| Structure of the 4 days:* |
Day 1 – Reading the text with teacher model, establishing the bigger picture and a focus on new vocabulary including adding words to the vocabulary vault.
Day 2 – Reading the text with teacher model, fluency strategies, revisiting vocabulary (new and previous), I, we, you for retrieval skills.
Day 3 – Reading the text with teacher model, fluency strategies, revisiting vocabulary (new and previous), I, we, you for inference skills.
Day 4 – Reading the text with teacher model, fluency startegies, revisiting vocabulary (new and previous), I, we, you for either explanation, prediction or summarising/sequemcing skills.
*See separate document – ‘How to build fluency’ – teacher guidance. *pre-teaching of the text will also take place for specific children where needed
We ensure that teaching is well planned, explicit, has regular rehearsal and deepens learning. Children are exposed to a range of quality texts which are challenging but accessible and cover a range of contexts and themes including fiction, non-fiction and poetry. There are weeks when WCR lessons are based on whole school themes such as Remembrance, Sahespeare, Black History month etc. Revisiting is also carried out for example, when Year 1 do the Great Fire of London in History, this is revisited in Year 2. Knowledge of context aids pupils’ ability to improve their reading skills – particularly vocabulary and inference. Within WCR, each year group build their own vocabulary vault to ‘lock in’ vocabulary. The vault uses the vocabulary, a definition, a sentence using the vocabulary, a picture as a ‘hook’ and synonyms and antonyms. The vocabulary vault is revisited everyday through repetition, use of actions and call and response in order to widen knowledge. It is the knowledge of vocabulary we wish to grow, not the skill as recommended by Doug Lemov.