· Web view2019. 7. 10. · On the grid put a cross in the check box next to any question number that the pupil has answered incorrectly, and which does not fall within any strand

Remediation mapping from PiRA Spring tests to On Track English: Reading Comprehension

Before continuing with this document it may be helpful to read ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’ (see www.risingstars-uk.com/otecomprehension).

Strand level intervention This document includes Strand level intervention grids for the PiRA Spring tests, Years 3– 6. The grids identify sections of On Track English: Reading Comprehension (see www.risingstars-uk.com/subjects/english-language/on-track-english ) that can be used as intervention activities with pupils who need additional support in particular strands.

To use this grid, use the Group Listing report, available in MARK:

Identify which pupils have gained less than half of the marks available for a particular strand, and/or have performed lower than the rest of your cohort.

Use the sections of On Track English: Reading Comprehension identified in the Strand level intervention grids to further support pupils who need help in these strands.

For most strands there is more than one suggested unit from On Track English: Reading Comprehension to base the intervention on. These should be used in the order they appear in the grid.

Area of learning interventionThis document also includes Area of learning intervention grids for the PiRA Spring tests, Years 3–6. There is a grid for each text in the PiRA tests. These grids help identify sections of On Track English: Reading Comprehension that can be used as intervention activities with pupils who need additional support in areas of learning that have not been identified as part of the Strand level intervention. You can use the grids in the following way:

1. Look at the Gap Analysis in MARK alongside the Area of learning intervention grid. On the grid put a cross in the check box next to any question number that the pupil has answered incorrectly, and which does not fall within any strand level intervention that you have already identified.

2. Identify whether the pupil has reached the threshold number of marks shown next to the question numbers in the Area of learning intervention grid.

3. If pupils have reached the threshold within an area of learning for a text within the PiRA test, you could note down in the table whether you think an intervention is needed and deliver the suggested intervention activities from On Track English: Reading Comprehension for this area.

4. When delivering the intervention, children should explore the full unit(s) suggested. The grid sets out specific sections or questions within the unit on which to particularly focus, in order to address the specific area of learning.

5. Where intervention from more than one unit from On Track English: Reading Comprehension is suggested, deliver these in order, working down the grid within each area of learning.

Rising Stars 2019. Copyright © Hodder & Stoughton Limited

1

http://www.risingstars-uk.com/subjects/english-language/on-track-english

http://www.risingstars-uk.com/otecomprehension


Steps to identify which intervention to use The following flow chart will help you identify the most appropriate intervention to use. There is an example of how these steps work in the guidance document ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’ (see www.risingstars-uk.com/otecomprehension).


2

No

Intervene using the suggestions on the

Strand level intervention grid

Yes

No

YesHas the pupil gained less

than half of the marks available for this strand?

Consider providing support around the individual question style and how the pupil can apply their knowledge to the

specific question(s) they have made errors on.

Deliver the interventions identified in the Area of learning intervention grid

Use the Gap Analysis to identify which questions children have answered incorrectly, that have not formed part of a strand level intervention. Put a cross in the check box next to the questions with the incorrect answers on the Area of learning intervention

grid.

Has the pupil reached about the threshold level of marks in this Area of Learning?

Identify any pupils whose performance has caused you concern.

Check the Group Listing report from MARK

Does the pupil have any strands where their performance is significantly lower than the rest of your cohort?

YesNo

Contents

Spring tests Pages

Year 3 intervention grids 3–6 Year 4 intervention grids 7–10 Year 5 intervention grids 11–14Year 6 intervention grids 15–18

http://www.risingstars-uk.com/otecomprehension


STRAND LEVEL INTERVENTION GRID: PiRA SPRING 3STRAND Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness

Inference For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–591.Tuning in Focus on: Making Links Vocabulary Explorer

2. Reading on Focus on: Vocabulary Explorer Text Detective Quick Quiz

3. Finishing the story Focus on: Summary Quick Quiz

4. Quick answers Focus on: Vocabulary Recall Q5, Q6 (PCM2)

5.Longer answers Focus on: Q2, Q3, Q4, Q6 (PCM3)

For the intervention activities below, use Unit A7: Neil Armstrong pages 60–691.Tuning in Focus on: Vocabulary Explorer

