A Primary School Librarian’s List Of 125 Books That A Child Might Want To Read.

these are your kids on books

The publication of yet another list of the “top 100 books” that children “should” read in primary school raised an extensive discussion on social media about the books chosen. Whilst the books on the list are undeniably classics, and books of quality, do they actually represent the kind of books that will nurture a love of reading in children, or is this instead a list of national curriculum and Amazon favourites?

To challenge that list I give you the list of an experienced primary school librarian. These books are the ones that I know have created delight in young readers and have been loved with a passion. You might not agree with all my choices (and some of them are not to my personal tastes) but these have all been loved by REAL CHILDREN who devoured them and wanted more after finishing them. These are not only books that children have enjoyed, but also ones that parents have enjoyed sharing with them. Sharing books aloud is an important way to foster a love of books and reading in a child, and no one is ever too old to hear a story.

The list progresses roughly through developmental stages, but is by no means prescriptive, and it is not in order of preference. “Top books” charts are far too subjective, and the books on this list are all great. If you need more guidance and advice on children’s reading there really is only one person to seek out – a school librarian. These titles are all for primary age children and (with one notable exception in William Grill’s Shackleton) are all fiction titles.

Just for clarification, I don’t believe that any of these books “should” be read by all children, that’s not how a love of reading works. This is list of great books that I know children have loved and, if any of them suit the tastes of children you know, then they too might read them and enjoy them. If they want to. Your list might be different, and I’d love to know what you’d recommend – please add your titles to the comments. I’m sure there are many titles that you feel should be added, so go ahead! Please do add newer books that you know have worked, and please remember to credit all creators of the work, and do post links to their websites where possible. I’ll aim to keep the comments open so that we can keep adding to it and share the list as a resource.

Every one of these books have two things in common: they are beautiful stories, and children love them. All in all enjoyment of reading is the most important thing. It’s all about what children want to read and it should never be about just ticking off a list of books that adults think children “should” read.

Hopefully you will enjoy these books too.

Picture Books (for first word recognition, first reading, and sharing)
1. The Gruffalo by Julia Donaldson and Axel Scheffler
2. Dr Xargle (series) by Jeanne Willis and Tony Ross
3. Farmer Duck by Martin Waddell and Helen Oxenbury
4. The Shirley Hughes Collection
5. Meg and Mog (series) by Helen Nicoll and Jan Pienkowski
6. The Blue Balloon by Mick Inkpen
7. Lost and Found by Oliver Jeffers
8. Elmer (series) by David McKee
9. Rainbow Fish by Marcus Pfister
10. The Snowy Day by Ezra Jack Keats
11. Owl Babies by Martin Waddell and Patrick Benson
12. Smelly Louie by Catherine Rayner
13. Rules of Summer by Shaun Tan
14. This Is Not My Hat by Jon Klassen
15. Each Peach Pear Plum by Janet and Allen Ahlberg
16. Whatever Next? By Jilly Murphy
17. Q Pootle 5 by Nick Butterworth
18. Here Come The Aliens! By Colin McNaughton
19. Beegu by Alexis Deacon
20. Morris the Mankiest Monster by Giles Andrea and Sarah McIntyre
21. No Matter What by Debi Gliori
22. Sand Horse by Michael Foreman
23. Mousehole Cat by Antonia Barber and Nicola Bayley
24. We’re Going On A Bear Hunt by Michael Rosen and Helen Oxenbury
25. Where the Wild Things Are by Maurice Sendak
26. Wolves by Emily Gravett
27. Mouse, Bird, Snake, Wolf by David Almond and Dave McKean
28. Jim’s Lion by Russel Hoban and Alexis Deacon
29. The Whale’s Song by Dyan Sheldon and Gary Blythe
30. Changes by Anthony Browne
31. Use Your Imagination by Nicola O’Byrne
32. The Queen’s Hat by Steve Antony
33. Mr Magnolia by Quentin Blake
34. Fungus the Bogeyman by Raymond Briggs
35. A New Coat For Anna by Harriet Ziefert and Anita Lobel

