The Reading Teacher's Book of Lists E-Book

Jacqueline E. Kress

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B Ed: Book of Lists
• Sprache: Englisch

Seitenzahl: 1141

Veröffentlichungsjahr: 2015

Beschreibung

The essential handbook for reading teachers, now aligned with the Common Core The Reading Teacher's Book of Lists is the definitive instructional resource for anyone who teaches reading or works in a K-12 English language arts-related field. Newly revised and ready for instant application, this top seller provides up-to-date reading, writing, and language content in more than 240 lists for developing targeted instruction, plus section briefs linking content to research-based teaching practices. This new sixth edition includes a guide that maps the lists to specific Common Core standards for easy lesson planning, and features fifty brand-new lists on: academic and domain-specific vocabulary, foundation skills, rhyming words, second language development, context clues, and more. This edition also includes an expanded writing section that covers registers, signal and transition words, and writers' craft. Brimming with practical examples, key words, teaching ideas, and activities that can be used as-is or adapted to students' needs, these lists are ready to differentiate instruction for an individual student, small-group, or planning multilevel instruction for your whole class. Reading is the center of all school curricula due to recent state and federal initiatives including rigorous standards and new assessments. This book allows to you skip years of curating content and dive right into the classroom armed with smart, relevant, and effective plans. * Develop focused learning materials quickly and easily * Create unit-specific Common Core aligned lesson plans * Link classroom practice to key research in reading, language arts and learning * Adapt ready-made ideas to any classroom or level It's more important than ever for students to have access to quality literacy instruction. Timely, up to date, and distinctively smart, The Reading Teacher's Book of Lists should be on every English language arts teacher's desk, librarian's shelf, literacy coach's resource list, and reading professor's radar.

Leseprobe

Table of Contents

Title Page

Copyright

Common Core State Standards

College and Career Readiness Anchor Standards for English Language Arts

The Authors

Dedication

Preface to the Sixth Edition

Section 1: Foundations

List 1. Typical Literacy Development

List 2. Speech Sound Development

List 3. Sound-Awareness Books

List 4. Rhyming Books

List 5. Predictable Books

List 6. Books without Words

List 7. Print Concepts

List 8. Phonics Awareness

List 9. Rhyming Words

List 10. Minimal Pairs

List 11. Word Segmentation

List 12. Active Response Activities

List 13. Handwriting Charts

List 14. Reading and Language Tips for Parents of Young Children

List 15. Language Arts Glossary for Parents and Others

Section 2: Phonics

List 16. Suggested Phonics Teaching Order

List 17. Consonant Sounds and Spellings

List 18. Vowel Sounds and Spellings

List 19. Double Vowels

List 20. The Final E Rule

List 21. Sound Determined by Letter Position

List 22. Phonics Example Words

List 23. The Most Common Phonograms

List 24. Phonograms

List 25. Phonically Irregular Words

List 26. Standalones—Words without Rhymes

List 27. Syllabication Rules

Section 3: Useful Words

List 28. High-Frequency Instant Words

List 29. Homophones

List 30. Homographs and Heteronyms

List 31. Easily Confused Words

List 32. Collective Nouns

List 33. Mass or Uncountable Nouns

List 34. Compound Words

List 35. Nonreversible Word Pairs

List 36. Similes

List 37. Metaphors

List 38. Collocations

List 39. Common Word Idioms

List 40. Idiomatic Expressions

Section 4: Vocabulary Builders

List 41. The Twenty Most Common Prefixes

List 42. Prefixes of Number, Size, and Amount

List 43. More Prefixes

List 44. The Twenty Most Common Suffixes

List 45. Inflectional Suffixes

List 46. More Suffixes

List 47. Greek and Latin Roots

List 48. -Ology Word Family

List 49. -Phobia and -Philia Word Families

List 50. Synonyms

List 51. Antonyms

List 52. Words with Multiple Meanings

List 53. Onomatopoeia

List 54. Portmanteau or Blended Words

List 55. Clipped Words

List 56. Oxymorons

List 57. Sesquipedalian Superstars

List 58. Eponyms and Toponyms—Words Based on Names

List 59. Neologisms or New Words

List 60. Words Borrowed from Other Languages

List 61. French and Latin Phrases

List 62. American and British English Words

List 63. Words and Phrases from Mythology

List 64. Shakespeare in Words and Phrases

Section 5: Content Literacy

List 65. High-Utility Academic Words—Primary Grades 1 to 3

List 66. High-Utility Academic Words—Intermediate Grades 4 to 8

List 67. Math Vocabulary—Primary Grades 1 to 3

List 68. Math Vocabulary—Elementary Grades 4 to 5

List 69. Math Vocabulary—Intermediate Grades 6 to 8

List 70. US Customary Measurement System

List 71. Metric System of Measurement (SI)

