P13

Continued from p12

Guiding children

Children will often see what adults don’t so be guided by their insights – however surprising!

Value all comments – there often isn’t a right answer and this offers a real chance for reluctant or less able pupils to experience reading success.

Allow time – don’t jump in too soon.

Open-ended questions are key – Who? What? When? Where? Why? How? Often the only prompt needed is: ‘What did you like/find interesting/puzzling about the picture(s)?’

Some focused questions to ask about picture books are:

• What catches your eye about the cover?

• What do you predict the story will be?

• How are the pages set out?

• What other special design features are included (eg pop-ups, flaps, textured or fold-out sections?) How do they improve the book?

• How do the text and pictures work together?

• How do the pictures add to/subvert the story/information?

• Don’t feel you have to explain everything – leave some secrets for another time!

Encouraging children

How you refer to any text type transmits volumes, so be enthusiastic! Create constant opportunities for teachers and children to rave about pictures and picture books – it is highly infectious.

Some counties, for example Cambridgeshire, hold their own annual Picture Book Award contest, or you could organise your own school vote.

• Regularly share picture books with your class. Think of cross- curricular opportunities.

• Get caught reading picture books yourself!

• Boost interest by inviting in an illustrator or author/illustrator of picture books. After a visit from the wonderful Steve Smallman to my school, even the most cynical year 6s wanted to make picture books.

• To counter their ‘baby book’ image, provide a range of picture books appropriate for each age range. Remember all genres. Give older children opportunities to revisit old favourites from their younger years too – www. booktrustchildrensbooks.org.uk has ideas.

• Train other teachers, teaching assistants, parent helpers and parents to share pictorial texts.

• Display some picture books face out in the library or book corner to entice older readers, or provide a box of books for quiet reading/ independent group work times.

• Make your own books of images or display a picture and let children annotate it with their ideas over the week.

• Remember, pictures and picture books are designed for sharing, discussing and revisiting – allow this.

Final thoughts

In terms of reading progress, consider that, while having fun, the children have been given opportunities to:

• learn about book conventions, authorial intent and voice, prediction, anticipation, mood and atmosphere, character, narrative structure and setting

• develop visual literacy

• bring their own knowledge/life experience to texts

• explore multiple meanings and different levels of meaning

• recognise and make critical judgements about varying styles

• consider complex, abstract ideas

• have genuine dialogue about texts

• behave like readers, irrespective of ability.

So, put your faith in pictures. They will deliver skilful, powerful readers who view books as a source of never-ending delight. Not bad for ‘baby books’!

Kathryn Brereton is an infant teacher with over ten years’ experience. She is Literacy Coordinator at her school and has an Advanced Diploma in Language and Literacy.