the LIT programme

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3

APPENDICES
the LIT programme
BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3

APPENDICES
Published by Hackney Learning Trust
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Further information
For further information about the issues discussed in this publication please
contact:
Sophie Holdforth
Tel 020 8820 7157
[email protected]
Elina Lam
[email protected]

IV  APPENDICES the LIT programme

 CONTENTS
APPENDIX 1: TEACHER ASSESSMENT TOOLS 1
1.1 Reciprocal Teaching observation record 1
1.2 Pupil assessment tracker 2
1.3 Pupil spoken communication assessment chart 3
1.4 Questions linked to learning outcomes for reading 4
1.5 Super summarising strategies 10

APPENDIX 2: POSTERS FOR DISPLAY 11

2.1 TALK 11
2.2 Medal chart 12
2.3 Check it! 13
2.4 Punctuation pyramid 14
2.5 Varying sentence length 15
2.6 Story mountain map 16

APPENDIX 3: TOOLS FOR PUPILS 17

3.1 LIT Programme recommended reads 17
3.2 Reading journal 21
3.3 Book Review 23
3.4 Be the Boss bookmarks 24
3.5 Reciprocal Teaching Rolecards 25
3.6 Super Skills role record 27
3.7 Reciprocal Teaching Comprehension Chart 28
3.8 Vocabulary word maps 29
3 .9 Stand up rolecards 30

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  V

 Appendix 1

TEACHER ASSESSMENT TOOLS

1. RECIPROCAL TEACHING OBSERVATION RECORD

Super Skills OBSERVATION CHART

P = predict   Q = question   S = summarise   C = clarify

Student
name:

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

This resource is taken from the book Reciprocal Teaching at Work by Lori D. Oczkus (2003) Copyright © 2013
by the International Reading Association (www.reading.org)

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  1

Appendix 1: TEACHER ASSESSMENT TOOLS

2. PUPIL ASSESSMENT TRACKER

Pupils

ASSESSMENTS 1 2 3 4 5

BASELINE READING
TASK
Ordinary
BASELINE WRITING
TASK
Spooky story
UNIT 1 READING
Bath Night

UNIT 1 WRITING
Bath Night

UNIT 2 READING
Comparing leaflets

UNIT 2 WRITING
Persuasive writing

UNIT 3 READING
Wolf/Uniform

UNIT 3 WRITING
Book review

UNIT 4 READING
Count Dracula

UNIT 4 WRITING
Writing in character

UNIT 5 READING
Poetry

UNIT 5 WRITING
Creative writing
Analysis

4✔ = BRONZE
4 4 ✔= SILVER
4 4 4 ✔= GOLD

2  APPENDICES the LIT programme

 APPENDIX 1: TEACHER ASSESSMENT TOOLS

3. SPOKEN COMMUNICATION ASSESSMENT CHART

Pupils

OUTCOMES 1 2 3 4 5

SP1
I can use Standard
English confidently in
formal and informal
contexts.

SP2
I can give short
speeches and
presentations,
expressing my ideas
and keeping to the
point.

SP3
I can discuss reading,
writing and spoken
language with precise
and confident use of
linguistic and literary
terminology.

SP4
I can participate in
formal debates and
structured discussions.

SP5
I can improvise,
rehearse and perform
play scripts and poetry
using role, intonation,
tone, volume, mood,
silence, stillness and
action to add impact.

4✔ = BRONZE
4 4 ✔= SILVER
4 4 4 ✔= GOLD

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  3

Appendix 1: TEACHER ASSESSMENT TOOLS

4. Questions linked to learning objectives for reading

Example questions for R2d, R2g

I can use a range of reading strategies to understand what I have read.
I can check my understanding to make sure what I have read makes sense.

• Understanding the text.

• Retrieving information from the text.
• Finding quotations.

• When/where does the story take place?

• When/where was this text written?
• Who is this text about?
• Who are the main characters?
• What do you think will happen next?
• What do you think the text will be about?
• What is the text about?
• What happened in the story?
• What questions do you still have?
• What are the main points in the text?
• What is happening at this point in the story?
• Read the part that tells us …
• Can you find a word or phrase that means…?
• Where did you find the information about…?
• Where in the text does it say…?
• Can you sum up the main points in what you have read/the text?

