Developing teacher’s knowledge of Children’s Literature Sophia, Ben and Hasan

Offer a brief account of where you work, naming your school or ITE institution and the county it is in. ITE students: institutional logos will be added later. Teachers: please include your school logo (having gained permission). You may wish to highlight an aspect of the school’s development plan if it connects to this work. Context

OUResearch inspiration and rationale Describe what particular strand of the TaRs findings (1-5) inspired you to further develop reading for pleasure in your class/school and why. TaRs found that in order to foster reading for pleasure effectively, teachers need to develop: considerable knowledge of children’s literature and other texts knowledge of children’s reading practices a reading for pleasure pedagogy which includes: Social reading environments Reading aloud Independent reading Informal book talk, inside-text talk and recommendations 4. as Reading Teachers: teachers who read and readers who teach 5. reading communities that are reciprocal and interactive. You may find these website documents useful: More Research Details (summarises each findings) Review your Practice (prompts areas for development) Practical Classroom Strategies (offers ideas for action).    OUResearch inspiration and rationale

Outline the specific aims you wished to address in your work based on the above. Consider the children’s needs too, did you seek e.g. to respond to a lack of interest or low reading stamina, or to increase support choice and discrimination? Connect the aims clearly to one of the key research findings and do use bullets. Developing teacher’s knowledge of Children’s Literature Aims

Describe the work you. PHOTOS are vital to convey this work visually, of the classroom, of relevant books, of children (check ethics). Outline

Commenting on the ITE Facebook page (community of readers)

Exploring poetry at CLPE Visiting CLPE I was amazed to see the wealth of poetry available to children. I was able to explore and engage with texts using my own autonomy as a reader. I particularly liked Exploring poetry at CLPE

Working as a group we begun to look further into ’the Savage’ and how it interacted with us as readers of the novel. We looked at characterization, themes and experiences. David Almond

Exploring Subversive Texts I found it really interesting looking at subversive texts and identifying how they broke the ’norm’ of children’s texts. Even as an adult reader I found the texts thoroughly engaging.

As part of my module I’ve chosen Malorie Blackman’s Pig Heart Boy and created a journal based on my experience and interaction with reading the text. My Reading Journal

Detail the impact that the work you undertook had on the children and their RfP, and /or on you as their teacher. Note evidence e.g. through your observations of shifts in attitudes or behaviour and quotes from children and staff. It might focus on particular children and include photos. Impact

Reflections on impact the TaRs research had on practice Reflect on which specific aspects of the TaRs research have influenced your practice and in what ways. Building on this, what are your plans and next steps to support children’s volitional engagement as readers? Reflections on impact the TaRs research had on practice