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CHILDREN'S BOOKS

Those interested in children's literature will find some of the best recommendations for reading and reading aloud throughout this website. Age or grade categories usually cover a broad period in a child's life, however, please consider our ratings by grade as a recommendation, not a rigid limitation on the use of the books.

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BOOK REVIEWS BY GRADE

Toddlers
Preschool
Kindergarten
First Grade
Second Grade
Third – Fifth Grades
Middle Grades:
10+ Years
12+ Years
Teens


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BENEFITS OF READING TO CHILDREN

Reading Aloud is one of the most important gifts a child can receive. A special bond is created between an adult and child in sharing a book. It indicates to the child that someone cares enough to spend time sharing a good book. There is also a sense of security that comes from the physical closeness in sharing a story.

Literature can positively affect a child's self-esteem. When reading aloud is a shared activity, children are encouraged to ask questions and talk about the story. This is a perfect opportunity to teach values, encourage integrity, and give children high ideals to reach for.

Giving children direct contact with books is very important for increasing attention spans, listening abilities, vocabulary, visualization, a greater cultural knowledge, and eventually success in reading.

When reading aloud to children, they automatically learn about the written language as well. Educators say that the ability to write well, to state a case carefully, and reason with others is critical, if children are to succeed.

Reading aloud can be extremely beneficial to parents who have difficulty in communicating with their child, difficulty with the English language, or lack quality time.

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BARRIERS TO READING ALOUD

Television may be a great babysitter, but it is a huge obstacle to family togetherness. Television deprives a child of asking questions. It encourages deceptive thinking and stifles their imagination. It overpowers and desensitizes a child's sense of sympathy for suffering. It is a passive activity and discourages creative play.

Most American children do minimal reading. They do not know very much about history, unless they have seen it on television. This is ignorance, not illiteracy.

Our society offers so many distractions and negative role models that most children either cannot read, will not read, or hate to read. What does this say about their choices in the voting booths, how they choose to spend their money and leisure time, how they raise their children, or the value systems they adopt and whom they emulate?

Make sure the readings are interesting and exciting enough to hold their interest while building up their imagination. Use plenty of expression when you read aloud and have fun with the language. Whisper, laugh, oink, meow, or speak gruffly or softly. Read slow or fast to fit the story and allow time for children to point to everything in a picture and discuss it.

For children who are not used to listening to stories, keep the initial readings short enough to fit their attention spans, and gradually increase the reading time as well as the length of the book. Do not turn every reading session into a question and answer session. Be sensitive to the times when your child simply wants to enjoy the story.

Read aloud every day. Turn off the television, get comfortable, have good light, and enjoy a good book.

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LISTENING LEVELS

Children hear stories on at least three different levels: intellectual, emotional, and social. Their listening skills are at least two full years ahead of their reading levels.

Around the eighth grade, the listening levels and reading levels converge. Therefore, children can listen to, understand, and enjoy books that are too difficult for them to read independently. These stories are needed because they are far more exciting, enriching and challenging than anything children could read on their own. These are the stories that eventually raise reading levels.

Sadly, many parents stop reading aloud when their children begin to read for themselves. Parents should realize that children who listen to books that are beyond their reading skills will be introduced to an increased variety of words and the complex structure of language patterns.

Most children's books are rated based on age because it better reflects a child' interests, emotion and social development. Usually the age or grade rating covers a broad period and should be considered only as a guide, not a rigid rule on the use of the book.

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CLASSICS

There are two categories of classics: early classics like the fairy tales of Andersen, Grimm, and Perault; and modern classics like Charlotte's Web and The Lion, the Witch, and the Wardrobe. Both were written by people who never lost their love of childhood.

Classics should make a major contribution to a child's education, merriment, and appreciation of literature. Many good stories provide clear standards of right and wrong, show the ethics of human behavior, and evoke natural and wholesome laughter.

Classics contain those unique qualities that surpass time and appeal to listeners and readers of every generation.

A classic is the rare book that has a special element, which enables it to endure the test of time and appeal to children from every generation. It stands out because it has the ability to touch the heart and cross the boundaries of culture, nationality, religion, race, gender, and status.

Classics should make a major contribution to a child's education, merriment, and appreciation of literature. Classics should provide clear standards of right and wrong, show the ethics of human behavior, and evoke wholesome laughter.

A sense of honor and value surround great literature. Laughter, pain, hunger, satisfaction, love, and joy are found in classics. When our children become familiar with this kind of writing, they have a foundation for making comparisons. Not everything they read will be excellent, but they will know a story's possibilities.

Read stories in their original versions, not the watered-down ones without any drama of life. They may retell the classic stories, but the basic elements that make the stories classics are omitted.

