Transcript

I’m Michael. I’m a Primary 5 teacher and literacy lead in a large primary school in Paisley, near Glasgow. After I attended a Reading for Pleasure conference, I was keen to implement Reading for Pleasure pedagogies across the whole school. Some of our staff have joined a Teachers Reading Group and Reading for Pleasure is on the school development plan. It’s something we discuss frequently in staff meetings. However, following a recent local authority visit, the literacy link observed independent reading time in my Primary 5 class, and in the report they commented that children didn’t seem to be reading, most were just sitting around in groups chatting. They noticed that there were books on the tables and in children’s hands, but very few were actually reading them. I’m wondering what key messages I should focus on in my written response to the literacy officer.