At Nobel, we know that reading is a valuable, enjoyable and worthwhile endeavour. We recognise that children who develop good reading habits: improve their literacy skills, find it easier to access all subjects and generally have better life outcomes. Moreover, as well as the numerous academic benefits gained from regular reading, enjoying a book can also prove to be a great form of escapism and stress-relief.

During the summer months, we will be running an ‘Audiobook Challenge’ for Years 7-10 to help foster a love of reading and encourage all of our students to maintain a good reading routine. Listening to an audiobook is a really fun and accessible way to access books. In addition, educational research has shown that listening to a story can provide as many academic benefits as independent reading. Through listening to stories, students: develop their vocabulary, improve comprehension skills, widen their general knowledge, and, with the help of an expert reader, improve their own fluency and prosody (the ability to read with speed, accuracy and expression).

Here is what students need to do:

Every Monday we will post a 30 minute audiobook instalment on Show My Homework

  • LISTEN to the audiobook chapters
  • QUIZ on the chapters you have listened to in order to check and develop comprehension skills
  • LOG what you have read (an example of how students can do this is detailed below)

In addition to our Reading at Nobel routines, this year, we have introduced a Reading Passport for our Year 7 cohort. We expect all students to read for at least 30 minutes, 5 times a week. In doing so, our aim is to foster a life-long reading habit in all of our students.


Reading Lists

Key Stage 3 Reading List Key Stage 4 Reading List

Activities to Support Reading at Home

 

How can I support my child with their reading?

  • Encouraging and praising your child’s reading efforts
  • Demonstrating your interest and value in what they are doing
  • Providing a calm, quiet and safe environment for your child to read
  • Helping your child to avoid distractions such as: television, computer games, social media etc. when reading
  • Listening to your child read aloud at least once a week
  • Engaging in discussions about what your child is reading
  • Ensuring that your child’s Reading Passport is completed and signed once a week

Help! What do I write in my Reading Passport?

rp1

1 – Date

Students should read for a minimum of 30 minutes, 5x a week.

2 – Thoughts/Comments

Developing reading comprehension (understanding) is of central importance when engaging with text. This section of the passport is really important as it shows us that your child has thought about and engaged with what they have read.

Your child could:

  • Summarise what has happened in the section they have read
  • Describe an important character/ setting
  • Draw a picture relating to the text
  • Include an important quotation and explain why they picked it
  • Make predictions/ ask questions about the story

Make analytical or critical comments about the author’s intent/ key themes and ideas

3 – Adult Signature:

This should be signed by the parent once a week. Your child’s English teacher will also monitor progress.

The following guidance could be used as a way to structure reading at home with your child:

Reading to your child If you can, use the first five/ten minutes to read to your child. It is particularly important for developing readers to hear a confident reader modelling the reading process. Hold the book in a position where you can both see the text and track the words as you read.

If you prefer, you can share an audio book with your child. These are available online or can be borrowed from the town’s central library, free of charge.

Listening to your child… After you have read, you should switch roles and have your child read to you. They could re-read the section you have just read to them, or they could read on.

Make sure your body language and eye contact show you are interested in hearing them read. You can smile, nod and give concise verbal praise when they are reading to you. Don’t correct them right away if they are struggling with a particular word – give them a chance to try first.

Asking questions and talking about the story… It is important to build comprehension (understanding) of the story, as well as the ability to decode the text.

The last 5 minutes of each reading session should ideally be used to ask comprehension questions about the text. Try to ask at least 3 questions about what you have read together. The best questions will lead to further discussions about the book!

You could use the following question stems or make up questions of your own:Where was the story set?

  • Who were the main characters in the section we read? Can you describe them?
  • Can you summarise what happened in the section we read today?
  • What do you think ___________ was thinking when_________________?
  • How did you feel when ______?
  • Why do you think the writer used this particular word?
  • Can you predict what will happen next?
  • What do you think the writer is trying to make us think about?
  • Do you agree with the idea that____?

If you have any concerns about your child’s reading, please contact:

  • Your child’s English teacher
  • Ms Port (Head of Literacy)
  • Mrs Amey (Head of Special Educational Needs)
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