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This scope, not sequence is a practical teaching guide developed through my work as a literacy intervention teacher. It reflects the needs I have observed in my students and the approaches that have supported them in understanding and responding to high-impact curriculum verbs.
The selection and suggested sequence of verbs draw on curriculum language, common classroom and assessment demands, principles of explicit instruction, and my own professional judgement and teaching experience. AI was also used as a collaborative tool during the development and organisation of the resource.
This resource has not been formally researched, independently reviewed or empirically validated. It should therefore be considered evidence-informed and practice-developed, rather than a prescribed or research-validated programme.
It is offered as a flexible starting point. Teachers and tutors are encouraged to adapt the vocabulary, order, pacing and level of support to suit their learners, curriculum and context.
This scope, not sequence is a practical teaching guide developed through my work as a literacy intervention teacher. It reflects the needs I have observed in my students and the approaches that have supported them in understanding and responding to high-impact curriculum verbs.
The selection and suggested sequence of verbs draw on curriculum language, common classroom and assessment demands, principles of explicit instruction, and my own professional judgement and teaching experience. AI was also used as a collaborative tool during the development and organisation of the resource.
This resource has not been formally researched, independently reviewed or empirically validated. It should therefore be considered evidence-informed and practice-developed, rather than a prescribed or research-validated programme.
It is offered as a flexible starting point. Teachers and tutors are encouraged to adapt the vocabulary, order, pacing and level of support to suit their learners, curriculum and context.
