Good evening everyone
It’s a pleasure and honour being among educators and dream facilitators.
A rich and engaging literacy lesson (environment)
For literacy (English Language) to shift from abstract or monotonous, the best recommendation of approach is a book/text-based approach.
A text-based approach to teaching and learning literacy enhances the learning experience for children.
it does not exclude the teaching of grammar, structure, spelling , comprehension and vocabulary. Rather it embraces these concepts within context.
it does not exclude the teaching of grammar, structure, spelling , comprehension and vocabulary. Rather it embraces these concepts within context.
It also doesn’t negate the aspect of actually scheduling time in the time-table to focus in these key concepts.

They all fit into the overall goal of developing literate children
Let us try to bring this into the classroom

For instance for a Reception (4yo) or Year 1(5yo) class we could choose the text Handa’s Surprise by Eileen Browne for the purpose of this session.

It is the story of Handa, who’s part of the Lou tribe in SW Kenya. She decides to take seven pieces of delicious fruit to her friend Akeyo, who lives in the neighbouring village…a series of sneaky animals steal something from Handa’s basket…
CT= class teacher
This means the literacy curriculum need adequate planning well in advance

Long term planning
Medium term planning
And also
Weekly lesson plan to take into account all the resources needed to effectively facilitate learning

THE beauty of text-based literacy is also the opportunity for cross-curricula learning. Depending on the text, links can be made to other subjects in the curriculum- science, maths, history, geography, ICT…

Would anyone like to share ( I know we don’t know the full story bit from the summary given about it at the start)
What possible links could we make to other subjects?

Thanks so much everyone for your contribution.  so i dont end up taking too much of our time.
We can see how it requires planning.
With Handa’s Surprise links can be made to
1. Food, Healthy Living in Science
2. Animals and their feeding habits
3. Animals and their features
4. Physical features in the terrain during Handa’s trip
5. How many fruit she had and how many animal she met in Maths

So For the primary classroom teacher, a variety of texts should be explored
1. poetry
2. traditional tales
3. Native tales
4. Non-fiction/Information texts
A text-based literacy lesson should also be planned in such a way that the activities and learning points cater to multiple inteliigences



This way there’s something that every can can not only access at the level of their primary learning style but they can connect and enjoy
A rich and engaging literacy lesson starts with the teacher- enthusiasm, excitement and organisation.




Some suggestions of  Approaches to explore when using tect based literacy
1a. Reading aloud (before this the Class teacher should have read the book for themselves – to think about how best to read and present the text to the class)

1b. Children should have the opportunity to re-read the text in various situations such as independently , group reading and shared reading.

2 Children should have the opportunity to respond and reflect on the text in order to answer questions like- what is the author’s motive? what feelings did the text evoke? how do they like the book?
a.) Via Booktalks : which could engage them in a SWOT analysis like approach to the text. In children’s case Likes, Dislikes, Puzzle, Connections

3. Children should have the opportunity to interprete and perform scenes within the text. This can be done using a variety of expressive means such as drama, arts and music. 3. Children should have the opportunity to interprete and perform scenes within the text. This can be done using a variety of expressive means such as drama, arts and music. • storytelling and retelling • drama and role play to explore body language, tone, behaviour… • freeze frame • hot seating • writing in role i.e. writing as one of the characters in the books to share feelings and thoughts about an incident or event • poetry • drawing and annotating of settings , characters… • responding to illustrations within the text • illustrating the text
Freeze frame means children doing a still act of a scene on order to explore that part of the text on detail
4. Re-enactment : children should have the opportunity to revisit stories through a variety of play-centred experience and activities • designated role play area tailored to the text • small world area with puppets • story boxes or story bags containing small toys and inspirational objects to revisit stories
5. exploring and analysing text: this helps children to think – how does the text work? how is it made? what’s the structure? how’s language used?
• story maps (graphic means of breaking down a story into episodes and sequencing the events) • storyboard- shows key scenes in a story within a given number of frames (picture and short text)
FINALLY The last part of this text-based exploration is the INDEPENDENT WRITING and this comes after children have had in-depth exposure and time to explore the text.
They’ve listened to the story being read aloud They’ve listened via CDThey’ve discussed the text- characters, settings, main theme, connections They’ve had opportunity to role playThey’ve illustrated and analysed illustrations in the textThey’ve had the chance at retelling the story several times They’ve analysed the structure and use of words in the text
The truth is children can only be expected to produce quality writing/essays when they’ve had opportunities to explore and analyse similar works in-depth
They have a solid model for their writing
They enjoy reading because they know there’s a lot of creative activities and tasks related to it
Above all make quality texts available to children both in the Class and school library
Encourage parents to build up a home library or book corner too
Thank you so much for having me here this evening. It’s been such as honour being a part of CME 1 to 14. Wow





Ololade Kuku (nee Ogunfuye) is the creator of Lola’s Reading Corner-a Facebook group born out of the desire to inspire the reawakening of a reading culture in Nigerian homes and schools for the benefit of the Nigerian child.

She’s a qualified Primary school teacher who received her PGCE Primary Education from the University of Greenwich, and a CELTA degree from Lewisham College in London.

When she isn’t taking care of her three little ones, she’s reading , hunting for book bargains and trying hard to get fit.

She’s currently working on an accessible phonics course to support parents and children in bridging the gap to build confident and fluent readers.

She may be contacted at