Structure of a Daily Reading Lesson - Year 2 / KS2  (when classes have completed Little Wandle)

Warm up

• Activating schema through images
• Pre-teaching vocabulary alongside images
• Asking challenging questions related to the ‘bigger picture’ linked to the text’s themes for that day

Read the text

• The teacher normally begins reading the text
• At a certain point, pupils are normally given opportunity to choral or paired read
• The teacher will finish off reading the rest of the text
• This may change depending on the lesson and the length of the extract

Respond to the text

• The reading domain skill/s is the focus for the rest of the lesson through paired and independent exploration
• There is usually one independent activity where pupils complete an activity based on the reading skill

Exam rubric question

• There is one question at the end of the lesson that looks exactly like a SATs question (this is used for every year group)
• The teacher will often model reading the question to the class
• The teacher will often guide the class through how to find the evidence in order to answer the question
• Pupils will then – using the collated information – answer the exam rubric question independently
• The level of scaffolding and modelling from the teacher depends on the reading skill – for example, if the focus is a 3-mark inference question, the scaffolding will be greater as opposed to a retrieval question which may only have one clear answer