First Chapter Books (and slightly longer First-Readers)
36. Shackleton by William Grill
37. Monkey in the Stars by Jamila Gavin
38. The Magic Finger by Roald Dahl
39. The Owl Who Was Afraid of the Dark by Jill Tomlinson
40. Oliver and the Seawigs by Philip Reeve and Sarah McIntyre
41. Fortunately the Milk by Neil Gaiman and Chris Riddell
42. Ottoline and the Yellow Cat by Chris Riddell
43. Mr Majieka (series) by Humphrey Carpenter
44. Astrosaurs (series) by Steve Cole
45. How to Write Really Badly by Anne Fine
46. Cartoon Kid by Jeremy Strong
47. My Dad’s a Birdman by David Almond and Polly Dunbar
48. Nelly the Monster Sitter (series) by Kes Gray
49. Dirty Bertie (series) by David Roberts and Alan MacDonald
50. Amazing Grace by Mary Hoffman
51. Necklace of Raindrops by Joan Aiken and Jan Pienkowski
52. Clever Polly and the Stupid Wolf by Catherine Storr
53. Horrid Henry (series) by Francesca Simon
54. Betsey Biggalow (series) by Malorie Blackman
55. Astounding Broccoli Boy by Frank Cottrell Boyce
56. Give Peas a Chance by Morris Gleitzman
57. Cliffhanger by Jacqueline Wilson
58. Joey Pigza Swallowed the Key by Jack Gantos
59. Dinkin Dings (series) by Guy Bass

Moving on….. (longer chapter books and/or stronger themes)
60. Dragons of Crumbling Castle by Terry Pratchett
61. Emily Windsnap (series) by Liz Kessler
62. Varjak Paw by SF Said
63. Coraline by Neil Gaiman
64. Box of Delights by John Masefield
65. Great Ghost Rescue by Eva Ibbotson
66. Mr Stink by David Walliams
67. Charlie and the Chocolate Factory by Roald Dahl
68. Awful End (series) by Philip Ardagh
69. Uncle Montague (series) by Chris Priestley
70. The Indian in the Cupboard by Lynne Reid Banks
71. Dream Master (series) by Theresa Breslin
72. Molly Moon (series) by Georgia Byng
73. Little White Horse by Elizabeth Goudge
74. Wolves of Willoughby Chase by Joan Aiken
75. Charlotte Sometimes by Penelope Farmer
76. Whispers in the Graveyard by Theresa Breslin
77. Charlotte’s Web by E B White
78. Tom’s Midnight Garden by Philippa Pearce
79. The Dark Is Rising (series) by Susan Cooper
80. Chrestomanci (series) by Dianna Wynne Jones
81. Swallows and Amazons series by Arthur Ransome
82. Inkheart by Cornelia Funke
83. The Owl Service by Alan Garner
84. Millions by Frank Cottrell Boyce
85. Cuckoo Song by Frances Hardinge
86. Holes by Louis Sachar
87. Last of the Spirits by Christ Priestley
88. Phantom Tollbooth by Norton Juster
89. Clockwork by Philip Pullman
90. Emil and the Detectives by Erich Kastner
91. A Monster Calls by Patrick Ness

Transition books (stronger themes for transition from primary to secondary school)
92. The Tulip Touch by Anne Fine
93. Noughts and Crosses (series) by Malorie Blackman
94. Mirromask by Neil Gaiman and Dave McKean
95. Alex Rider (series) by Anthony Horowitz
96. Strawgirl by Jackie Kay
97. The Silver Sword by Ian Serraillier
98. Once by Morris Gleitzman
99. Journey to the River Sea by Eva Ibbotson
100. City of the Beasts by Isabel Allende
101. Krabat by Ottfried Preussler
102. The Boy in the Striped Pyjamas by John Boyne
103. Dark Satanic Mills by Marcus and Julian Sedgewick
104. Looking for JJ by Anne Cassidy
105. Book of Dead Days by Marcus Sedgewick
106. Spooks series by Joseph Delaney
107. Wonder by R J Palacio
108. Diary of Anne Frank
109. Tamar by Mal Peet
110. Maus by Art Spiegelman
111. Witch Child by Celia Rees

