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Reading is a fundamental skill that enriches lives, broadens horizons, and fuels imagination. It is not merely a means of acquiring knowledge; it is a transformative experience that opens doors to new worlds, perspectives, and ideas. Through reading, our students can explore different cultures, travel through time, and delve into the depths of human emotions.

In an era dominated by digital media and instant gratification, nurturing a love for reading is more crucial than ever. It empowers students to think critically, communicate effectively, and develop a lifelong thirst for learning. Reading fosters creativity, cultivates empathy, and ignites a passion for discovery, enabling students to tackle challenges with confidence and resilience.

At The Telford Langley School, we understand that reading is a lifelong adventure that extends beyond the school years. By instilling a passion for reading in our students, we hope to equip them with a powerful tool that will serve them well in their academic pursuits, personal growth, and future careers.

 

ACCELERATED READER LESSONS.  

Our students can acquire so much knowledge from books, but also can experience so many things they may not otherwise be able to experience. It is important that students can see themselves represented in books, and our Reading resource material has been collated with this in mind so that there is representation for disability, sexuality, gender, race, location as well as other issues that we would want our young people to explore. Students are encouraged to explore the context of their book to help with comprehension of vocabulary, themes, and characters. Students can quiz regularly, and this is a real motivator!

The Accelerated Reader programme and reading lessons support both the ability to decode and understand the meaning of individual words with ‘Word of the Week’ supporting acquisition of new vocabulary.  In addition to this, the wider comprehension of a text is supported through direct instruction, shared reading, and independent reading. For lower ability or reluctant readers, modelling and scaffolding support access and enjoyment encouraging students’ engagement with reading. Anthologies of short stories are shared as class texts and students are encouraged to talk about and complete learning activities to support their access to a broad range of both fiction and non-fiction from diverse genres to develop empathic and enquiring responses.

More information on the Accelerated Reader and Corrective Reader programme can be found by following the links

Accelerated Reader – https://www.renaissance.com/products/accelerated-reader/

Corrective Reader – https://www.mheducation.co.uk/schools/secondary/direct-instruction/corrective-reading

 

Year 7

TERM ENGLISH CURRICULUM TEXT

READING LESSON TEXT

(ALONGSIDE INDEPENDENT AR GUIDED READING)
AUTUMN FACE-BENJAMIN ZEPHANIAH

THE SHEEP PIG-DICK KING-SMITH (TRANSITION TEXT), WONDER- R.J.PALACIO

SPRING THE TEMPEST (FULL PLAYSCRIPT)-WILLIAM SHAKESPEARE THE SHAKESPEARE STORIES :A MIDSUMMER NIGHTS DREAM – ANDREW MATTHEWS & TONY ROSS
SUMMER OLIVER TWIST-CHARLES DICKENS CONTEMPORARY NOVEL-CLASS VOTE (PRIVATE PEACEFUL/HOLES/TUCK EVERLASTING/ THE BOY IN THE DRESS).

Year 8

TERM ENGLISH CURRICULUM TEXT

READING LESSON TEXT

(ALONGSIDE INDEPENDENT AR GUIDED READING)

AUTUMN

ANIMAL FARM – GEORGE ORWELL NOUGHTS AND CROSSES  -MALORIE BLACKMAN
SPRING MACBETH (FULL PLAYSCRIPT)-WILLIAM SHAKESPEARE THE SHAKESPEARE STORIES :MERCHANT OF VENICE/OTHELLO – ANDREW MATTHEWS & TONY ROSS
SUMMER   NOVEL-CLASS VOTE (HEROES/FRAMED/SKELLIG/ ROLL OF THUNDER HEAR MY CRY/ ALICE IN WONDERLAND).

Year 9

TERM ENGLISH CURRICULUM TEXT

READING LESSON TEXT

(ALONGSIDE INDEPENDENT AR GUIDED READING)
AUTUMN THE STRANGE CASE OF DOCTOR JEKYLL AND MR HYDE – R.L.STEVENSON FRANKENSTEIN THE PLAY – PHILIP PULLMAN
SPRING TWELFTH NIGHT (FULL PLAYSCRIPT)-WILLIAM SHAKESPEARE THE SHAKESPEARE STORIES: JULIUS CAESAR/RICHARD III – ANDREW MATTHEWS & TONY ROSS
SUMMER   NOVEL-CLASS VOTE. (OF MICE AND MEN/ NORTHERN LIGHTS/ BLOOD BROTHERS(PLAYSCRIPT)/ WOMAN IN BLACK/ TOUCHING THE VOID).

More information on reading as well as how to support your child or to further develop your own reading skills can be found HERE.

Amber Reading Programme

As a targeted intervention, some students will complete the Amber Reading Course which help prepare learners to read following seven steps. The lessons delivered consist of no pen sessions that are focussed on developing a learning routine around reading incorporates:

  • Practice of high frequency words.
  • Systematic exposure to the range of graphemes that make up each sound.
  • Preteaching of new vocabulary and knowledge to be encountered.
  • Reading activity.
  • Answering questions purposefully designed to develop comprehension.
  • Revisiting of new words and knowledge.