With the influx of new books for children flooding the market each year, old favorites are in danger of being crowded out. Generations of children are missing the opportunity of listening to classical children's literature. This is unfortunate because classics are the cornerstone to building a life-long relationship with literature.

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WHAT MAKES A GOOD BOOK

Of the two types of literature, fiction and non-fiction, it is fiction that brings children the enchantment of storytelling and ultimately a future love of reading.

The best children's books contain imaginative stories, memorable characters, beautiful illustrations, and lyrical language. Well-written stories should contain heroes and role models to imitate. Children need to fall in love with stories that entertain and arouse their curiosity.

Quality literature teaches children good morals, ethics, and values. Our culture's survival depends on the children of today. If they are to make a difference in the world, children need to learn about love, justice, courage, and compassion.

Well-written stories have good themes, valid characters, and should always be believable. Well-written stories should be people centered, not problem centered. Too many stories have society's problems dumped into them.

Good books contain heroes and role models to imitate. Children need to hear about people who contribute something of value to other's lives, people who make hard decisions and have the courage to overcome adversity.

Children need to fall in love with stories that entertain and arouse their curiosity. They need stories for pleasure, laughter and fun; imaginative and nonsensical stories that may not have any useful information or lesson, only cheerful and delightful fun.


FEATURED AUTHOR

BILL PEET

Born in rural Indiana in 1915, Bill Peet began drawing at an early age, traipsing through the woods looking for animals to sketch. In school, Bill doodled and drew in the margins of textbooks. Fascinated by the mechanical workings of trains, he often sneaked into the local station to draw them.

As a teen he loved the circus and sketched as much of it as possible, usually from memory. Successful in art classes at high school, he eventually won a scholarship to The John Herron Art Institute in Indianapolis.

Following college, Disney Studios in Hollywood hired him as a sketch artist. During the next twenty-five years, Bill began to write children's stories, based upon ideas from bedtime stories told to his children. Bill enjoyed great success in writing 36 books for children, dealing with ambition, arrogance, aging, bravery, bullying, compromise, conceit, courage, environment, hope, loyalty, vanity, and helping others. We hope that you enjoy the following samples of his marvelous stories.

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THE CABOOSE WHO GOT LOOSE

written/illus by Bill Peet, (Houghton Mifflin, 1971), 48p, Ages 5-8

Katy is a caboose who is tired of being the last car in the freight train. It's too noisy, smoky, and jerky to her way of thinking. She longs for the simple, quiet life, but has little hope of achieving it, until one day an accident releases her from the train. "When Katy hit the curve she took off like a kite, \ High over the treetops on her first and last flight, \ That would quickly have ended poor Katy caboose \ If it hadn't been for two towering spruce." Watch how Katy spends the rest of her days with plenty of fresh air, peace, solitude, and a great view.


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BUFORD THE LITTLE BIGHORN

written/illus. by Bill Peet, (Houghton Mifflin, 1967), 48p, Ages 5-8

A young, innocent mountain goat learns to adapt to a serious handicap—overgrown horns. Unable to keep up with the other rams and forced to leave his mountain home, Buford takes refuge with cattle to avoid roving hunters. Discover how Buford escapes danger to become a great skier and "the star attraction at the Little Big Pine winter resort."


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HUBERT'S HAIR-RAISING ADVENTURE

written/illus. by Bill Peet, (Houghton Mifflin Co., 1959), 40p, Ages 5-8

"Hubert the Lion was haughty and vain / And especially proud of his elegant mane. / But conceit of this sort isn't proper at all / And Hubert the Lion was due for a fall." Embarrassed by accidentally setting fire to his beautiful mane, Hubert hides in a hollow tree. His friends suggest various remedies (hair-growing seeds, needle and thread), but Elephant remembers a remedy (crocodile tears) and begins a dangerous journey to locate them. Kids will enjoy how Elephant cleverly collects the tears, how Hubert experiences a strange transformation, and how Barber Baboon creates an artistic and unforgettable haircut. Young and not so young will enjoy this rhyming tale of vanity, humility, and hilarious nonconformity.


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FAREWELL TO SHADY GLADE

written/illus. by Bill Peet, (Houghton Mifflin, 1966), 48p, Ages 5-8

When urban development begins to encroach and destroy their forest home, the animals decide to search for another shady glade. To the old raccoon, leader of the animals, the world was a mystery, but he knew it was time to leave. Jumping onto a moving train was dangerous, but "they jumped, each one in a perfectly flat four point landing. Everyone but the roly-poly raccoon who hit with a big bounce and nearly rolled off before he caught himself." They travel by meadows, through polluted towns, past forests, and hundreds of shady glades, but jumping off a moving train proves challenging. When the train is forced to stop, they discover a new shady future. This story of friendship, working together, environmental pollution, and preservation of the natural world should be shared with every child.


