Literacy

‘Ensuring every child has the necessary skills they need to read is an essential component of literacy education. It enables children to not only learn across the curriculum but also to access numerous aspects of daily life, influencing the opportunities that they have available to them in the future.’

Education Endowment Foundation.

Guided reading

A classroom teacher is the expert in the room, therefore they should be modelling reading. Lengthier pieces of text should always be modelled by the classroom teacher when first introduced through guided reading.

  • Each student should have a printed copy of the text in front of them.

  • Explicit teaching of new vocabulary to be take place before the piece of text is read to allow students the best chance of comprehending the text.

  • This is to be read aloud by the class teacher.

  • Students are to follow the text by tracking it with a ruler or end of a pen.

  • This can be broken down into sections if a lengthier piece of text.

  • Additional discussions about any other words students may be unsure of.

  • After the text has been read in full then the teacher should enable discussions about the text to assess understanding.

Reading for meaning

This should take place at least twice a half term in written subjects. These texts are to be selected based on relevant content and appropriate reading age level for the class.

  • Each student must have their own printed copy of the text.

  • Class teacher will read the piece of text to the class.

  • Whilst reading, students are to be tracking the text and are to highlight any words they are unsure of.

  • A class discussion should be facilitated by the teacher to ensure the meaning of any words that have been highlighted are discussed and clarified. Students to then annotate the meaning of these words onto their activity sheet.

  • Students are then to re-read the text themselves.

  • Students will then complete the additional activities about the piece of text that has been read and discussed.

  • These additional activities should be self/peer marked by students during the lesson.

Frayer model

The Frayer model can be used to support the introduction of new vocabulary with students.

  • Each student is to have a printed copy of this.

  • There should be space for the definition of the key word – ideally already printed.

  • The rest of the model can be used for other activities that best fit that word or your subject – e.g. - students write their own version of the definition, examples of that word, images relating to the word, antonyms or root of the word.

  • Students to complete these activities.

I say, you say

Oracy can help to embed new vocabulary. This is to be used when introducing new vocabulary, as the expert in the room you are to model the oracy of the new vocabulary and allow students the chance to hear this word correctly. Students are then given the chance to say this together with you and then on their own.

  • The teacher says the word aloud

  • Students repeat it chorally

  • Then students turn to a partner and say the word individually – the teacher is to circulate at this point and listen to students saying this word aloud by themselves.

Reading Lists

Reading remains essential throughout high school - not just for English, but across all subjects. You can support your child by:

  • Encouraging regular reading at home
  • Talking about what they’re reading
  • Helping them choose books that challenge and engage them

Below are some suggested questions you can use to spark discussion about the books your child is currently reading, along with a recommended reading list tailored to their age and stage. Our school library is well-stocked with a wide range of engaging titles, so please encourage your child to borrow books regularly and read as often as possible. Thank you for supporting their reading journey!

Questions to ask

Before reading the book

During reading the book

After finishing the book

• What do you think this story will be about? 

• What might happen in the story? 

• What genre will this story be? e.g. fantasy, comedy, horror.

• What do we call the writing on the back of the book? (Blurb) or What does the blurb tell us?

 

• What has happened so far? Is it what you expected to happen?  

• What might happen next? 

• How do you think the story might end? 

• Who is your favourite character?  Why? 

• Who is the character you like least?  Why? 

 

• Which part of the story is your favourite / least favourite?  Why? 

• Which part of the story was the funniest, scariest, saddest, and happiest?  Find some evidence in the text to support your opinion. 

• Does your opinion of this character change during the story?  How?  Why?

 

 

Year 7

Year 7 books - a recommended reading list for 11 year olds

Year 8

Year 8 books - a recommended reading list for 12 year olds

Year 9

Year 9 books - a recommended reading list for 13 year olds

Year 10

Year 10 books - a recommended reading list for 14 year olds

Year 11

Year 11 books - a recommended reading list for 15 year oldsHelping them choose books that challenge and engage them