Teach Primary Issue 19.5

not always the case. However, even if you don’t feel confident about dissecting texts, trust that the children will help bring books alive. Of course, there may still be some stories or texts that you’re a bit nervous about, or unsure how to approach. In this case, I would always suggest sitting down with the book and reading it a few times. Make notes of what themes arise. How might you add suspense? What are the key points? Can you find links to the curriculum? Are there illustrations you could explore? Is there text or font that stands out (a possible way to introduce punctuation). Is there a character that children could embody through hot seating and role playing? A good quality text will enable a multitude of pathways for exploring the story – without just reading it over and over. Try isolating moments in the story, and scaling them into large works of art; changing phrases and words to create a different story or ending; or choosing a particularly READING It’s all well and good saying we need diverse books, but how do you get the most out of them? It doesn’t have to be complicated, says Rachna Joshi ... S tories are an important part of the daily routine in primary schools. They’re such a valuable tool to embed learning, and invite imagination and excitement for children. Having the right stories for your pupils can give a sense of belonging and offer a new world to step into. For example, my class were exploring their own identity by drawing self-portraits with skin colour paints, singing along to Brown Skin Girl by Beyonce, but when it came to drawing and painting their hair, they struggled to find the right words and language to describe their tight Afro curls . My Hair by Hannah Lee became a saving grace; we read it and discussed how the children in my diverse North London class care for their hair. We talked about combs, going to the barbers, the experience of sitting in a chair to get hair braided, and the different beads incorporated into the look. Children swished their hair side to side to make the beads hit each other. Some pupils used a large piece of Lego as clippers and pretended to shave their friend’s hair, describing detailed fades, ticks and lines in the hair. It was great to see how one book could lead to so much depth of conversation, experience and learning from each other. Where to start Often, we assume that teachers are just as passionate about reading in their personal lives as they are about promoting it in the classroom, but that’s Creative “It was great to see how one book could lead to so much depth of conversation” Illustration: The Café at the Edge of the Woods , © Mikey Please Illustration: My Hair is as Long as a River © Emma Farrarons 62 | www.teachwire.net