Life after wolves came out of the walls

Once upon a time, very close to where you are now, an English Consultant and a Librarian had a conversation about picture books and the Greenaway Award, specifically about The Wolves in the Walls by Neil Gaiman, illustrated by Dave McKean. And so my love affair with picture books began. From then on we walked hand-in-hand through lesson after lesson, and into the sunset together, me and the picture books.

Don’t get me wrong, I have always liked picture books, had fond memories of them, loved them even, but I didn’t perhaps appreciate their depth, their fine art quality as much as I should, which is strange since art is one of my deep loves.

The Wolves in the Walls is an edgy graphic novel in picture book form, with illustrations from McKean that, simply put, blew me away the first time I read it.  The narrative is simple.  The illustration deep, a Picassoesque family and wolves so grotesquely violent they would scare the sturdiest of Year 6s even if you turned the pages very, very fast.  There are pages that need no words, the illustrations do the talking.  McKean and Gaiman have a long standing professional partnership in the grown up graphic novel world and this comes across in this beautifully crafted book.

It is perfect for using in the classroom (most suited I think to KS2). Children love it!  It is dark, and based on the deep seated fears we all have. (Is it just me that hears a sound and gives it a back story?  No, thought not!).  Children like dark.  It’s a picture book that challenges. Not everyone likes it, but I don’t think the Wolves care.  It leads you into writing a sequel  like a dream – how could you leave the story of the Elephants in the Walls untold?  Less happy ever after, more horror all over again…

So I shall stop waxing lyrical.  Here are a few ideas for how you might use it:

  • As McKean would cite Picasso as an influence, this book is perfect for looking at his cubist period in particular, and looking at the construction of these images to support the children in creating their own version of the book.

  • The book uses some collage techniques. This could be explored as part of an art unit looking at new illustration styles, and could be compared with Lauren Child who also uses collage but in a different way.

  • The text is perfect for looking at onomatopoeia, the hissing, creaking, squeaking, bustling noises…what sorts of noises might other animals make?  This could be turned into poetry.

  • Explore the everyday, the familiar, Dad playing the tuba, Mum making jam, what might be happening in your house?  What more unusual actvities could your family be doing?

  • Use circle time to explore the family sitting around the fire coming up with plans. What plans can the children come up with for getting the wolves out of the walls?  Record these so they can be used to support writing their own version

  • Box the story up so the children know the structure inside out

  • Talk with the children about the noises their house makes. What do they imagine those noises are at night?  Can they describe the noises?

  • We should go and live in the arctic circle,” said Lucy’s father, “we must go and live in the Sahara desert” said her mother. “I think we should go and live in outer space” said her brother.
    Discuss with the class what they think it would be like to live in any of the three places Lucy‘s family mentioned above. After discussion, split the class into three groups and tell each group which one of the three places they are off to live in. Each group should come up with a list of 10 things they think they should take with them.

  • Look at the fonts, size and style in the book. Isolate the text from the pictures if you can. How does the font style, shape and size make you read the words?  Take the phrase “She heard clawing and gnawing, nibbling and squabbling.” Can the children choose a font/size to give the words a sinister meaning? e.g. chiller, or adjusting the size of the onomatopoeia words to be larger.

These are just a few of my ideas, others can be found here:

Philosophy Ideas 
Stories with Imaginary Worlds

Need more ideas for picture books to use in KS2?  Check out our Pinterest board here

Charlotte Reed – Primary English Consultant

Look again!

A picture book with good illustrations gives a book longevity, it enables you to return again and again and revisit a familiar tale.  When did you last really look at the pictures, take another look, see something new?  Share that book with a child and they will see something you haven’t even spotted yet.  Some books just cry out to be revisited. Some books wink at the adult reader (‘See, I put that in especially for you,’ they say – see below, from Little Mouse’s Big Book of Fears by Emily Gravett). 

“Picture books can be deceptive.  There may be more to them than first meets the eye.  Good picture books deal with important human issues and can convey quite complex ideas despite their economic use of words.”
Badderley & Eddershaw 1994

When I am looking for quality picture books my first stop is always the Greenaway shortlists. The Kate Greenaway Medal was established by The Library association in 1955 and has been drawing our eye to high quality picture books ever since.  These days the medal  is awarded by the Chartered Institute of Library and Information Professionals (CILIP).  The shortlists for this year have just been announced.  The award itself offers exciting opportunities for children to shadow the awards, get to know the books and share their thoughts.  There is an official shadowing scheme that schools can get involved in, a safe place for groups to create their own shadowing website and share their opinions on the selected books with others.

