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Hide me, Kipper! is a storybook targeted at Key Stage 1 (KS1) children. Kipper is surprised when he sees a little mouse running across his page to hide himself in the middle of the book. The mouse asks Kipper to keep him hidden from the cat and Kipper assumes that the cat is trying to catch the mouse to eat him. The end of the book comes as a surprise to Kipper, as the cat is trying to find the mouse in a game of hide and seek, he is not trying to eat him. Kipper joins the cat and mouse in a friendly game of hide and seek and becomes friends with them both.
This would be an ideal book for KS1 children, around the ages of five to seven, as it teaches children about stereotypes and that they should not assume that somebody's intentions are always bad.
I would utilise this book as a whole class reading activity, as the teacher could read aloud to the class and pause to ask questions like "what do you think will happen next?" This will promote book talk and class discussions that will involve every child.
Before reading the book to the class, I would ask the children to predict what they think might happen in the story. I would ask questions like "what does the title suggest might happen in this book?" Or "who might want to be hidden and from who?" This will stimulate book talk and engage the children with the book. If children are talking about what they think might happen, then they will want to hear the ending to see if their predictions were correct.
Whilst reading the book I would ask the children to turn to their partners and tell each other what they think might happen next. This encourages children to think for themselves and to take on board other children's ideas.
After reading the book I would ask the children to create a storyboard, retelling the story. This will support the children's learning as they will have to think back and remember what happened in the story. I would encourage the children to try to retell the story to others on their table before creating their storyboards so that they can talk about the important parts in the story and help one another if anything is missing from the story.

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Twenty-Odd Ducks is a fantastic book for KS1 children, aged six and seven years old, to recognise punctuation in writing and how important it is for the context of a sentence. This book explores different uses of punctuation at different points in a sentence, showing how important it is to place punctuation at the right part of a sentence to get a point across.
I would use this book for six and seven year olds, as this is the age where the children will start to form proper sentences and begin to form their writing in a structured way. Year 2 is when the use of commas in introduced as a statutory requirement for writing (DfE, 2014). This book will therefore enhance the children's learning and help them to further understand how important correct punctuation is.
I would therefore use this book in a unit of work surrounding punctuation. I would utilise this book by having pictures of the pages on the whiteboard at the front of the classroom and having copies on the children's desks so that they could have a closer look. I would read the book out loud to the class and use my expressions and tone of voice to highlight how the punctuation has changed the meaning of the sentence.
Following on from this teaching, I would have examples of sentences on my whiteboard. I would ask the children where they think the comma should go, depending on what tone of voice I use. This would be a whole class activity and the children would have to work together to come up with the answer. This activity will generate book talk as they would have to think about what they have read in the book and try to remember how the commas were used. I would then invite some children up to the board to place the comma where the class have decided it should go.
My next activity for this book would be a work sheet including sentences with no punctuation. I would read the sentence aloud to the class with expression and the children would have to place the comma where they think it belongs. This would be an individual activity with no class discussion. I would model how to do this before letting the children do this on their own so that they know exactly what I am asking of them.
The final task that I would organise for this unit of work would be for the children to write their own sentences using commas. I would then ask if anybody would like to share their sentences and the children would have to use their expression and tone of voice to portray where the commas are. The children would then discuss with their partners where they think the comma is and then share this with the class. This is a good activity for children as they can discuss their ideas and use their knowledge of the book to decide where the comma would be.

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Five Minutes' Peace is a children's book written by Jill Murphy. I have chosen this book because it was one that my parents used to read to me as a child and I have fond memories of this book.
Five Minute's Peace is the story of a family of elephants; a mum and her three children. The mum in this story is searching for some alone time away from her children but her children have other ideas. They are determined to join their mum everywhere that she goes in the house, not allowing her more than five minutes' peace.
This book is a KS1 book and aimed at children aged five to six years old as it is a lovely short story that engages children and keeps their attention for that amount of time.
I would use this story as a guided reading activity, in smaller groups. This book provides a great opportunity for children to read a page aloud in a small group to improve their confidence in reading and following the story. The children can be creative in using different expressions and tone of voice when reading aloud as the different characters.
The first question I would ask the children would be whether they enjoyed the book or not and their reasons for their answers. This will promote book talk as the children have to give specific examples to explain their answers.
The second question that I would ask the children, in order to promote book talk, would be "what do you think the children did next?" The children are then given the opportunity to come up with ideas and discuss what they think the children did after they left the bathroom. The children may draw from their experiences and share their ideas with others in the group.
Finally, I would ask the children to look at the pictures in the book, and more specifically to look at the expressions on the characters' faces. I would ask them how they think the characters are feeling and why. The children would have to examine the pictures on the page in order to give their answers. I would then ask the children if they have ever felt the emotions that are portrayed in the book and for them to give examples of this. This not only promotes book talk but also encourages children to talk about their feelings in a safe environment.

