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Reading at Key Stage 2| Resources
Resource A: What children need to learn/possess to become readers
NB The items in each column are not necessarily related across the columns
| Recursive Learning |
| Attitudes |
Competencies |
Experiences |
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a) Strategies
- to make sense of the written word (to expect the text to make sense)
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- Familiarity with the language of books
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- to connect what they read to their own first-hand experience and to what they have read elsewhere
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- Close familiarity with some key favourite texts and authors
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- to ask questions of what they read (i.e. read actively)
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- Familiarity with many types of text read for many purposes
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- to find answers to questions that interest them
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- Familiarity with electronic texts
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- Readiness to correct self & modify ideas
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- to choose books they will enjoy reading and/or find useful
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- to build complex narratives in their heads
- to build mental models of the world and its contents in their heads ( i.e. symbolically)
- to interpret pictures in complex ways( this will help them do the same thing with polysemic texts)
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| Linear Learning |
b) Tactics- competence in recognising an increasing vocabulary of words on sight
- competence in identifying unknown words
- through harmonious use of all cueing systems:
picture cues
- semantic cues (involving active use of how stories and other kinds of texts work and how the world works)
- syntactic and lexical cues (involving active use of knowledge of the language of books)
- grapho-phonic cues (involving active use of knowledge of sound/symbol relations, including onset and rime, and complex spelling patterns)
- to use chapter headings, blurbs, contents pages, indices etc. to find their way around books to read silently
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