Books for Ages and Stages
TEACHING RESOURCES
BEFORE SCHOOL—INFANCY
CharacteristicsImplications Examples
Rapid development of senses. Re- Enjoys rhymes, songs, and lullabies. And if the Moon Could Talk (Banks)
sponds to sound of human voice, Likes simple, bright illustrations.Hooray for Fish! (Cousins)
especially rhythmic patterns. Vision Looks for familiar objects. Kitten’s First Full Moon (Henkes)
stimulated by areas of color and My Very First Mother Goose (Opie)
sharp contrast; increasingly able to
see detail.
TEACHING RESOURCES
Uses all senses to explore the world Gets maximum use from sturdy Inside Freight Train (Crews)
immediately at hand; learns through books with washable pages. Needs Pat the Bunny (Kunhardt)
activity and participation. to participate by touching, pointing, Sweet, Sweet Baby (Steptoe)
peeking, moving. Where’s Spot? (Hill)
Very limited attention span; averts Needs books that can be shared 1, 2, 3 (T. Hoban)
eyes or turns away when bored. a few pages at a time or in a brief Baby Danced the Polka (Beaumont)
sitting; many short story times are Max’s Ride (Wells)
better than one long one.Mrs. McNosh Hangs Up Her Wash
(Weeks)
Rain (Stojic)
Building foundations of language; Needs to hear many rhymes and Cow Moo Me (Losordo)
plays with sounds, learns basic vo- simple stories. Needs encourage- Everywhere Babies (Meyers)
cabulary along with concepts, begins ment to use language in labeling I Swapped My Dog (Zeifert)
to learn implicit “rules” that govern pictures and in sharing dialogue Inside Mouse, Outside Mouse
speech and conversation. with adults as they read aloud. (George)
Little Clam (Reiser)
Building basic trust in human Needs love and affection from care- Goodnight Moon (M. W. Brown)
relationships. givers, in stories as well as in life.Hushabye (Burningham)
Thrives on dependable routines and The Moon Came Down on Night
rituals such as bedtime stories. Street (Gralley)
Papa, Do You Love Me? (Joosse)
You Are My Perfect Baby (Thomas)
Limited mobility and experience; Needs books that reflect self and Baby High, Baby Low (Blackstone)
interests centered in self and the people and activities in the imme- Boo Hoo Boo-Boo (Singer)
familiar. diate environment. Tom & Pippo’s Day (Oxenbury)
What’s in Baby’s Morning? (Hindley)
Learning autonomy in basic self- Enjoys stories of typical toddler Bing: Get Dressed (Dewan)
help skills. accomplishments such as feeding I Can (Oxenbury)
self or getting dressed On My Own (Ford)
Potty Time (Van Genechten)
PRESCHOOL AND KINDERGARTEN—AGES 3, 4, AND 5
Characteristics Implications Examples
Rapid development of language. Interest in words; enjoyment of Bears (Kraus)
rhymes, nonsense, and repetition The Bus for Us (Bloom)
and cumulative tales. Enjoys retelling Dinnertime (Williams)
simple folktale and “reading” stories Millions of Cats (Gág)
from books without words. Talking Like the Rain (Kennedy)
Books for Ages and Stages (continued)
PRESCHOOL AND KINDERGARTEN—AGES 3, 4, AND 5 (continued)
Characteristics Implications Examples
The Three Bears (Rockwell)
Where Is the Green Sheep? (Fox)
Very active, short attention span.Requires books that can be com- Backyard Detective (Bishop)
pleted in one sitting. Enjoys partici- Each Peach Pear Plum (Ahlberg
pation such as naming, pointing, and Ahlberg)
singing, and identifying hidden The Noisy Way to Bed (Whybrow)
pictures. Should have a chance to TrashyTown(Zimmerman)
hear stories several times each day. The Very Hungry Caterpillar (Carle)
Wheels on the Bus (Raffi)
The Wheels on the Race Car (Zane)
Child is center of own world. Likes characters that are easy to A Baby Sister for Frances (R. Hoban)
Interest, behavior, and thinking identify with. Normally sees only Bunny Cakes (Wells)
are egocentric. one point of view. Leonardo, the Terrible Monster
(Willems)
No, David! (Shannon)
What Shall We Do with a Boo-Hoo
Baby? (Cowell)
Curious about own world. Enjoys stories about everyday Cowboy Baby (Heap)
experiences, pets, playthings, Feast for Ten (Falwell)
home, people in the immediate Let’s Get a Pup! (Graham)
environment. My Mom’s Having a Baby! (Butler)
When You Were Born (Aston)
Beginning interest in how thingsBooks feed curiosity and introduce Bashi, Elephant Baby (Radcliffe)
work and the wider world. new topics. My Pet Hamster (Rockwell)
One Little Lamb (Greenstein)
A Truck Goes Rattley-Bumpa
(London)
What Is a Scientist? (Lehn)
Building concepts through many Books extend and reinforce child’s Eating the Alphabet (Ehlert)
firsthand experiences. developing concepts. My Car (Barton)
Ten Puppies (Reiser)
This is Me and Where I Am
(Fitzgerald)
Trucks Trucks Trucks (Sis)
Has little sense of time. Time is Books can help children begin to Clocks and More Clocks (Hutchins)
“before now,” “now,” and “not understand the sequence of time. Cluck O’Clock (Gray)
yet.” The Little House (Burton)
Telling Time with Mama Cat (Harper)
Learns through imaginative play; Enjoys stories that involve imagina- 10 Minutes Till Bedtime (Rathman)
make-believe world of talking ani- tive play. Likes personification of toys Corduroy (Freeman)
mals and magic seems very real. and animals. Dog Blue (Dunbar)
May I Bring a Friend? (DeRegniers)
We’re Going on a Bear Hunt (Rosen)
When an Elephant Comes to School
Ormerod)
Seeks warmth and security in rela- Likes to hear stories that provide Edward, Unready for School (Wells)
tionships with family and others.reassurance. Bedtime stories and How Do Dinosaurs Eat Their Food?
