In the run-up to the publication of The Reader’s Annual Report 2014/15, here’s another highlight from our shared reading activity in the past year.
Our shared reading projects with children and young people focus entirely on reading for pleasure. Even in school settings, stories are shared in an informal, interactive and engaging way to encourage an enthusiasm for reading. Alan is one of our young readers at a primary school in Liverpool, where we have been working in partnership with City of Readers.
Alan, along with twenty other year 3 and 4 pupils, attended the first shared reading session which we ran at a local primary school as part of the Reading Revolutionaries Roadshow. As the group were new to the training course and shared reading model we explained that if students felt too shy or anxious to ask any questions out loud, they could write their questions on a post it note, in which we would address and respond to after the morning break.
We read Oh No George! by Chris Haughton and a lively discussion ensued with lots of the pupils relaying stories about their naughty pets. The group were totally engrossed and all participated in shouting out ‘OH NO GEORGE!’
One group member stated:
“It’s hard when you’re told not to do something though, because it makes you want to do it even more. Like George…I bet he wasn’t even thinking about eating the cake or the playing in the mud, but as soon as he’s told to ‘be good!’ they’re his first thoughts. I’m like that too…like George…as soon as I’m told I ‘can’t’ that’s when I ‘want’.”
After we finished reading, Alan, who had been mostly quiet for the duration, approached me and stated that he had made a mistake with his question on his Post It note and needed to ‘fix it’. We went through the notes until we found his Post It which read ‘I don’t read anything’. He took his note and came up to me around ten minutes later with a new submission which read ‘Did George go in the bin or not? Would George be good next time or not?’
In one twenty minute shared reading session Alan had transformed from a self defined ‘non reader’ to an inquisitive and interested literary thinker.