4  APPENDICES the LIT programme

4
 APPENDIX 1: TEACHER ASSESSMENT TOOLS

Example questions for R2f

I can discuss the purpose and audience of a text and explain the writer’s intentions.

• Identifying text type.

• Understanding point of view.
• Commenting on themes.

• What kind of text is this? How do you know that?

• What genre is this text? What makes you think so?
• What can you expect of this type of text/ genre?
• What are the typical features of this text type/ genre?
• What other similar texts have you read?
• Describe the setting of the story. Why do you think the author chose this setting?
• What is the viewpoint of the writer?
• What does the writer think about …?
• What is the writer’s opinion about this topic?
• What is the writer trying to make the reader think or feel? What is your evidence?
• Who is the intended audience for this text?
• How successful is the author/writer? What makes you say that?
• What is this text about?
• What are the themes (‘big ideas’) the writer is wants to communicate?
• What is the author/writing trying to say about these themes?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  5

APPENDIX 1: TEACHER ASSESSMENT TOOLS

Example questions for R2a, R2b, R2e

I can deduce the meaning of unknown words from a text.
I can make connections between new words I have learned and those I already know.
I can make inferences referring to evidence in the text.

• Deducing ideas from the text.

• Interpreting information from the text.
• Inferring events from the text.

• What does … mean?

• What other similar words do you know?
• What would make sense in this context/ sitaution?
• What makes you think that?
• Can you explain why…?
• How do you feel about…?
• Through whose eyes is the story told?
• What does the main character feel about …?
• Why do you think the main character says…?
• Can you support your view with evidence?
• Predict what you think will happen next. Why do you think this?
• Predict what you think the text will go on to say. Why do you think this?
• Does anything surprise you? Explain why referring to the text.
• What is your opinion? What evidence do you have to support your view?
• What questions would you ask the author/ writer?
• What questions would you ask the characters?
• What do you agree/ disagree with? Why?
• Who would you most like to meet in the story? For what reason?

6  APPENDICES the LIT programme

 APPENDIX 1: TEACHER ASSESSMENT TOOLS

Example questions for R3a, R3b, R3c

I can identify and explain the use of figurative language.

I can comment on the writer’s choice of vocabulary.
I can explain the effect of the writer’s use of grammar.

• Explaining the writer’s choice of language.

• Understanding and commenting on language features.
• Analysing the effect of language choices.

• What do these words mean and why did the writer choose them?
• How has the writer used nouns/ verbs/ adjectives/ adverbs for effect?
• What is the effect?
• Does the writer use Standard English, colloquial language or dialect, academic or technical
language? What is the effect of this choice?
• How does the writer show us how the characters feel without telling?
• How does the writer make … appear frightening/ cruel/ kind/ helpful…?
• What language has the author used to make the characters sound silly/cruel/brave/cowardly
…?
• What do you notice about the kinds of sentences the writer uses?
• What is the effect of this?
• How has the writer made the reader feel empathy?
• How has the writer got the reader on their side?
• What language does the writer use to persuade the reader? Find an example.
• What emotion is the writer trying to make the reader feel? Give an example.
• How does the author describe the characters? How does it make them seem?
• How does the writer use figurative language?
• By comparing … to …, what is the writer trying to say?
• What ideas is the writer trying to convey?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  7

APPENDIX 1: TEACHER ASSESSMENT TOOLS

Example questions for R3d, R3e

I can analyse the structure of a text.

I can identify and discuss the presentational and organisational features of a text.

• Understanding the way the text has been put together.

• Explaining how parts of the text link together.
• Commenting on the organisation of the text.

• What are the features of this text?

• What do you notice about the way the text is organised?
• Describe the beginning, middle and ending of the story.
• How do the beginning and ending link?
• How does the story end?
• What was surprising about the ending?
• What was predictable about the ending?
• Describe any climatic moments or cliffhangers.
• How does the author build tension and suspense?
• What would happen if the order of events were changed?
• What is the main event in the story? Why do you think so?
• How do the characters change as the story progresses?
• What is the purpose of the pictures/ diagrams/ photos/ graphs?
• Why are some words in bold/ italics/ capital letters?
• What do you notice about the title?
• What are the sub-headings for? How have they been chosen?
• How do the images and text relate to each other?
• How do the paragraphs link together?
• How has the designer used colour?