other read-aloud rituals provide (Yolen)
positive literature experiences. Little Bear (Minarik)
Books for Ages and Stages (continued)
TEACHING RESOURCES
PRESCHOOL AND KINDERGARTEN—AGES 3, 4, AND 5 (continued)
CharacteristicsImplications Examples
The Runaway Bunny (M. W. Brown)
Shhhhh! Everyone Is Sleeping
(Markes)
Ten, Nine, Eight (Bang)
Beginning to assert indepen- Books can reflect emotions. EnjoysAlfie Gets in First (Hughes)
dence. Takes delight in ownstories where small characters show The Littlest Wolf (Brimmer)
accomplishments. initiative. Myrtle (Pearson)
Will I Have a Friend? (M. Cohen)
Makes absolute judgments about Expects bad behavior to be punished The Gingerbread Man (Aylesworth)
right and wrong. and good behavior to be rewarded. The Little Red Hen (Barton)
Requires poetic justice and happy Superdog (Buehner)
endings. The Tale of Peter Rabbit (Potter)
The Three Billy Goats Gruff
(Asbjørnsen and Moe)
PRIMARY—AGES 6 AND 7
Characteristics Implications Examples
Continued development and expan- Frequent story times during the day Four Hungry Kittens (McCully)
sion of language. provide opportunity to hear the rich The Red Book (Lehman)
and varied language of literature. Sylvester and the Magic Pebble
Wordless books and simple tales (Steig)
encourage storytelling. We’re Going On a Picnic (Hutchins)
Attention span increasing. Prefers short stories; may enjoy a Frog and Toad Together (Lobel)
continued story provided each chap- It’s My Birthday, Too! (Jonell)
ter is a complete episode. The Stories Julian Tells (Cameron)
Tales from the Waterhole (Graham)
Striving to accomplish skills Proud of accomplishments in read- Brown Bear, Brown Bear, What Do
expected by adults. ing and writing. Needs reassurance You See? (B. Martin)
that everyone progresses at own The Day of Ahmed’s Secret (Heide
rate. First reading experiences and Gilliland)
should be enjoyable, using familiar Duck, Duck, Goose! (Beaumont)
or predictable stories. A Splendid Friend, Indeed (Bloom)
You Read to Me, I’ll Read to You
(Hoberman)
Learning still based on immediate Uses information books to verify Actual Size (Jenkins)
perception and direct experiences.as well as extend experience. Much All about Frogs (Arnosky)
value in watching guinea pigs or My Puppy Is Born (J. Cole)
tadpoles before using a book. On the Way to the Beach (H. Cole)
Continued interest in own world; Needs wide variety of books. Tele- Bee-bim Bop! (Park)
more curious about a wider rangevision has expanded interests Chameleon, Chameleon (Cowley)
of things. beyond home and neighborhood.
