P11

Continued from p10

And there is a place for simply reading to children with a minimum of questions, allowing the children the time and space to become absorbed in the language and style of a story. When they are so focused on what they are listening to, I don’t think it does them any harm to play with each others’ hair or fiddle with their shoes. If they are relaxed enough to behave as they would at home, the chances are they are relaxed enough to be absorbing the text.

Introducing Eric

I have recently introduced Everyone Reads In Class (Eric). Following a discussion about where they like to read, I said they could lie down if they wanted. The children have responded with gusto – somehow seeing it as different from other relaxed reading times. Many of them make a beeline for under the tables or on the carpet! However they do it, the important thing is they are excited about the reading process.

To raise the profile of reading for pleasure, we are introducing playground book boxes filled with magazines, annuals, catalogues, atlases, that have been donated by families.

It helps if teachers read some of the books we are promoting to the children and then talk about them. One such book, which was introduced in an assembly, has never made its way back to the graded shelves – it is constantly being passed from one child to another.

One of the things we can do for children is help give them the opportunity to forge the links of happy memories and books. Mentioning a particular book to a child because you think it will suit his sense of humour, or appeal to her love of adventure, could be one of the components that make the difference for someone.

We are fortunate to have the opportunity to make a difference to children’s lives. I believe nothing could be more beneficial than helping them find the pleasure that is in reading.

Nicola Illsley teaches year 3 at the only junior school in Bradford, and has curriculum responsibility for art, reading resources and the library.