2. Reading on Focus on: Vocabulary Explorer

3. Finishing the text Focus on: Summary

Literal comprehension

For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–591.Tuning in Focus on: Text Detective Quick Quiz

2. Reading on Focus on: Summary

3. Finishing the story Focus on: Text Detective

4. Quick answers Focus on: Q1, Q3, Q6 (PCM2)

5. Longer answers Focus on: Q1 (PCM3)

For the intervention activities below, use Unit A7: Neil Armstrong pages 60–691.Tuning in Focus on: Text Detective Quick Quiz

2. Reading on Focus on: Text Detective Quick Quiz

3. Finishing the text Focus on: Summary Text Detective Quick Quiz

4. Quick answers Focus on: Q1, Q2, Q3, Q4, Q5 (PCM2)

5. Longer answers Focus on: Q1, Q2, Q3, Q5 (PCM3)

Language, structure and presentation

For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–591.Tuning in Focus on: Text Detective Quick Quiz

2. Reading on Focus on: Vocabulary Explorer

3.Finishing the story Focus on: Vocabulary Explorer Sequencing

4. Quick answers Focus on: Identifying the Strategy Q2, Q4 (PCM2)

5. Longer answers Focus on: Q5 (PCM3)

For the intervention activities below, use Unit A7: Neil Armstrong pages 60–691.Tuning in Focus on: Vocabulary Explorer

2. Reading on Focus on: Vocabulary Recall

3. Finishing the text Focus on: Vocabulary Explorer

AREA OF LEARNING INTERVENTION GRID: PiRA SPRING 3


3


PUPIL NAME:

Area of learning Questions in area of learning

Threshold (number of

marks or fewer at which to intervene)

Intervention needed? Yes/No

Suggested activities from On Track English: Reading Comprehension to help address these areas of weakness

PiRA Text 1 Family Snapshot [Questions 1–5] Inference – text

level☐ Q2(i)☐ Q2(ii)☐ Q3☐ Q4☐ Q5(i)☐ Q5(ii)

3For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49

1. Tuning in Focus on: Text Detective Quick Quiz

2. Reading on Focus on:Quick Quiz

3. Finishing the poem Focus on: Summary

4. Quick answersFocus on:Q1, Q5 (PCM2)

5. Longer answersFocus on:Q3 (PCM 3)

Comprehension ☐ Q4☐ Q5(i)☐ Q5(ii)

2For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49

1.Tuning inFocus on: Quick Quiz

2. Reading onFocus on:Text Detective

3. Finishing the poemFocus on: Summary Text Detective

4. Quick answersFocus on: Identifying

the Strategy Q2, Q3, Q4

(PCM2)

5.Longer answersFocus on: Q1, Q2, Q4, Q5 (PCM 3)

Text structure and

presentation

☐ Q1 (a)☐ Q1 (b) 1

For the intervention activities below, use Unit A5: St George and the Dragon pages 41–492. Reading onFocus on:Summary

4. Quick answersFocus on:Understanding the Structure


4


PiRA Text 2 A Present for Dad [Questions 6–21] Inference – word

level☐ Q9☐ Q15☐ Q19

2 For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–59 1.Tuning inFocus on: Vocabulary Explorer

2. Reading onFocus on: Vocabulary Explorer

4. Quick answersFocus on: Vocabulary Recall

5. Longer answersFocus on:Q2 (PCM3)

Inference – text level

☐ Q9☐ Q17☐ Q20

2For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–59

1.Tuning inFocus on:Making Links

2. Reading onFocus on: Text Detective Quick Quiz

3. Finishing the storyFocus on: Summary Quick Quiz


5. Longer answersFocus on:Q3, Q4, Q6 (PCM3)

Prediction ☐ Q141

For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–59

2. Reading onFocus on: Predicting

Comprehension ☐ Q6 ☐ Q7☐ Q8 ☐ Q10☐ Q11☐ Q18☐ Q21


1.Tuning inFocus on: Text Detective Quick Quiz

2. Reading onFocus on: Summary

3. Finishing the storyFocus on:Text Detective

4. Quick answersFocus on:Q1, Q3, Q6 (PCM2)

5. Longer answersFocus on: Q1 (PCM3)

Language use ☐ Q12☐ Q13☐ Q16



3. Finishing the storyFocus on:Vocabulary Explorer

4. Quick answers Focus on:

Identifying the Strategy

Q2, Q4 (PCM2)

