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1. GETTING KNOWLEDGE READY
Try and help students to put their imagery understanding into words and sentences by:
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Creating pictures in their mind.
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Brainstorming the title / topic.
Using visual stimulus and /or drawings.
Predicting key themes and ideas.
Asking students to relate to their experiential knowledge to the title / topic.
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Creating a Mind Map.
Preparing a one-minute talk on the title / topic.
Using the Think, Pair, Share strategy.
Discussing the author’s purpose.
Looking at subheadings, headings, pictures, diagrams and graphs.
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Playing the Alphabet Game.
4. PARAPHRASE
After one member of a class reads a sentence aloud, ask a second student: What is another way of saying it? OR Say it to someone else in another way.
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Say it in your own words.
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Practise saying spoken sentences in different ways. Listen to one, two and then more sentences and practise saying each sentence in other ways by changing as many words as possible while keeping the meaning the same.
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Practise writing paraphrases in sentences.
Unjumble text.
Give a small paragraph in groups. Each student can paraphrase one sentence and then combine sentences into a paragraph.
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Link sentences with paraphrases. Match each sentence in the right hand column with the same message in the left hand column.
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Create memory games using the original text and the paraphrase.
7. REVIEW
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Ask what students have learnt and record in work book.
Students can work on activities that summarise the text that was read.
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Answer written questions about the topic.
Write a summary of the knowledge they have gained.
Summarise using graphic organiser.
2. READ KEY WORDS/CONCEPTS/VOCABULARY
Students learn how to read and sp0ell a set of key words / concepts for each lesson or unit. As well they suggest a synonym / antonym:
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Select 5-10 key words / concepts
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Say accurately each word – say each syllable. Dictate the
 words.
Read each word – in syllables, say each part and then blend syllables.
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Teach new meaning through examples rather than using a dictionary initially.
Spelling tests – graph progress.
Select 5 key words and write them in a table, suggest 2 synonyms / antonyms.
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Write sentences using the new key words.
Make posters of key concepts / words.
3.READ SHORT PORTIONS OF RELEVANT TEXT
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Students can take turns to real small portions of text aloud.
Each student may read a sentence, paragraph or page.
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Students can be allocated a piece of text and asked to
 practise it before reading it aloud.
Students can ‘bounce’ a piece of text to other members in the class-taking turns reading aloud.
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Choral reading.
Record student’s reading in a tape recorder.
5. SAY QUESTIONS THE TEXT ANSWERS
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After reading aloud, ask the readers, What question does
 this text answer? This helps them focus on the purpose of the sentence.
Use the 5W and 1 How strategy. Also link the question with
 the sentence that answers it. (Who, What, When, Where,
Why and How)
In small groups, write the question that each sentence answers.
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Students can be provided with statements from a text and questions presented in a jumbled order and asked to link each question with the sentence that answers it.
6. SUMMARISE THE TEXT
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Read a sentence aloud and ask What is the main idea in
 this paragraph? Say in a few words what the paragraph says.
Begin by having readers summarise two sentences and then
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 three or more sentences.
Identify the topic sentence of a paragraph.
Match sentences from different paragraphs with their topic sentences.
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Underline, highlight, note down useful information.
Say the main question a paragraph answers.
Write the topic sentence or headline for a paragraph.
Teach students to skim and scan paragraphs.
Summarise main ideas using a graphic organiser.