Reading for Pleasure: 100 Books
At Langley Mill Academy, we aim to develop a sustainable reading community throughout the whole school. We expect all staff to play a part, no matter how big or small, to increase pupils’ motivation and enthusiasm for reading, recognising the value and importance of reading for pleasure and reading for purpose:
- Reading for pleasure is the reading we do of our own free will
- Reading for purpose is the reading we do upon instruction or for research
We recognise the huge benefit that reading can have on pupils’ academic achievement, as well as on their social, emotional and personal development, regardless of their reading ability. We will actively promote reading whenever possible – for example, through displays, class discussion, reading aloud and sharing reading recommendations – to engage, challenge and inspire pupils. To achieve this we actively encourage pupils to be selective and critical in their reading habits so that they can become discerning readers and develop their reading interests
We recognise the importance of being aware of current children’s and young adult literature and will endeavour to increase our knowledge in this area, as well as share our own experiences of reading with pupils and colleagues
Regular reading time will provide a regular opportunity for focusing on reading. To this end, all pupils will have a reading book in school with them at all times, in line with school policy
We have developed and make use of the libraries within our classrooms and central area to support the teaching and learning of pupils, encouraging them to utilise the reading resources available to them in school. We encourage reading at home - communicating with parents to raise the profile of reading at every opportunity and to support their participation in their child’s development as a reader.
Learning to Read
Reading for Pleasure
Best of the Best
100 Book Spine
Reading for Pleasure
Best of the Rest
Reading to Learn
Book Banded books
Little Wandle phonics books
Themed Reading lessons
General Books (Yellow Stickered)
• Topic books
• Reference books
• VIPERS / reading comprehension/ themed reading
This system of teaching reading remains unchanged
These books are organised and categorised by year group and are all high- quality books across a range of text types to give variety and depth to pupil’s choose of reading materials. They include:
• Fiction / Non-Fiction
• Picture books
• Graphic novels
• Topic-linked books
• Diversity / Inclusion
• Reflect the interest of the community& issues within the wider world.
These are the ‘best of the rest’. They are books owned by school already.
They are all good books - many are by the same authors/ from a series of the 100 book spine.
They run alongside the ‘100 books’ and for children to read by choice and for pleasure, however they will not be promoted to the same extent as the ‘100 books…’
Reference books and traditional ‘topic’ books.
There are some non-fiction and topic linked books on the books spine too.
Children read at a level as per current school policy
All children in the class can access these books, regardless of reading ability. Children reading below ARE for their year group may also have a ‘Learning to Read’ book in addition to their Reading for pleasure book that is given to them by the teacher, in line with the school’s reading policy (e.g. a book band book or phonically decodable book)
As and when needed for topic of general interest.
100 Books lists
The 100 books lists for each Year group at Langley Mill Academy can be viewed here:
- An important factor in developing reading for pleasure is choice; choice and interest are highly related (Schraw et al, 1998; Clark and PhythianSence, 2008)
- Students with more positive attitudes towards reading are more likely to read at or above the expected level for their age (Clark 2014).
- There is a strong association between the amount of reading for pleasure students say they do and their reading achievement (Twist 2007).
- Students who read for pleasure make significantly more progress in vocabulary, spelling and maths than children who read very little (Sullivan and Brown 2013).
- Teachers who encourage students to read books of their choice for pleasure is a major contribution towards students developing a positive attitude towards reading and a life-long interest in reading. (International Reading Association, 2014).