5. Longer answersFocus on:Q5 (PCM3)

Text structure and presentation

☐ Q7☐ Q13

1 For the intervention activities below, use Unit A6: The Snake Who Came to Stay pages 50–593. Finishing the storyFocus on: Sequencing


5


PiRA Text 3 Quad Roller Skates [Questions 22–34] Inference – word

level☐ Q26☐ Q29 1

For the intervention activities below, use Unit A7: Neil Armstrong pages 60–691.Tuning inFocus on: Vocabulary Explorer

2. Reading onFocus on:Vocabulary Explorer

3. Finishing the textFocus on: Summary

Comprehension ☐ Q23☐ Q24☐ Q25☐ Q27☐ Q28☐ Q33(i)☐ Q33(ii)☐ Q34

5For the intervention activities below, use Unit A7: Neil Armstrong pages 60–69


2. Reading onFocus on: Text Detective Quick Quiz

3. Finishing the textFocus on: Text Detective Quick Quiz

4. Quick answersFocus on:Q1, Q2, Q3, Q4, Q5 (PCM2)

5. Longer answersFocus on:Q1, Q2, Q3, Q5 (PCM3)

Language use ☐ Q30☐ Q32 1

For the intervention activities below, use Unit A7: Neil Armstrong pages 60–69

1.Tuning inFocus on:Vocabulary Explorer

2. Reading onFocus on:Vocabulary Recall

3. Finishing the textFocus on:Vocabulary Explorer


6



Inference For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–149 1. Tuning inFocus on: Quick Quiz

2. Reading onFocus on: Quick Quiz

3. Finishing the storyFocus on: Quick Quiz

4. Quick answersFocus on: Summary Q2, Q4 (PCM 2)

5. Longer answersFocus on: Summary Q1, Q2, Q3, Q4, Q6 (PCM 3)

For the intervention activities below, use Unit B5: Dreaming the Unicorn pages 130–1391. Tuning inFocus on:Vocabulary Explorer

2. Reading onFocus on: Vocabulary Explorer Quick Quiz

3. Finishing the poemFocus on:Vocabulary Explorer

4. Quick answersFocus on: Q1 (PCM 2)

5. Longer answersFocus on: Q3, Q6 (PCM 3)

Literal Comprehension

For the intervention activities below, use Unit B4: Sleep pages 120–1291. Tuning inFocus on: Text Detective Quick Quiz

2. Reading onFocus on: Summary Text Detective


4. Quick answersFocus on: Identifying the Strategy Q1, Q2, Q3, Q4, Q6 (PCM 2)

5. Longer answersFocus on: Q1, Q5, Q6 (PCM 3)

For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–1491.Tuning inFocus on: Text Detective Quick Quiz


3. Finishing the storyFocus on: Text Detective Quick Quiz Sequencing

4. Quick answersFocus on: Q1, Q3, Q5, Q6 (PCM2)



For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–1491.Tuning inFocus on: Making Links Vocabulary Explorer


3. Finishing the storyFocus on: Sequencing Vocabulary Explorer


For the intervention activities below, use Unit B4: Sleep pages 120–1291.Tuning inFocus on: Vocabulary Explorer



4. Quick answersFocus on: Q5 (PCM2)


7


AREA OF LEARNING INTERVENTION GRID: PiRA SPRING 4PUPIL NAME:



marks or fewer at which to

intervene)



PiRA Text 1 Survival Foods [Questions 1–11] Inference – text

level☐ Q4☐ Q6 1

For the intervention activities below, use Unit B4: Sleep pages 120–1291. Tuning inFocus on: Quick Quiz


3. Finishing the textFocus on: Quick Quiz Summarising


Comprehension ☐ Q1☐ Q2☐ Q4☐ Q5☐ Q7(i)☐ Q7(ii)☐ Q11

4 For the intervention activities below, use Unit B4: Sleep pages 120–1291.Tuning inFocus on: Text Detective Quick Quiz



4. Quick answersFocus on: Identifying the

Strategy Q1, Q2, Q3, Q4,

Q6 (PCM 2)


