Teaching reading
Read for meaning, then inspect the evidence.
A useful teaching sequence
- Set a question that gives a reason to read; explain only vocabulary that blocks access.
- Read for the main message before locating a specific detail.
- Model how a detail supports an inference, and where the source stops supporting it.
- Check a fresh claim or passage independently; separate decoding difficulty from conceptual understanding.
A recruiting poster invites people to enlist.
The creators wanted to encourage recruitment.
That every reader agreed with the message.
Try it in the next lesson
Before an answer, ask learners to identify the information the question requires. Model a short inference and its source detail; then offer a new claim to test.
Notice and respond to a common difficulty
A learner finds a word from the question but selects an unrelated sentence. Return to the relationship between question and evidence rather than asking for more highlighting.
Language support and independent evidence
Use a small word bank, a brief model, visual support and rehearsal where needed. Learners can demonstrate subject knowledge through a home language or another mode. Review fresh task evidence in this skill before adjusting a proficiency judgment.
Choose age-appropriate language support →