Page 48 - Reading Nest - The Supportive Literacy Environment Handbook

What is an age-appropriate book e.g. for a seven-year-old? There are those who prefer
simple nursery rhymes and those who can read Harry Potter, and many fall somewhere

between these two with their level of skills and interests. The teacher can observe children

– by bringing different books into the reading nest, and introducing them, and then they
should monitor which children take interest in which books. Four-to-six-year old children

sometimes show interest in scientific literature, e.g. they carefully study illustrated books

on history, even though these are far too complicated for them, they can glean information
from illustrations and drawings, and some can read text in captions.

Games play an important role in reading nests, such as board games, role playing and

speaking and language games. Therefore it is advisable to have a collection of items for
playing and telling stories, e.g. paper, finger and hand puppets, there could be a screen or

stage, dolls could include some well-known book or fairy tale characters, various stage

props, for role games perhaps even costumes, wigs, or masks, and so on. All resources for
drama and role play may be located in a drama centre, should the classroom have such.

Which games and devices MUST be available? There is no clear and single answer to this.
In the Estonian language a large number of learning materials for reading have been

published in recent years (workbooks, primers, reading games, picture cards, etc.). Thus
there is no lack of devices to aid learning to read and write and the teacher should select

which of the many are best suited to their objectives. Many teachers actually make their own

materials, such as games, worksheets, and so on, the following are also used: a composing
spelling book, letter blocks, wall boards, modelling dough, magnetic board with letters,

alphabet floor puzzle and kinetic sand.

One method, mentioned earlier, is the creation of a print-rich environment: children should

have plenty of text samples to understand why and how reading is used, they should have
possibilities to play with letters and words. “The environment is the third teacher” Loris

Malaguzzi has said, the second teacher is peers – group or classmates. In role plays the other
child is often the driving force taking their peers to reading or writing. Mostly that child's

skills surpass those of their classmates but their example and drive are catching and take

other children along. Thus for example they lead the other children in playing a shop to
design paper money, make books or engage in a reading game.

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