List 72. Metric and Customary Equivalents and Conversion

List 73. Roman Numerals

List 74. Reading Math Symbols

List 75. Social Studies Vocabulary—Primary Grades 1 to 3

List 76. Social Studies Vocabulary—Intermediate Grades 4 to 8

List 77. Social Studies Vocabulary—Secondary Grades 9 to 12

List 78. Geography Vocabulary—Primary Grades 1 to 3

List 79. Geography Vocabulary—Intermediate Grades 4 to 8

List 80. Geography Fast Facts

List 81. US States and Their Capitals

List 82. States of Mexico and Their Capitals

List 83. Provinces of Canada and Their Capitals

List 84. Science Vocabulary—Primary Grades 1 to 3

List 85. Science Vocabulary—Elementary Grades 4 to 6

Section 6: Books

List 86. Book Words

List 87. Genres and Text Types

List 88. New and Old Favorite Books to Read Aloud

List 89. Award-Winning Children's Books

List 90. Books for Word Play

List 91. Children's All-Time Favorite Books

List 92. Books for Reluctant Readers

List 93. Kids' Magazines for Readers and Writers

List 94. Booklist Collections

List 95. Book Interest Arousers

List 96. Fifty Postreading Response Ideas

List 97. The Fry Readability Graph

List 98. Readability Score Comparisons

List 99. Exemplar Texts for ELA and Subject Area Literacy

Section 7: Comprehension

List 100. BDA Comprehension Strategies

List 101. Context Clues and Word Meaning

List 102. Syntax and Comprehension

List 103. Comprehension Questions

List 104. Question Starters for Discussions

List 105. Proverbs

List 106. Graphic Organizers

List 107. Problem-Solving Guide

List 108. Paragraph and Text Organization

List 109. Character Traits

List 110. Tone and Mood Words

List 111. Point of View

List 112. Language Registers

List 113. Persuasive Techniques

List 114. Literary Terms

Section 8: Fluency

List 115. Fluency Elements

List 116. Sentence Tunes

List 117. Fluency and Punctuation

List 118. Fluency Teaching Methods

List 119. Oral Reading Activities

List 120. Optimal Oral Reading Rates

List 121. Oral Reading Fluency Rubric

Section 9: Language

List 122. Common Features of Language

List 123. Parts of Speech

List 124. Key Verb Concepts

List 125. Common Verb Tenses

List 126. Irregular Verb Patterns

List 127. Basic Sentence Patterns

List 128. Capitalization Guidelines

List 129. Contractions

List 130. Punctuation Guidelines

Section 10: Spelling

List 131. Spelling Demons—Elementary

List 132. Spelling Demons—Intermediate

List 133. Spelling Demons—National Spelling Bee

List 134. Spelling Rules for Adding Suffixes

List 135. Plurals

List 136. Spelling and Pronunciation

List 137. Common Abbreviations

Section 11: Writing

List 138. Narrative and Informational Text

List 138. Story Starters

List 140. Prompts for Expository Writing

List 141. Descriptive Words

List 142. Color Words

List 143. Sense Words for Descriptive Writing

List 144. Signal and Transition Words

List 145. He Said/She Said

List 146. Checklist for Narrative Writing—Primary

List 147. Checklist for Opinion Writing—Primary

List 148. Checklist for Informative or Explanatory Writing—Primary

List 149. Checklist for Narrative Writing—Elementary

List 150. Checklist for Opinion/Argument Writing— Elementary

List 151. Checklist for Informative or Explanatory Writing—Elementary

List 152. Teacher's Corrective Feedback Code

List 153. Proofreading Marks

List 154. Hyphenation Rules for Writing

List 155. Nonbiased Language Guidelines

List 156. Acronyms and Initializations

Section 12: Teaching Ideas

List 157. Tips for Reading Teachers

List 158. Games and Teaching Activities

List 159. Language Development through Drama

List 160. Word Wall Lists

List 161. Student/Group Project Planner

List 162. Working in Teams

List 163. Teamwork Rules

List 164. Teaching with Magazines and Newspapers

List 165. Sample Reading Block Schedule

List 166. Activities for Tutors and Volunteers

List 167. One Hundred Ways to Praise

List 168. Activities for Multiple Intelligences

List 169. Multiple Intelligences Questionnaire—Elementary

List 170. Multiple Intelligences Questionnaire—Middle and High School

List 171. Report Card Helpers—Euphemisms

List 172. Reading Organizations and Journals

List 173. Publishers of Reading Materials and Tests

List 174. Education Abbreviations, Acronyms, and Initializations

Section 13: English Language Learners

List 175. Teaching Tips for ELLs' Success

List 176. Realia and Manipulatives

List 177. Class and School Vocabulary for ELLs

List 178. Students' Language Background

List 179. English Sounds Not Used in Other Languages

List 180. Problem English Sounds for ELLs

List 181. Spanish Alphabet and Phonics

List 182. Useful Spanish Words and Phrases for Teachers

List 183. Three Hundred Most Frequently Used Spanish Words

List 184. Dichos—Spanish Proverbs

Section 14: Assessment

List 185. Assessment Methods

List 186. Assessment Terms

List 187. Normal Distribution

List 188. Study Skills Checklist

List 189. Memory and Recall Techniques

List 190. Test-taking Strategies

List 191. Test Words

List 192. Interest Inventory—Primary

List 193. Interest Inventory—Elementary/Intermediate

List 194. Cloze Procedure Variations

List 195. Analogies

List 196. Rubrics for Narrative Writing—Primary

List 197. Rubrics for Opinion Writing—Primary

List 198. Rubrics for Informative or Explanatory Writing—Primary

List 199. Rubrics for Narrative Writing—Elementary

List 200. Rubrics for Opinion/Argument Writing—Elementary

List 201. Rubrics for Informative or Explanatory Writing—Elementary

Section 15: Word Play

List 202. Jump Rope Rhymes

List 203. Tongue Twisters

List 204. Children's Humor: What Kids Say

List 205. Popular First Names

List 206. Fun Names

List 207. Curious Place Names

List 208. Anagrams

List 209. Palindromes

List 210. Proverbs in Disguise

List 211. Rools for Good Writing

List 212. Poetry for Language Laughs

List 213. Surprising Reading Research

List 214. Wacky Wordies—Visual Word Puzzles

Section 16: Alphabets and Symbols

List 215. Alphabet Letter Frequency

List 216. Alphabet Websites

List 217. Different Alphabets

List 218. Ancient Egyptian Alphabet—Hieroglyphs

List 219. Native American Symbols

List 220. American Manual Alphabet

List 221. American Sign Language

List 222. Braille Alphabet

List 223. Radio Voice Alphabet

List 224. Morse Code

List 225. Traffic Signs

Section 17: Information Literacy

List 226. Evaluating Online Resources

List 227. Developing Citation Skills

List 228. Making a Document Interactive

List 229. Fifty Uses for Graphic Organizers

List 230. Dictionary and Glossary Skills

List 231. Dictionary Pronunciation Symbols

List 232. Library Classification Systems

Section 18: Digital Resources

List 233. Search Tips and Strategies

List 234. Simple Search Strategies

List 235. Websites for Reading and Literacy

List 236. Websites for Children's Literature

List 237. Websites for Word Lovers

List 238. Virtual Reference Library

Index

End User License Agreement

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Guide

Cover

Table of Contents

Begin Reading

DOWNLOADABLE LISTS

Many of the lists in this book are available for free download from the publisher's web site. To access them, visit www.wiley.com/go/rtbl6.

