← Reading comprehension collection
Small-group printable · Activity 10 of 10Keep the important parts
Summarise the central problem, response and outcome.
Print and teach
A4 PDF · 2 pages · learner page + separate adult notes and answers.
Suggested Years 2-4. Choose by current skill. Allow talk, pointing, drawing, writing or usual communication tools.
This is not a controlled decodable text. An adult can read the material aloud; record that support when reviewing responses.
Activity
The class wanted to share spare books, but the first swap table became crowded and mixed up. On Friday, they added two labelled boxes: books to leave and books to choose. Two helpers explained the system. The next swap ran more smoothly. The boxes were green, and a small drawing of a bird decorated the sign.
- What was the main problem?
- Which two changes helped?
- Which details can usually be left out of a short summary?
- Give a two-sentence summary using your own words.
Model it
I keep the problem and useful changes. Green and the bird are memorable but do not explain the main outcome.
Delivery steps
- Explain the aim and any unfamiliar background word without giving away the answer.
- Read the text once for meaning. Model the first question with the text visible.
- Let each learner answer a fresh question and point to supporting words. Compare ideas, reread and revise.
Answers and acceptable responses - for the adult
- The swap table was crowded and mixed up.
- Separate labelled boxes and helpers explaining the system.
- Box colour and the bird drawing, unless a different question makes them relevant.
- Example: The book swap was confusing. Separate labelled boxes and helpers made the next swap easier to use.
Support
Read aloud if decoding is a barrier and record that support. Offer a sentence starter or two candidate answers; ask for evidence rather than a guess. Accept oral or pointed responses.
Extend and transfer
Use a new short curriculum text and the same question type. Ask learners to write a question that can be answered from evidence, then check it with a partner.
Look for progress
Record whether the learner found evidence independently, after a location cue, or after modelling. Note vocabulary and decoding barriers separately.
If an answer is unsupported, return to the relevant sentence and model locating evidence. If word reading masks understanding, read the same text aloud and compare responses. Teach the missing vocabulary or reference link before adding inference demands.