Before continuing with this document it may be helpful to read ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’
(see www.risingstars-uk.com/otecomprehension).
Strand level intervention
This document includes Strand level intervention grids for the PiRA Autumn tests, Years 3– 6. The grids identify sections of On Track English: Reading Comprehension (see www.risingstars-uk.com/subjects/english-language/on-track-english) that can be used as intervention activities with pupils who need additional support in particular strands.
To use this grid, use the Group Listing report, available in MARK:
· Identify which pupils have gained less than half of the marks available for a particular strand, and/or have performed lower than the rest of your cohort.
· Use the sections of On Track English: Reading Comprehension identified in the Strand level intervention grids to further support pupils who need help in these strands.
· For most strands there is more than one suggested unit from On Track English: Reading Comprehension to base the intervention on. These should be used in the order they appear in the grid.
Area of learning intervention
This document also includes Area of learning intervention grids for the PiRA Autumn tests, Years 3–6. There is a grid for each text in the PiRA tests. These grids help identify sections of On Track English: Reading Comprehension that can be used as intervention activities with pupils who need additional support in areas of learning that have not been identified as part of the Strand level intervention. You can use the grids in the following way:
1. Look at the Gap Analysis in MARK alongside the Area of learning intervention grid. On the grid put a cross in the check box next to any question number that the pupil has answered incorrectly, and which does not fall within any strand level intervention that you have already identified.
2. Identify whether the pupil has reached the threshold number of marks shown next to the question numbers in the Area of learning intervention grid.
3. If pupils have reached the threshold within an area of learning for a text within the PiRA test, you could note down in the grid whether you think an intervention is needed and deliver the suggested intervention activities from On Track English: Reading Comprehension for this area.
4. When delivering the intervention, children should explore the full unit(s) suggested. The grid sets out specific sections or questions within the unit on which to particularly focus, in order to address the specific area of learning.
5. Where intervention from more than one unit from On Track English: Reading Comprehension is suggested, deliver these in order, working down the grid within each area of learning.
Steps to identify which intervention to use
The following flow chart will help you identify the most appropriate intervention to use. There is an example of how these steps work in the guidance document ‘Guide to remediating from PiRA to On Track English: Reading Comprehension using the MARK reports’ (see www.risingstars-uk.com/otecomprehension).
No
Yes
Identify any pupils whose performance has caused you concern.
Check the Group Listing report from MARK
Does the pupil have any strands where their performance is significantly lower than the rest of your cohort?
Use the Gap Analysis to identify which questions children have answered incorrectly, that have not formed part of a strand level intervention. Put a cross in the check box next to the questions with the incorrect answers on the Area of learning intervention grid.
Has the pupil reached about the threshold level of marks in this Area of Learning?
Deliver the interventions identified in the Area of learning intervention grid
Consider providing support around the individual question style and how the pupil can apply their knowledge to the specific question(s) they have made errors on.
Has the pupil gained less than half of the marks available for this strand?