8  APPENDICES the LIT programme

 APPENDIX 1: TEACHER ASSESSMENT TOOLS

Example questions for R3g

I can make comparisons between texts.

• Comparing similarities and differences.

• Understanding different social, cultural and historic contexts.
• Commenting on the themes, messages and opinions.

• In what ways are the texts similar?

• How are they different?
• When were they written? Who wrote them? Where were they written?
• How do you know?
• What are the clues that tell you this?
• What do you notice about the language?
• What are the main themes of the texts?
• What points of view are expressed?
• When and where were the stories set?
• Are the writers talking about the past, the present or the future?
• Compare and contrast the setting/ plot characters.
• Compare the viewpoint/ text type/ opinions/ message.
• Compare the language/ vocabulary/ grammar/ sentence structure.
• Compare the structure and organisation.
• Is this text still relevant to a modern audience? What makes you think that?
• Do you think this would still happen today?
• Is the viewpoint or message relevant to you?
• What do you think about…?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  9

APPENDIX 1: TEACHER ASSESSMENT TOOLS

5. Super Summarising Strategies

Summary Strategy Description

Ten-Finger Summary Pupils must summarise orally in exactly ten words – counting one
per digit on their hands.

Sub-headings Pupils give each paragraph of the text a short sub-heading.

Headlines Pupils create a newspaper headline to summarise the text or

main points of the lesson.

Five W’s Pupils use Who What When Where Why to summarise the text.
Good for recounts and narratives.

Word Cloud Pupils are given a ‘cloud’ of keywords from the text. They must
use these to write a few meaningful sentences to summarise.

Acrostic Pupils are given a key word/ concept from the lesson (eg plot)
written vertically. They must use each letter to start a summary
sentence.
Eliminate Pairs write summaries and join them together.
As a group, pupils ‘eliminate’ unnecessary words by crossing
them out.
Gist Pupils are given a blank grid (eg 3x4 grid) and must write a word
in each square that captures the ‘gist’ of the text.

Quick Draw Pupils draw an image that captures the essence of the text. They
could be restricted to pictures and symbols only – no words.

Text Message Pupils write a summary using txt msg form.

Freeze Frame Pupils create a group tableau to represent the main idea from a
text.

Story Board Pupils are given a blank ‘Story Board’ – no more than 4 frames.
They draw images to represent the main events of the text.

Concept Map Good for complex texts and non-fiction. Pupils create a map
showing the relationships between points/ ideas/ information.

Graffiti Wall Pupils use an A3 sheet of paper to pin on the wall and create a
summary in graffiti form – using pictures/symbols/graphics.

10  APPENDICES the LIT programme

 Appendix 2

POSTERS FOR DISPLAY

1. TALK poster

T-A-L-K poster

Track the person speaking

and look at whoever you are
talking or listening to.

Add to or build on what the

last person said.

Listen attentively.

Keep asking relevant

questions and answering with
relevant ideas and comments.

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  11

 LIT PROGRAMME MEDALS

Gold SECURE INDEPENDENT I can meet this learning

medal outcome on my own.
2. Medals poster
APPENDIX 2: POSTERS FOR DISPLAY

Silver DEVELOPING WORKING TOWARDS I have shown some

GREATER LEVELS OF evidence of this learning
medal INDEPENDENCE
outcome and can
sometimes do this with
help.

Bronze EMERGING BEGINNING TO I am beginning to have

WORK TOWARDS a go at this learning
medal INDEPENDENCE
outcome and can
occasionally do this with
support.

12  APPENDICES the LIT programme

 APPENDIX 2: POSTERS FOR DISPLAY

3. Check it! poster

CHECK IT!
Use a different colour to improve your work.

Have I read it aloud to check that it makes sense?

Have I improved it by adding more powerful words from my reading?

Have I read it aloud to add any missing punctuation?

Have I corrected any mistakes in grammar?

Have I checked the spelling carefully?

