Expectations in primary English are high, particularly in reading. There is an emphasis on inference and deduction together with vocabulary development: two key elements for preparing pupils to access texts at a higher level. At the same time, there is also a change in the rhetoric around guided reading with teachers trying different pedagogies in order to fully prepare pupils for the demands of the reading curriculum. This book explores the various approaches to developing higher level readers.



Chapter objectives

This chapter will allow you to achieve the following outcomes:

  • Have an awareness of the research associated with intertextuality as a concept within literacy;
  • Understand some of the challenges associated with teaching pupils about intertextuality or making intertextual references;
  • Know how to plan for the interplay between texts;
  • Know how to develop pupils’ interpretive skills and cognitive awareness through effective use of intertextuality.

Links to the Teachers’ Standards

Working through this chapter will help you meet the following standards:

  • Set high expectations which inspire, motivate and challenge pupils
  • Promote good progress and outcomes by pupils
  • Demonstrate good subject and curriculum knowledge
  • Plan and teach well-structured lessons
  • Adapt teaching to respond to the strengths and needs of all pupils

LinkS to the National Curriculum

Years 5 and 6 Programme of Study

Reading – comprehension

Pupils should be taught ...

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