Praise for The Reading Teacher's Book of Lists, 6th Ed.

“This comprehensive, invaluable volume should be in the hands of those involved in literacy instruction, those who examine the varied components of language, and those who revel in the sheer joy of language.”

—Bonnie Johnson, Ph.D., Co-Editor, The Reading Professor, an International Literacy Association SIG journal

“The Reading Teacher's Book of Lists is a treasure box for reading professionals with some shiny new baubles. The sixth edition adds resources from technology, academic vocabulary, and the Common Core State Standards to an updated compendium of essential lists, making it a ‘must have’ for literacy educators at all levels.”

—Camille Blachowicz, Ph.D., Co-director, The Reading Leadership Institute, National-Louis University

“Teachers and parents must rush to get a copy of this fabulous resource, which will fuel every student's love of language and ensure success in reading and learning.”

—Diane Lapp, Ed.D., Distinguished Professor of Education, San Diego State University

The Reading Teacher's Book of Lists

Sixth Edition

Jacqueline E. Kress, EdDEdward B. Fry, PhD

Copyright © 2016 by Jacqueline E Kress.

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Common Core State Standards

College and Career Readiness Anchor Standards for English Language Arts

Foundation Skills

List Numbers

Print Concepts

1

Demonstrate understanding of the organization and basic features of print.

1, 6, 7, 12, 86, 87

Phonological Awareness

2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

1, 2, 3, 4, 8, 9, 10, 11, 12, 16, 17, 18, 22, 177, 179, 180, 202, 203

Phonics and Word Recognition

3

Know and apply grade-level phonics and word analysis skills in decoding words.

1, 3, 4, 11, 12, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27

Fluency

4

Read with sufficient accuracy and fluency to support comprehension.

1, 3, 4, 5, 6, 25, 26, 28, 38, 115, 116, 117, 118, 119, 120, 121

Author Standards for Reading

List Numbers

Key Ideas and Details

1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

96, 100, 102, 103, 104, 106, 108, 121

2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

96, 100, 101, 102, 103, 104, 106, 108

3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6, 96, 100, 103, 104, 106, 108, 109, 110, 141, 142, 143

Craft and Structure

4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9, 36, 37, 39, 40, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 101, 103, 104, 109, 110, 141, 142, 143

5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

86, 87, 103, 104, 106, 108, 138, 144, 145, 230, 231, 232, 237, 238

6

Assess how point of view or purpose shapes the content and style of a text.

103, 104, 108, 111, 138

Integration of Knowledge and Ideas

7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

6, 96, 106, 109, 110, 141, 142, 143, 226, 227, 233, 234, 235, 236

8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

96, 103, 104, 106, 108, 113

9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

87, 103, 104, 106, 108, 229

Range of Reading and Level of Text Complexity

10

Read and comprehend complex literary and informational texts independently and proficiently.

3, 4, 5, 6, 87, 88, 89, 91, 94, 99, 164

Author Standards for Reading

List Numbers

Text Types and Purposes

1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

13, 113, 144, 147, 150, 197, 200

2

Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

13, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 113, 140, 144, 148, 151, 198

3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

13, 139, 141, 142, 143, 144, 145, 146, 149, 196, 199

Production and Distribution of Writing

4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

108, 112, 113, 138, 144, 146, 147, 148, 149, 150, 151

5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

106, 108, 146, 147, 148, 149, 150, 151, 152, 153

6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

226, 227, 228, 233, 234, 238

Research to Build and Present Knowledge

7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

161, 162, 163, 226, 227, 232, 235, 236, 238

8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

226, 227, 233, 234, 235, 236, 237, 238

9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

226, 227, 228, 233, 234, 235, 236, 237

Range of Writing

10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

96, 139, 140, 146, 147, 148, 149, 150, 151, 164

Author Standards for Reading

List Numbers

Comprehension and Collaboration

1

Prepare for and participate effectively in a range of conversation and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

159, 161, 162, 163, 188, 189

2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

226, 227, 233, 234, 235, 236, 237, 238

3

Evaluate a speaker' point of view, reasoning, and use of evidence and rhetoric.

111, 112, 113, 114

Presentation of Knowledge and Ideas

4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

108, 112, 113, 141, 142, 143, 144, 147, 150

5

Demonstrate understanding of word relationships and nuances in word meanings.

29, 30, 31, 50, 52, 54, 55, 58, 63, 64

6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

52, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 101, 112, 230, 231, 237

Author Standards for Reading

List Numbers

Conventions of Standard English

1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

13, 122, 123, 124, 125, 126, 127, 128, 129

2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

24, 130, 131, 132, 133, 134, 135, 136, 137, 154, 156, 227

Knowledge of Language

3

Apply knowledge of language to understand how language functions in different context, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

32, 33, 34, 102, 112

Vocabulary Acquisition and Use

4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

29, 30, 31, 32, 33, 34, 36, 37, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 195, 230, 231, 238

5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

36, 37, 38, 39, 40, 50, 51, 105, 184

6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 87

The Authors

Jacqueline E. Kress, EdD, is professor of education at Georgian Court University (Lakewood, New Jersey), where she currently teaches graduate and undergraduate courses in literacy education, assessment, and other core topics for the preservice and in-service development of teachers, administrators, and other educators.

