Suggested Booklist: From Teachers' Libraries and Bookshelves

By Kaye Lowe

Choosing books to read and enjoy is a matter of personal preference. This list includes books suggested by teachers from a variety of schools. Please become familiar with the books and make informed choices when including or excluding these books from your class library. The teacher read aloud suggestions are to be read prior to reading aloud to the class. The teacher read aloud provides an opportunity to pave the way forward for readers and it helps them make choices about what to read next. It is a good idea to read just the first in a series and/or introduce readers to a new author by reading just one book while making available the rest of the series or a collection by the author.

To be considered

Readers need to make choices about the books they read AND…

  1. Sometimes, they don’t know which books to choose and they choose “backwards” – books that they are familiar with and/or books they have read previously.
  2. Sometimes, they choose books beyond their instructional levels and reading time becomes little more than flicking through pages. During sustained reading time (minimum 20 minutes per day), readers need to be ‘captivated’ by a book that not only sustains their interest but has them asking for more when reading time is finished. Sometimes readers need assistance in finding their “right-fit” book/s. Teachers need to know what books are in their class libraries and be knowledgeable about children’s literature.
  3. Always value and acknowledge readers’ choices. Making a choice is preferable to not choosing at all. Choice is linked to passion. When a chosen book is beyond the reader’s independent level of reading, echo read (or record) a section to set the reader up for success. Suggest that the reader reread the section of the book for a few minutes in reading time and in addition, support their choice of ‘right-fit’ books. Introduce 3-5 other books at their reading level that are of interest. “I have these three books here that I also think you might enjoy. Take a look at these today and see if there is one that appeals to you.” We are obliged to make sure readers access quality literature. Teachers need to be familiar with the books they suggest.
  4. When a reader has difficulty finding the ‘right-fit’ book, set parameters by limiting the choice to 3-5 suitable books. Make suggestions and guide the reader towards success – hot books are the key. The suggested books MUST be worth reading.
  5. Books that are read many times become predictable and are an effective support for beginning readers and ‘red flag’ readers. These readers need books where there is a close alignment and predictability between the text and illustrations. Predictable texts are key in supporting the beginning stages of reading. It is important that Kindergarten teachers read every book that is in the class book collection during the first few weeks of school so that the children are familiar with the collection. Predictable books are generally short and can be interspersed as lesson breaks throughout the day.
  6. The following is a list of HOT BOOKS compiled with the help of teachers and librarians – the list is intended only as a guide to students’ and teachers’ choices. Reading choices are personal – some books we like, some we don’t. To say it again…It is imperative that teachers are aware of the books in their class libraries and that ‘teacher read alouds’ are read prior to being read to the class.
  7. It must be noted that while the list is set at specific year levels (as a guide), there will be readers in all classrooms reading in the year levels below and beyond. The scope of books available in every classroom must accommodate the ends of the learning continuum. The recommendation is two to three hundred books per classroom and quality counts! Teacher read alouds pave the way for readers to “up” the standard of their reading choices.

Download the list here