Project Summary The importance of reading in learning is well established but its importance goes well beyond the scope of academic success. In our societies, the mastery of the written language is not only a daily necessity but also a fundamental condition for the social, professional and cultural integration of the individual. However, reading habits during childhood play a vital role in the development of written communication. We decided, therefore, to develop reading through children's literature, each book selected becoming the inspiration for an interdisciplinary project. The selected literature will allow us to address different themes, learn about other cultures and share best practice. Sessions that we organize around each book will generate quality talk amongst students that will help them make connections between their personal experiences and the text read. Teaching sequences that we plan from excerpts of the book will allow the child to discover the meaning of written words using a variety of strategies that will help improve his or her knowledge of the language code and language in general. Through these selected texts, teachers integrate grammar and comprehension learning, allowing them to address different areas and different learning materials. Depending on the level of students, the teachers may read them the story out loud (storytelling), work from selected extracts or allow the children to read the text individually. One objective of this project is to combine all language disciplines (reading, speaking, listening, grammar, conjugation, spelling, creative writing) using the selected text as a starting point and not using a series of text books. The other objective is to develop creative skills in other disciplines such as the visuals arts, drama, games and crafts as well as in the disciplines of science, geography, history and mathematics. Each teacher chooses the texts themselves. This flexible approach allows the teacher to adapt to all school environments, but also to individualize learning to improve basic skills and combat early school leaving. Creating a site where each partner can share classroom activities undertaken, exchange printed texts, discover and compare books that share a theme will also be a source of motivation and enrichment for each child. The creation of a vademecum of the methodology will ensure learning continuity within each institution. In addition, Europe is going through a difficult economic situation and we see increasingly nationalistic reactions or intolerance and racism appear. Our project modestly tries to fight against the status quo. We believe that our own ignorance and that of others leads to reactions of fear and rejection. If we cannot act directly at a political level, we can act through our students who will be tomorrow's adults. We can strengthen their sense of belonging to the European Community by allowing them, through exchanges with students from partner schools to discover the richness of their similarities and their differences. Europe is no longer an abstract idea but is becoming our reality: the child views its partners as neighbors rather than strangers; he realises that we all have the same desires and the same concerns.