What you will be able to do
- Choose a text and purpose that fit the learners.
- Set a quick first read for gist.
- Use close reading only where evidence matters.
- Transfer the reading into a new decision or response.
Choose the reading purpose before the questions
People read a timetable, complaint, story and research summary differently. Decide what the learner should be able to locate, infer, evaluate or use, then design the lesson around that behaviour.
Pre-teach only language that would otherwise make the main task impossible. Explaining every unfamiliar word removes the need to develop reading strategies.
A six-stage reading lesson
| Stage | Task | Evidence |
|---|---|---|
| Context | Activate the situation and reason to read | Learners state a useful prediction |
| First read | Answer one gist question quickly | Learners identify main purpose |
| Second read | Locate evidence for selected details | Answers include text location |
| Strategy focus | Notice reference, organisation or inference | Learners explain how evidence works |
| Fresh application | Use the text to decide, compare or respond | Learners transfer information |
| Review | Name a reading move to reuse | Learners articulate the strategy |
Write questions that require evidence
- Ask which sentence supports the answer.
- Include a plausible distractor that the text rules out.
- Separate literal location from inference.
- Avoid trivia unrelated to the reading purpose.
- Use one question about text organisation or reference.
- Let learners compare evidence before whole-class feedback.
Adapt difficulty without replacing the text
Support can come from a shorter section, labelled paragraphs, a glossary for two essential items or a choice of evidence locations. Challenge can come from comparing claims, evaluating tone or transferring information to a new problem.
If every learner receives a different text and task, feedback becomes fragmented. Keep a shared core outcome while varying the route or extension.
Compare with an ESL listening lessonUse the lesson plan template
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Connect practical teacher development to assessed training
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Useful answers
Frequently asked questions
Should I pre-teach all difficult words before reading?
No. Pre-teach only items essential to the main task and help learners use context or reference tools for other vocabulary.
What is the difference between gist and detail reading?
Gist reading identifies the main purpose or overall message; detail reading locates and interprets specific information.
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Sources, scope and accuracy
This guide separates general teacher-development principles from provider-specific claims. Qualification, employer and destination requirements vary, so verify consequential decisions with the relevant employer, awarding organisation or government authority.