Over on Pinterest you can find collections of our favourite books for Foundation StageKey Stage 1 and Key Stage 2 alongside themed collections of books, books about about Lost Toys for example.

 “…picture books are often given less attention than books aimed at older children…This attitude is puzzling.  Illustrations bring the text to life, and aid understanding of the story, prompting questions and responses to the tale.”

Booktrusted News 2004

5 questions to ask when looking at picture books:

1) What is your eye drawn to first in the picture?
2) Does the picture describe just what is happening in the text or does it add more information?
3) How much has the illustrator involved you in telling the story?  How much is left to your imagination?
4) What are your first impressions when you look at this page?
5) Describe how you read the images and text.  How do your eyes travel across the page?

“A picture book is text, illustrations, total design; an experience for a child.  As an art form it hinges on the interdependence of pictures and words, on the simultaneous display of two facing pages, and on the drama of the turning page.” 
Bader 1976

5 activity ideas to use with picture books:

1) Give the children one illustration from a book and ask them to think of a title.
2) What is happening outside of the picture?  Photocopy one page and get the children to extend the illustration.
3) Imagine you are in the picture – what can you see, smell, hear, touch and taste?
4) Let the children look at a page for one minute, then ask them to draw and write everything they remember.
5) Wrap a selection of books in cellophane and ask the children to predict what each one is about and sort them into groups to see if they can see patterns or themes.

More about quality illustrators can be found here.

Charlotte Reed – Primary English Consultant

That was the year that was…

Union Jack (Photo credit: Wikipedia)

What was 2012 for you? Were you one of the many Brits who rediscovered patriotism by decking your halls with red, white and blue bunting for the Queen’s Jubilee and waving your Union Jack during the Olympics and Paralympics? Maybe, you watched the hilarious spoof documentary 2012 and consequently adopted the compound noun Jubilympics. Inspired! Or, thanks to our brilliant athletes, the new verb of 2012 – to medal entered your vocabularyNever were there greater examples of how the English language is organic and subject to continual change and development (or abuse – if you sit on a different side of the fence). Here at Primary HQ we partook in all of the above, medalling in bronze for tea-drinking, silver for biscuit eating and gold for red,white and blue home decorations and all-round flag-waving.

Running stitch (Photo credit: Wikipedia)

2012 was also the year that we picked up our metaphorical sewing kits and stitched together what has become the Primary English blog. We threaded our needles in July and began with our personal book recommendations for summer reading. Charlotte wrote about her kindle, Rachel about historical fiction, Jo provided a plentiful supply of chick-lit and Julia amazed us with her beautifully crafted post about A Tale of Two Cities. These first four posts were joined together with little more than running-stitch but their sum parts were squared and the patchwork of our blog was begun.

Patchwork takes time to craft. There is a plan – to create a ‘dimensioned’ piece in a palette of complementing or contrasting perfection . But, like a rhizome, as new fabrics are found, remnants are gathered and amendments made the initial plan can transform unpredictably and spontaneously. This has happened with our blog. Our initial plans to write once a week on predetermined themes took a new turn as we stumbled across content, responded to stories in the news or found links and correlations that we hadn’t initially spotted.

Our patchwork blog was evolving but to where, we didn’t know and that, we learned was part of the allure.

Like seamstresses, the more we have worked the more skilled we have become. The simple stitches of our early blogs have been joined by embroidered additions, like resources, and appliquéd embellishments, of things we like. Those early sole-authored posts have been joined by group posts and guest posts,  book recommendations and teaching ideas ensuring the fabric of our blog is diverse.

So what for 2013? We’ve got plans: we’ve scheduled posts and invited guests. Oh, and we’ve been given some knitting needles!

(Photo credit: Wikipedia 
Happy New Year – The Primary English Team.
First published on LoveToReadToMyClass.Wordpress.Com

It’s beginning to look a lot like Christmas…

The third Advent blogpost is from English team member Charlotte Reed, and celebrates what all teachers are good at – planning and preparation!

I’ll get it out there first off, we are currently a 3 tree family. I am hoping to add to the family this year but there is resistance from one party.  They will not win!

I love Christmas. I love the tradition, the indulgence, the present buying and wrapping, I love it all.  I am an irritating Christmas Elf who has completed most of the Christmas shopping by October half term.