An experienced reading teacher, she taught developmental and remedial reading in urban elementary schools and worked with native and non-native speakers of English as a language arts classroom teacher and reading specialist. She has designed numerous educational programs at the college and P–12 levels including programs to improve teacher preparation and to increase P–12 student literacy and school achievement. She is nationally known for her practice-based teacher resource books The Reading Teacher's Book of Lists and The ESL/ELL Teacher's Book of Lists published by Wiley/Jossey-Bass.

Dr. Kress also served as dean of the schools of education at Georgian Court University and at New York Institute of Technology, where she was also dean of quality assurance for the institute's global programs. At Fordham University she was associate dean and director of graduate studies in the Graduate School of Education. Prior to her deanships, Dr. Kress held several policy positions at the New Jersey Department of Higher Education in planning, quality management, academic programming, and teacher education.

Dr. Kress earned a doctorate in education from Rutgers, the State University of New Jersey, where she was honored with the Evelyn Headley Award for her research in eye movements and children's reading comprehension.

Edward B. Fry, PhD (1925–2010), was Professor Emeritus of Education at Rutgers University (New Brunswick, New Jersey), where he taught graduate and undergraduate courses (1965–1987) in reading and curriculum. Dr. Fry was director of Rutgers Reading Center, which provided diagnosis and remediation for children with reading problems and clinical practice for reading educators. He also supervised doctoral research in reading and educational psychology.

Dr. Fry, internationally known for his Readability Graph, was the author of more than 30 books and 100 articles on phonics, high-frequency words, spelling, vocabulary, and other literacy-related topics. He was a Fulbright Scholar at Makerere University in Uganda and at the University of Zimbabwe. He also established the University Press at Africa University.

Dr. Fry is a member of the Reading Teacher Hall of Fame. Through the Literacy Research Association, he established the Edward B. Fry Book Award in 1995 to recognize contributions to reading and literacy through the publication of research.

This sixth edition of The Reading Teacher's Book of Lists is dedicated

To Edward B. Fry (1925–2010)mentor, colleague, and humanitarianandTo Geraldine Kress Orner (1946–2014)sister, friend, and my first reading teacherwith gratitude and great affection

Preface to the Sixth Edition

Reading and language arts education continually evolves to meet the ever-increasing demands of life in the twenty-first century. In the years since the publication of the first edition of The Reading Teacher's Book of Lists in 1984, much has changed, yet much remains the same. The goal of this edition, as each one before it, is to be the go-to daily resource for the stuff of targeted, best-practice reading and literacy instruction.

Teachers today are challenged to meet the needs of a broader range of students. There is a greater emphasis on in-class intervention and differentiation as well as a greater emphasis on standardized test results. We find that standards and policies are frequently determined far from the local school and district. And, the pace and impact of technology and globalization have permanently raised the bar on expectations for what all our students need to know and be able to do by the time they leave high school.

What remains the same is the need, day after day, for teachers to engage and support students as they progress from the basics of phoneme-grapheme correspondences needed for reading and writing to more sophisticated and mature literacy skills, such as judging the credibility of information, appreciating author craft, and writing persuasively.

This sixth edition is a significant revision and expansion of The Reading Teacher's Book of Lists. It contains more than fifty completely new lists. Some, such as “Evaluating Online Resources,” respond to the new demands of information literacy; others address topics highlighted in reading and language standards, for example, high-utility academic words. Still others address the need to monitor student progress against learning standards through checklists and rubrics based on the Common Core State Standards. Speaking of standards—a new, easy-to-use matrix identifies by list number support for each of the anchor standards in the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. We invite you to browse the Table of Contents, or better yet, just open the book and poke around. The sixth edition is brimming with important content, engaging activities, and interesting bits for students and teachers in all grades.

One new feature we hope you find helpful is the section brief. Each of the eighteen sections of the book begins with a research update that outlines current theory and instructional practices that have research support. The section briefs provide a research rationale for using the instructional material in the section and include citations for a number of excellent articles suitable for self-directed professional development.

From its earliest days, The Reading Teacher's Book of Lists was meant to be a time-saving, practice-focused resource for teachers, literacy coaches, reading supervisors, teacher educators, and others. We are honored by the more than half a million educators who have brought us into their classrooms and say thank you for all the comments, reviews, and suggestions at conferences, online, and elsewhere. Many helped guide the development of this edition. Thank you also for your contributions to the critically important work of teaching children to read well.

Jacqueline E. KressFebruary 14, 2015

Section 1

Foundations

List 1. Typical Literacy Development

List 2. Speech Sound Development

List 3. Sound-Awareness Books

List 4. Rhyming Books

List 5. Predictable Books

List 6. Books without Words

List 7. Print Concepts

List 8. Phonics Awareness

List 9. Rhyming Words

List 10. Minimal Pairs

List 11. Word Segmentation

List 12. Active Response Activities

List 13. Handwriting Charts

List 14. Reading and Language Tips for Parents of Young Children

List 15. Language Arts Glossary for Parents and Others

The foundation for reading and literacy starts long before children enter school and begin formal instruction. It emerges through the complex interactions of children's physical, cognitive, and social-emotional development. Research shows this development proceeds more or less in the same order for all children unless they have a disability and that most children learn to speak by age three and learn to read by age seven. Knowing the progression of literacy-related development from birth to age seven helps teachers and others recognize young children who are typically developing and those who are not. It also aids planning and support for children's learning by pointing out the developmental progression of skills acquisition.

By the time children attend school there are discernable differences in their language use and familiarity with print and other literacy-related activities. To help children be successful direct instruction is needed. In direct instruction, teachers focus attention on specific skills and provide lots of opportunity for practicing them. Research has helped target the most important skills.

The National Early Literacy Panel reviewed the findings of scientific research on literacy development and identified several skills essential to young children's literacy success (McGill-Frazen, 2010): expressive and receptive oral language, knowledge of the alphabetic principle, phonemic and phonological awareness, and knowledge of print concepts. These findings complemented those of the earlier National Reading Panel (NICHHD, 2000).