Have I made any changes to improve the effect?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  13

APPENDIX 2: POSTERS FOR DISPLAY

4. Punctuation pyramid

.
.?
.?,!
. ? , ! … ’“ ”
. ? , ! … ’“ ” : ; ( ) –
Punctuation Pyramid

14  APPENDICES the LIT programme

 APPENDIX 2: POSTERS FOR DISPLAY

5. Varying sentence length poster

VARY SENTENCE LENGTH

MAKE MUSIC

This sentence has five words. Here are five more words. Five-word sentences
are fine. But several together become monotonous. Listen to what is
happening. The writing is getting boring. The sound of it drones. It’s like a
stuck record. The ear demands some variety. Now listen. I vary the sentence
length, and I create music. Music. The writing sings. It has a pleasant rhythm,
a lilt, a harmony. I use short sentences. And I use sentences of medium
length. And sometimes when I am certain the reader is rested, I will engage
him with a sentence of considerable length, a sentence that burns with
energy and builds with all the impetus of a crescendo, the roll of the drums,
the crash of the cymbals--sounds that say listen to this, it is important.

So write with a combination of short, medium, and long sentences. Create

a sound that pleases the reader’s ear. Don’t just write words. Write music.

Gary Provost
Text source:
www.garyprovost.com/_i_100_ways_to_improve_your_writing__proven_professional_techniques_
for_writing__109049.htm

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  15

 Climax
Remember: brilliant stories
have lots of story mountains
to engage the reader over a
longer period of time.
APPENDIX 2: POSTERS FOR DISPLAY