Yes
No
Yes
Intervene using the suggestions on the Strand level intervention grid
No
Remediation mapping from PiRA Autumn tests to On Track English: Reading Comprehension
Contents
Autumn testsPages
Year 3 intervention grids3–6
Year 4 intervention grids7–10
Year 5 intervention grids11–14
Year 6 intervention grids15–18
Rising Stars 2019. Copyright © Hodder & Stoughton Limited
2
STRAND LEVEL INTERVENTION GRID: PiRA AUTUMN 3
STRAND
Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness
Inference
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on:
· Predicting
· Quick Quiz
3. Finishing the story
Focus on:
· Predicting
· Quick Quiz
4. Quick answers
Focus on: Q2 (PCM2)
5. Longer answers
Focus on: Q3, Q5 (PCM3)
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
1.Tuning in
Focus on:
· Text detective
· Quick Quiz
2. Reading on
Focus on:
· Quick Quiz
· Predicting
3. Finishing the text
Focus on:
· Predicting
· Quick Quiz
5. Longer answers
Focus on: Q5 (PCM3)
Literal comprehension
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the text
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q1–Q5 (PCM2)
5. Longer answers
Focus on: Q1–Q4
(PCM3)
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q1, Q3, Q5, Q6 (PCM2)
5. Longer answers
Focus on: Q1, Q2 (PCM3)
Language, structure and presentation
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
1.Tuning in
Focus on:
Making links
4. Quick answers
Focus on: Identifying the Strategy
5. Longer answers
Focus on: Q6 (PCM3)
AREA OF LEARNING INTERVENTION GRID: PiRA AUTUMN 3
PUPIL NAME:
Area of learning
Questions in area of learning
Threshold (number of marks or fewer at which to intervene)
Intervention needed? Yes/No
Suggested activities from On Track English: Reading Comprehension to help address weaknesses in specific areas of learning
PiRA Text 1 Keeping Pets [Questions 1–16]
Inference – text level
☐Q1
☐ Q10
1
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Quick Quiz
· Predicting
3. Finishing the text
Focus on:
· Predicting
· Quick Quiz
5.Longer answers
Focus on:
Q5 (PCM 3)
Comprehension
☐ Q7
☐ Q8
☐ Q9
☐Q12(b)
☐ Q14
3
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the text
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q1–Q5 (PCM2)
5.Longer answers
Focus on:
Q1–Q4 (PCM 3)
Text structure and presentation
☐Q2
☐ Q4
☐ Q5
☐ Q6
2
For the intervention activities below, use Unit A2: Catapult Science pages 11–20
4. Quick answers
Focus on: Identifying the Strategy
5.Longer answers
Focus on: Q6 (PCM3)
PiRA Text 2 Billy’s Teeth [Questions 15–28]
Inference – word level
☐ Q23
1
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
1.Tuning in
Focus on:
Vocabulary Explorer
2. Reading on
Focus on:
Vocabulary Explorer
3. Finishing the text
Focus on:
Vocabulary Explorer
4. Quick answers
Focus on: Q3 (PCM2)
Inference – text level
☐ Q17
☐ Q18
☐ Q19(i)
☐ Q19(ii)
☐ Q20
☐ Q21
☐ Q24(i)
☐ Q24(ii)
☐ Q25
6
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
1.Tuning in
Focus on: Quick quiz
2. Reading on
Focus on:
· Predicting
· Quick Quiz
3. Finishing the story
Focus on:
· Summary
· Quick Quiz
4. Quick answers
Focus on: Q2 (PCM2)
5. Longer answers
Focus on: Q3, Q5 (PCM3)
Comprehension
☐ Q15
☐ Q27(i)
☐ Q27(ii)
☐ Q28
3
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on:
Q1, Q3, Q5, Q6 (PCM2)
5. Longer answers
Focus on:
Q1, Q2 (PCM3)
Text structure and presentation
☐ Q16
☐ Q22
☐ Q26
2
For the intervention activities below, use Unit A1: On the Way Home pages 1–10
5. Longer answers
Focus on:
Q4 (PCM3)
PiRA Text 3 Mum [Questions 29–33]
Inference – word level
☐ Q33(i)
☐ Q33(ii)
1
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on:
Vocabulary Explorer
3. Finishing the poem