OH – and you can’t nurture a love of reading without poetry – so the list gets a bit longer with some poetry…
112. Puffin Book of Brilliant Poetry edited by Brian Patten
113. All the Wild Wonders by Wendy Cooling
114. All The Best – selected poems of Roger McGough
115. Quick, Let’s Get Out Of Here! by Michael Rosen
116. Revolting Rhymes by Roald Dahl (illus Quentin Blake)
117. Wriggle and Roar by Julia Donaldson
118. The Complete Nonsense of Edward Lear
119. Give The Ball To The Poet – an anthology of Caribbean poetry
120. Silly Verse for Kids by Spike Milligan
121. Highwayman by Alfred Noyes (illus Charles Keeping)
122. Wicked World! By Benjamin Zephaniah
123. Nightmares by Jack Prelutsky
124. I Had a Little Cat (collected poems) by Charles Causley
125. Casting a Spell (an anthology) by Joan Aiken, Wendy Cope and others

Note – almost all of the authors on this list have a whole body of extraordinary work in their catalogues, and many of these books have sequels that are equally worth reading. Please do take the time to look up the other work of these authors.
Extra footnote– I mean no offence to any of my writer friends if I’ve left off your work! If this was a list of all of the books that I love for primary age children, I would need to buy more webspace as it would be hundreds of pages long.

Dawn Finch is a school librarian and children’s author, and is currently the Vice President of the Chartered Institute of Library and Information Professionals (CILIP)

Advertisements

Preparing a Reading for Pleasure policy

20131210-122336.jpg

In March 2012 Ofsted published the document Moving English Forward. This document was designed to tackle the problem of low and falling literacy levels in the UK and, for the first time, it mentions the need for a specific Reading For Enjoyment/Pleasure policy (see Moving English Forward, paras 65 – 71, pages 29-31) and we have seen evidence of these expectations on many Ofsted inspection reports since then. Mention of the presence of such a policy, or the lack of one, has been featuring on the front page of many returned reports since November 2012 when the new inspection framework was implemented.

To help school librarians engage with the process of implementing this policy in their schools, CILIP SLG ran a course dealing with both the document Moving English Forward, and policy preparation. Barbara Ferramosca lead a workshop on writing a Reading for Pleasure policy on this day and it proved most informative and useful.

My guest post today is written by Barbara, school librarian at Lilian Baylis Technology School in London – a school that was rated by Ofsted as “an outstanding school in all aspects” after their inspection under the new framework early in 2013.

If you have any questions about this post, please comment and they will be forwarded to Barbara.

 Preparing a Reading for Pleasure Policy

 

Every school must provide a School Reading for Pleasure Policy during an Ofsted inspection: it is a simple fact that has huge consequences for our profession and a huge potential that we cannot afford to miss.

Promoting a reading for enjoyment ethos is our field of expertise and it would not surprise me if a member of your School Leadership Team had already frantically accosted you with the question: “What are we doing to promote reading for pleasure in this school?”.  If they have not, you must take the initiative and write the policy: if you present it to them, they will probably be just grateful that it is something they do not need to think about anymore, a box ticked in their inspection checklist!

During our workshop, discussions lead to some very important points to consider in preparation for an inspection.

Find endorsement for your policy

The policy is a public document, an official school policy and it is at the heart of what you do: it explains your library commitment and beliefs in nurturing a genuine lifelong interest in reading in all your students. It does it by clearly acknowledging  the widest possible definition of the term “reading for pleasure”  and by involving different stakeholders that will give weight to the document. If it is a document whose principles are agreed upon by students, governors, members of staff and parents, it will become an important  reference document for your service.

It always sounds a daunting task to write a policy, especially if you have never written one before and it could become quite challenging and time-consuming to try to get all of these stakeholders involved. However, if time is of the essence, make sure to involve at least your students as a matter of priority.