Language use ☐ Q3☐ Q10(i)☐ Q10(ii)

2For the intervention activities below, use Unit B4: Sleep pages 120–129

1.Tuning inFocus on: Vocabulary Explorer


3. Finishing the textFocus on: Vocabulary Explorer



☐ Q3☐ Q8 (i)☐ Q8(ii)☐ Q9

2 For the intervention activities below, use Unit B4: Sleep pages 120–1294. Quick answersFocus on: Q5 (PCM 2)


8


PiRA Text 2 Marooned [Questions 12–24]Inference – word

level☐ Q21

1For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–149




☐ Q12☐ Q17(i)☐ Q18(i)☐ Q18(ii)☐ Q19☐ Q23


4. Quick answersFocus on: Summary Q2, Q4 (PCM 2)

5. Longer answersFocus on: Summary Q1, Q6 (PCM 3)

Prediction ☐ Q19 1 For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–149

1.Tuning inFocus on: Predicting

3. Finishing the storyFocus on: Quick Quiz

Comprehension ☐ Q13(i)☐ Q13(ii)☐ Q14☐ Q20☐ Q23




3. Finishing the storyFocus on: Text Detective Quick Quiz Sequencing

4. Quick answersFocus on: Q1, Q3, Q5, Q6 (PCM 2)


Language use ☐ Q13(i)☐ Q13(ii)☐ Q14 ☐ Q17(i)☐ Q17(ii)☐ Q22




3. Finishing the storyFocus on: Vocabulary Explorer



☐ Q17(ii)☐ Q22☐ Q24

2 For the intervention activities below, use Unit B6: The Dinosaur’s Diary pages 140–1491.Tuning inFocus on: Making Links

3. Finishing the storyFocus on: Sequencing

PiRA Text 3 Attic Fanatic [Questions 25–32]


9


Inference – word level

☐ Q26☐ Q29☐ Q30

2For the intervention activities below, use Unit B5: Dreaming the Unicorn pages 130–139



3. Finishing the poemFocus on: Vocabulary Explorer



☐ Q25☐ Q27☐ Q31

2 For the intervention activities below, use Unit B5: Dreaming the Unicorn pages 130–1392. Reading onFocus on: Quick Quiz


Comprehension ☐ Q25 For the intervention activities below, use Unit B5: Dreaming the Unicorn pages 130–1391.Tuning inFocus on: Text Detective Quick Quiz

2. Reading onFocus on: Summary Text Detective Quick Quiz

3. Finishing the poemFocus on: Text Detective Quick Quiz

4. Quick answersFocus on: Q2, Q5, Q6 (PCM 2)


Language use ☐ Q26☐ Q28(i)☐ Q28(ii)☐ Q30

2For the intervention activities below, use Unit B5: Dreaming the Unicorn pages 130–139




4. Quick answersFocus on: Q3, Q4 (PCM 2)

5. Longer answersFocus on: Q5 (PCM 3)


10



Inference For the intervention activities below, use Unit C5: A Remarkable Adventure pages 220–2291. Tuning inFocus on: Vocabulary Explorer Text Detective


3. Finishing the poemFocus on: Vocabulary Explorer Clues in the Text

4. Quick answersFocus on: The Theme of the Poem Q3 (PCM2)

5. Longer answersFocus on: Q2, Q3, Q4, Q8, Q9, Q10 (PCM3)

For the intervention activities below, use Unit C1: Emails from the Planets pages 180–1891.Tuning inFocus on: Text Detective Quick Quiz

2. Reading onFocus on: Summary Text Detective; Quick Quiz


4. Quick answersFocus on: Q1–7 (PCM 2)

5. Longer answersFocus on: Q2–Q8 (PCM3)


For the intervention activities below, use Unit C1: The Lion’s Den pages 210–2191.Tuning inFocus on: Text Detective


3. Finishing the storyFocus on: Text Recall Text Detective

4. Quick answersFocus on: Q1, Q3 (PCM2)

5. Longer answersFocus on: Q1, Q4 (PCM3)

For the intervention activities below, use Unit C1: Emails from the Planets pages 180–1891.Tuning inFocus on: Text Detective Quick Quiz

