Reading strategies checklist Reading strategies checklist

This handy checklist can be used to encourage wider reading, or In my reading, I:

as part of class reading activities. Here are some suggestions for
use: INFER and DEDUCE …

 In starters or plenaries to prompt students in the self-  see images/visualise

assessment of their reading.  hear a voice through the text
 predict what might happen
 To give pupils a focus when skim-reading and scanning texts
and unseen extracts.  speculate about characters and events
 summarise what is happening.
 To recap a text or reading from a previous lesson or homework.

 In guided reading groups when scrutinising a text in closer RESPOND …

detail.
 ask questions
 For setting personalised reading targets after APP tasks at KS3  relate to my own experiences
or after practice GCSE English Language and Literature tasks.  give comments
 feel involved
 For the differentiation of reading, with weaker students
focusing on ‘infer and deduce’, and more able and gifted  empathise.
readers working up to the ‘reflect’ section.

 To trigger and structure smaller group or whole-class debates REFLECT …

about texts in the ‘respond’ section.
 rationalise what is happening
 When interpreting ‘functional skills’ style texts, with an  re-read
especial focus on relating them to their own life experiences.  re-interpret
 pass judgments
 To remind students of the need to be ‘active’ rather than
 interpret patterns (theme, language, structure)
passive in their reading.
 relate to previous reading experiences
 In revising and practising key skills for responding to set  establish a relationship with the author/narrator
readers in the GCSE English Literature examination and unseen  relate a text to its time and place.
non-fiction/ media in GCSE English Language.

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