This document discusses closing the vocabulary gap through modeling effective reading strategies. It recommends the teacher think aloud to model their thinking, provide partially completed answers as cognitive support, and avoid copying by using small steps and short practices with scaffolding that is slowly removed. The teacher should also vary when they model and use questioning. The document prompts reflection on past successes with modeling and additional strategies to try out.

1. Appraisal Target 3 - Closing the
vocabulary gap
•Reading age?
•What are you trying?
•Is it being successful?

2. Rosenshine’s
Principle 4

3. Providing models
•Effective explanations
•Modelling with teacher
thinking aloud
•Cognitive support
•Partially completed answers

4. Tom Sherrington
Art of modelling

6. • Avoid copying
• Small steps
• Slowly removing scaffolds
• Many short practices
• Varying the point at which
you are modelling
• Questioning

7. Reflect
•What successes have you had with
modelling?
•What else could you try out?