Children's development in these areas occurs through their encounters with language—both spoken and written. The most widely given advice for developing the skills needed for literacy is talk to and read to each child—early and often. Much of what must be learned can be experienced through listening and speaking and by engaging in dialogue around children's books. Children learn to anticipate and predict with books that have predictable phrases, sentences, and refrains. They learn to attend to ending sounds with rhymes and books that rhyme. They learn to express themselves, tell stories, and develop comprehension skills with wordless picture books.

While nestling side by side with an adult or older child and listening to stories being read aloud, children learn a host of important print and literacy concepts, including how to hold a book, when and how to turn the page, and the directionality of print from left to right and top to bottom. As they watch and listen, children begin to understand the one-to-one relationship between the word pointed to on the page and the spoken word. They also form the key understanding that print is speech written down. By talking about the stories they develop concepts of characters, setting, and story line. Exposure to many books helps develop children's listening comprehension skills, which are stepping stones for comprehending what they will soon read and enjoy on their own.

Play is child's work. Playing with language, especially through rhymes, helps children recognize the rhythm of words and sentences and discern whether two sounds are the same or not. Children's ability to recognize, separate, and manipulate sounds in a word is a foundation skill for reading, spelling, and writing. Using sound boxes to segment or break apart words into syllables and sounds has been found to be very effective in helping children understand sound-symbol relationships.

As children develop awareness of sounds and their spellings, they should be encouraged to write. In the beginning their writing will appear as squiggles and curlicues, but as they become more familiar with the upper- and lowercase letters and their sounds from stories and rhymes, their writing will progress to more letter like symbols, to invented spellings not very related to sounds, and then to spelling and writing that use the sound-symbol relationships they know. Over time, and with learning to recognize some high-frequency words, children will use conventional spelling appropriate to their grade and age. These foundation skills set the stage for more formal study of phonics, context clues, and word study, as well as vocabulary development, comprehension, and other literacy skills.

All children benefit from active engagement and practice. Using active response activities for skills development gives every child the opportunity to learn. Active response exercises are effective with English language learners (ELLs) as well as English speakers and with children across skill levels. Their fast pace and gamelike quality make learning and practice fun.

This section of the book contains lists and materials for each of the aspects of reading and literacy foundations discussed. In addition, it includes tips to share with parents and others and a glossary of terms related to early literacy.

Dunst, C. J., Meter, D., & Hamby, D. W. (2011). Relationship between young children's nursery rhyme experiences and knowledge and phonological and print-related abilities.

CELLreviews

,

4

(1). (Funded by the US Department of Education, Grant #H326B060010). Asheville, NC: Orelena Hawks Puckett Institute.

Hart, B., & Risley, T. R. (2003). The early catastrophe.

American Educator

, Spring, 4–9.

McCarthy, P. A. (2007–2008). Using sound boxes systematically to develop phonemic awareness.

The Reading Teacher

,

62

(4), 346–349.

McGill-Frazen, A. (2010). The National Early Literacy Panel report: Summary, commentary, and reflections on policies and practices to improve children's early literacy.

Educational Researcher

,

39

(4), 275–278.

National Institute of Child Health and Human Development NICHHD. (2000). Report of the National Reading Panel.

Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

(NIH Publication No. 00–4769). Washington, DC: US Government Printing Office.

Pinnell, G., & Fountas, I. (1998).

Word matters: Teaching phonics and spelling in the reading/writing classroom

(pp. 78–80). Portsmouth, NH: Heinemann.

Tracey, D. H., & Morrow, L.M. (2015). Best practices in early literacy. In L. B. Gambrell & L. M. Morrow (Eds.),

Best practices in literacy instruction

(5th ed., pp. 85–106). New York: The Guilford Press.

List 1. Typical Literacy Development

The foundations for children's learning to read and write begin at birth. Research shows there is a gradual, multifaceted process of learning to understand and use language for thinking and communication. This process and its result are often referred to as emergent literacy. Though children do not take a lock-step path, studies show there is a general order of literacy development that can be described as typical whether the child is learning English, another language, or more than one language. Not all children reach milestones at the same age; however, most learn to speak by age three and learn to read by age seven. There can be quantitative as well as qualitative differences among children's development, even when they reach milestones at about the same time. For example, two children may begin to use two-word sentences by age two, but one might produce many more two-word utterances and have a larger repertoire of words to use than the other child.

Children discover language through play, exploration, and interaction with others. The most salient positive factor in language development is a language-rich environment that includes lots of interaction with parents and caregivers who engage children with the spoken word using songs, rhymes, and stories, lots of stories.

The following list shows the typical development of speech (producing sounds), language (attaching meaning to spoken sounds), reading, and writing in young children—important information for teachers and parents of preschool and primary grade children.

Zero to Six Months

Use different sounding cries for different purposes

Coo, babble, and make gurgling sounds

Recognize and are soothed by caregivers' voices

Smile when spoken to

Focus on the sounds of the language they hear and imitate these sounds

Attend to music and sounds made by toys

Respond to their names

Track source of sounds with eyes or by turning head

Respond to changes in tone

Include /b/, /p/, and /m/ sounds in babbling

Six to Twelve Months

Develop physical control and skills: roll over, sit up, bounce, crawl, stand up, and walk

Play pat-a-cake and peek-a-boo

Babble in short and long groups of sounds like syllables

Use babble and gestures to communicate wants

Begin to respond to commands such as

give me

and

come here

Understand simple words for common things such as

milk, shoe, dog, dolly

Say first words such as

mama, dada, car, doggie

Begin to name objects and respond to request to

show me

One to Two Years

Use one- and two-word sentences purposefully

Have vocabulary of about twenty words, mostly nouns, by first birthday and acquire about 250 by second birthday, including some verbs (

go, see

) and other parts of speech (

more, no, big, dirty, pretty

)

Respond to simple directions or questions such as

Where is your cup?

and

Point to your nose

.