It starts in earnest at the end of November, when the study becomes the Christmas Command Centre. The trees and decorations brought in from the garage are checked with fear and trepidation for mouse damage.  The house is stripped of the usual ornaments and these are packaged into the garage for the festive season.  On the 1st December I decorate, room by room, lounge first whilst watching another tradition – Elf.  The best way to spread Christmas cheer is singing loud for all to hear.

Read More

We Wish You a Merry Haiku – Christmas Haiku


The second of our Advent blogposts sees team member Rachel Clarke making the most of Christmas in the classroom.

This post combines learning about poetry with a Christmas craft activity and can even be extended to include a quick and attractive classroom display.

There are many ways of ‘doing’ Christmas in a primary school. Some stay on timetable until 3.30 on the last day of term; some hold Nativity plays and carol services, and some seize the Festive Season as an opportunity to go ‘off-timetable’ , hold parties and sprinkle glitter for the entire month of December.

I’ve worked in each type of school, learning early in my career that Christmas is exhausting – whatever type of school you are in. After ‘doing’ a full month of Christmas in my NQT year I vowed to myself that, whatever the school’s approach to Christmas might be, I was going to find a way of combining the festive theme with structured and meaningful learning. By doing this I maintained a focus on the curriculum, acknowledged the significance of the Christmas celebrations and made sure that increasingly excited children were kept calm and purposeful.

I first used the following lesson idea with a Year 4 class. It is easily adaptable and could make an equally good mum- or dad-led project if you wanted to adapt it for use at home.

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We’re Going on a Pudsey Bear Hunt


As it is Children in Need this week, we thought we would show our support with a blog all about books with bears in them!  The more we thought about it, the more there seemed to be. Here are a few of our favourites.

Scruffy Bear and the Six White Mice by Chris Wormell
This is a traditional story where Scruffy Bear helps the Six White Mice to hide from three predators. What makes this book stand out is Wormell’s illustration style, he captures expression in animals so well.  This is a superb story too for children to learn and then imitate, with them adding their own predators.

Read More

Picture this

The Big Draw is the world’s biggest celebration of drawing. It has grown into a month-long festival throughout October all over the UK. In this blogpost we celebrate those talented people without whom books would not be the same. 

“Yes, that’s right, children, the illustrator draws the pictures.”

How often is that heard in a primary classroom?  Is that all the illustrator does?

Here at Coventry English HQ we know there’s more to it than that. Good illustrators take words and bring them to visual life, adding their own special idiosyncrasies and quirks. We’ve chosen a few of our favourites to share with you.

Picture books transport us to worlds beyond our imagination. We love illustrators like Satoshi Kitamura, who is able to capture emotions seamlessly in colour and with pace. In Angry Arthur the whirlwind of destruction throws you across the page, while in Millie’s Marvellous Hat the riot of colour and detail invites you to sit, look, stay a while and ponder.  This is what we want in a book, one that excites emotion and gives us something to think about.

Jeannie Baker‘s books use collage to tell their tales. In Window the story of environmental change is told by looking through the same window over a period of 24 years. Written text is minimal – reserved for birthday cards on the window ledge, vehicle signs and advertising hoardings. Two narratives can be read in this text though: the story of a boy growing up and the story of an environment changing over time. In this text images reign – they tell the story, with words used only to fill in any gaps left by the images.

Christian Birmingham’s illustrations work in a more traditional illustrative manner, of supporting the role of words in telling a story. The Impressionist quality of Birmingham’s style makes his drawings ideal companions for traditional tales and children’s classics. Lavish versions of Sleeping Beauty (retold by Adele Geras) and The Snow Queen (retold by Naomi Lewis) owe much of their allure to the stunning artwork produced by Birmingham, which transports the reader to imagined worlds inhabited by witches, princesses, heroes and magic. Our blogpost To Infinity and Beyond features more on Christian Birmingham.

We love to share picture books with children, but we also know that the adult wants some entertainment too. One of our favourite illustrators is the fabulous Emily Gravett.  Her earlier books are particularly good for grown-up giggles, for example Little Mouse’s Big Book of Fears. Children love the story, and adults sharing the book will feel just as entertained, as Emily inventively uses everything from the ‘nibbled’ cover to the back pages and even the publisher information to add to the story.  You have to devour every element of the book to get the most out of it, and will want to return again and again to lift flaps and unfold maps. You’ll find something new every time.

