Home Teaching Resources EnglishReading Resources

Teaching deaf children to read 3

Assessment:

Sight vocabulary is specified for each stage.  Unlike traditional reading schemes a wide range of content vocabulary is included. This ensures that pupils who are not able to use phonic approaches to reading have a broad enough sight vocabulary to be able to read and understand the books at each level. Words selected in the early stages are those most likely to be within their live communication.  This means that many of the English Grammatical function words targeted in the National Literacy Strategy are included at the level pupils are likely to begin understanding their function and meaning.  By the end of stage 4 pupils’ repertoire includes subject-based vocabulary. For example they must recognise words associated with parts of the body.

Reading Activity Packs support the development of sight vocabulary and ability to read for meaning within each stage.  Working through the pack introduces pupils to the sight vocabulary for that level. Each activity pack consist of sight vocabulary cards (which can be cut out and made into flip-flaps or turn over cards), read and draw activities and comprehension activities.  The packs are intended to be used sequentially as vocabulary from previous activities are reinforced alongside the introduction of new words.  

Once children can read all the target vocabulary identified for a particular stage they must then successfully complete  a comprehension assessment before moving onto the next stage.

Page 1  2  3  4  5