Complex subject sentences can be difficult to read because several ideas, qualifications or stages are packed together. Temporary phrase marks can show how clauses and meaningful word groups fit together. The teacher models the sentence, the pupil rehearses it and the marks are then removed.

Use this only where sentence structure is the main barrier. It should support subject understanding, not become a lengthy grammar exercise.

Choose one demanding sentence

Look for a sentence that:

• carries an important explanation or argument;

• contains several clauses;

• uses punctuation that guides the logic;

• is being read word by word;

• is read accurately but not understood.

In science:

As temperature increases / particles gain kinetic energy / and collide more frequently.

In history:

Although the reform widened participation / it did not remove the property qualification / which continued to exclude many people.

The marks show meaningful relationships rather than equal-sized chunks.

Make the structure audible

1. Identify the sentence’s main point.

2. Mark one or two phrase boundaries.

3. Model the complete sentence.

4. Ask the pupil to reread the marked version.

5. Return to an unmarked copy.

6. Ask one subject question that depends on the sentence.

For the history example, ask what changed and what remained limited. This checks that phrasing supported the argument rather than only the sound of the reading.

Keep the subject teacher’s role practical

Teachers do not need to provide a full grammatical analysis. A brief explanation such as “This opening phrase introduces a contrast” may be enough.

Useful prompts include:

• “Which words belong together?”

• “Where does the explanation change direction?”

• “Which clause gives the cause?”

• “What does the comma separate here?”

The vocabulary should fit the subject and the class.

Use the scaffold discreetly

Mark only the pupil’s copy or display the phrase-marked sentence for a small group where appropriate. Avoid covering whole pages in slashes, as this can make the text harder to navigate.

For examination-style material, rehearse with marks and then return to the original format. Pupils need to recognise structure without relying permanently on an adapted copy.

Withdraw the marks

Progress from:

• teacher marking and modelling;

• marking one sentence together;

• pupil identifying the main phrase boundary;

• a verbal cue to notice punctuation;

• independent reading of the unmarked sentence.

If the same pupil struggles across many ordinary sentences, review whether decoding, vocabulary, language comprehension or working memory is contributing.

Common mistakes to avoid

• Marking whole passages.

• Splitting at arbitrary intervals.

• Turning the routine into a long grammar lesson.

• Ignoring misread technical vocabulary.

• Retaining the scaffold in every subject text.

• Assuming smoother reading guarantees comprehension.

• Using phrase marking where the main problem is unfamiliar vocabulary.

Evidence and further reading

The Education Endowment Foundation’s secondary fluency classroom guidance discusses fluency within age-appropriate reading routines. The Improving Literacy in Secondary Schools report supports subject-specific literacy teaching across the curriculum.