Section 2 Questions 2A/B Strategies for able/reluctant readers

Front

1. How would you explain ‘folklore’ and ‘impossibly extravagant’ to more able p.5  pupils, and p.5 reluctant readers   

Back

‘folklore ’-  stories  and legends from the past , handed down orally from one generation to the next.  These stories are traditional beliefs, and not true.

‘impossibly extravagant’ -  wasteful of money, or a waste of money, unnecessary use of money 

Use the text to work out the meaning (able)

Provide/elicit further examples (able)

Discussion of famous characters who would or would not be impossibly extravagant, e.g. Cinderella- no; Prince Charming – yes (reluctant)
Use simpler language (reluctant)

Front

1. How would you explain each of the words ‘relieved’ and ‘grudgingly’ to more able p.4   pupils and p.4 reluctant readers?

Back

Use simpler language/synonyms. Give example i.e. relieved - thankful, grateful, no longer feeling distressed; grudgingly - unwillingly, reluctantly, not wanting to do something. In this context Mr Playfair did not really want to congratulate Paddington.

Use the text to work out the meaning 

Provide/elicit further examples. 

Provide a cue - this needs to be specified 

Discuss famous characters who would or would not be relieved/act grudgingly. Give example. 

Specify/ provide a suitable visual image (still or moving) of a scenario that shows a person feeling relieved/acting grudgingly. Give an example. 

Drama - role play the scene 

Specify/provide a suitable everyday example or example from a well-known story (e.g. fairy tale? Prince Charming that the ugly sisters did not fit the shoe?) of someone feeling relieved. 

Front

What two strategies would you use to enable more able P.5 readers to understand the word

‘flouted? (a)

What two strategies would you use to enable reluctant P.5 readers to understand the word

‘piercing’? (b)

Back

(a) ‘flouted? (2)

Use simpler language/synonyms. Give example i.e. disregarded; ignored; scorned. It is necessary to

include examples of synonyms to show that you understand the words.

Use the text to work out the meaning

Use a thesaurus and identify relevant synonyms.

Provide a cue – you need to specify the cue.

Provide/elicit further examples (state the examples).

(b) Discuss famous characters who would or would not give a piercing look. You need to give an example.

Specify/ provide a suitable visual image (still or moving) of a scenario that shows a person giving a

piercing look. You need to give an example.

Drama - role play the scene

Specify/provide a suitable everyday example or example from a well-known story (e.g. fairy tale?) of

someone giving a piercing look. Again, you need to give a relevant example.

Ask learners to imagine a time when they received a piercing look.

Front

(a) What two strategies would you use to enable more able P.5 readers to understand the word ‘scrutinised’?

(b) What two strategies would you use to enable reluctant P.5 readers to understand the word ‘ominous’?

Back

• (a) For more able readers, key strategies are word-/text-based, such as:

  • Use the text to work out the meaning i.e. words/sentences before/after “scrutinised”

  • Elicit simpler language/synonyms i.e. inspected; examined; looked at carefully. It is necessary to include examples of synonyms to show that you understand the words. 

  • Use a thesaurus and identify relevant synonyms (again, the synonyms must be listed). 

  • Provide a cue, such as a question (you need to specify the cue). 

  • (b) For reluctant readers, key strategies are more active or visual, such as:

    • Specify/ provide a suitable audio-visual image of, e.g., an animal or person sounding ominous. You need to give an example. In doing so, consider alternative words i.e. menacing; threatening; troubling. 

    • Drama - role play the scene 

    • Discuss famous characters who would sound ominous. You need to give an example, e.g., Miss Trunchbull. 

    • Specify/provide a suitable everyday example or example from a well-known story (e.g. fairy tale?) of someone or something sounding ominous. Again, you need to give a relevant example.

    • Ask learners to imagine a time when they heard an ominous sound.

  In both (a) and (b), it was vital that you showed your understanding of “camaraderie” and “acquiesced”.

Front

1. (a) What two strategies would you use to enable more able P.5 readers to understand the word “camaraderie”?

2. (b) What two strategies would you use to enable reluctant P.5 readers to understand the word “acquiesced”?

Back

(a) For more able readers, key strategies are word-/text-based, such as:

1. Use the text to work out the meaning i.e. words/sentences after “camaraderie” – “military life”

2. Elicit simpler language/synonyms i.e. friendship; teamwork. It is necessary to include examples of synonyms to show that you understand the words. 

