14 March 2021


WoW – scenario          CPD Focus – Reading for understanding




  • Reading widely
  • Reading for pleasure
  • Spelling of subject-specific vocabulary
  • Use of WAGOLLs to model/scaffold (visualisers, mini-whiteboards)
  • Purposeful and structured communication with others










  • Reading – Please continue to make reading a priority within your planning this week. Use one of the Reading Quick Wins slides if it helps.
  • Reading Warriors resources – resources are saved here.
  • PTSA – our trainee is in school Monday to Thursday this week.
  • Trainee/new staff induction CPD this week – ASPIRE framework – JMI
  • Setting work – please set homework as per department policies and set work as Assignments for your lessons
  • Please continue to plan using the five part model agreed by SIG – LOW STAKES – EXPLAIN – MODEL – SCAFFOLD - PRACTICE



 Feedback - Plan - Teach


Link to this term’s CPD focus – Improving reading for understanding by increasing independence


Key Priorities

  • Delivering effective remote learning
  • Promoting wider reading within your subjects and reading for pleasure



As we focus our attention onto developing the students’ reading skills, we all know that the process of learning new words needs to be considered deliberately and explicitly as part of teacher instruction.  Students with weak prior knowledge and the most limited vocabulary will find this most difficult; new words often do not ‘stick’ and, if they are not practised, they are forgotten all too easily.  The following steps support reading by supporting deliberate vocabulary development for all learners:


  1. Specify and define the words – compile a list of words that the student will need in your lesson. Alternatively, you may wish to highlight them in the text that you are using (whether this is an exam question, an article or source, or a page of a text book). Provide definitions of these words in language that the students understand them.
  2. Say the Words – all too often, we teach vocabulary that students have never heard or used previously.  Ask them to repeat words, chorally. Engineer paired discussions or questions so that students have to use the words that they are learning.  Check that students can use the words using individual questioning or call and response.
  3. Read words in context – wherever possible, ensure that students read the new words in the texts that you provide.  It can also be important to interrupt reading when new words arise to ensure that they are explored for meaning in that context.
  4. Practise using the words verbally and in writing
  5. Engage in word-based retrieval practice – use glossaries and knowledge organisers to support regular retrieval practice using the target vocabulary. Test that students know what words mean, can identify their correct use in context and can use them in speech and in writing themselves.


Adapted from ‘Teaching Walkthrus’ by Tom Sherrington and Oliver Caviglioli



Useful references:


Remote Learning Policy (to be updated to reflect recent changes – by the end of this week)

Teaching and Learning Policy (containing blended learning approach)

WLD planning template (updated January 2021)



Thanks to the Maths Department for developing the Reading Warriors approach to Reciprocal Reading. Click on the first image below to see the full PowerPoint.




Pearson’s Professional Academy (some free CPD courses)



Psychological First Aid Courses



Microsoft Educator Community


Immersive Reader – lots of resources are available to promote inclusion to help students to become better readers.



 Feedback - Plan - Teach


Posted by Rachel Long

Category: Teaching and Learning Digests

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