Reading for Pleasure and Progress

The Importance of Reading and Accelerated Reader:

Studies show that reading for pleasure makes a big difference to children’s educational performance. Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures.

All Key Stage Three students follow the Accelerated Reader programme. This is a tried and tested method to improve reading comprehension and foster a love of reading. We have a huge variety of books in the Library which cover a host of different interests and topics. Students are supported to develop their reading habits in weekly Accelerated Reader lessons.

Guides and Top Tips can be found by clicking the following links.

A Parents’ Guide to Renaissance Accelerated Reader

7 Top Tips to Support Reading at Home

We have a list of recommended books.  Please click the following links.

Reading List- By Subject

Reading List – KS4

Reading List of books that deal with complex issues

 

Reading for Progress

At Biddick Academy we use a common language to develop strategic readers called ‘Reading High 5’, a reciprocal reading strategy that develops student reading comprehension whilst exposing students to rich high-quality texts to promote progress. We have developed this strategy using the EEF’s Literacy Guidance Report and it includes opportunities for students to activate prior knowledge, make predictions and develop questions to develop comprehension. We provide academic reading across the curriculum both within class and through homework so that students read for depth and breadth to develop hinterland knowledge.

We model the High 5 approach across the academy so that students master the skills to read strategically. We also provide scaffolding of each part of the Reading High 5 so that students learn how to use it as a metacognitive strategy for reading to learn independently with confidence.

Across the curriculum students read a range of non-fiction, fiction, and authentic real-world texts. We provide challenge for students ensuring texts are rich grammatically and in terms of Tier 2 and Tier 3 vocabulary.

Our focus on reading enables us to build curious learners who seek to read beyond the core curriculum. We also use a range of reading strategies in the classroom to support the development of reading across the Academy as presented below:

Tutor Time Reading Programme

Year 7 and Year 8

Students in Year 7 and Year 8 read collaboratively as a Form class each week during registration. This is a mixture of teacher-led whole class reading as well as ‘round robin’ class reading. This enables tutor groups to engage in the experiences of characters inviting them to have conversations about issues and experiences as part of their personal development. The sessions promote teachers modelling expert reading whilst also developing reading fluency. The programme of books that students were involved in selecting for 2021-2022 are detailed below:

 

Year 9, 10 and 11

Students in Year 9-11 have a weekly tutor time slot called ‘Register, Read, Respond’ for literacy development.

The intent for these sessions is to improve students’ reading comprehension​, develop their ability to understand sophisticated (Tier 2/3) vocabulary in context​ whilst building background knowledge linked to our IAG and Character themes.​

There are a mixture of short stories and non-fiction texts with pre-reading questions to provoke thought and build student curiosity to engage with texts. ​

 

 


Find out more about Dan Smith, his books and his virtual visit to Biddick Academy on World Book Day – 4th March 2021

 

Click here to see a details and a synopsis of all books by Dan Smith

Dan Smith Books