2. Reading onFocus on: Summary, Text Detective, Quick Quiz


4. Quick answersFocus on: Q1, Q3, Q4, Q5, Q6, Q7 (PCM 2)

5. Longer answersFocus on: Q2–Q8 (PCM3)


For the intervention activities below, use Unit C5: A Remarkable Adventure pages 220–2291.Tuning inFocus on: Quick Quiz Poetry Features

4. Quick answersFocus on: Q2, Q3, Q4 (PCM2) Completing the Rhyme

5. Longer answersFocus on: Q1, Q5, Q7 (PCM3)

For the intervention activities below, use Unit C1: Emails from the Planets pages 180–1891.Tuning inFocus on: Vocabulary Explorer

2. Reading onFocus on: Vocabulary Explorer Expressions





11






intervene)



PiRA Text 1 A Small Dragon [Questions 1–10] Inference – word

level☐ Q1☐ Q2☐ Q7☐ Q9

3For the intervention activities below, use Unit C5: A Remarkable Adventure pages 220–229

1. Tuning inFocus on: Vocabulary Explorer






☐ Q5☐ Q9 1

For the intervention activities below, use Unit C5: A Remarkable Adventure pages 220–2291. Tuning inFocus on: Text Detective

3. Finishing the poemFocus on: Clues in the text

4. Quick answersFocus on: The Theme of the Poem


Language use ☐ Q1☐ Q3(i)☐ Q3(ii)☐ Q8(i)☐ Q8(ii)


1.Tuning inFocus on: Quick Quiz Poetry Features




☐ Q4☐ Q6☐ Q10


3. Finishing the poemFocus on: Quick Quiz


PiRA Text 2 The Yellow Dragon [Questions 11–22] Inference – word ☐ Q11(i) For the intervention activities below, use Unit C1: The Lion’s Den pages 210–219


12


level ☐ Q11(ii)☐ Q17☐ Q19

2 2. Reading onFocus on: Vocabulary Explorer

5. Longer answersFocus on: Q2, Q5, Q6, Q8 (PCM3)


☐ Q12☐ Q14☐ Q15(a)☐ Q15(b)

2For the intervention activities below, use Unit C1: The Lion’s Den pages 210–219

2. Reading onFocus on: Quick Quiz Inferential

Comprehension

3. Finishing the textFocus on: Quick Quiz



Comprehension ☐ Q14☐ Q18(i)☐ Q18(ii)


1.Tuning inFocus on: Text Detective


3. Finishing the textFocus on: Text Recall Text Detective



Language use ☐ Q13☐ Q16☐ Q17☐ Q20(i)☐ Q20(ii)



2. Reading onFocus on: Vocabulary Explorer Expressions




☐ Q21(i)☐ Q21(ii)☐ Q22




13


PiRA Text 3 Explorer’s Journal [Questions 23–29] Inference – word

level☐ Q24

1For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189



Comprehension ☐ Q23☐ Q25(i)☐ Q25(ii)☐ Q27





4. Quick answersFocus on: Q1, Q3, Q4, Q5, Q6, Q7 (PCM2)

5. Longer answersFocus on: Q2, Q3, Q4, Q5, Q6, Q7, Q8 (PCM3)

Language use ☐ Q26(i)☐ Q26(ii)☐ Q29


1.Tuning inFocus on: Vocabulary

Explorer

2. Reading onFocus on: Vocabulary

Explorer

5. Longer answersFocus on: Q1

(PCM3)


14



Inference For the intervention activities below, use Unit D5: Birthdays pages 310–3181.Tuning inFocus on: Quick Quiz

2. Reading onFocus on: Vocabulary Explorer Quick Quiz

3. Finishing the poemFocus on: Quick Quiz Poetry Puzzle



For the intervention activities below, use Unit D3: The Big Eat pages 290–2991.Tuning inFocus on: Unpicking the Genre


3. Finishing the storyFocus on: Inference

4. Quick answersFocus on: Q2, Q5, Q6 (PCM2)



For the intervention activities below, use Unit C6: What’s Bugging You pages 230–2391.Tuning inFocus on: Text Detective Quick Quiz



4. Quick answersFocus on: Recalling the Facts Q2 (PCM2)

5. Longer answersFocus on: Q2, Q3, Q5, Q6, Q7 (PCM3)

For the intervention activities below, use Unit D3: The Big Eat pages 290–2991.Tuning inFocus on: Text Detective

