giving a strong reader a responsibility for working with weaker readers for certain types of activities to support their reading and understanding. Questions in activities have been graded to


provide solid scaffolding through the different cognitive levels. Not all learners will manage the higher order questions but the opportunities for enrichment exist to extend learners naturally within the themed cycles. Enrichment activities have been indicated with a *. The Learner’s Books all have a fully integrated


reference section, the Toolbox, to encourage learners to help themselves independently to check and develop their own knowledge and skills. In addition to the flow of the cycles, the


structured activities and the Toolbox, each cycle contains a number of specific interactive support tools for use by both teacher and learner. Supporting learners with different learning styles, with different paces of work, with potential barriers to learning and diverse abilities and talents requires a flexible and multi-faceted approach from the teacher. Furthermore, most learners in the Senior Phase are still in the process of developing independent learning habits and need to be guided by the teacher into using learning strategies that begin with an independent initiative. The notes that follow support the diagram on


page 12 showing examples of the different support tools found in the Learner’s Books.


A: Glossary words Difficult vocabulary is glossed on the page to assist learners who have a limited vocabulary and to extend the learners’ general vocabulary.


B: Annotated labels Texts are labelled and annotated to offer teaching and support for learners unfamiliar with the key features of the text type. Learners can refer to these examples when producing their own writing.


C: Focus on … feature This feature occurs regularly throughout the Learner’s Books as they teach, explore and consolidate the Intensive Reading skills that are new to this Phase.


D: Helpful Dog comments The Helpful Dog is a familiar thread running through the Learner’s Book. He also gives tips and


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asks questions to encourage learners either to reflect on what they are doing in the activity itself or to link the activity to a broader issue. His role is to encourage learners to ask questions to reflect on their own approach.


E: Hints and Tips The Hints are designed to support the activity and to guide learners who need to be reminded of a previously learnt skill or some prior knowledge. In the same way, Tips encourage broader thinking and alternative approaches.


F: Fact files and language teaching Fact files provide additional information that may guide or assist learners in the activity that they are working on. Language tips are also provided in this feature.


G: Did you know? feature The Did you know? feature provides useful information to support activities in a chapter. It is deliberately structured to encourage cross- curricular learning and to promote development through synthesising knowledge and skills gained in different learning environments. It helps learners benefit from and develop strategies to manage vicarious or non-linear learning opportunities.


H: Notes Notes are similar to hints, and also support and guide learners in completing their activities.


I: Toolbox Throughout the Learner’s Books, learners are encouraged to refer to the Toolbox section at the back of the book to research, revise and consolidate their understanding of the language skill and convention being taught or practised.


J: Labelled support tasks in the margin The Support Tasks have been specifically designed to support children with different learning styles and/or barriers to learning. Sometimes the tasks provide questions to support the in-built scaffolding of the activity – to provide an extra entry point. Sometimes the tasks provide further opportunities to embed the new skill or apply new skills in a slightly different context. Some of the activities key directly into learners who benefit from an advance preparation or concrete base to a more open-ended activity or who respond to peer


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