Ensure that students are on your side

There is the possibility that Ofsted inspectors will not come and visit the library or speak to you . Your reading for pleasure policy is but a way to show what the library is doing because there is another more powerful voice that you can use to make sure that your message comes across loud and clear to them. Inspectors will speak to your students in several occasions and you must make sure that they will speak highly of the library and the impact that has on their attitude towards reading. Let them be your ambassadors. As a result of this, our advice was not to fret and spend a lot of time trying to put together a complicated and long policy but keep it simple, short and to the point.

What should a reading for pleasure policy include?

The Teachers’ organisation has some very useful guidance on how to draft a comprehensive policy. They specify that a school Reading for Pleasure Policy or Statement could include the following:

  • a statement on who/what the policy is for;
  • a clear outline of the difference between the Reading for Pleasure policy and the school literacy policy: this is absolutely necessary and we cannot underestimate the importance of reiterating this difference, especially with the Leader Management Team of our school. Literacy is a direct effect of Reading for enjoyment and we must ensure that we make clear the difference between the two in the clearest terms possible.
  • a statement about the importance of using the widest definition of reading throughout the school. This could include newspapers, e-books, comics, etc. this is the point in your policy where you decide on your school’s definition of reading for pleasure. Ideally you want to use the widest definition possible and have it officially accepted in order to challenge any possible decisions that are made in the future that threaten our students’ right to choose what they want to read.
  • a statement on the value of reading for pleasure and how it links to wider academic, social and emotional development: you must use authoritative sources and use quotes from these sources in order to give clear evidence of its impact. We have attached a brief bibliography of studies that you may want to refer to or quote for this purpose
  • access and equalities issues in relation to reading for pleasure. This should include accessible formats as well as consideration of the content of the books made available for use by the children: your policy must clearly state a commitment of the library to provide different books and resources in different formats in order to meet the needs of your students (i.e audiobooks, dyslexia-friendly publications, ebooks, books in other languages, etc.). Firstly, there must be an official acknowledgement that students may prefer to access stories in formats other than the printing. This is also particularly important in terms of the financial impact of such a statement simply because books in different formats cost more than simple paperbacks!
  • the importance of the role of the teacher and other adults in school in relation to fostering a love of reading through a wide range of activities: this is the point in your policy when you acknowledge the importance of using role models in the school to support your message and that every single member of staff is responsible for reinforcing a positive attitude towards reading for enjoyment. This is what the inspectors will look for and now is probably a good time to get your Headteacher on board with this idea!
  • links to planning for reading for pleasure across the curriculum for both the whole school and individual classes: after writing all the above, make sure to mention, maybe a series of bullet points, what the library is doing in order to give some concrete examples. As mentioned before, you can decide whether you want to write all the initiatives that you manage in detail. Discussions during the workshop lean towards writing brief descriptions rathen than complex and detailed ones.
  • information about the practical ways in which home-school links can support the school policy: links with parents and how to empower them them to support their children is on the checklist of every inspection and we cannot miss to mention how the library contribute to this. Even if you just attend parents’ evenings or academic review days with a library stand and give posters out, include this in your policy!
  • a statement about the importance of the use of the school library and making links with the local public library;
  • a commitment by the school to ensuring that all pupils have regular access to the school library, properly staffed, including the consideration of free access at break, lunchtimes and before/after school: this may sound redundant however in many occasions we have heard of colleagues’ experiences where the library was used as classroom or as an occasional venue for school events that are not led by the librarian. It is important not leave out a clear commitment from your school part to ensure that students have the opportunity to visit your library on their own free will to browse or borrow a book.
  • a statement on the budget share for reading and library resources – it should be adequately funded on an annual basis, in line with other school budget areas: budget, budget, budget… in a quick show of hands exercise, it was pretty clear that the majority of the librarians attending our course felt that the library was underfunded. After a number of considerations, we felt that we had two big weapons in our arsenal to change this situation: firstly, your school’s FEAR of Ofsted. Secondly, the fact that reading is appearing more and more often in the FIRST page of many Ofsted school reports. We must turn this fear to our advantage by asking our school Leadership Management Team these simple questions: “How confident are you that students are happy with the resources available in the library? How confident are you that they will answer positively and enthusiastically about their attitudes towards reading and the initiatives led by the school? How confident are you that ALL students are aware of the importance of reading for pleasure to their future?” Now is the time to push the point that a library which is understaffed and underfunded will never achieve these goals. To make your point even more effective, do not hesitate to mention other schools’ reports where reading is mentioned: Adam Lancaster showed us a number of examples of reports of other schools in his area so his advice for us was to find these reports and use them!
  • implications for professional development and support: is the school ready to give you opportunity to lead staff insets regarding the latest children literature or on how to promote reading for pleasure in the classroom? Is the school ready to acknowledge that you need time to attend professional courses?
  • a commitment to evaluate the Reading for Pleasure policy. A reading for Pleasure policy should be reviewed ideally once every year.

