A Teachers’ Reading Group
to gaps, e.g. reading a poem a day, focusing on graphic novels, picture fiction, non-fiction, comics or magazines; reading around a theme or topic (e.g.
refugees, empathy, Egyptians); reading
Award Winners (e.g. the UKLA/Carnegie/Kate Greenaway, Blue Peter Awards); following finders on Twitter (e.g. Mat Tobin @Mat_at_Brookes and Simon Smith @smithsmm who recommend picturebooks); reading Books for Keeps; taking the 52 book challenge; inviting children to set the staff reading homework; running a staff book club and reading to your knee or thigh in books! This is likely to result in the need to buy new books and persuading the leadership team that, as the OECD (2002)6
state, the will influences
the skill (and vice versa), and that in any case books are worth reading for their own sake, not just to raise reading scores or widen children’s vocabulary! Schools are also building in time for teachers to share texts, seizing five minutes at the start of each staff meeting, creating book assemblies, staff book blankets, speed dating with books, showcasing practitioners’ current reading and establishing teachers’ mini-libraries of known and loved texts. If a child or adult wants to borrow one of these books, the teacher’s views can be shared, leading perhaps to a reciprocal book swap and another informal blether, reader to reader. Most of these ideas are described more fully on the OU website – do visit, explore and share. The monthly newsletter too may be of interest; it’ll keep you up to date with reading for pleasure research, resources, events and innovative practice. Developing one’s knowledge of children’s
literature and other texts is not an optional extra for teachers; nor can it be assumed. It is surely a professional prerequisite and a moral and social responsibility.
Follow Teresa Cremin on Twitter@TeresaCremin NOTES
1 Cremin, T., Mottram, M. Bearne, E. and Goodwin, P. (2008) Exploring teachers’ knowledge of children’s literature Cambridge Journal of Education 38 (4): 449-464
2 Clark, C. & Teravainen, A. (2015) Teachers and Literacy: Their perceptions, understanding, confidence and awareness. London: National Literacy Trust.. 3. Cremin, T. Mottram, M. Powell, S, Collins R and Safford K. (2014) Building Communities of Engaged Readers: Reading for Pleasure London and NY: Routledge. 4. DfE (2013) The National Curriculum. Key Stages 1 and 2 framework document. London: DfE.
5
https://researchrichpedagogies.org/research/ theme/teachers-knowledge-of-childrens-literature- and-other-texts 6 OECD (2002) Reading for Change: performance and engagement across countries: Results from PISA 2002 NY: OECD.
An Alphabet of Authors
In groups, create an Alphabet of Authors from A-Z.
A is for ….Alan Ahlberg B is for ….Anthony Browne and Burnett C is for ….
Which group has the most in ten minutes?
UKLA Book Awards 2018
The only award judged
by teachers for teachers
3-6 years 12-16 years
7-11 years joint winners
Books for Keeps No.234 January 2019 9
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