Caring For Pets

Overview

This 60-minute reading comprehension session is designed for Year 11 Step Up to English Silver Step students working approximately at KS2-KS3 levels (4 years below age). The lesson focuses on developing key reading comprehension skills through accessible, engaging texts about pets, adhering closely to the National Curriculum (England) Programme of Study for English, particularly KS3 Reading comprehension objectives adapted for SEN learners.

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National Curriculum Links

• Reading - Comprehension (KS3): Pupils should be taught to:
  • Read and understand texts, summarising key points and drawing inferences (NC ref: English Appendix 1)
  • Identify how language and presentation contribute to meaning
  • Develop vocabulary through context
• Spoken Language (KS3): Use discussion to develop understanding and clarify meaning
• SEN Inclusion: Following the Equality Act 2010 framework, all teaching adapts to meet the needs of pupils with ASC, SLCN, and dyslexia.

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Learning Objectives (WALT)

• WALT: Understand and recall key information about pets from a short text
• WALT: Identify vocabulary related to pet care and explain its meaning
• WALT: Make simple inferences about pets’ characteristics and needs
• WALT: Use reading and discussion to build confidence and vocabulary

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Success Criteria

• I can read a short, clear text about pets with support
• I can find and explain at least three facts about pets from the text
• I can identify and explain two new words connected to animals/pets
• I can answer simple questions about the text, with help if needed
• I can share my own experience or opinion about pets during guided discussion

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Resources

• Dyslexia-friendly printed text about pets (colour overlays/glossy paper, large font, sans-serif)
• Visual vocabulary cards with pictures and keywords (e.g., “dog”, “food”, “vet”, “exercise”)
• Audio recording of the text for repetition and reinforcement
• Whiteboard and coloured pens
• Worksheets with differentiated question prompts

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Lesson Structure (60 minutes)

1. Introduction & Engagement (10 mins)

• Greet pupils and show pictures of various pets (dog, cat, fish, rabbit) to spark interest.
• WALT discussion: Write on board and read aloud: "We are learning to understand and talk about pets."
• Briefly activate prior knowledge: Ask “Who has a pet? What do pets need?” Encourage simple answers or gestures.
• Use visual vocabulary cards to pre-teach key words.

2. Focused Reading (15 mins)

• Distribute dyslexia-friendly texts titled "Looking After Pets" (approx. 150 words).
• Play the audio recording while pupils follow the text.
• Read aloud again as a class, pausing to check understanding with simplified questions:
  • “What pets are mentioned?”
  • “What do pets eat?”
• Use coloured overlays and reading rulers to support focus and tracking if needed.
• Break text into small paragraphs for easier processing.

3. Comprehension Tasks (20 mins)

• Pupils complete a worksheet with tiered questions:
  • Core: Circle three facts about pets (e.g., “Pets need food every day.”)
  • SEN scaffolded: Match pictures to sentences (e.g., picture of food → “Dogs eat food.”)
  • Advanced: Write one sentence describing why exercise is important for pets.
• Teacher and support staff circulate offering one-to-one support, prompting inference with “Why do you think...?”, “What does this word mean?”
• Encourage use of vocabulary cards to spot key words in text.

4. Discussion & Sharing (10 mins)

• In a circle, pupils share a sentence about a pet or something they liked in the text.
• Teacher models sentence starters: “I think…”, “My pet is…”, “Pets need…”
• Address SLCN needs by allowing non-verbal responses (pointing, showing cards, yes/no responses).
• Highlight successful use of vocabulary and comprehension points.

5. Extension Activity (5 mins)

• Advanced learners write or orally compose a short description of their ideal pet, using new words learned.
• Option to create a simple poster with pictures and facts about a pet of their choice (to be expanded in next lesson).

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Differentiation Strategies

Learner Type	Strategy	Description
SEN with ASC	Visual Supports	Use clear visuals, predictable routines, and calm environment to help focus and reduce anxiety
SEN with SLCN	Language Modelling	Use simple, clear language, repeat key vocabulary, and encourage short sentence answers
Dyslexic Learners	Dyslexia-Friendly Texts	Large sans-serif font, coloured overlays, audio versions, and reading rulers to support decoding
Advanced Learners	Open-Ended Questions	Provide prompts for expressing opinions and developing descriptive sentences to extend learning

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Assessment & Feedback

• Informal assessment through listening to pupils’ answers during class discussion and comprehension task completion.
• Verbal praise focusing on vocabulary use, reading confidence, and comprehension accuracy.
• Note pupils who require further support or who excel for tailored future planning.

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Additional Notes

• Ensure clear, slow speech to support comprehension.
• Incorporate breaks or sensory objects if needed for self-regulation.
• Reinforce vocabulary through repetition and multi-sensory activities regularly beyond this session.

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This detailed plan supports the specific needs of Step Up to English Silver Step pupils, offering a concrete approach to develop crucial reading comprehension skills about a familiar topic while ensuring all learners can participate meaningfully.