In recent years a lot of these picture books have made a long-awaited venture into KS2. Books like Flotsam by David Weisner, Varmints written by Helen Ward and illustrated by Marc Craste, and The Arrival by Shaun Tan, have introduced KS2 children to the world of the beautiful, the unexpected and the strange – visual texts to stimulate thinking and provoke writing. Children move from ‘But there are hardly any words!’ to fascination and real depth of thought.

The amount of thought that goes into an illustration will never be obvious to us readers, and that surely is a measure of its success. How long does it take to choose the right colour, composition, expression? Illustrations don’t just show the author’s narrative but can also interpret their thoughts and feelings. Just think of Michael Rosen’s Sad Book illustrated by Quentin Blake, a masterpiece of empathy. The illustrations hold your hand through the text, giving you more when you need it and leaving it blank when you don’t.

So no, they don’t just draw the pictures.

Take a look at our collections of picture books for Foundation StageKey Stage 1 and Key Stage 2 on Pinterest for lots more beautiful books.

 Originally published on 12th October, 2012

To infinity and beyond…


Ah, the mysteries of space… astronauts adventuring to the moon, giant asteroids about to crash to earth, little green men intent on invasion. Glowing planets and shimmering stars with a beauty almost beyond description. The subject of space has always captivated children’s imagination. Who hasn’t hidden behind a sofa at one point in their childhood, terrified but magnetically drawn to the terrors faced by a brave Dr. Who, and then recreated the episode in the playground the following week? Or is that just us in the English Team?

Thursday 4th October sees the start of World Space Week, an opportunity to celebrate advances in space science. It is, therefore, the perfect time to enjoy the wealth of children’s literature that fires the imagination and turns us all into little Dr Whos.

1. 5,4,3,2,1 LIFT OFF! Shaking from side to side, the astronaut hangs onto the edges of her rocket. Pulling her grazed knees in tight, silver foil crumples and glued-on yoghurt pot headlamps slide to the floor…   Climbing into a cardboard box to embark on a lunar mission is a regular event in Early Years classrooms up and down the country. Indeed, not just classrooms; the living rooms and back gardens of the nation have been transformed into lunar landscapes since the Apollo Missions of the 1960s and 1970s. Jill Murphy’s Whatever Next! captures this popular piece of imaginative play beautifully. Play before bath-time; dressing-up in a spacesuit of wellies and a colander; and the typical parental refrain of ‘Whatever next!’ in response to Baby Bear’s ‘imagined’ adventure to the moon make this a story with a familiar setting – even if it is an imagined moonscape.

2. The theme of child as lunar explorer is enjoyed again in The Way back Home by Oliver Jeffers. In this picture book a little boy ventures into space in an aeroplane. His moon landing is accidental – he runs out of petrol. He’s not alone for long, as a young Martian has an engine fault in his vehicle and he too crash lands on the moon. In a series of events reminiscent of ‘let’s pretend’, a solution is found to their shared plight and the new friends find their ‘Way Back Home’.

3. The Usborne Book of Planets – weren’t Usborne books great? They taught you all the things you wanted to find out that weren’t taught at school. Charlotte bought hers on a primary school trip to Jodrell Bank where she went to see the giant telescope and look at the planets.

4.Fast forward a few years to Charlotte’s NQT year and the desperate search for a book to use for her first ever class assembly.  The saviour? Dr Xargles Book of Earthlets. A genius book, full of the usual Jeanne Willis and Tony Ross humour with great illustrations, and when isn’t a group of Year 6 children dressed as babies hilarious?  It made for some great instructional manual writing too. Who said picture books were only for the Early Years?

5. How can we not mention Cosmic by Frank Cotterill Boyce, little known script writer of the Olympics opening ceremony and general genius. He is one of Charlotte’s current long running author crushes – has she mentioned that she has met him? (Only a few times – the rest of the team)  Cosmic is a simple comedic tale that could happen to any of us (!) and shows the power of one small lie that gets out of hand.  It’s a great book for Year 6.  On the first day of secondary school, the unusually tall 12 year old Liam is mistaken for the new teacher and so begins a hilarious series of events. We are sure the moral isn’t ‘tell a lie and you get to drive a Porsche and go to space’, but it should be, it’s good to dream and sometimes those big dreams come true!

