evaluate texts across subjects ##### Scaffolding Strategies - Evaluation frameworks - Criteria checklists ##### Written & Verbal Rehearsal and Repetition - Justify opinions verbally - Develop extended written responses **Aim:** Students produce well-justified, critical evaluations of texts. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model selecting appropriate reading strategies for different subjects, text types and purposes - Demonstrate when to skim, scan, annotate, summarise, infer or read closely - Think aloud about why a particular strategy is most effective for a given task - Show how expert readers adapt their approach according to disciplinary demands ##### Student Practice - Apply a range of reading strategies across different subject disciplines - Select strategies that match the purpose, complexity and structure of the text - Adapt reading approaches when comprehension becomes challenging - Evaluate the effectiveness of different strategies for different tasks ##### Scaffolding Strategies - Reading strategy toolkits and prompts - Subject-specific reading guides - Strategy selection frameworks and decision trees - Guided practice with teacher feedback on strategy use ##### Written & Verbal Rehearsal and Repetition - Explain and justify strategy choices during reading discussions - Reflect verbally and in writing on which strategies were most effective - Practise applying different strategies to a range of text types and subjects - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model the use of different reading strategies across a range of texts and subjects - Demonstrate evaluating whether a strategy has improved comprehension - Think aloud about adapting or changing strategies when understanding breaks down - Show how skilled readers reflect on the effectiveness of their approach ##### Student Practice - Apply a range of reading strategies to different tasks and text types - Monitor their own understanding while reading - Evaluate which strategies best support comprehension, analysis and recall - Modify strategy use in response to the demands of the text and task ##### Scaffolding Strategies - Reading strategy comparison charts - Self-reflection and metacognitive prompts - Strategy evaluation checklists - Guided discussions exploring the strengths and limitations of different approaches ##### Written & Verbal Rehearsal and Repetition - Discuss the effectiveness of reading strategies during and after reading tasks - Complete short reflections explaining which strategies supported understanding - Compare outcomes achieved using different approaches - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model how reading approaches vary across different subject disciplines - Demonstrate identifying the unique features, conventions and demands of unfamiliar texts - Think aloud when selecting and applying appropriate disciplinary reading strategies - Show how expert readers transfer reading skills successfully into new contexts ##### Student Practice - Read independently across a range of subject disciplines and text types - Apply appropriate disciplinary reading strategies without prompting - Interpret unfamiliar texts by drawing on prior knowledge and transferable reading skills - Adapt reading approaches to meet the demands of new contexts and purposes ##### Scaffolding Strategies - Subject-specific reading frameworks and exemplars - Strategy reminder cards and disciplinary reading checklists - Structured opportunities to compare reading demands across subjects - Gradual release of responsibility through guided, collaborative and independent practice ##### Written & Verbal Rehearsal and Repetition - Explain and justify reading approaches used in different subjects - Reflect on how strategies have been adapted for unfamiliar contexts - Engage in discussions comparing disciplinary reading demands - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model engagement with a wide range of texts, including fiction, non-fiction, poetry, drama and digital texts - Demonstrate how readers respond critically to different genres, authors and viewpoints - Think aloud about personal reading choices and strategies for tackling increasingly challenging texts - Share recommendations and reflections that promote a rich reading culture ##### Student Practice - Read widely across a broad range of genres, forms and levels of complexity - Explore texts from diverse authors, cultures and perspectives - Respond critically to ideas, themes, styles and viewpoints - Select increasingly challenging texts that extend reading experience and understanding ##### Scaffolding Strategies - Curated reading lists and genre pathways - Reading recommendations from teachers and peers - Book talks, reading journals and discussion prompts - Structured opportunities to sample and compare a variety of texts ##### Written & Verbal Rehearsal and Repetition - Discuss and evaluate texts through reading circles and whole-class discussions - Maintain reading journals recording reflections, preferences and critical responses - Share recommendations and justify reading choices - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model expressing personal responses to a range of texts - Demonstrate how preferences can be supported with specific textual references - Think aloud when evaluating themes, characters, style, structure and authorial choices - Show how readers can hold different but equally valid interpretations when supported by - evidence ##### Student Practice - Share personal responses to a variety of texts and genres - Explain preferences using relevant textual evidence - Compare reactions to texts with those of peers - Develop reasoned judgements about authors, themes, characters and literary techniques ##### Scaffolding Strategies - Reading response frameworks and discussion prompts - Sentence stems for expressing and justifying opinions - Book review templates and reading journals - Modelled examples of evidence-based personal responses ##### Written & Verbal Rehearsal and Repetition - Participate in book discussions, reading circles and debates - Write regular reflections, reviews and recommendations - Justify opinions using quotations and references to the text - 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. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) 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 of 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 ##### Teacher Modelling - Model enthusiasm and informed choice ##### Student Practice - Independent reading routines ##### Scaffolding Strategies - Reading lists - Guided recommendations ##### Written & Verbal Rehearsal and Repetition - Book discussions - Written reflections **Aim:** Students select, sustain, and reflect on independent reading. Back to top ↑[Back to overview →](https://bhcet.org.uk/foundational-knowledge-and-skills/reading) ![Bishop Hogarth Catholic Education Trust](https://files.schudio.com/bishop-hogarth-catholic-education-trust/images/logo/Bishop_Hogarth_and_Hexham_Logo_new_(4).png) ### Bishop Hogarth Catholic Education Trust The Headlands Darlington Co. Durham DL3 8RW ### Useful Links: - [Contact Us](https://bhcet.org.uk/contact) - [Our Schools](https://bhcet.org.uk/about-us/our-schools/our-academies) - [Liturgy](https://liturgy.bhcet.org.uk/) ### Social Media - [Facebook](https://www.facebook.com/bishophogarthcatholiceducationtrust) - [Youtube](https://www.youtube.com/channel/UCnbQ9xZ52YqnFmxK5Ve_EuA) - [LinkedIn](https://www.linkedin.com/company/bishop-hogarth-education-trust/) - [Instagram](https://www.instagram.com/bishophogarth_cet/) ### Translation ### Office 365 [Sign in to Office 365](https://outlook.office.com/) Bishop Hogarth Catholic Education Trust is a company registered in England | Company Registration No: 07808732 | Registered Office: Carmel College, The Headlands, Darlington, DL3 8RW, England. bhcet.org.uk School & Trust Websites by [ ![Schudio logo](https://bhcet.org.uk/img/logo/light.png) ](https://www.schudio.com/)