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A classic story of personified love when a little bear dreams of being adopted by a little girl. The bear is on a shelf in a toy store and dreams of being taken to his forever home and loved by his new family. Student will read this story and use word identification and can make inferences to create their own story.

Freeman, D. (1968). Corduroy. Viking Press: New York

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Frog
and Toad Are Friends by Arnold Lobel

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Frog
and Toad Are Friends by Arnold Lobel

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Frog and Toad are such good friends and they are always thinking of one another. They go on many adventures which include swimming, riding bikes, and finding lost buttons. The young readers will enjoy reading about empathy and friendship while exploring word identification.

Lobel, A. (1971). Frog and toad are friends. Harper & Row: New York

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Grace is a young girl excited to play the part of Peter Pan in the school play. Her fellow classmates had comments for her explicitly stating that Peter Pan was a boy. This is a realistic fiction book that beginning readers can understand and have empathy for someone their own age. Using word identification and phonics the readers can work toward understanding someone else’s feelings and how to be an individual.

Hoffman, M. (1991). Amazing grace. Dial Books: New York

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A tale of Greek Gods interacting in the human world that uses word identification strategy to guide readers into adventure. The main character is finally told that is father is Poseidon. When he is old enough is sent away to a camp for children who are half mortal and half god. During this time Percy’s first quest begins.

This is another one of those book that can interest a non- reader into reading something that they are interested in interested in and activate their reading interest.

Riordan, R. (2006). The lightening thief. Disney Hyperion Books: New York

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This is a great story of a tree who loved a boy. A story of giving and unconditional love that students can read and use word identification strategies. This is the type of book that can be used for a young reader as they learn to become fluent and used by older readers to draw inferences and journal.

Silverstein, S. (1964). The giving tree. Harper & Row, London, England

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Where
the Sidewalk Ends by Shel Silverstein

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Where
the Sidewalk Ends by Shel Silverstein

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A collection of children’s poetry and drawings that discuss common childhood ideas in a whimsical fashion. Poetry for children that is not making them feel like babies is important for readers who want to feel big and read older books. Giving students the chance to practice with age appropriate poetry is a way to find poetry that may interest more students.

Silverm, S. (1974). Where the sidewalk ends. Harper Collins, New York City

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Chicka
Chicka Boom Boom by Bill Martin, John Archambault and Lois Ehlert

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Chicka
Chicka Boom Boom by Bill Martin, John Archambault and Lois Ehlert

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This is a lively tale of letters getting mischievous adventures. They are gathering to meet at the top of a coconut tree. This is an alphabet rhyme that encourages and engages students as they learn the alphabet principle.

All students love this book. Anything with Lois Ehlert is a hit.

Martin, B, Archambault, J, & Ehlert, L (1989). Chicka chicka boom boom. Simon & Shuster for Young Readers: New York  ��
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This is a time honored favorite story by Dr. Seuss that uses onset rimes to tell a story about a sox and his socks. There are many fun adventures along the way.

A story like this can be read to the class at the time when it would match the lesson of onset rimes, specific sight words, or both.

Geissel, T. (1965). Fox in Socks. Boston: Random House

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Word
Identification Strategies: Building Phonics into a Classroom Reading Program by
Barbara J. Fox

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Word
Identification Strategies: Building Phonics into a Classroom Reading Program by
Barbara J. Fox

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This text gives example's and recommendations of how to express word identification, phonemic awareness, decoding strategies, and many teaching techniques.

Fox, B. J. (2012). Word identification strategies: Building phonics into a classroom reading program (5th). Boston: Pearson.

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Alexander
and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

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Alexander
and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

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This text is about a little boy who has a really bad day. It chronicles the things that happed which include gum in his hair, getting his sleeve wet, fighting with his brothers, and going to the dentist.

This text rhymes and uses poetic examples about events that the students can relate to in their daily lives.

Viorst, J. (1972). Alexander and the terrible, horrible, no good very bad day. New York: Aladdin.