Enjoy stories, rhymes, and songs with repetition

Pose two-word questions such as

More milk?

for

May I have more milk?

Use many beginning consonant sounds

Generalize labels to category of things such as

doggie

for all animals

Two to Three Years

Can walk, run, jump, and climb

Name many objects in environment

Recognize that pictures are symbols, not the real thing, and can point to a picture of something in a book when requested

Begin using pronouns (

me, you, mine

) and prepositions (

in, on, under

)

Use two-, three-, and four-word sentences

Ask adults to read them stories and can recognize favorites by their covers

Talk about characters in books

Imitate adult reading by holding and looking at books, turning pages

Have between one thousand and two thousand words in spoken vocabulary by third birthday

Use /k/, /g/, /f/, /t/, /d/, and /n/ sounds

Articulate well enough to be understood by most people

Distinguish between writing and drawing and make marks or scribbles that resemble letters

Ask for names of objects for which they do not have word as in

What's its name?

Notice details in print such as the initial letter of their names

Three to Four Years

Use three- and four-word sentences competently

Begin using plurals and past tenses

Understand questions dealing with their activities and surroundings

Tell about own experiences and include description

Understand and reply to questions that link circumstance to action such as

What do you do when you are hungry?

Can give name, age, and gender

Know basic colors and shapes by name

Retell some key details of stories read to them

Imitate tone and cadence of adults while pretend reading

Demonstrate knowledge of print concepts such as directionality and one-to-one correspondence between words printed and read

Recognize lower- and uppercase letters and begin to write some letters

Begin to match letters with sounds

Begin to match written words with spoken words

Demonstrate familiarity with beginning sounds and ending sounds that rhyme

Begin to copy some words such as their

names, mom, dad, I love you, family, a pet's name

Four to Five Years

Know names of most things in their environment, including names of common animals, community helpers (

doctor, firefighter

, and

police officer

), school, church, store, numbers one to twenty, and so on

Know and use relational prepositions correctly (

in, on, under, over, next to

, etc.)

Have between 2,500 and 5,000 word vocabularies

Can repeat four digits or four-syllable words

Can produce most vowels and diphthong sounds

Verbalize during and after activities using appropriate details and commentary

Communicate with adults and other children readily

Understand comparisons when visual objects are presented

Understand and demonstrate knowledge of print concepts and phonological awareness such as print carries meaning, sounds are represented by letters, the order of letters in a word is important, roles of author and illustrator

Attend to story and can answer the five W questions about it

Articulate most sounds correctly and is understood by others even if articulation problem exists

Read environmental print

Tell a real or invented story and stay on topic

Manipulate initial consonant sounds to make rhyming words

Tell and understand puns or other jokes

Dictate titles and sentences to go with drawings

Begin to write sentences using known letter-sound associations, even if only using the initial sound of the words

Five to Six Years

Understand and use time concepts such as

morning, night, day, tomorrow, yesterday, today, before

, and

after

Understand and provide common opposites such as

top-bottom

and

big-small

Use many descriptive adverbs and adjectives in speaking

Articulate consonant and vowel sounds correctly with few exceptions and is understood by others

Understand that writing is used for different purposes, such as signs, letters, stories, explanations, and directions

Attend to and repeat sentences of up to nine words

Follow a sequence of three directions

Recognize words that rhyme, that have the same beginning sound or that have the same medial sound

Define objects by how they are used such as

towel, bed, table, jacket

Begin to use compound and complex sentences

Apply conventions of grammar to speech

Know the regular sound-letter correspondences for consonants and short and long vowels

Read simple controlled vocabulary texts and retell the story

Write stories using known letter-sound associations and learned spellings of high-frequency words

Use capital letters at the beginning of a sentence and end punctuation

Have a sight vocabulary of 100 to 150 words

Sound out new words with support

Make predictions based on a story's title, illustrations, and parts read

Understand and use common punctuation to guide oral reading intonation

Six to Seven Years

Read and retell familiar stories

Recall and discuss prior knowledge

Use phonics and context clues to figure out unknown words

Use word parts (prefixes, suffixes, root words) and similar known words to decode unfamiliar words

Read familiar texts with fluency

Give reasons for the actions of characters in a story

Use a variety of repair strategies when they encounter a comprehension problem including rereading, slowing down, reading to the end of the paragraph

Make, confirm, and revise predictions based on reading

Write using regular spellings of sounds and learned spellings of high-frequency words

Use references such as a word wall or picture dictionary to find the correct spelling of words as needed

Write in complete sentences and use initial capitalization, commas, and end punctuation correctly

Have a sight vocabulary of five hundred words or more

Articulate clearly all sounds in the language

Know the less common sound-letter correspondences including hard and soft sounds of

c

and

g

, blends, digraphs, and diphthongs, and use them in reading and writing

Distinguish among different types of text including poems, fictional stories, fables, fairy tales, and informational text

Recognize the main elements of a story including characters, setting, action

Compare the characters, settings, or actions of two or more stories

Write a story of three of five sentences in response to a picture prompt

Choose appropriate and varied words in speaking and writing

Write legibly in manuscript

List 2. Speech Sound Development

Children's repertoire of oral speech sounds (phonemes) develops slowly over five to six years. This chart shows the age at which 75 percent of children have mastered each spoken phoneme. Sounds are shown using the *International Phonetic Alphabet (IPA).