Focus on: Summary
4. Quick answers
Focus on: Q2 (PCM2)
5. Longer answers
Focus on: Q2 (PCM3)
Inference – text level
☐ Q31
1
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on: Text Detective
3. Finishing the poem
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on:
· Identifying the Strategy
· Q2, Q3, Q4 (PCM2)
5. Longer answers
Focus on: Q1, Q2, Q4, Q5 (PCM3)
Text structure and presentation
☐ Q29(i)
☐ Q29(ii)
☐ Q32
2
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
2. Reading on
Focus on: Summary
3. Quick Answers
Focus on: Understanding the Structure
STRAND LEVEL INTERVENTION GRID: PiRA AUTUMN 4
STRAND
Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness
Inference
For the intervention activities below, use Unit B1: The Country Pancake pages 90–99
1.Tuning in
Focus on:
· Vocabulary Explorer
· Quick Quiz
· Predicting
2. Reading on
Focus on:
· Vocabulary Explorer
· Quick Quiz
3. Finishing the story
Focus on:
· Vocabulary Explorer
· Predicting
· Quick Quiz
4. Quick answers
Focus on:
· Identifying the Strategy
· Q3 (PCM 2)
5. Longer answers
Focus on: Q1, Q3 (PCM 3)
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1. Tuning in
Focus on:
· Text detective
· Quick Quiz
2. Reading on
Focus on: Quick Quiz
3. Finishing the story
Focus on: Summary
4. Quick answers
Focus on: Q1, Q5 (PCM 2)
5. Longer answers
Focus on: Q3 (PCM 3)
Literal Comprehension
For the intervention activities below, use Unit B1: The Country Pancake pages 90–99
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Quick Quiz
· Text Detective
3. Finishing the story
Focus on:
· Text Detective
4. Quick answers
Focus on: Q1, Q2, Q5 (PCM 2)
5. Longer answers
Focus on: Q2, Q4 , Q5, Q6 (PCM 3)
For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on: Text Detective
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
4. Quick answers
Focus on:
· Identifying the Strategy
· Q1–Q6 (PCM2)
5. Longer answers
Focus on: Q1–Q6 (PCM 3)
Language, structure and presentation
For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89
1.Tuning in
Focus on:
Vocabulary Explorer
2. Reading on
Focus on:
Vocabulary Explorer
3. Finishing the story
Focus on:
Vocabulary Explorer
5. Longer answers
Focus on: Q5 (PCM 3)
AREA OF LEARNING INTERVENTION GRID: PiRA AUTUMN 4
PUPIL NAME:
Area of learning
Questions in area of learning
Threshold (number of marks or fewer at which to intervene)
Intervention needed? Yes/No
Suggested activities from On Track English: Reading Comprehension to help address weaknesses in specific areas of learning
PiRA Text 1 Another Start [Questions 1–10]
Inference –Word Level
☐ Q3
☐ Q5
☐ Q9
2
For the intervention activities below, use Unit B1: The Country Pancake pages 90–99
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the story
Focus on: Vocabulary
Explorer
4. Quick answers
Focus on:
· Identifying the Strategy
· Q3 (PCM 2)
Inference – text level
☐ Q2
☐ Q6
☐ Q8
2
For the intervention activities below, use Unit B1: The Country Pancake pages 90–99
1.Tuning in
Focus on:
· Quick Quiz
· Predicting
2. Reading on
Focus on: Quick Quiz
3. Finishing the story
Focus on:
· Predicting
· Quick Quiz
5. Longer answers
Focus on: Q1, Q3 (PCM 3)
Comprehension
☐ Q1
☐ Q6(a)
☐ Q6(b)
☐ Q7(i)
☐ Q7(ii)
☐ Q8
☐ Q11(a)
☐Q11(b)
☐ Q12
5
For the intervention activities below, use Unit B1: The Country Pancake pages 90–99
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Quick Quiz
· Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q1, Q2, Q5 (PCM 2)
5. Longer answers
Focus on: Q2, Q4 , Q5, Q6 (PCM 3)
PiRA Text 2 A Day in the Life of Roger Hunter [Questions 14–24]
Inference – text level
☐ Q14
☐ Q15
☐ Q16
☐ Q20
☐ Q22(i)
☐ Q22(ii)
☐ Q24
4
For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89
