Literacy

During tutor time, each week, students are introduced to the Trust wide ‘Word of the Week’. Reading Reconsidered by Doug Lemov has informed our approach to word of the week and students are taught a specific model of vocabulary instruction. They are provided with the definition, the word in a variety of different contexts and an opportunity to discuss and apply their understanding of the word. All students have a vocabulary book they keep with them to add, not only the ‘Word of the Week,’ but any other new vocabulary they learn.

All teachers have recommended a fiction book to students and these are displayed around the school to promote a love of reading to our students. They are also used as a discussion point, during DEAR, to expose students to as many new fiction choices as possible.

All students have access to a fiction reading list with recommendations, from librarians across the Trust, of books they may wish to access via the library. These recommendations vary in their level of challenge to make them accessible to all of our students. They are also part of the Accelerated Reader scheme at school.

In lessons, students are expected to speak in full sentences to ensure that they are articulating themselves clearly and developing their understanding of new content and ideas. This will then enable students to express themselves, in greater detail, during their written work as well. Students are supported to ‘say it better.’

Year 6 students, from all primary feeder schools, receive a free book to read over their summer break, together with an activity pack to support their comprehension. This book then feeds into the English curriculum for the first half term. This is to show our new students how seriously we take reading at Friesland School.

As part of their English curriculum in years 7, 8 and 9 students take part in Accelerated Reader and have a weekly library lesson. In order to support this, students read for the first ten minutes of period 1 and period 4 each day.

What is Accelerated Reader?

Accelerated Reader is a computer program that helps teachers and librarians manage and monitor children’s independent reading practice. Your child picks a book at their own level and reads it at their own pace. When finished, your child takes a short quiz on the computer. (Passing the quiz is an indication that your child understood what was read.) Accelerated Reader gives children, teachers, and librarians feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice.

Children using Accelerated Reader choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them.

Teachers and librarians help your child choose books at an appropriate readability level that are challenging without being frustrating, ensuring that your child can pass the quiz and experience success.

Further information can be accessed via this link

As part of Accelerated Reader, we are able to keep track of each student’s word count. Using this information, students are challenged to climb their reading mountain by demonstrating commitment, resilience and enthusiasm for their reading. The intrinsic motivation which sits behind this means every student can climb their mountain. Students may well find the terrain and altitude tough but their ambition to succeed will take them to the summit.

Students also have a reading record to allow them to keep track of their reading and word count. As students reach each summit, they are issued with a certificate of recognition by their English teacher.

• Kinder Scout: 100,000 words
• Ben Nevis: 250,000 words
• Mont Blanc: 500,000 words
• Mount Fuji: 750,000 words
• Mount Everest: 1,000,000 words

Having completed an NGRT test, if a student’s reading age doesn’t match their chronological age , they may be offered some Reading Intervention. The Reading Intervention they are offered depends on the student’s need. We offer different programmes to best support the student with their reading.

Lexonik Leap

This is our phonics programme for students whose Reading age is around 6 years old. This effectively plugs students’ phonics gaps and is delivered either 1:1 or in small groups.

Dockside

This combines decodable texts with age-appropriate storylines, illustrations and language. Student move from little or no letter recognition to understanding short stories based on a certain letter/phoneme.

Reading Plus

This is an online reading development programme that teaches students the skills they need to read. This programme, after an initial diagnostic test, specifically adapts the texts that students read to their needs and interests. This programme focuses on Reading Fluency, enabling students to read more quickly and retain information.

Inference Training

This intervention involves small group reading and directed questioning based on what has been read. Students will spend a half term looking at a short novel: predicting events, analysing characters and plots and learning how to infer meaning from scenarios within the story.

Sixth Form Reading Buddies

For students whose reading age is only slightly behind their chronological age, we offer a Sixth Form Reading Buddy. These sixth form students support the English teacher during the fortnightly library lesson: listening to students read, helping with pronunciation and new vocabulary, whilst building confidence and enjoyment in reading.

Each half term, students are given the opportunity to drop everything and read, at the start of every lesson, for ten minutes. This is to raise the profile of extra-curricular reading and to show students how seriously we take reading at Friesland. During this time, teachers read with students and discuss their own reading and favourite books. We hope by doing this to cultivate a love of reading in our students.

All students have their reading age tested every year, via NGRT. This is in order to ensure students are progressing in their reading and are accessing reading material at an appropriate level. It also allows teachers and support assistants to identify any potential gaps and support students as necessary. Furthermore, it allows all teaching staff to ensure work is pitched at appropriate level and scaffold up, as necessary.