CONSONANTS SYLLABLE POSITION

VOWELS AND DIPHTHONGS

CONSONANT BLENDS

IPA*

Conventional

Age

Age

Age

IPA

Conventional

Age

Blend

Age

Blend

Age

m

2

2

3

i

Long E

M

e

2

pr-

5

n

2

2

3

I

Short I

Is

4

br-

5

η

(ng) sing

—

3

nt**

ϵ

Short E

M

e

t

3

tr-

5

p

2

2

4

æ

Short A

A

t

4

dr-

5

sl-

6

b

2

2

3

Λ

Short U

U

p

2

kr-

5

sw-

5

t

2

5

3

Schwa

A

lone

2

gr-

5

tw-

5

d

2

3

4

α

Broad A

F

a

ther

2

fr-

5

kw-

5

k

3

3

4

Broad O

O

ff

3

θr-

6

-ηk

4

g

3

3

4

v

Short OO

L

ook

4

pl-

5

-ηg

5

r

5

4

4

u

Long OO

M

oon

2

bl-

5

-mp

3

l

4

4

4

kl-

5

-nt

4

f

3

3

3

gl-

5

-nd

6

v

5

5

4

fl-

5

spr-

5

8

(voiceless) thin

5

nt

nt

ju

Long U

U

se

3

-ld

6

spl-

5

γ

(th voiced) this

5

5

nt

-lk

5

str-

5

s

5

5

5

-lf

5

skr-

5

z

5

3

3

ou

Long O

G

o

2

-lv

5

skw-

5

(sh) shoe

5

5

5

au

Ou

Ou

t

3

-lz

5

-ns

5

ℑ

(zh) measure

nt

5

nt

eI

Long A

M

a

y

4

sm-

5

-ps

5

h

2

nt

—

aI

Long I

Ice

3

sn-

5

-ts

5

5

nt

—

I

OI

B

oy

3

sp-

5

-mz

5

w

2

2

—

st-

5

-nz

5

j

(y) yes

4

4

—

-st

6

-ηz

5

t

(ch) chief

5

5

4

sk-

5

-dz

5

d

ℑ

(j) just

4

4

6

-ks

5

-gz

5

List 3. Sound-Awareness Books

Sound awareness books help young readers focus on recognizing and producing specific sounds. Repetition of a consonant sound in the beginning or ending position in words or of a vowel sound in the middle of words helps reinforce sound-symbol relationships—a critical foundation for emergent reading and writing. The following lists highlight books that focus on either consonant sounds or vowel sounds. They include old and new favorites enjoyed by children in preschool through grade 2.

Consonant Sounds

Benji's Blanket

by Marc Brown

Mrs. Wishy-Washy

by Joy Cowley

Bertie and the Bear

by Pamela Allen

The Napping House

by Audrey Woods

The Carrot Seed

by Ruth Krauss

One Fish, Two Fish

by Dr. Seuss

Cat's Do, Dogs Don't

by Norma Simon

Pancakes, Pancakes

by Eric Carle

Crow Boy

by Taro Yashima

Peter's Chair

by Ezra Jack Keats

Dig, Drill, Dump, Fill

by Tana Hoban

Pingo the Plaid Panda

by Loreen Leedy

Digging up Dinosaurs

by Aliki

The Popcorn Book

by Tomie dePaola

Fish Is Fish

by Leo Lionni

Quick, Quack, Quick!

by Marsha Arnold

The Gingerbread Boy

by Paul Galdone

Red is Best

by Kathy Stinson

Gobble, Growl, Grunt

by Peter Spier

Sadie and the Snowman

by Allan Morgan

Hats, Hats, Hats

by Ann Morris

Shake My Sillies Out

by Raffi

A House Is a House for Me

by Maryann Hoberman

Sheep on a Ship

by Nancy Shaw

How Many Bugs in a Box?

by David Carter

Swan Sky

by Keizaburo Tejima

How Many Trucks Can a Tow Truck Tow?

by Charlotte Pomerantz

A Tiger Called Thomas

by Charlotte Zolotow

Jamberry

by Bruce Degen

Tom and His Tractor

by Leslie Wood

Joshua James Likes Trucks

by Catherine Petrie

The Very Busy Spider

by Eric Carle

Jump, Frog, Jump

by Robert Kalan

Where Does the Garbage Go?

by Paul Showers

Koko's Kitten

by Francine Patterson

Yummy, Yummy

by Judith Grey

Lazy Lions, Lucky Lambs

by Patricia R. Giff

Zella, Zack, and Zodiac

by Bill Peet

Mickey's Magnet

by Franklyn Branley

Zipping, Zapping, Zooming Bats

by Ann Earle

Vowel Sounds

A

All About Arthur

by Eric Carle

The Cat Sat on the Mat

by Alice Cameron

Jack and Jake

by Aliki

The Paper Crane

by Molly Bang

Skate, Kate, Skate

by Patty Carratello

Taste the Raindrops

by Anna Hines

E

The Bee Tree

by Patricia Polacco

Emma's Pet

by David McPhail

Hester the Jester

by Ben Shecter

Sheep in a Jeep

by Nancy Shaw

Ten Sleepy Sheep

by Holly Keller

Who Has These Feet?

by Laura Hulbert

I

Iris Has a Virus

by Arlene Alda

Itchy, Itchy Chicken Pox

by Grace Maccarone

The Missing Mitten Mystery

by Steven Kellogg

Mrs. Brice's Mice

by Syd Hoff

Slim and Jim

by Richard Egielski

Whistle for Willie

by Ezra Jack Keats

O

Flossie and the Fox

by Patricia C. McKissack

Fox in Socks

by Dr. Seuss

Hop on Pop

by Dr. Seuss

Joe and the Snow

by Tomie dePaola

Over in the Meadow

by Olive Wadsworth

Toad on the Road

by Susan Schade and John Buller

U

The Bug in the Jug Wants a Hug

by Brian Cleary

Duke the Blue Mule

by Patty Carratello

One Duck Stuck

by Phyllis Root

Sun Up, Sun Down

by Gail Gibbons

Tubby the Tuba

by Paul Tripp

Underwear

by Mary Monsell

List 4. Rhyming Books

If you ask adults to recall a favorite book from their childhood, many will name a rhyming book and some will begin to recite it. Whether it's one of the Dr. Seuss classics or another, such as Bemelmans, Madeline, rhyming books have helped generations lay a foundation of phonological (sound) awareness and readiness for reading. They still do. In addition to focusing attention on the ending sounds of words, books that rhyme help children discriminate among sounds, recognize patterns, and develop memory skills—all important foundation skills for literacy. Perhaps their most important contribution is that they happily engage children in the pleasures of reading. This list contains the titles of more than one hundred rhyming books for young children to enjoy.

