This paper describes the significant literary activities observed in the teaching of reading in an inner-London (England) primary school in a reception and year four class. Efforts at achieving a high level of literacy for all students are hampered by: (1) low parental literacy input and involvement in school; (2) continuous disruptive behavior from a minority of children; (3) an inconsistency across the staff in carrying through the carefully constructed language policy; (4) large class size; (5) cuts in support staff; and (6) meeting the demands of the National Curriculum. Children's early experience of story is critical to their success in literacy at school. Teachers can serve the needs of their students by reading more books and reading more often to their classes. Picture books, storytelling and rhymes are particularly captivating for children and can encourage them to become more interested in reading and increase their literacy level. (SWC)