6. The Clangers, by Oliver Postgate. It’s an old one but a good ‘un. Inspired by the space explorations of the 1960s and originating from another old favourite series of children’s books, Noggin the Nog, this BBC animated series from the early 70s featured the Clangers, a family of creatures living on a hollow planet far, far away, nourished by blue string pudding and green soup harvested from volcanoes by the Soup Dragon. Those of us old enough to remember were captivated by these strange little creatures who spoke only in whistles, meaning that you could make up your own dialogue. Cue lots of storytellng, the putting on of plays, cartoons drawn and stories written. A forerunner of Talk for Writing perhaps?

7. Rebecca’s World. Terry Nation’s classic sci-fi adventure to a forbidden planet is unique and delightfully imaginative, both in plot and setting. Many an evening was spent by English Team members in their younger days, staring at the stars and willing themselves to be transported, like Rebecca, to a more colourful world. Never has it failed to capture the imagination of the classes we’ve taught over the years. The characters are so vivid they jump off the page – a rather un-heroic superhero in a threadbare costume, a man with an endless layer of coats and the most painful feet in the world and, finally, a spy who is inept with disguises and not terribly good at spying. Together they make a great team, embarking on a mighty quest to save the last tree from extinction. This is ‘off the wall’ imagination at its best and, like all great children’s books, equally enjoyable for adults.

8. In last month’s blogpost Neil Armstrong: celebrate his legacy with a picture book we celebrated the life of this courageous adventurer and the impact he has had on our imagination by taking a look at Mark Haddon’s book The Sea of Tranquillity, beautifully illustrated by Christian Birmingham.  This beautiful picture book is an autobiographical account of Mark Haddon’s childhood – growing up as a little boy fascinated by space and the lunar missions.

What are your favourite space texts? Take a look at our space-themed Pinterest board. Even more suggestions here from Steve Cole, the author of Astrosaurs, with his top ten of space books.

Rachel Clarke – Director, Primary English Education Consultancy Limited

Originally published on LoveToReadToMyClass.Wordpress.Com 28th September, 2012 


Looking for a big resource in a small book…?


Hands up who remembers Child Ed. How about Junior Ed? You know, those magazines kept on the shelf in the staffroom, jealously guarded by the teacher in charge of resources, tea money and organising the Christmas do. If, after promising faithfully to put them back in the correct magazine file in strict month order, you were lucky enough to be able to read them, they were always full of good stuff – teaching ideas, posters, advice and resource suggestions. No doubt some of you still have a pile of them somewhere…

So good news! This month saw the launch of a new bi-monthly magazine, Springboard Stories, which aims to fill the gap where Child Ed was. We were asked to contribute to the first edition by suggesting some of our favourite and most useful resources, in less than 50 words. Cue lots of discussion. We came up with the following:

  • Looking for a big resource in a small book? Pie Corbett’s Jumpstart books for 7 – 11 years are essential for every teachers’ toolkit. Packed with ideas, they cover learning-led word, sentence and text activities; and can be used for warm-ups or main lessons, They’re interactive, fun and adaptable for FS and KS1.

  • Sue Palmer’s Skeleton’s for Writing are indispensable for non-fiction across the curriculum. Relevant from YR-Y6 these visual aids for writing support children in creating non-fiction texts which meet the needs of their audience.

  • Social bookmarking site Pinterest is a tool enabling teachers to curate their own online resource collections. Fast to create, these visual collections save web pages for sharing with others or for supporting children with topic research. Check out our collections on Pinterest.

  • Looking to add breadth to your Guided Reading resources?  Look no further than Collins Big Cat! These books are lovely – written by top authors, with attractive illustrations and photographs, suggestions for Guided Reading sessions and reader response activities. Ready book-banded, the range contains 50% non-fiction and 50% fiction.

  • The Harris Burdick Mysteries, an intriguing book with a mystery at the start. We won’t spoil it! The book contains 12 pictures, titles and captions which inspire children to write their own tales. Great for KS2. It’s interesting to see the different directions the same start can take when giving children choice within a structure.

What would your 50 word suggestion be? Let us know and we could add it to our Resources for Teachers Pinterest board.

Rachel Clarke – Director, Primary English Education Consultancy Limited

Originally published on LoveToReadToMyClass.Wordpress.Com 13th September 2012.


