Books recommended for use with ABC-easy
Throughout the programme
Class library and school library books to send home for caring adults and older siblings to read to pupils and share (both fiction and factual).
Indicate clearly that the pupil is not expected to read the book sent home. It is for sharing – perhaps a red spot could indicate this. Enclose a bookmark describing how to share a book (see page 20). Encourage families to use their local public library.
Up to Part Five
Picture books without words and wordless books such as Collins Big Cat Band 0 (www.collinsbigcat.com).
Ensure that caring adults understand the value of books without words – to develop book handling skills, oral recount, vocabulary, memory (especially when revisited), general knowledge, ideas and imagination.
Part Five
Oxford Reading Tree Stage 1 Books Without Words: Kipper Stories and Biff and Chip Stories (www.OxfordPrimary.co.uk).
For group sharing within school to ensure the development of book handling skills, the language of the book and general vocabulary. The illustrations in these books are excellent for developing domestic language. There is a growing need to improve domestic language (particularly important for children with English as a second language). Send home for talking about the pictures.
Part Six
Oxford Reading Tree Stage One First Words
Put “The Pancake” into the class library. Use the other five titles for group sharing / reading and to continue the development of speech and communication skills. The teacher will need to read the words, “who”, “spaceman”, “sheet”, “show” and “beach” for the children. The illustrations continue to be a good tool for the development of speech and language skills. Introduce partially decodable words and the non decodable common word “the”.
Part Seven onward
Decodable texts to rehearse the phonic skills in context as they are learned. Oxford Reading Tree Songbirds and Collins Big Cat Phonics.
Very attractive books with mainly decodable texts, both for fact and fiction, are increasingly available. Link the books that you choose, with the phonic learning of the programme. Use both for group reading and to send home. Put a green spot to show that the book could be read by the child with a little help and encouragement. Only send home texts within a child's decoding ability.
Explain to caring adults the value of re-reading books. Ensure that they understand how children can enjoy the anticipation of a known story and repeated phrase. Repetition also consolidates learning, develops confidence, fluency and the memory.