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It provides a guided teaching sequence with skimming and scanning to select tricky vocabulary, shared reading using varied techniques, and quick-fire understanding checks using word-meaning prompts. The plan also teaches pupils to recognize keywords, apply find-and-copy methods, and uses targeted adaptations for LA/SEND, MA/HA, and mixed-ability support.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-cave-at-lascaux-1-vocabulary-2a-lesson-plan-vocabulary-in-context/417648/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-cave-at-lascaux-1-vocabulary-2a-lesson-plan-vocabulary-in-context/417648.png","ImageObject",300,407,{"name":92,"@type":93},"percent12345","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the learning domain and skill focus for this lesson?","Question",{"text":113,"@type":114},"The lesson targets domain 2a: giving or explaining the meaning of words in context. Pupils practice understanding vocabulary through explain-and-find tasks.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which teaching techniques are used during the reading phase?",{"text":118,"@type":114},"The plan varies reading techniques, including echo reading, choral reading, group reading, paired reading (mixed ability), and silent reading, with tracking support during reading windows or rulers.",{"name":120,"@type":111,"acceptedAnswer":121},"How are pupils supported to answer explain the meaning or find and copy questions?",{"text":122,"@type":114},"Pupils recap vocabulary concepts, synonyms and antonyms, and strategies for find-and-copy tasks. They learn to locate answers in the correct text section, reread the sentence, and check fit and meaning before copying or explaining.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},417648,1790932157,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":39,"preview_page_count":4},1099529851338,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Year 6  \nThe Cave at Lascaux 1 Vocabulary 2a  \nEnglish reading  \n\n| Content domain: | 2a. Give/explain the meaning of words in context |\n| --- | --- |\n| Lesson duration: | Approximately 45 mins |\n\nSuggested teaching sequence  \nStarter  \nSkim and scan (SKILL 1) (2-5 mins)  \n1  \nChoose 5 (or more) words that children may be unfamiliar with/may find tricky to read/may be unsure of the meaning:  \nAttaining Adjusted Bolder  \nAccurate Mammals  \nChildren have a 1-2-minute time limit to find and circle them in the text.  \nMain Session  \nRead the text (5-10 mins)  \n2  \nRead the text with the children. Use reading windows or rulers to ensure children are tracking the text when they are not reading aloud.  \nVary reading techniques throughout reading the text (see below) . Choose 2-3 per session:  \n• Echo reading (my turn/your turn) -an effective way for the teacher to model intonation and prosody as well as supporting the reading of more difficult words  \n• Choral reading (all together)  \n• Group reading  \n• Paired reading-mixed ability  \n• Silent reading  \n[0191 389 6078](0191 389 6078 | readingsolutionsuk.com)[ |](0191 389 6078 | readingsolutionsuk.com)[ readingsolutionsuk.com](0191 389 6078 | readingsolutionsuk.com)  \n(*This can be adapted to suit the nature of the session and duration available)  \nAdaptations  \nSkim and scan task words can be adapted to suit different ability groups of children.  \n• E.g. 3-5 words ONLY in the first paragraph for LA/SEND.  \n• 3-5 words where the paragraph they are located in is indicated for LA/SEND.  \n• 5-7 words in the first 2 paragraphs for MA.  \n• 5-10 words from the whole text for HA.  \nAdaptations  \nWhole-class reading/intervention is designed tobe inclusive. SEND and LA pupils have access to a challenging text and will be exposed to specific age-related content domain questions through these sessions. Regular phonics practice and decoding skills practice to support their fluency should be taught at a separate time.  \nUse of echo reading and adult support (the adult reading with/for them and supporting text tracking) will help pupils access this text at an adapted level even when they may not have the skills to read every word themselves.  \n1  \nQuick fire questions (verbal) (2-3 mins)  \n3  \nTest that the children have understood and accessed the text at the required level. The questions below are all based on the content domain of the lesson and do not appear in the independent task worksheet.  \n1. Find a word that means ‘made’ or ‘produced’(second half of paragraph 1) . Created  \n2. Find a word in paragraph 1 that means‘unidentified’. Unknown  \n3. Find a word in paragraph 1 that means‘reputations’. Status  \nAdaptations  \nTargeted questions for ability groups.  \n1 = LA/SEND  \n2 = MA/HA  \n3 = MA/HA  \nFurther clues to narrow down where in the paragraph the answers are located can be given if needed.  \nUnderstanding the meaning of vocabulary and skills needed in order to successfully answer ‘explain the meaning of’ or ‘find and copy’ questions (SKILL 2) (2-5 mins)  \n4  \nTell the children that all of the questions they will answer in this session are vocabulary-related questions where they are required to explain the meaning of words or show they understand what the word means by finding synonyms (words with a similar meaning) .  \nRecap prior knowledge of vocabulary and the ability to explain or demonstrate what words mean:  \n- What is vocabulary? Words that make up language.  \n- What is a synonym? A word that has a similar meaning to another word.  \n- What is an antonym? A word with the opposite meaning.  \nRecap prior knowledge of techniques to answer ‘find and copy’ questions:  \n- If directed to a particular part of the text, be sure to only look for the answer in that section, sentence or paragraph.  \n- Look for a word (or phrase) that may be suitable. Pay careful attention to the instruction in the question. Is it one word you need to find, a group of words or a phrase?  \n- Reread the sentence a","cbCaip39k6xDQd1a","https://ap.wps.com/l/cbCaip39k6xDQd1a","pdf",139474,"English","# Suggested teaching sequence\n## Starter\n## Main Session\n## Adaptations\n## Quick fire questions\n## Understanding vocabulary skills\n## Identifying keywords and modelling","[{\"question\":\"What is the learning domain and skill focus for this lesson?\",\"answer\":\"The lesson targets domain 2a: giving or explaining the meaning of words in context. Pupils practice understanding vocabulary through explain-and-find tasks.\"},{\"question\":\"Which teaching techniques are used during the reading phase?\",\"answer\":\"The plan varies reading techniques, including echo reading, choral reading, group reading, paired reading (mixed ability), and silent reading, with tracking support during reading windows or rulers.\"},{\"question\":\"How are pupils supported to answer explain the meaning or find and copy questions?\",\"answer\":\"Pupils recap vocabulary concepts, synonyms and antonyms, and strategies for find-and-copy tasks. They learn to locate answers in the correct text section, reread the sentence, and check fit and meaning before copying or explaining.\"}]","The Cave at Lascaux 1 Vocabulary 2a - Lesson Plan - Vocabulary in Context | PDF",1790609971]