What a difference a Dahl makes

The books transported her into new worlds and introduced her to amazing people who lived exciting lives.  She went on olden day sailing ships with Joseph Conrad.  She went to Africa with Ernest Hemingway and to India with Rudyard Kipling.  She travelled all over the world while sitting in her little room in an English village.’                       Matilda, Roald Dahl

Didn’t Dahl capture in four sentences exactly why we all love reading and what we want for the children we teach? For me, growing up in a rather lovely little village reading Ballet Shoes and MalloryTowers, The Twits was a rather rude awakening into another world.  A world where I laughed out loud, was it because the rather prim and proper Miss Wigmore on reading Dahl’s The Twits to us had to say the word Twit? A lot. Or was it because it was downright funny?  What a revolting couple they were but didn’t you think deep down they deserved each other?  Dahl got what made children laugh, what made them want to read on.  Short chapters, a fast pace, quality illustrations from Quentin Blake and dirty, foul-smelling descriptions of human functions described in multi-layered detail that your teacher read to you.  Glorious.  I think it is also why I can’t to this day eat spaghetti, wriggly, squiggly, wormy spaghetti.  That’s Dahl’s legacy to me!

Charlotte Reed

‘The small girl smiles. One eyelid flickers.

She whips a pistol from her knickers.’

A disaffected youth turning to crime? A gritty novel set in downtown Coventry? No, just a normal, everyday event for Little Red Riding Hood – according to Roald Dahl. His comic versions of popular traditional tales, Revolting Rhymes, were written initially as a sort of joke, and were published in 1982.

The collection of six extended poems turns the sweet world of charming princes and plucky heroes on its head, and gives children what they really love – naughty, subversive, rude, laugh-out-loud stories that they think grown-ups probably wouldn’t approve of. In the world of Revolting Rhymes, an Ugly Sister has her head cut off by the Prince, Snow White devises a way to win at gambling, Goldilocks comes to a very sticky end and the Three Little Pigs are saved by a knife-wielding Red Riding Hood. Every class I have shared them with has absolutely adored them, and would ask to hear them again and again, and perform them along with me. And of course, Dahl’s use of words such as ‘knickers’ always ensured an eager audience just waiting to hear their teacher say it.

The book has become part of my teachers toolkit: something I know will never fail to amuse, enthuse and inspire children. And I can’t help but snort with laughter at:

‘It made the Ugly Sisters wince

To see her dancing with the Prince.

She held him very tight and pressed

Herself against his manly chest.’

If you want to hear the great man read Little Red Riding Hood and the Wolf aloud, try the Poetry Archive site.

Julia Etheridge

Sharing was a large part of my life as a child. My sister is just 14 months younger than me and so growing up was a shared endeavour. We shared toys, books and our bedroom. After being tucked up in the evening we were allowed to read for an hour before ‘lights out’. And being a pair of book worms we never missed an opportunity to bury our noses in a good book or two.

Back in the late 1970s the ‘must have’ book for any self-respecting member of our primary school was Charlie and the Chocolate Factory. I remember going to town with my parents and my sister and buying Charlie and the Chocolate Factory and Charlie and the Great Glass Elevator. They were to be shared. To be owned by both of us. I’m certain though, that Charlie and the Chocolate Factory was mine and Charlie and the Great Glass Elevator was my sister’s (I suspect that my sister will dispute this!) Ownership aside, we loved those books – and particularly Charlie and the Chocolate Factory. I have such clear memories of lying in my bed, reading Charlie and thinking myself very clever indeed for understanding what Veruca Salt and her mother found so difficult to comprehend – square sweets that look round.

“He took the key from his pocket, and unlocked the door, and flung it open … and suddenly … at the sound of the door opening, all the rows of little square sweets looked quickly round to see who was coming in. The tiny faces actually turned towards the door and stared at Mr Wonka.

‘There you are!’ he cried triumphantly. ‘They’re looking round! There’s no argument about it! They are square sweets that look round!'”

Rachel Clarke – Director, Primary English Education Consultancy Limited.

So what of today’s young readers? Well, Dahl’s books still fly off the shelves of libraries and book shops. They can be seen in classrooms across the country. Roald Dahl has influenced a new generation of anarchic children’s writers such as Andy Stanton and David Walliams.

On Thursday 13th September we celebrate Roald Dahl Day. His legacy can be felt in each of our reviews and we write with some certainty that his writing has touched you too. So, what’s your favourite Dahl?

Originally published on Love ToReadToMyClass.Wordpress.Com 7th September 2012.