6. story mountain map

Falling

action
action 
Resol

xposition  rising
E
ution

story mountain
map

16  APPENDICES the LIT programme

 Appendix 3

TOOLS FOR PUPILS

1. LIT PROGRAMME RECOMMENDED READS

Title Author

Klaus Vogel and the Bad Lads David Almond

Torrent Bernard Ashley

Jon For Short Malorie Blackman

Robot Girl Malorie Blackman

Anzac Boys Tony Bradman

Alligator Theresa Breslin

The Traveller Theresa Breslin

Graphic Cathy Brett

Dumb Chocolate Eyes Kevin Brooks

Bloodline Kevin Brooks

The Devil's Angel Kevin Brooks

Johnny Delgado: Like Father Like Son Kevin Brooks

I See You Baby Kevin Brooks/Catherine Forde

Persist Melvin Burgess

Crow Girl Rises Kate Cann

Text Game Kate Cann

Getting Away With It Anne Cassidy

Blindside Aidan Chambers

Falling Cat Clarke

Glee Club Jo Cotterill

Amir Khan Andy Croft

The Uniform Tommy Donbavand

Wolf Tommy Donbavand

Pirate Attack Paul Dowswell

Under Attack Jim Eldridge

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  17

APPENDIX 3: TOOLS FOR PUPILS

Title Author

My Name is O Sam Enthoven

At the World's End 1/2 Catherine Fisher

Jet Black Heart Teresa Flavin

The Cold Heart of Summer Alan Gibbons

A Strange Land Alan Gibbons

The Greatest Alan Gibbons

The Chain Keith Gray

Ghosting Keith Gray

The Last Soldier Keith Gray

The Return of Johnny Kemp Keith Gray

The Shadow on the Stairs Ann Halam

2 Die 4 Nigel Hinton

Daredevil Nigel Hinton

On the Edge Nigel Hinton

Partners in Crime Nigel Hinton

Until Proven Guilty Nigel Hinton

Angel of Venice Mary Hoffman

A Dark Trade Mary Hooper

Horowitz Horror (series) Anthony Horowitz

You Killed Me! Keith Gray

Diary of an (Un)teenager 1/2 Pete Johnson

Return of the (Un)teenager 2/2 Pete Johnson

Awesome Pete Johnson

Hero Pete Johnson

Six Hours Pete Johnson

Diary of a Wimpy Kid (series) Jeff Kinney

Two Words Tanya Landman

The Night Raid Caroline Lawrence

18  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

Title Author

Queen of the Silver Arrow Caroline Lawrence

Brock Anthony McGowan

The Fall Anthony McGowan

Pike Anthony McGowan

Cool Michael Morpurgo

Tilly's Promise Linda Newbery

A Lily, A Rose Sally Nicholls

Shadow Girl Sally Nicholls

Ghost Stadium Tom Palmer

Tudor Rose Anne Perry

Rose of No Man's Land Anne Perry

Rose Between Two Thorns Anne Perry

Dream On 1/2 Bali Rai

Game On 2/2 Bali Rai

The Gun Bali Rai

Old Dog, New Tricks Bali Rai

Wrong Number Chloe Rayban

Black Bones E.E. Richardson

The Curse Box E.E. Richardson

Moose Baby Meg Rosoff

Burnout Robert Swindells

Dan's War Robert Swindells

The Deep End Robert Swindells

Just a Bit of Fun Robert Swindells

Snapshot Robert Swindells

Saved Eleanor Updale

Soul Mates 1/3 L.A. Weatherly

Soul Desire 2/3 L.A. Weatherly

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  19

APPENDIX 3: TOOLS FOR PUPILS

Title Author

Soul Song 3/3 L.A. Weatherly

Them L. A. Weatherly

Wasted L.A. Weatherly

Watcher L.A. Weatherly

Pale Chris Wooding

20  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

2. Reading Journal

Name of book:

Brief summary of what I have read:

My response, thoughts, feelings, reaction, questions, comments.

I thought … … made me think …

I wondered … … made me feel …
I felt… I didn’t understand …
I liked… I wasn’t sure about …
I disliked … I was puzzled by …
I discovered … I was confused by …

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  21

APPENDIX 3: TOOLS FOR PUPILS

22  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

3. BOOK REVIEW

By:

Title:

Author:

What was the book about?

What 3 things did you like about the book?

Explain why.

1.

2.

3.

What was your favourite part and why?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  23

APPENDIX 3: TOOLS FOR PUPILS

3. BE THE BOSS BOOKMARK

Be the Boss! Be the Boss!

Predict Predict

Use clues from the text or illustrations to Use clues from the text or illustrations to
predict what will happen next. predict what will happen next.
• I think…because… • I think…because…
• I predict…because… • I predict…because…
• I suppose…because… • I suppose…because…
• I think I will learn…because… • I think I will learn…because…

Question Question

Ask questions as you read. Ask questions as you read.

Ask some questions that have answers in Ask some questions that have answers in
the text. the text.

Use the question words: Who? What? Use the question words: Who? What?
Where? When? Why? How? and What if? Where? When? Why? How? and What if?
Try asking some questions that can be inferred Try asking some questions that can be inferred
(worked out) by looking for clues in the text. (worked out) by looking for clues in the text.

Clarify Clarify

How can you figure out a difficult word or How can you figure out a difficult word or
idea in the text? idea in the text?
• Try sounding it out. • Try sounding it out.
• Try breaking it down. • Try breaking it down.
• Reread and read ahead to see if you can • Reread and read ahead to see if you can
work it out. work it out.
• Think of another word that might fit • Think of another word that might fit
• Think about what would make sense. • Think about what would make sense.
• Talk to a friend, or look it up in the • Talk to a friend, or look it up in the
dictionary or on the internet. dictionary or on the internet.

Summarise Summarise

Using your own words, sum up the main Using your own words, sum up the main
ideas from the text in order. ideas from the text in order.
• This text is about… • This text is about…
• This part is about… • This part is about…
• First… next… in the last paragraph… • First… next… in the last paragraph…
• Then… • Then…
• Finally… • Finally…

24  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

4. RECIPROCAL TEACHING ROLECARDS

The Predictor

Predicts what will happen in the story or what the text will be about.
I think that… because, I predict… because…, I think I will learn because…

1. Ask your group to look at the cover, headings, illustrations, or to think about what just
happened in the text and what might happen next.
2. Share your predictions first. Then, encourage all group members to share their predictions
with reasons for them.

The Questioner

Asks questions about the text – Who? Where? When? How? Why? What if?

1. Ask your group members to write one or two questions that could be answered by
rereading the text.
2. Ask your questions first. Call on a volunteer to answer your question.
3. Ask for other volunteers to ask their questions. Avoid yes or no questions!

The Clarifier

Clarifies unfamiliar words – sounds out the word, reads around the word, breaks a word into
chunks, thinks about another word that might fit, and thinks about what would make sense.

1. Ask the group to reread this portion of the text and look for confusing ideas or words. (What
if you had to explain this book to a small child?)
2. Ask the group to note one tricky word or idea.
3. Share your word or idea first. Explain how you figured it out, using the Clarifying bookmark.
4. Ask for volunteers to give their words or ideas. Ask how they figured them out. If someone
has a difficult word or idea that he or she didn’t figure out, ask group members for ways to
clarify the unclear word or idea.