(continued)
Books for Ages and Stages (continued)
TEACHING RESOURCES
PRIMARY—AGES 6 AND 7 (continued)
CharacteristicsImplications Examples
Still sees world from an egocentric Here Is the Coral Reef (Dunphy)
point of view. I Live in Tokyo(Takabayashi)
Kumak’s Fish (Bania)
The Librarian of Basra(Winter)
Little Shark (Rockwell)
Red-Eyed Tree Frog (Cowley)
Vague concepts of time. Needs to learn basics of telling time Grandmother Bryant’s Pocket
and the calendar. Simple biographies (J. B. Martin)
and historical fiction may give a feel- The House on Maple Street (Pryor)
ing for the past, but accurate under-Mimmy and Sophie All Around the
standing of chronology is beyond Town (Cohen)
this age group. Ox-Cart Man (D. Hall)
When I Was Young in the Mountains
(Rylant)
More able to separate fantasy Enjoys fantasy. Likes to dramatize I Know an Old Lady (Taback)
from reality; more aware of own simple stories or use feltboard, I Stink! (McMullan)
imagination. puppets. Ker-splash! (O’Connor)
Traction Man Is Here! (Grey)
Where the Wild Things Are (Sendak)
Beginning to develop empathy Adults can ask such questions as Crow Boy (Yashima)
for others. “What would you have done?” Don’t Fidget a Feather (Silverman)
“How would you have felt?” Fly Away Home (Bunting)
Rickie and Henri (Goodall)
The Teddy Bear (McPhail)
Has a growing sense of justice. Expects poetic justice in books. Flossie and the Fox (McKissack)
Demands application of rules, Guji Guji (Chen)
regardless of circumstances. Once a Mouse (M. Brown)
The Tale of Tricky Fox (Aylesworth)
Too Many Tamales (Soto)
Humor is developing. Needs to hear many books read Bear Wants More (K. Wilson)
aloud for pure fun. Enjoys books Broom Mates (Palatini)
and poems that have surprise end- Dragon’s Fat Cat (Pilkey)
ings, plays on words, incongruous Hooway for Wodney Wat (Lester)
situations, and slapstick comedy. Meet Wild Boars (Rosoff)
Likes to be in on the joke. Mr. Maxwell’s Mouse (Asch)
My Little Sister Hugged an Ape
(Grossman)
Zoo’s Who (Florian)
Shows curiosity about gender Teachers need to accept and be How I Was Born (Wabbes)
differences and reproduction. ready to answer children’s questions How You Were Born (J. Cole)
about sex. Making Animal Babies (Collard)
The New Baby at Our House (J. Cole)
Books for Ages and Stages (continued)
TEACHING RESOURCES
PRIMARY—AGES 6 AND 7 (continued)
Characteristics Implications Examples
Physical contour of the body is Books can help the child accept Hue Boy (Phillips)
changing; permanent teeth ap- physical changes in self and differ- One Morning in Maine (McCloskey)
pear; learning to whistle and de- ences in others. Tabitha’s Terrifically Tough Tooth
veloping other fine motor skills. (Middleton)
Whistle for Willie (Keats)
Whistling (Partridge)
You’ll Soon Grow into Them, Titch
(Hutchins)
Continues to seek independence Needs opportunities to select own Elena’s Serenade (Campbell)
from adults and to develop books and activities. Enjoys stories Galimoto (K. Williams)
initiative. of responsibility and successful Ira Sleeps Over (Waber)
ventures. My Rows and Piles of Coins (Mollel)
Stella: Fairy of the Forest(Gay)
Continues to need warmth and Books may emphasize universal A Bear for Miguel (Alphin)
security in family relationships.human characteristics in a variety The Biggest Soap (Schaefer)
of lifestyles. A Chair for My Mother (V. Williams)
Elizabeti’s Doll (Stuve-Bodeen)
Henry’s First Moon Birthday (Look)
What’s Cooking, Jamela? (Daly)
MIDDLE ELEMENTARY—AGES 8 AND 9
Characteristics ImplicationsExamples
Attaining independence in read- Discovers reading as an enjoyable Judy Moody Declares Independence
ing skills. May read with complete activity. Prefers an uninterrupted (McDonald)
absorption, or may still be hav- block of time for independent read- MartinBridge: Ready for Takeoff
ing difficulty learning to read. ing. During this period, many chil- (Kerrin)
Wide variation in ability and dren become avid readers. Ramona’s World (Cleary)
interest. Ruby Lu, Brave and True (Look)
Shredderman: Enemy Spy
(Van Draanen)
Suitcase (M. P. Walter)
What You Never Know about Tubs,
Toilets, and Showers (Lauber)
Reading level may still be below Essential to read aloud to children The Fish in Room 11 (Dyer)
appreciation level. each day in order to extend inter- If Dogs Were Dinosaurs (Schwartz)
ests, develop appreciation, and pro- The Penderwicks (Birdsall)
vide balance. The Pepins and Their Problems
(Horvath)
Sarah, Plain and Tall (MacLachlan)
Peer group acceptance becomes Children need opportunities to Ever-Clever Elisa (Hurwitz)
increasingly important. recommend and discuss books. The Gold Threaded Dress (Marsden)
(continued)
Books for Ages and Stages (continued)
TEACHING RESOURCES
MIDDLE ELEMENTARY—AGES 8 AND 9 (continued)
CharacteristicsImplications Examples
Sharing favorites builds sense that Lucy Rose: Big on Plans (Kelly)
reading is fun, has group approval. Mercy Goes for a Ride (DiCamillo)
Popular books may provide status, Owen Foote, Super Spy (Greene)
be much in demand.