2. Reading on
Focus on: Quick Quiz
3. Finishing the story
Focus on: Quick Quiz
5. Longer answers
Focus on: Q1, Q6 (PCM3)
Comprehension
☐ Q19(i)
☐ Q19 (ii)
☐ Q21
2
For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading On
Focus on: Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on:
· Identifying the Strategy
· Q1–Q6 (PCM2)
5. Longer answers
Focus on:
Q1–Q6 (PCM3)
Language use
☐ Q18
1
For the intervention activities below, use Unit A9: Animal Sprinters pages 80–89
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the story
Focus on: Vocabulary Explorer
PiRA Text 3 Time [Questions 25–31]
Inference – text level
☐ Q30
☐ Q31
1
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1.Tuning in
Focus on:
· Text detective
· Quick Quiz
2. Reading on
Focus on:
Quick Quiz
3. Finishing the story
Focus on: Summary
4. Quick answers
Focus on: Q1, Q5 (PCM 2)
5. Longer answers
Focus on:
Q3 (PCM 3)
Comprehension
☐ Q26
☐ Q27(i)
☐ Q27(ii)
2
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on: Text Detective
3. Finishing the poem
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on:
· Identifying the Strategy
· Q2, Q3, Q4 (PCM 2)
5. Longer answers
Focus on: Q1, Q2, Q4, Q5 (PCM 3)
Language use
☐ Q25(i)
☐ Q25(ii)
☐Q25(iii)
☐ Q28
☐ Q29
☐ Q30
4
For the intervention activities below, use Unit A5: St George and the Dragon pages 41–49
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the poem
Focus on:
Vocabulary Explorer
STRAND LEVEL INTERVENTION GRID: PiRA AUTUMN 5
STRAND
Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness
Inference
For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the story
Focus on: Identifying the Strategy
5. Longer answers
Focus on: Q5 (PCM3)
For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on:
· Summary
3. Finishing the text
Focus on:
· Quick Quiz
· Summarising
5. Longer answers
Focus on: Q2, Q3, Q4, Q7, Q8, Q9 (PCM3)
Literal Comprehension
For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
· Quick Quiz
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
4. Quick answers
Focus on: Q3, Q4, Q5, Q6, Q7 (PCM2)
5. Longer answers
Focus on: Q2–Q8 (PCM3)
For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz, Recap
2. Reading on
Focus on: Text Detective
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
4. Quick answers
Focus on: Q2, Q3, Q4 (PCM2)
5. Longer answers
Focus on: Q2, Q3, Q8 (PCM3)
Language, structure and presentation
For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169
1.Tuning in
Focus on:
Vocabulary Explorer
2. Reading on
Focus on:
· Vocabulary Explorer
· Vocabulary Recall
3. Finishing the story
Focus on:
Vocabulary Explorer
5. Longer answers
Focus on: Q5 (PCM3)
For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189
1.Tuning in
Focus on:
Vocabulary Explorer
2. Reading on
Focus on:
· Vocabulary Explorer
· Vocabulary Recall
3. Finishing the text
Focus on:
Vocabulary Explorer
4. Quick answers
Focus on: Q2 (PCM2)
AREA OF LEARNING INTERVENTION GRID: PiRA AUTUMN 5
PUPIL NAME:
Area of learning
Questions in area of learning
Threshold (number of marks or fewer at which to intervene)
Intervention needed? Yes/No
Suggested activities from On Track English: Reading Comprehension to help address weaknesses in specific areas of learning
PiRA Text 1 Great Escapes [Questions 1–9]
Inference – word level
☐ Q5
☐ Q6(i)
☐ Q6(ii)
☐ Q9(i)
☐ Q9(ii)
3
For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189
1. Tuning in
Focus on: Predicting
2. Reading on
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q1 (PCM2)
5. Longer answers
Focus on: Q1 (PCM3)
Comprehension
☐ Q1(i)
☐ Q1(ii)
☐ Q2
☐ Q3
☐ Q7(i)
☐ Q7(ii)
☐ Q7(iii)
☐ Q8(i)
☐ Q8(ii)
☐ Q8(iii)
☐ Q9I)
☐ Q9(ii)