The Summariser

A brief summary of the important points IN ORDER and in your own words.
This text is about… this part is about… first… next… then… in the last part… finally…

1. Ask the group to summarise this part of the text in writing on a piece of paper or in their
student booklets.
2. Share your summary first.
3. Ask if anyone would like to add to your summary or give their own.

Adapted from Reciprocal Teaching at Work by Lori D. Oczkus © 2013 International Reading
Association

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  25

APPENDIX 3: TOOLS FOR PUPILS

THE Director: instructions for fiction

The Director keeps the discussion going and ensures that everyone practises their role.

Before reading
4. Ask the predictor to go first.
5. After the predictor’s turn, decide how the group will read the text –
aloud, silently, or in pairs.

After reading

1. Ask who would like to go first – the questioner, clarifier, or summariser. Keep the discussion
going. If the group did not finish reading the story, the predictor takes another turn to ask,
what will happen next?
2. Ask each group member to share his or her reflections on the text.

The Director: instructions for non-fiction

The Director keeps the discussion going and ensures that everyone practises their role.

Before reading
1. Ask everyone to share what they know about the topic and what they
think they might learn.
2. Ask for questions about the text.
3. Ask the predictor to take a turn making a prediction.
4. After the predictor’s turn, decide how the group will read the text –
aloud, silently or in pairs.

After reading

1. Ask who would like to go first – the questioner, clarifier or summariser. Keep the discussion
going.
2. Were the group’s predictions right? Do they have any other questions?
3. Invite the group members to compliment one another: ‘Good eye contact’, ‘Great idea’, or
‘Good turn-taking’.

Adapted from Reciprocal Teaching at Work by Lori D. Oczkus © 2013 International Reading
Association

26  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

5. Super Skills Role RECORD

USE THESE CODES TO RECORD THE RECIPROCAL TEACHING STRATEGIES COACHED

P = predict   Q = question   S = summarise   C = clarify

Student
name:

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

Date Date Date Date Date

This resource is taken from the book Reciprocal Teaching at Work by Lori D. Oczkus (2003) Copyright © 2013
by the International Reading Association (www.reading.org)

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  27

APPENDIX 3: TOOLS FOR PUPILS

6. RECIPROCAL TEACHING: COMPREHENSION CHART

Predict

What do you think will happen in the text? (Fiction)

What do you think you will learn about? (Non-fiction)
(Look at the title, headings, pictures and illustrations.)
(If in the middle of a text, think about what you read about last time.)

Clarify
What ideas or words do you need to clarify?

Question

Summary
Our summary
(Retell the key points or main events from the text.)

28  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

7. VOCABULARY WORD MAPS

Definition(s): Spell the word correctly 4 times.

(Chunk it if you need to):
e.g. look-ing

1.

2.

3.

4.

Synonyms: Use the word meaningfully in a

sentence:
•

Definition(s): Spell the word correctly 4 times.

(Chunk it if you need to):
e.g. look-ing

1.

2.

3.

4.

Synonyms: Use the word meaningfully in a

sentence:
•

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  29

APPENDIX 3: TOOLS FOR PUPILS

8. STAND UP ROLE CARDS

Predictor
• I think that what will happen next is ..
• I think the text will go on to say ….
• Because ….

• Does anyone else have a prediction?

• What can we predict from the … (title, headings, illustrations, images)
• What can we predict from what we have just read?

Clarifier
• I would like to clarify the meaning of ...
• I think it could mean …
• Because ….

• What do other people think?

• Would anyone else like to clarify a word or a phrase?
• What do you think it could mean?
• Why do you think that?

30  APPENDICES the LIT programme

 APPENDIX 3: TOOLS FOR PUPILS

Questioner
• I have a question about the text …
• I wonder ….
• I think it could ….
• Because …

• Who else has a question?

• What do you think the answer might be?
• Why do you think that?

Summariser
• To summarise the main points of the text ...
• I will summarise the main points in three (four, five) sentences ….
• It says in the text ….

• Would anyone like to add to my summary?

• Does anyone think I have included unnecessary information?
• What would you cut out?

BOOSTING LITERACY AND ATTAINMENT AT KEY STAGE 3 APPENDICES  31

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