- provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website
- Read&Write for Google – use Reader, Translator Tool and Picture Dictionary (can use on all apps and web pages)
- text in first language: is the text available in the pupil’s first language
- provide visual cues, use props/actions/puppets etc as appropriate
- have a rich, clearly contextualised print environment (making links across the curriculum)
- establish peer modelling and provide opportunities to talk about text pictures/illustrations with a partner
- use collaborative reading activities eg information gap, jigsaw reading etc.
- processes, matching the beginning and ends of sentences etc
- ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
- ask pupil to transfer information from a text into a key visual by using graphic organisers such as tables, classifying information, sequencing of key points
- gap fill activities and cloze procedures
- encourage prediction about text content using visual and contextual cues
- Use strategies such as SOLO taxonomy to develop higher order thinking and collaborative learning
- Encourage the on-going use of picture/dual language/English dictionary Cambridge Online Dictionary with visuals as appropriate
- pre teach key words prior to meeting in text and also Pip St John materials
- ask focused questions to check or confirm understanding of text
- provide support and encourage pupils to make own books e.g using Book Creator and word banks in English and / or home language
- after reading ask for verbal summary of reading
- for older pupils provide character lists and summaries of longer class texts/novels etc