The Primary English Encyclopedia: The Heart of the Curriculum, Third Edition
See also writing area/corner, libraries, reading environment, writing
Good displays of books and resources and related children’s work in the school entrance hall, the library and the classrooms encourage interest in reading and writing. They also invite comment and are a special way of communicating and sharing our knowledge about enjoying reading. All the books we select should of course be good of their kind. The following list brings together what I have seen and read over the years which might usefully be held in mind when displays are set up to promote English work.
Finding a focus
It is best to present something coherent and not overcomplicated:
• Books/resources by one author/illustrator/ publisher; on one theme – adventure, science fiction, spiders; or a particular kind of book – for example poetry anthologies, short stories or non-fiction.
• Different versions of the same traditional tale.
(I remember an excellent display made by a Year 5 class and their teacher on different tellings of Red Riding Hood. Some of the children’s modern versions of the story were included.)
• One book in the centre of the display and reviews by the class and the teacher surrounding it.
• The ten favourite books of one class together with children’s short reviews. (Tyrell and Gill (2000) suggest we call such a display ‘A Really Good Book’.)
• Favourite books from the childhoods of teachers and other adults in the school.
• Year 5 or Year 6 display for younger children of their favourite early books with annotation on stand up cards.
• New books and books short listed for a prize like Smarties, Carnegie, Kate Greenaway or the TES information book award.
• Books on a particular country or culture or on a topical event or festival; dual language books.
• Books related to film or television.
• Books children have made.
• Children’s writing of a particular kind, attractively mounted.
Creating visual appeal
If you remember displays that impressed you, they tend to be uncluttered, fresh looking and with a focal point:
• An eye-catching book cover or an object like a box or vase that fits with the theme of a story might intrigue.
• We can get ideas from shop windows and museums about the grouping of items. Some imaginative teachers use boxes, packing cases, easels and coloured paper or curtain as a back drop – but we do need to avoid a cluttered effect.
• On the whole, well selected books attractively displayed can be enough. If we make displays too elaborate we might not change them as frequently as is wise. As Chambers remarks ‘every display has a natural life-span’ (Chambers, 1991).
Involving children in the display
• Copies of books should be readily available once children have been tempted by the display.
• A lively talk about the displayed resources in assembly can excite children’s interest.
• Teachers can take the children to visit a display, read snippets from the books and talk to the children about them.
• As well as regular small scale displays, once or twice a year schools often make a large scale set of displays involving parents, teachers and friends of the school in the preparation.
Chambers, Aidan (1991) The Reading Environment: How Adults Help Children Enjoy Books Stroud: The Thimble Press (Chapter 5).
Tyrrell, Jenny and Gill, Narinderjit (2000) Coordinating English at Key Stage 1 London: Falmer Press (Chapter 2).
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