Developing standards of right and Books provide opportunities to Alec’s Primer (Walter)
wrong. Begins to see viewpoints relate to several points of view. Freedom on the Menu (Weatherford)
of others. Honeysuckle House (Cheng)
The Journey (Stewart)
The Other Side (Woodson)
Through My Eyes (Bridges)
Less egocentric, developing em- Accepts some books with a less Each Little Bird That Sings (Wiles)
pathy for others. Questioning death. than happy ending. Discussion helps Love, Ruby Lavender (Wiles)
children explore their feelings for Michael Rosen’s Sad Book (Rosen)
others. The Quicksand Pony (Lester)
Stone Fox (Gardiner)
Time concepts and spatial relation- Interested in biographies, life in the Brave Harriet (Moss)
ships developing. This age level past, in other lands, and the future. Freedom on the Menu (Weatherford)
is characterized by thought that is Prefers fast-moving, exciting stories. The Green Book (Walsh)
flexible and reversible.Keeper of the Doves (Byars)
Maritcha: A Nineteenth Century
American Girl (Bolden)
Pirate Diary (Platt)
Sequoyah (Rumford)
Enjoys tall tales, slapstick humor Teachers need to recognize the The Golden Goose (King-Smith)
in everyday situations. Appreciates importance of literature for laughter, Grandy Thaxter’s Helper (Rees)
imaginary adventure. releasing tension, and providing Hey Kids, Want to Buy a Bridge?
enjoyment. (Scieszka)
I Was a Rat (Pullman)
Oh, No! Where Are My Pants?
(Hopkins)
Skinnybones (Park)
Wake the Dead (Harris)
Cognitive growth and language Likes the challenge of solving puz- The Amber Cat (McKay)
development increase capacity for zles and mysteries. High interest Can You See What I See? (Wick)
problem solving and word play. in twists of plot, secret codes, rid- A Ghost in the Family (Wright)
dles, and other language play. Math Potatoes (Tang)
Timothy Tunny Swallowed a Bunny
(Grossman)
Young Cam Jansen and the New Girl
Mystery (Adler)
Improved coordination makes pro- Interest in sports books; wants spe- In the Paint (Ewing and Louis)
ficiency in sports and games pos- cific knowledge about sports. EnjoysThe Jumbo Book of Needlecrafts
sible and encourages interest in how-to-do-it books. (Sadler)
crafts and hobbies. National Geographic Photography
Guide for Kids (N. Johnson)
The Visual Dictionary of Baseball
(Buckley Jr.)
Books for Ages and Stages (continued)
TEACHING RESOURCES
MIDDLE ELEMENTARY—AGES 8 AND 9 (continued)
CharacteristicsImplications Examples
Sees categories and classifications Likes to collect and trade paperback Carnival at Candlelight (Osborne)
with new clarity; interest in collect- books. Begins to look for books of The Extreme Team: Wild Ride
ing is high. one author, series books. (M. Christopher)
Horrible Harry and the Goog (Kline)
Meet Addy (The American Girl
Collection) (Porter)
Seeks specific information to answer Enjoys books that collect facts, The Cod’s Tale (Kurlansky)
questions; may go to books beyondnonfiction, identification books. Insectology (Blobaum)
own reading ability to search out Requires guidance in locating The International Space Station
answers. information within a book and (Branley)
in using the library. Ms. Frizzle’s Adventures: Ancient
Egypt(J. Cole)
New Beginnings: Jamestown and
the Virginia Colony (D. Rosen)
The Tomb of the Boy King (Frank)
Where Did the Butterfly Get Its
Name? (Berger and Berger)
LATER ELEMENTARY—AGES 10 AND 11
Characteristics Implications Examples
Rate of physical development varies Guide understanding of growth Are You There, God? It’s Me,
widely. Rapid growth precedes be- process and help children meet per- Margaret (Blume)
ginning of puberty. Girls are about sonal problems. Continued differ- Asking About Sex and Growing Up
two years ahead of boys in devel- entiation in reading preferences of (J. Cole)
opment; both increasingly curious boys and girls. Llama in the Library (Hurwitz)
about all aspects of sex. What’s the Big Secret? Talking
about Sex with Girls and Boys
(L. Brown and M. Brown)
Understanding of gender is devel- Books may provide identification Girls: A History of Growing Up
oping; boys and girls form ideas with gender roles and impetus for Female in America (Colman)
about their own and each other’s discussion of stereotypes. Guys Write for Guys Read (Scieszka)
identity. The Loser (J. Spinelli)
Project Mulberry (Park)
Stanford Wong Flunks Big-Time (Yee)
Under the Watsons’ Porch (Shreve)
When Zachary Beaver Came to
Town (Holt)
Increased emphasis on peer group Book choices often influenced by All Alone in the Universe (Perkins)