different texts relate to. This is ideal for Independent Reading as the learners will build relevant vocabulary through the work they do in their Learner’s Book. This will assist them to engage with the texts in the Anthology independently. The CAPS also suggests that texts used should be either the same text type covered in the CAPS for that two-week period or a different text type to expand exposure to a variety of texts. The Anthology offers at least one other example


of a text type that appears in the CAPS teaching plan. These extra texts can be used as extension, support or as an alternative to what you are using. Encourage learners to keep a record of what they read independently.


Reading strategy What this strategy means Skim and scan


Skimming is reading quickly to get the general idea of the whole text. Scanning is reading quickly but carefully to locate specific information using key words.


Read for specific information


Use prior knowledge


Reading only certain sections to find particular information.


Making connections between what you already know and the new information that you are reading.


Clarify


Checking that you have understood what you have read.


Classify and organise


Evaluate and draw conclusions


Preview and predict


Sorting and organising information to help you understand it better.


Developing ideas, forming your own opinions (what you think) and making decisions based on what you have read.


Previewing is looking for clues to help you understand what you are about to read. Predicting is deciding what may happen next.


Restate and summarise


Retelling and shortening what you have read.


Extended reading


An Extended Reading programme runs simultaneously alongside the Independent Reading programme as learners take responsibility to read more and for longer periods of time. Guide learners as to what level of book they


should be attempting. Set aside a section of the classroom wall for a


book club corner in which new titles can be displayed with their blurbs and learner reviews. Set goals for the class as to how many book reviews they must complete in a term.


Reading strategies There are key reading strategies that can be used to assist learners in reading for meaning:


How to use this strategy


When you are skimming, look out for key words and small bits of information to give you clues. When you are scanning, quickly look over a passage that you have already read, focussing on finding key words or specific information.


Follow instructions carefully to help you select the specific information you need.


While you are reading, or once you have finished for the first time, ask yourself questions to help you remember what you already know about this topic. Then use this information to help make sense of the new information.


Ask questions. Ask yourself, your friend, your parents or your teacher. Look up words you don’t know in a dictionary and re-read the passage until you understand it.


Look for key words and use them to put information that belongs together into groups, tables or mind maps.


Ask questions and decide on your answer. Ask if you agree with what you are reading, or which opinion is the correct one. You must be able to give reasons for your conclusions.


Look at the title, headings and any pictures to get an idea of what you are about to read. Use clues from the passage to make a sensible guess as to what may happen in the story.


In your own words, restate the information using key words, facts and main and supporting ideas. You might want to shorten the information or put it in another form such as a table. Use key words and main ideas to check or show that you have understood the


21


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56