 Brief bibliography of sources that you can quote

Clark, C. & Rumbold, K. (2006) Reading for Pleasure: A Research Overview. London: National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/research/nlt_

research/271_reading_for_pleasure_a_research_overview

Clark, C. (2011). Setting the baseline: The National Literacy Trust’s first annual survey into reading – 2010. London: National Literacy Trust. Retrieved from

http://www.literacytrust.org.uk/assets/0001/0336/Omnibus_reading_2010.pdf

Cliff Hodges, G. (2010). Reasons for reading: Why literature matters. Literacy, 44(2),

60-68.

Cremin, Teresa (2007). Revisiting reading for pleasure: Delight, desire and diversity. In: Goouch, Kathy and Lambirth, Andrew eds. Understanding Phonics and the Teaching of Reading: A Critical Perspective. Berkshire, UK: McGraw Hill, pp. 166–190. Retrieved from: http://oro.open.ac.uk/12950/2/

 

** ESARD (2012) Research evidence on reading for pleasure. Retrieved from: http://www.eriding.net/resources/pri_improv/121004_pri_imp_reading_for_pleasure.pdf

 Hairrell, A., Edmonds, M., Vaughn, S., & Simmons, D. (2010). Independent Silent Reading for Struggling Readers: Pitfalls and Potential. In E. H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 275-289). Newark, DE: International Reading Association.

 National Endowment for the Arts. (2007). To read or not to read: A question of national consequence (Research Report #47). Washington, DC: Author. Retrieved from http://www.nea.gov/research/ToRead.pdf

 OECD (2002) Reading For Change Performance And Engagement Across Countries – Results From PISA 2000. http://www.oecd.org/dataoecd/43/54/33690904.pdf

 Sullivan, A. & Brown, M. (2013) Reading for pleasure puts children ahead in the classroom. London: IOE. Retrieved from: http://www.ioe.ac.uk/89938.html

 Twist, L., Schagen, I., & Hodgson, C. (2007). Readers and Reading: The National Report for England 2006 (PIRLS: Progress in International Reading Literacy Study). Slough: NFER. Available online: http://www.nfer.ac.uk/nfer/publications/PRN01/PRN01.pdf

 

 

 

 

 

Essential School Library Training – London – November

 

 

Moving English Forward

Paperwork, Policies, Performance and You

Friday, 29 November 2013 – 9:30am

In 2012 Ofsted published the document ‘Moving English Forward’.  This report set out to answer the question: how can attainment in English be raised in order to move English forward in schools?  But what does it mean to you?  This course aims to address some of the key issues raised by this document, and to support you in your CPD and your school library policy documents and development.

The day will consist of a morning talk and presentation from our speaker (Adam Lancaster) followed by an afternoon of workshops and development activities.

Speaker – Adam Lancaster (School Librarian of the Year 2012)

To book a place contact sconstantinou@apsch.org.uk putting SLG Winter Course as the subject line and giving your contact details.

The cost of the booking includes lunch and refreshments.

The training will begin at 9.30am and end at 4pm.

Booking Information

Event Cost: 
£80 for CILIP members.
£100 for non-members.

 

 

 

CILIP
7 Ridgmount Street
London
WC1 7AE
TEL 0207 255 0500

20131112-153239.jpg