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Here are some basic points to keep in mind as you look at choosing books for young children

Babies and Toddlers

Very young children are attracted by brightly colored pictures of simple objects.

They are listeners, and respond well to books with simple texts and good rhythms.

Wordless books stimulate them both visually and mentally, and encourage them to create their own stories.

They are delighted with board books and cloth books, which have the virtue of being practically indestructible.

Preschool and Kindergarten

Mother Goose, nursery stories, and other books depicting familiar objects and experiences are enjoyable to children in this age group.

These children like listening to slightly complex texts with good rhythm and effective word repetition.

They are also coordinated enough to have constructive fun with toy-like books that may pop up, move, or provide other astonishments.

Early School Years (Ages 5-8)

A few children may learn to read before they are in the first grade. Most learn during first grade. Many learn even later.

For reading to or with children, select picture books with strong storylines and character development.

For the child who is reading independently, choose a book with a straightforward story employing words that will be familiar from everyday use. Some publishers produce books, generally called "easy readers," which independent readers often enjoy.

Third-graders are often able to handle stories of some complexity. The vocabulary should be relatively familiar while including some challenging words.

A lot of informational books have been published for the early grades. These non-fiction books encourage children to read about topics that interest them and to satisfy their curiosity about complex subjects.

Older Children (Ages 9 and up)

Consider who the child is his or her personality traits and personal preferences when choosing a book.

Make a selection with the child in mind; choose an informational book or a novel in an area of specific interest.

Publishers sometimes indicate on the cover of the book the age level or grade level for which they think that book is most suitable. Don't hesitate to choose a book that may be suggested for someone older than your child. If a book is beyond a child's reading ability, it can be read to him or her now, and later on by the child.

It is also possible to find picture books that because of the subject or artwork will be just right for an older child. An interesting story in a beautiful, well-illustrated book offers the child an aesthetic experience to enjoy over and over again.

Some children's books have become classics. Many have great appeal and should be a part of everyone's reading experience, especially if a young reader is at the right age for a classic. Classic stories are often excellent selections for the family to read aloud together. Some children find a contemporary book more appealing than a classic: think of the child's reading enjoyment and select books that will appeal to that child.

Young people love paperbacks. Reprints of hardcover titles for every reading level are widely available as paperbacks. In addition, there are many children's books published originally and only in paperback formats. Most paperbacks for children are reasonably priced.

In conclusion, a fine book is not necessarily the most lavish or most expensive book on the shelf. It is a book that is written and designed well. Take more than a few minutes to look at the books read them or passages from them. A book is an unlimited investment in the human mind and spirit. Its selection deserves thoughtful attention.

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Choosing a child's book is a match-making process because not all children will love the same books. These guidelines for choosing books for children of different ages will help you find books that are right for your child.

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Nesta história o João identificou, para além do gato preto: bebé, peluches, banheira, pato amarelo, carro de corrida, sapo, lago, estrelas, escola, bola, prato e garfo e faca, uma árvore muito grande, professor, casa, gato preto (diversas vezes), o menino (Ervilhinho) a pintar.

Depois da história.... e desde então muitas vezes, começaram a surgir gatos cá em casa!

Têm orelhas azuis com brilhantes e às vezes até têm bigodes!

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Quando a mamã e o papá leram a história, o João identificou:

- Menina, livro, (fechadura) aqui é para a chave, mar, barco (jangada), casa, caminho, montanha, túnel, árvores, castelo, nuvens, casa, escada, monstro triste.

No final da história, o papá e a mamã começaram a dobrar e recortar papel…. e criaram alguns objetos e até o monstro, que acabamos por desenhar uma boca feliz.

Depois, ainda tive vontade de brincar com a escada, castelo, barco, árvore e coloquei o monstro preso, na caixa. Os meus carrinhos foram salvar o monstro feliz!

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Pirâmide do Vocabulário - como selecionar palavras de nível 2.pdf

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Pirâmide do Vocabulário - organização das palavres em níveis.pdf

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Encontros com livros: Wimmelbook / "Livros-formigueiro" (Algumas potencialidades)

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Encontros com livros: Uma palavra vale mil imagens

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Encontros com livros: "Ler" um álbum ilustrado

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Encontros com livros: Exploração da capa

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Encontros com livros: foi você que pediu um alfabeto literário? #livros #infantil #LerForaDaEscola

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TRUE Project | "Alô Mosteirô!" - jornal digital

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O projecto TRUE tem como objetivo geral a criação de uma plataforma que permita às novas gerações escrever, em Português, textos noticiosos, com base numa análise da credibilidade de fontes de informação e das respetivas notícias, assim como na identificação e contextualização de temáticas-chave, conduzindo à revitalização dos jornais escolares.

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Momento de leitura e exploração do livro "O caminho da montanha", um dos preferidos dos pais e dos filhos. 

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Partilhamos aqui alguns trabalhos realizados ao longo do ano do projeto Ler fora da escola.

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Ao longo do ano, algumas crianças realizaram vídeos com os livros que levaram para casa e exploraram com a família. Ficam aqui alguns desse…

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Este projeto teve início em meados de outubro com a apresentação do mesmo aos pais das turmas do PVA e PVB. Verificou-se uma grande adesão…

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Aprender a ler e a escrever pode começar muito antes da entrada na escola. A aprendizagem crucial está, no entanto, frequentemente reservada, e bem, para a escola. Existe, ainda assim, um conjunto de aprendizagens sobre o sistema de escrita que as crianças adquirem de modo informal e sem necessidade de escolarização. Elas preparam o caminho para a leitura e cultivam bons leitores, desde muito cedo.