2. Reading onFocus on: Summary Text Detective Quick Quiz Tracking the Information

3. Finishing the storyFocus on: Text Recall Text Detective Quick Quiz




For the intervention activities below, use Unit C6: What’s Bugging You pages 230–2391.Tuning inFocus on: Vocabulary Explorer





For the intervention activities below, use Unit D5: Birthdays pages 310–3181.Tuning inFocus on: Vocabulary Explorer Poetry Features


3. Finishing the poemFocus on: Vocabulary Explorer Poetry Features




15






intervene)


Suggested activities from On Track English: Reading Comprehension to help address this wider area of weakness

PiRA Text 1 Transforming the School Playground [Questions 1–11]Inference – text

level☐ Q1☐ Q6(a)☐ Q6(b)

2For the intervention activities below, use Unit C6: What’s Bugging You pages 230–239

3. Finishing the textFocus on: Quick Quiz


Comprehension ☐ Q2(i)☐ Q2(ii)☐ Q5☐ Q7☐ Q8☐ Q9☐ Q11

4 For the intervention activities below, use Unit C6: What’s Bugging You pages 230–2391.Tuning inFocus on: Text Detective Quick Quiz



4. Quick answersFocus on: Recalling the

Facts Q2 (PCM2)

5. Longer answersFocus on: Q2, Q3, Q5, Q6, Q7 (PCM3)

Language use ☐ Q3 1 For the intervention activities below, use Unit C6: What’s Bugging You pages 230–239







☐ Q4☐ Q10 1

For the intervention activities below, use Unit C6: What’s Bugging You pages 230–2394. Quick answersFocus on: Q3 (PCM2)

PiRA Text 2 Merlin and the Snakes Egg [Questions 11–20]


16


Inference – word level

☐ Q14☐ Q16 1

For the intervention activities below, use Unit D5: Birthdays pages 310–3182. Reading onFocus on: Vocabulary Explorer




☐ Q15☐ Q18(i)☐ Q18(ii)

2For the intervention activities below, use Unit D5: Birthdays pages 310–318

1.Tuning inFocus on: Quick Quiz


3. Finishing the poemFocus on: Quick Quiz Poetry Puzzle

4. Quick answersFocus on: The Theme of

the Poem Q1 (PCM2)


Comprehension ☐ Q13(a)☐ Q13(b)☐ Q20




3. Finishing the poemFocus on: Text Detective



Language use ☐ Q16☐ Q17☐ Q19(i)☐ Q19(ii)


1.Tuning inFocus on:Vocabulary Explorer


3. Finishing the poemFocus on: Vocabulary Explorer Poetry Features




☐ Q12 1 For the intervention activities below, use Unit D5: Birthdays pages 310–3181.Tuning inFocus on: Poetry Features

3. Finishing the poemFocus on: Poetry Features



17


PiRA Text 3 A Lesson in Life [Questions 21–35]Inference – word

level☐ Q22(i)☐ Q22(ii)☐ Q27(i)☐ Q27(ii)

3For the intervention activities below, use Unit D3: The Big Eat pages 290–299




☐ Q21☐ Q23☐ Q25☐ Q28


1.Tuning inFocus on: Unpicking the Genre


3. Finishing the storyFocus on: Inference



Prediction ☐ Q251

For the intervention activities below, use Unit D3: The Big Eat pages 290–299

1.Tuning inFocus on: Predicting

2. Reading onFocus on: Predicting

Comprehension ☐ Q24(i)☐ Q24(ii)☐Q24(iii)




Quick Quiz Tracking the

Information

3. Finishing the storyFocus on: Text Recall Text Detective Quick Quiz



Language use ☐ Q26☐ Q27(i)☐ Q27(ii)




3. Finishing the storyFocus on: Vocabulary Explorer




☐ Q29(i)☐ Q29(ii)☐Q29(iii)


1.Tuning inFocus on: Unpicking the Genre

4. Quick answersFocus on: Sequencing Q6 (PCM2)


18

Documents

· Web view2019. 7. 10. · On the grid put a cross in the check box next to any question number that the pupil has answered incorrectly, and which does not fall within any strand