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Wonder is a brilliant book for Key Stage 2 (KS2) children aged eight to eleven, as it tackles themes of bullying, acceptance and celebrates difference. This would be an ideal age to talk about these issues as the children are of a more mature age than in KS1. Wonder is the story of a ten year old boy, Auggie, who has a birth defect, meaning that his face looks different to the majority of people. The story follows Auggie, his journey to starting school for the first time and the challenges he faces from other students' opinions of his appearance. I would use this as a class reading book, with students taking it in turns to read a page out loud to the class. I would use this book in my class as a cross curricular subject with PSHE, as it is a perfect book to use to talk about difference and why we should be kind to one another.
The first question that I would ask the class is "based on the front cover, what do you think is going to happen in the book?" This will promote book talk as the class will talk to the people on their tables about what they think will happen whilst studying the front cover of the book.
After the children have read a chapter, I would pause the reading to promote discussion and reflect on what has happened in the book so far. I would ask the children to write down examples of when Auggie or other characters were feeling sad or were experiencing different emotions. With the children's input, I would create a mind-map on the whiteboard that the children can add to as the story goes on. This will promote book talk as the children have to draw upon ideas that they have read in a previous chapter.
When the children have finished reading the book, I would ask the class to retell the story using key events that occurred in the book. I would then incorporate PSHE into the book by asking the children what they would do if Auggie came to their school as a new student. I would hope that the children will take what they have read in the book and recognise that everybody should be treated with kindness, no matter what they look like. I would then ask the students to create posters promoting good qualities that they would like in a friend - for example - kindness and honesty. I would display these posters around the classroom and refer to them daily or weekly if somebody is showing unkindness or if friends have fallen out with one another.

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War Horse is a book by Michael Morpurgo and is the story of Albert, a fifteen year old boy, and his horse, Joey. This book follows the journey of Albert and Joey's heart-breaking separation and their heart-warming reunion through World War 1 (WW1). I would recommend this book for upper KS2 children, around the ages of nine to eleven. I would recommend this age group as it is a more mature book and some younger children may find the themes in the novel a bit upsetting.
I would use this book as a unit of work to enhance the children's knowledge of World War 1. This book is a perfect cross curricular book as it can be used in English, History, and other subjects like Art and PSHE.
I would start by asking the children what they already know about WW1, this will promote discussions within the class and their ideas can be captured on a mind-map in their working books or on the whiteboard at the front of the class. I would then ask them to use their knowledge of the war to predict what will happen in the book and to explain why they think their ideas will happen.
I would then ask whether the children enjoyed the book or not. I would ask them other questions like "how did the book make you feel?" This will enable the children to give their opinions on the book and this promotes book talk as the children have to use specific examples to justify their answers.
Finally, I would ask the children to think about another animal and to write a short story from the animal's point of view. This could be set at the same time as the WW1 or a time shortly after the war. This activity will allow the children to get into the mindset of an animal - something that they may not have a chance to do normally in their writing lessons. The children can draw from their knowledge of the war from their history lessons or they could use ideas from the book itself. This will promote book talk with the children as they will want to discuss with their friends to gather more ideas.

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The 1,000 Year Old Boy is a book based on a little boy, Alfie, who is 1,000 years old but presents as an eleven year old. This book follows Alfie and his friends' adventures to try to find the last life pearl that will change his life, after a deadly fire makes him question if he really wants to live forever.
I would recommend this book for KS2 children, around the age of eight to eleven as it deals with themes that older children may understand better than children of a younger age. This book also includes more complex language that is better suited for KS2 children. This book also provides a lot of opportunity to use cross curricular links with subjects like History and Geography.
I would use this book as a guided reading book, with small groups of children, as the teacher can scaffold the learning around the group of children that they are working with. For example, if the children are struggling with some of the language, that can be addressed in the smaller groups and more discussion can be had over what the words mean. Guided reading can also be great for retrieval activities, so the children can revisit what they have learned before continuing with the rest of the novel.
The first questions that I would ask the children would be "would you like to live until you are 1,000 years old?", and "what would you do if you lived until you were 1,000 years old?" This would promote discussion between students and allow them to think about what they would do if they were in that situation.
The second activity that I would put in place for the students would be to write a letter to one of the characters of their choice. This letter could include events that are happening today or about their lives at home. This would be a great activity for the children as they would have to use their letter writing skills and the knowledge of the characters in order to write to them.
Finally, I would ask the students to write an alternative ending to the book. The students would have to finish reading the book for this task to be of any benefit. The children would have to put themselves in the writer's shoes and imagine what the ending would be like if the events in the story were different. This task would promote book talk as students can discuss with their partners and the teacher to come up with ideas on what they would like to write.