Reading

• Let me look at the text before the lesson so that I feel more ready and know what to expect when we read it together.
• Give me extra time when we’re reading so that I don’t feel rushed and can take the time I need to understand the words.
• Let me read with a buddy who can help me with the hard words so that I don’t get stuck and can enjoy the story with more confidence.
• Explain tricky words before we start reading so that I don’t get confused and can follow along more easily.
• Teach me what new words mean and how to use them so that I can understand what I’m reading and use those words in my own talking and writing.
• Show me the important words before we read so that I’m ready for them and don’t feel lost when I see them in the classroom
• Ask me questions using 'Bloom's taxonomy' that match what I know and help me think more deeply so that I can feel successful and keep growing my ideas.
• Teach me how to make guesses, ask questions and explain things I read so that I can understand the story better and feel proud of what I know.
• Give me shorter or simpler parts of the story so that I can understand it more easily without feeling overwhelmed.
• Give me a short version of the story so that I can understand the main ideas and join in with everyone else.
• Help me highlight important words and write little notes so that I can remember what they mean and find them again later.
• Let me listen to notes or see helpful comments so that I can understand what’s important and use it when I’m reading or working.
• Give me time to read things more than once so that I can make sure I’ve really understood it.
• Show me how you think when you read so that I can learn what good readers do inside their heads.
• Give me books that match my age and interests so that I enjoy reading and feel like the stories are for me.
• Show me how to use pictures, titles and headings to understand what a text is about, so that I can find information more quickly.
• Help me practise reading with expression and rhythm so that I can sound smooth and confident like you do.
• Show me how you read with expression and feeling so that I can learn how to make the story sound interesting too.
• Talk with me about real things and experiences so that I can learn new words and know how they’re used.
• Let me read and talk about stories with others so that I can practise thinking and sharing ideas together. Use a reciprocal reading approach so that I learn the different ways to understand a text while working in a group

Difficulties in accessing reading scheme

Difficulties in accessing whole class texts

This will help you find EII for reading

Limited progress in the school’s chosen systematic synthetic phonics programme

Limited progress made in phonics teaching

Limited progress in development of reading fluency.

Learner may have difficulties with copying texts, lose their place in longer pieces of texts or may quickly forget what they have just read.

Supporting the learner’s processing of print at their comfortable pace, while honouring their energy and effort.

• Read with me using a paired reading approach and help when I get stuck, so that I can enjoy reading together and become more fluent and confident in the process.
• Let me read the text before the lesson, so that I can feel more prepared and ready to join in.
• Give me extra time to read, so that I can take my time and understand the words without rushing.
• Let me take short breaks when I read long texts, so that I can stay focused and not get too tired.
• Sit me with someone who can help me read, so that I can feel more confident and not feel left out.
• Show me what you're looking for in reading using a checklist, so that I can understand how to do well.
• Help me sound out parts of words and blend them together, so that I can learn how to read new words.
• Let me use my fingers to segment words into sounds, so that I can work them out more easily.
• Show me how to sound out and blend words, so that I can copy you and learn how to do it on my own.
• Help me practise the sounds and letters we’ve learned every day so that I can get really confident using them when I read and write.
• Help me sound out tricky words while we’re chatting so that I can get better at reading them in a way that feels easy and natural.

Learner finds it hard to use a dictionary or index

Learner finds black print on white paper difficult to see clearly.