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- Keri Wiginton
- To Kill a Mockingbird. - Author: Harper Lee. - Score: 44,390. - Average rating: 4.27 (based on 5,584,470 ratings) Harper Lee's first novel, published in 1960, tackles issues of racial and social injustice in the South.
- Romeo and Juliet. - Author: William Shakespeare. - Score: 34,901. - Average rating: 3.74 (based on 2,430,511 ratings) Two star-crossed lovers meet and perish in this tragedy.
- The Great Gatsby. - Author: F. Scott Fitzgerald. - Score: 29,912. - Average rating: 3.93 (based on 4,737,607 ratings) Nick Carraway, a Midwest transplant and Yale graduate, moves to West Egg, Long Island, and enters a world of extravagance when he becomes entangled with millionaire Jay Gatsby and socialite Daisy Buchanan.
- Lord of the Flies. - Author: William Golding. - Score: 24,079. - Average rating: 3.69 (based on 2,692,219 ratings) "Lord of the Flies" tells the alarming story of a group of young boys who survive a plane crash, only to descend into tribalism on the island where they landed.
Reading is a great way to explore subjects that you find interesting – but there are many other ways to deepen your understanding: investigate your local museums, monuments, galleries and natural features, and think analytically about nature, machinery or the built environment.
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Jun 14, 2024 · Year 11 reading list - a selection of must-reads, including easy and challenging titles for Year 11 pupils in secondary schools aged 15-16.
- Tom Tolkien
- School Reading List
- Editor
- Spoken Language – Years 1 to 6
- Key Stage 1 - Year 1
- Year 1 Programme of Study
- Key Stage 1 - Year 2
- Year 2 Programme of Study
- Lower Key Stage 2 – Years 3 and 4
- Years 3 and 4 Programme of Study
- Upper Key Stage 2 – Years 5 and 6
- Years 5 and 6 Programme of Study
Spoken language
Pupils should be taught to: 1. listen and respond appropriately to adults and their peers 2. ask relevant questions to extend their understanding and knowledge 3. use relevant strategies to build their vocabulary 4. articulate and justify answers, arguments and opinions 5. give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings 6. maintain attention and participate actively in collaborative conversations, staying on topic and in...
During year 1, teachers should build on work from the early years foundation stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and...
Reading - word reading
Pupils should be taught to: 1. apply phonic knowledge and skills as the route to decode words 2. respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes 3. read accurately by blending sounds in unfamiliar words containing GPCsthat have been taught 4. read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word 5. read words...
Reading - comprehension
Pupils should be taught to: 1. develop pleasure in reading, motivation to read, vocabulary and understanding by: 1.1. listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently 1.2. being encouraged to link what they read or hear to their own experiences 1.3. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics 1.4. recognising an...
Writing - composition
Pupils should be taught to: 1. write sentences by: 1.1. saying out loud what they are going to write about 1.2. composing a sentence orally before writing it 1.3. sequencing sentences to form short narratives 1.4. re-reading what they have written to check that it makes sense 2. discuss what they have written with the teacher or other pupils 3. read their writing aloud, clearly enough to be heard by their peers and the teacher
By the beginning of year 2, pupils should be able to read all common graphemes. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupil’s level of word-reading knowledge. They should also be able to read many common words c...
Reading - word reading
Pupils should be taught to: 1. continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent 2. read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes 3. read accurately words of two or more syllables that contain the same graphemes as above 4. read words containing common suffixes 5. read further common exception words, not...
Reading - comprehension
Pupils should be taught to: 1. develop pleasure in reading, motivation to read, vocabulary and understanding by: 1.1. listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently 1.2. discussing the sequence of events in books and how items of information are related 1.3. becoming increasingly familiar with and retelling a wider range of stories, fairy stories and tradit...
Writing - composition
Pupils should be taught to: 1. develop positive attitudes towards and stamina for writing by: 1.1. writing narratives about personal experiences and those of others (real and fictional) 1.2. writing about real events 1.3. writing poetry 1.4. writing for different purposes 2. consider what they are going to write before beginning by: 2.1. planning or saying out loud what they are going to write about 2.2. writing down ideas and/or key words, including new vocabulary 2.3. encapsulating what the...
By the beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken voca...
Reading - word reading
Pupils should be taught to: 1. apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1, both to read aloud and to understand the meaning of new words they meet 2. read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
Reading - comprehension
Pupils should be taught to: 1. develop positive attitudes to reading, and an understanding of what they read, by: 1.1. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 1.2. reading books that are structured in different ways and reading for a range of purposes 1.3. using dictionaries to check the meaning of words that they have read 1.4. increasing their familiarity with a wide range of books, including fairy stories, myths and l...
Writing - composition
Pupils should be taught to: 1. plan their writing by: 1.1. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar 1.2. discussing and recording ideas 2. draft and write by: 2.1. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2 2.2. organising paragraphs around a theme 2.3. i...
By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciati...
Reading - word reading
Pupils should be taught to: 1. apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet
Reading - comprehension
Pupils should be taught to: 1. maintain positive attitudes to reading and an understanding of what they read by: 1.1. continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 1.2. reading books that are structured in different ways and reading for a range of purposes 1.3. increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary he...
Writing - composition
Pupils should be taught to: 1. plan their writing by: 1.1. identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own 1.2. noting and developing initial ideas, drawing on reading and research where necessary 1.3. in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed 2. draft and write by: 2.1. selecting appropriate grammar...
Dec 7, 2016 · Explore the diverse and fascinating books that students around the world are asked to read for school. From classics like Faust and The Bridge on the Drina to contemporary works like The Wars and The Death of a Severino, these books reflect local culture, history and identity.
Recommended reading book lists for Primary and Secondary school aged children, including fiction and non-fiction titles for all abilities.
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Jun 11, 2024 · Explore the most-read books in top U.S. colleges across various disciplines, such as philosophy, history, and political science. Learn about the Open Syllabus Project, a database of course syllabi from around the world.