7
For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
· Quick Quiz
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
4. Quick answers
Focus on: Q3–Q7 (PCM2)
5. Longer answers
Focus on: Q2–Q8 (PCM3)
Language use
☐ Q4
☐ Q5
1
For the intervention activities below, use Unit C1: Emails from the Planets pages 180–189
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on:
· Vocabulary Explorer
· Vocabulary Recall
3. Finishing the text
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q2 (PCM2)
PiRA Text 2 Lucky Escape [Questions 10–15]
Inference – word level
☐ Q10
1
For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209
2. Reading on
Focus on: Vocabulary Explorer
5. Longer answers
Focus on: Q2, Q3, Q8 (PCM3)
Inference – text level
☐ Q13
☐ Q14(i)
☐ Q14(ii)
2
For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209
2. Reading on
Focus on:
· Summary
· Tuning in
· Quick Quiz
3. Finishing the text
Focus on:
· Quick Quiz
· Summarising
5. Longer answers
Focus on: Q4, Q7, Q9 (PCM3)
Comprehension
☐ Q11
☐ Q12(i)
☐ Q12(ii)
2
For the intervention activities below, use Unit C3: Pets who Saved Lives pages 200–209
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
· Recap
2. Reading on
Focus on: Text Detective
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
4. Quick answers
Focus on: Q2, Q3, Q4 (PCM2)
5. Longer answers
Focus on: Q2, Q3, Q8 (PCM3)
PiRA Text 3 Crossing the Canyon [Questions 16–29]
Inference – word level
☐ Q22
☐ Q25
1
For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the story
Focus on: Identifying the Strategy
5. Longer answers
Focus on: Q5
Comprehension
☐ Q23
☐ Q24
☐ Q26(i)
2
For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the story
Focus on:
· Text Detective
· Quick Quiz
· Sequencing
4. Quick answers
Focus on:
· Summary
· Q1, Q3, Q5, Q6 (PCM2)
5. Longer answers
Focus on: Q1, Q2, Q4 (PCM3)
Language use
☐ Q25
☐ Q26(i)
☐ Q26(ii)
☐ Q27(i)
☐ Q27(ii)
☐ Q30
4
For the intervention activities below, use Unit B8: The Egyptian Enchantment pages 160–169
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on:
· Vocabulary Recall
· Vocabulary Explorer
3. Finishing the story
Focus on: Vocabulary Explorer
5. Longer answers
Focus on: Q5
STRAND LEVEL INTERVENTION GRID: PiRA AUTUMN 6
STRAND
Suggested activities from On Track English: Reading Comprehension to help address strand level areas of weakness
Inference
For the intervention activities below, use Unit D1: The Story Thief pages 270–289
1.Tuning in
Focus on: Quick Quiz
2. Reading on
Focus on:
· Quick Quiz
· Prediction
3. Finishing the story
Focus on: Quick Quiz
4. Quick answers
Focus on: Q3 (PCM2)
5. Longer answers
Focus on: Q1, Q3 (PCM3)
For the intervention activities below, use Unit D1: The Story Thief pages 270–279
2. Reading on
Focus on: Predicting
3. Finishing the story
Focus on: Quick Quiz
4. Quick answers
Focus on: Q1–Q4 (PCM2)
5. Longer answers
Focus on: Q2, Q5, Q6 (PCM3)
Literal Comprehension
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
1.Tuning in
Focus on: Text Detective
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q4, Q5 (PCM2)
5. Longer answers
Focus on: Q2, Q5, Q6, Q7 (PCM3)
For the intervention activities below, use Unit D1: The Story Thief pages 270–279
1.Tuning in
Focus on:
· Text Detective
· Quick Quiz
2. Reading on
Focus on:
· Summary
· Text Detective
· Revisiting the Text
3. Finishing the story
Focus on:
· Text Detective
· Reading for Meaning
4. Quick answers
Focus on: Q5, Q6 (PCM2)
5. Longer answers
Focus on: Q1, Q3, Q4, Q7 (PCM3)
Language, structure and presentation
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
1.Tuning in
Focus on:
· Vocabulary Explorer
· Review
2. Reading on
Focus on:
· Vocabulary Explorer
· Vocabulary Recall
3. Finishing the story
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q2 (PCM2)
5. Longer answers
Focus on: Q8 (PCM3)
AREA OF LEARNING INTERVENTION GRID: PiRA AUTUMN 6
PUPIL NAME:
Area of learning
Questions in area of learning
Threshold (number of marks or fewer at which to intervene)
Intervention needed? Yes/No
Suggested activities from On Track English: Reading Comprehension to help address weaknesses in specific areas of learning
PiRA Text 1 Kayaking [Questions 1–6]
Inference – text level
☐Q6(i)
☐ Q6(ii)
1
For the intervention activities below, use Unit D1: The Story Thief pages 270–279
2. Reading on
Focus on: Predicting
3. Finishing the story Focus on: Quick Quiz
4. Quick answers
Focus on: Q1–Q4 (PCM2)
5. Longer answers
Focus on: Q2, Q5, Q6 (PCM3)
Comprehension
☐ Q1
☐ Q2
☐ Q7
☐ Q8
☐ Q9(a)
☐ Q9(b)
4
For the intervention activities below, use Unit D1: The Story Thief pages 270–279
1.Tuning in
Focus on: Text Detective
2. Reading on
Focus on:
· Recap
· Text Detective
· Revisiting the Text
3. Finishing the story
Focus on:
· Text Detective
· Reading for Meaning
4. Quick answers
Focus on: Q5, Q6 (PCM2)
5. Longer answers
Focus on: Q1, Q3, Q4, Q7 (PCM3)
PiRA Text 2 Keeping Joe Busy [Questions 7–21]
Inference –word level
☐ Q9
☐ Q10
☐ Q15
1
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
2. Reading on
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q1 (PCM2)
5. Longer answers
Focus on: Q4 (PCM3)
Inference – text level
☐ Q7
☐ Q17
1
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
1.Tuning in
Focus on: Quick Quiz
2. Reading On
Focus on:
· Quick Quiz
· Prediction
3. Finishing the story
Focus on: Quick Quiz
4. Quick Answers
Focus on: Q3 (PCM3)
5.Long Answers
Focus on: Q1, Q3 (PCM3)
Comprehension
☐ Q8
☐ Q12(i)
☐ Q12(ii)
☐ Q18(i)
☐ Q18(ii)
☐ Q18(iii)
☐ Q19
4
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
1.Tuning in
Focus on: Text Detective
2. Reading on
Focus on:
· Summary
· Text Detective
3. Finishing the story
Focus on:
· Summary
· Text Detective
4. Quick answers
Focus on: Q4, Q5 (PCM2)
5. Longer answers
Focus on:
Q2, Q5, Q6, Q7 (PCM3)
Language use
☐ Q10
☐ Q20
☐ Q21(i)
☐ Q21(ii)
2
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
1.Tuning in
Focus on:
Vocabulary Explorer
2. Reading on
Focus on:
· Vocabulary Explorer
· Vocabulary Recall
3. Finishing the story
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q2 (PCM2)
5. Longer answers
Focus on: Q8 (PCM3)
Text structure and presentation
☐ Q11(i)
☐ Q11(ii)
☐ Q13(i)
☐ Q13(ii)
☐ Q14(i)
☐ Q14(ii)
☐ Q16
4
For the intervention activities below, use Unit C9: At the Zoo pages 260–269
4. Quick Answers
Focus on: Identifying the strategy
5.Long Answers
Focus on: Q1 (PCM3)
PiRA Text 3 Otter Info [Questions 22–29]
Inference – word level
☐ Q24
1
For the intervention activities below, use Unit D2: Bushcraft pages 280–281
1.Tuning in
Focus on: Vocabulary Explorer
2. Reading on
Focus on: Vocabulary Explorer
3. Finishing the text
Focus on: Vocabulary Explorer
4. Quick answers
Focus on: Q1 (PCM2)
5. Longer answers
Focus on: Q1 (PCM3)
Comprehension
☐ Q22(i)
☐ Q22(ii)
☐ Q23(i)
☐ Q23(ii)
☐ Q25
☐ Q26
☐ Q29
4
For the intervention activities below, use Unit D2: Bushcraft pages 280–281
1.Tuning in
Focus on: Text detective
2. Reading on
Focus on:
· Summary
· Text Detective
· Quick Quiz
· Literal Comprehension
3. Finishing the text
Focus on:
· Text Detective
· Quick Quiz
· Sequencing
4. Quick answers
Focus on:
Q2, Q3, Q4 (PCM2)
5. Longer answers
Focus on: Q2, Q3, Q4, Q5, Q6, Q7 (PCM3)
Text structure and presentation
☐ Q27
☐ Q28
1
For the intervention activities below, use Unit D2: Bushcraft pages 280–281
1.Tuning in
Focus on: Unpicking the Genre