KS2 Reading Vipers
KS2 Reading VipersImproving keyreading skillswww.literacyshed.com (C) 2017
KS2 Reading VipersVipers is a range of reading prompts based on the 2016reading content domains found in the National CurriculumTest Framework documents which can be found onlinehere: e-2-english-reading-test-frameworkVipers headingContent DomainreferenceContent Domain DescriptionVocabulary2aGive/explain the meaning of words in contextInfer2dMake inference from the text/ explain and justifyusing evidence from the text.Predict2ePredict what might happen from the detailsstated and implied.Explain2f, 2g, 2h,Identify/explain how information/narrativecontent is related and contributes to themeaning as a whole.Identify/explain how meaning is enhancedthrough choice of words and phrases.Make comparisons within the textRetrieve2bRetrieve and record key information/key detailsfrom fiction and non-fictionSummarise2cSummarise main ideas from more than oneparagraphwww.literacyshed.com (C) 2017
literacyshed.com (C) 2017
VocabularyFind and explain the meaning of words in contextExample questions What do the words . and suggest about thecharacter, setting and mood? Which word tells you that .? Which keyword tells you about thecharacter/setting/mood? Find one word in the text which means Find and highlight the word that is closest in meaningto . Find a word or phrase which shows/suggests that .www.literacyshed.com (C) 2017
InferMake and justify inferences using evidence from the text.Example questions Find and copy a group of words which show that How do these words make the reader feel? How doesthis paragraph suggest this? How do the descriptions of show that they are . How can you tell that What impression of do you get from theseparagraphs? What voice might these characters use? What was . thinking when . Who is telling the story?www.literacyshed.com (C) 2017
PredictPredict what might happen from the details given andimplied.Example questions From the cover what do you think this text is going to beabout? What is happening now? What happened before this?What will happen after? What does this paragraph suggest will happen next?What makes you think this? Do you think the choice of setting will influence how theplot develops? Do you think will happen? Yes, no or maybe? Explainyour answer using evidence from the text.www.literacyshed.com (C) 2017
ExplainØ Explain how content is related and contributes to the meaning asa whole.Ø Explain how meaning is enhanced through choice of language.Ø Explain the themes and patterns that develop across the text.Ø Explain how information contributes to the overall experience.Example questions Why is the text arranged in this way?What structures has the author used?What is the purpose of this text feature?Is the use of . effective?The mood of the character changes throughout the text.Find and copy the phrases which show this.What is the author’s point of view?What affect does . have on the audience?How does the author engage the reader here?Which words and phrases did . effectively?Which section was the most interesting/exciting part?How are these sections linked?www.literacyshed.com (C) 2017
RetrieveRetrieve and record information and identify key detailsfrom fiction and non-fiction.Example questions How would you describe this story/text? What genre isit? How do you know? How did ? How often ? Who had ? Who is ? Who did .? What happened to ? What does . do? How . is .? What can you learn from from this section? Give one example of The story is told from whose perspective?www.literacyshed.com (C) 2017
SummariseSummarise the main ideas from more than one paragraphExample questions Can you number these events 1-5 in the order that theyhappened? What happened after .? What was the first thing that happened in the story? Can you summarise in a sentence theopening/middle/end of the story? In what order do these chapter headings come in thestory?www.literacyshed.com (C) 2017
KS2 Reading Vipers Improving key reading skills. www.literacyshed.com (C) 2017 KS2 Reading Vipers Vipers is a range of reading prompts based on the 2016 reading content domains found in the National Curr
Every school has the right to choose the content which they feel is suitable for their students. This will be dependent on social need, maturity, and their environment. . KS1 L3 KS1 R8 KS1 R13 KS1 R14 KS2 L6 KS2 R10 KS2 R14 KS2 R16 KS2 R18 KS2 R21 Keeping/Staying Safe Module Staying Safe Computer Safety Module
field guide. There are two broad categories of venomous snakes in Texas: pit vipers and coral snakes. Pit vipers. All pit vipers have an opening, called a pit, on each side of the head between the eye and nostril. However, this feature can be difficult to see from a safe distance. Pit vipers also have venom glands on
KS2 English Reading test Framework (2016) Whole Class Reading Lesson Structure Most sessions will start with a couple of quick questions that will focus on the summarise domain. Pupils will then be hooked into the book by reading the book together. The class teacher will model
KS2 School Visit Pack WW2 through the eyes of Biggin Hill children KS2 School Visit Pack Workshop statement In this relatable and explorative workshop KS2 students will work as a team to discover more about the impact of the Second World War upon the children of Biggin Hill. Hands-on objects will bring stories to life
KS2 item arithmetic template version 2.1 (2017) Page 5 of 20 M006250 – 17 October 2018 11:26 AM – Version 1 4 5 341 1 mark KS2 item arithmetic template version 1.0 M005602 – 18 October 2018 12:27 PM – Version 1 5 9 41 1 mark KS2 item arithmetic template version 1.0 M005513 – 18 October 20
KS2.2: Beliefs and practices, Hinduism 1 Ealing Agreed Syllabus: guidance for teachers KS2.2: Beliefs and practices, Hinduism Overall aim: To explore some of the beliefs and practices that fall under the umbrella term "Hinduism" Origins Pupils will know that the Hindu dharma originated in India think about the origins of their own family's
The KS2 Reading Content Domains The content domain sets out the relevant elements from the national curriculum programme of study (2014) for English at key stage 2 that are assessed in the English reading test. The tests will
avanzados de Alfredo López Austin, Leonardo López Lujan, Guilhem Olivier, Carlos Felipe Barrera y Elsa Argelia Guerrero con la intención de mostrar si existió ó no el sacrificio humano entre los aztecas y si los hubo con qué frecuencia y crueldad. Por otra parte, he de mencionar que la elaboración de este trabajo ha sido una ardua tarea de síntesis de diferentes fuentes sobre la .