Aliens Love Underpants

by Claire Freedman

Altoona Baboona

by Janie Bynum

The Animals' Song

by David L. Harrison

Baby Beluga

by Raffi

Baby Says “Moo!”

by JoAnn Early Macken, illustrated by David Walker

Bats in the Band

by Brian Lies

Bear Snores On

by Karma Wilson, illustrated by Jane Chapman

The Big Blue Spot

by Peter Horowitz

Big Honey Hunt

by Stan Berenstain

Bob & Rob & Corn on the Cob

by Todd McQueen

Bubble Gum, Bubble Gum

by Lisa Wheeler

Buzz Said the Bee

by Wendy Cheyette Lewison

By Day, By Night

by Amy Gibson

The Caboose Who Got Loose

by Bill Peet

A Camping Spree with Mr. Magee

by Chris Van Dusen

Cat in the Hat

by Dr. Seuss

Chick Chicka Boom Boom

by Bill Martin Jr. and John Archambault

Chicken Cheeks

by Michael Ian Black

Click, Clack, Moo: Cows That Type

by Doreen Cronin and Betsy Lewin

Construction

by Sally Sutton

The Cow Loves Cookies

by Karma Wilson

A Crowded Ride in the Countryside

by Frank B. Edwards

Dinosaur Roar! Board Book

by Paul and Henrietta Stickland

Do You Know Which Ones Will Grow?

by Susan A. Shea

Down by the Bay

by Raffi

Down to the Sea with Mr. Magee

by Chris Van Dusen

Drummer Hoff

by Barbara and Ed Emberley

Duck in the Truck

by Jez Alborough

Each Peach Pear Plum

by Janet and Allan Ahlberg

Everywhere Babies

by Susan Meyers and Marla Frazee

Farmer Joe and the Music Show

by Tony Mitton

Felicity Floo Visits the Zoo

by E. S. Redmond

Five Little Pumpkins

by Iris Van Rynback

Flashing Fire Engines

by Tony Mitton, illustrated by Ant Parker

Fox in Socks

by Dr. Seuss

A Frog in the Bog

by Karma Wilson

The Frogs and Toads All Sang

by Arnold Lobel

Giraffes Can't Dance

by Giles Andreae

Golden Domes and Silver Lanterns: A Muslim Book of Colors

by Hena Khan

Good Night, Sleep Tight

by Mem Fox

Good Sports: Rhymes about Running, Jumping, Throwing, and More

by Jack Prelutsky

Goodnight, Goodnight Construction Site

by Sherri Duskey Rinker

Granny Went to Market

by Stella Blackstone

Green Eggs and Ham

by Dr. Seuss

The Gruffalo

by Julia Donaldson and Ariel Scheffler

Hairy, Scary, Ordinary: What Is an Adjective?

by Brian P. Cleary

Have You Seen My New Blue Socks?

by Eve Bunting

Hello Toes! Hello Feet!

by Ann Whitford Paul

Hilda Must Be Dancing

by Karma Wilson

Horton Hears a Who!

by Dr. Seuss

The House Book

by Keith Du Quette

How Big Is a Pig?

by Claire Beaton

How Do Dinosaurs Eat Their Food?

by Jane Yolen and Mark Teague

How Do Dinosaurs Say Goodnight?

by Jane Yolen and Mark Teague

How Do You Hug a Porcupine?

by Laurie Isop

The Hungry Thing

by Jane Slepian and Ann Seidler

Hush Little One

by John Butler

Hush! A Thai Lullaby

by Minfong Ho

Hush, Little Alien

by Daniel Kirk

I Ain't Gonna Paint No More!

by Karen Beaumont

I Am Cow, Hear Me Moo!

by Jill Esbaum

I Know a Rhino

by Charles Fuge

I Like Myself

by Karen Beaumont

I Went Walking

by Sue Williams

If All the Animals Came Inside

by Eric Pinder

If I Built a House

by Chris Van Dusen

Iggy Peck, Architect

by Andrea Beaty

Is There Really a Human Race?

by Jamie Lee Curtis, illustrated by Laura Cornell

Is Your Mama a Llama?

by Deborah Guarino

It's Hard to Be Five

by Jamie Lee Curtis

Jamberry

by Bruce Degen

Jillian Jiggs

by Phoebe Gilman

Kermit the Hermit

by Bill Peet

A Leaf Can Be …

by Laura Purdie Salas

Let It Fall

by Maryann Cocca-Leffler

Little Blue Truck

by Alice Schertle

The Little School Bus

by Margery Cuyler

Llama Llama and the Bully Goat

by Anna Dewdney

Llama Llama Home with Mama

by Anna Dewdney

Mighty Dads

by Joan Holub

The Monster Who Ate My Peas

by Danny Schnitzlein

Moo Baa La La La

by Sandra Boynton

Moose on the Loose

by Carol P. Ocher

Moses Supposes His Toeses Are Roses

by Nancy Patz

Mrs. McNosh Hangs Up Her Wash

by Nadine Bernard Westcott

My Granny Went to Market

by Stella Blackstone

My Truck Is Stuck!

by Kevin Lewis, illustrated by Daniel Kirk

Nelly Gnu and Daddy Too

by Anna Dewdney

The Night Parade

by Lily Roscoe

No Pirates Allowed! Said Library Lou

by Rhonda Gowler Greene

No Sleep for the Sheep!

by Karen Beaumont

No Two Alike

by Keith Baker 2011

Not Now! Said the Cow

by Joanne Oppenheim

One Big Pair of Underwear

by Laura Gehl