3. Use a dictionary or thesaurus and identify relevant synonyms (again, the synonyms must be listed). 

4. Provide a cue, such as a question (you need to specify the cue). 

5. (b) For reluctant readers, key strategies are more active or visual, such as:

   • Specify/provide a suitable audio-visual image of, e.g., someone acquiescing. You need to give an example. In doing so, consider alternative words agreeing; doing what was expected. 

   • Drama - role play the scene 

   • Discuss other famous people or characters who have acquiesced. You need to give an example. 

   • Specify/provide a suitable everyday example of someone – perhaps someone in the class? - who recently acquiesced. Again, you need to give a relevant example.

   • Ask learners to imagine a time when they acquiesced i.e. when the teacher asked them to do something.

In both (a) and (b), it was vital that you showed your understanding of “camaraderie” and “acquiesced” to gain full marks.

Front

1. (a) What two strategies would you use to enable more able P.5 readers to understand the word “proceedings”?

2. (b) What two strategies would you use to enable reluctant P.5 readers to understand the word “animated”?

Back

(a) For more able readers, key strategies are word-/text-based, such as:

1. Use the text to work out the meaning i.e. words/sentences before and/or after “proceedings” 

2. Elicit simpler language/synonyms i.e. events, matters, business. It is necessary to include examples of synonyms to show that you understand the words. 

3. Use a dictionary or thesaurus and identify relevant synonyms (again, the synonyms must be listed). 

4. Provide a cue, such as a question (you need to specify the cue). 

5. (b) For reluctant readers, key strategies are more active or visual, such as:

   • Specify/provide a suitable audio-visual image of, e.g., someone behaving in an animated way. You need to give an example. In doing so, consider alternative words i.e. full of life, excited, lively.

   • Drama - role play the scene 

   • Discuss other famous people or characters who are animated. You need to give an example. 

   • Specify/provide a suitable everyday example of someone – perhaps someone in the class? - who looks animated. Again, you need to give a relevant example.

   • Ask learners to imagine a time when they were animated i.e. on Christmas morning, at a birthday party.

In both (a) and (b), it was vital that you showed your understanding of “proceedings” and “animated” to gain full marks.

Front

1. (a) What two strategies would you use to enable more able P.5 readers to understand the word “matriarch” (paragraph 4)?

2. (b) What two strategies would you use to enable reluctant P.5 readers to understand the word “congregate” (paragraph 4)?

Back

(a) For more able readers, key strategies are word-/text-based, such as:

1. Use the text to work out the meaning i.e. words/sentences before and/or after “matriarch” 

2. Elicit simpler language/synonyms i.e. female head of the family, mother figure, female leader. It is necessary to include examples of synonyms to show that you understand the words. 

3. Use a dictionary or thesaurus and identify relevant synonyms (again, the synonyms must be listed). 

4. Provide a cue, such as a question (you need to specify the cue). 

5. (b) For reluctant readers, key strategies are more active or visual, such as:

   • Specify/provide a suitable audio-visual image of, e.g., a large crowd at a concert. You need to give an example. 

   • Drama - role play gathering/congregating 

   • Discuss other scenarios where people congregate. You need to give an example. 

   • Specify/provide a suitable everyday example of times when the class congregate. Again, you need to give a relevant example.

   • Ask learners to imagine a time when they congregated i.e. meeting a group of friends outside the cinema.

In both (a) and (b), it was vital that you showed your understanding of “matriarch” and “congregate” to gain full marks.

Front

(a). What two strategies would you use to enable more able P.5 readers to understand the word “incongruous”?

(b) What two strategies would you use to enable reluctant P.5 readers to understand the word “unnerved”?

Back

(a) For more able readers, key strategies are word-/text-based, such as:

• Use the text to work out the meaning i.e. words/sentences before and/or after “incongruous” 

• Elicit simpler language/synonyms i.e. out-of-place, unsuited, unsuitable, inappropriate. It is necessary to include examples of synonyms to show that you understand the words. 

• Use a dictionary or thesaurus and identify relevant synonyms (again, the synonyms must be listed). 

• Provide a cue, such as a question (you need to specify the cue). 

• (b) For reluctant readers, key strategies are more active or visual, such as:

  • Specify/provide a suitable audio-visual image of, e.g., someone feeling anxious/troubled/uneasy before an important event. You need to give an example. 

  • Drama - role play feeling unnerved 

  • Discuss other scenarios where people feel unnerved i.e. before a test. You need to give an example. 

  • Specify/provide a suitable everyday example of times when the class feel unnerved i.e. before performing the whole class assembly. Again, you need to give a relevant example.

  • Ask learners to imagine a time when they felt unnerved i.e. before the talent show.

  • In both (a) and (b), it was vital that you showed your understanding of “incongruous” and “unnerved” to gain full marks.