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KERMIT THE HERMIT

written/illus. by Bill Peet, (Houghton Mifflin Co., 1965), 48p, Ages 5-8

A greedy, cranky, selfish, old crab lives alone and battles seagulls for food each day. "And he'd have been greedy the rest of his days / If an odd twist of fate hadn't changed Kermit's ways." When a young fisherman saves him from disaster, Old Kermit decides to mend his ways. By accident, he discovers buried treasure, and with the help of a pelican friend, Kermit repays the boy's act of kindness. Children need to hear more messages about the importance of kindness and helping others.


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COWARDLY CLYDE

written/illus. by Bill Peet, (Houghton Mifflin, 1979), 48p, Ages 5-8

Sir Galavant is a brave knight. His war-horse, Clyde, is not. When a menacing ogre terrorizes local farmers, Sir Galavant eagerly begins a search. Clyde has reservations, when the knight locates the ogre and decides to give the monster a fighting chance. Terrified, Clyde runs away leaving the knight behind, but has second thoughts. "'If there's even a slim chance,' thought Clyde, 'that I could do something to save him, then I must take a chance. If I'm not half brave enough, then I must pretend to be brave! I'll put on a big act!'" Discover how Clyde finds his courage, tricks the monster, receives help from an unexpected source, and rescues his friend. Elegant, magical, and full of wonder, most contemporary books cannot complete with Bill Peet's excellence in storytelling.


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ELI

written/illus. by Bill Peet (Houghton Mifflin, 1978), 40p, Ages 5-8

Old, weak, and unable to hunt for food, Eli shares his meals with a flock of noisy, squabbling vultures. Vowing to ignore them and never make friends, Eli finds himself rescuing one from a fox. Suddenly a hero and dismayed at their devoted companionship, Eli tries to turn the vultures away with insults. "We will do as you wish, and leave you be. But no matter what you say, we are still your friends, and in some way we old birds might prove to be useful someday." When tribesmen hunt Eli, the play-acting vultures save their friend from certain death. Respect and friendship are sometimes hard to achieve, but they are so rewarding when attained.


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THE SPOOKY TAIL OF PREWITT PEACOCK

written/illus. by Bill Peet, (Houghton Mifflin, 1973), 32p, Ages 5-8

Prewitt is different from the other peacocks. Instead of a multi-eyed beautiful tail, his scraggly tail consists of a few feathers that grow into a creepy, scary, two-eyed face. Chased away from the jungle by the flock, Prewitt becomes a hero after a remarkable encounter with Travis, a scrawny old tiger, who stalks the peacocks. "From that day on, wherever Prewitt went the other peacocks followed close behind. Very close."


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ENCORE FOR ELEANOR

written/illus. by Bill Peet, (Houghton Mifflin, 1981), 38p, Ages 4-8

Eleanor is a great circus performer. "But great circus stars can't keep going forever, no matter how clever they are, and after performing her act for over forty years, the old elephant was getting weak in the knees and was fearful of falling." Taken to the city zoo to live out her days, Eleanor feels useless and lonely, until one day she watches an artist sketch one of the rhinos. Intrigued by concept, Eleanor tries drawing a clown with her trunk. Suddenly, she is the star of the zoo and a performer once more.


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CYRUS THE UNSINKABLE SEA SERPENT

written/illus. by Bill Peet, (Houghton Mifflin Books for Young Readers, 1982), 48p, Ages 5-8

"Once upon a time there was a giant sea serpent named Cyrus. Even though he was a horrible looking monster he wasn't the least bit fierce." When called a sissy, he decides to sink a ship to prove his bravery. Following the Primrose, Cyrus reconsiders his decision when the ship encounters the doldrums, storms, and is attacked by pirates. Blowing the ship across quiet seas, using his body as a flotation devise during storms, ramming the pirate ship, and pulling the damaged Primrose to safety, Cyrus becomes a mighty hero. Children and adults will enjoy the marvelous message of courage, self-sacrifice, and protecting life.


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PAMELA CAMEL

written/illus. by Bill Peet, (Houghton Mifflin, 1984), 30p, Ages 5-8

As a circus performer, Pamela is a flop. "She was a scrawny scraggly camel who was much too clumsy and awkward to be a performer in the big top." Disgusted, depressed, and dejected, Pamela runs away. Following a train track, she discovers a broken rail and decides to stand on the tracks hoping to prevent an accident by the approaching train. Declared a hero, Pamela returns to the circus as its star. Pamela is no longer ordinary but very special, as we all are in our own way.


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ZELLA, ZACK AND ZODIAC

written/illus. by Bill Peet, (Houghton Mifflin, 1986), 32p, Ages 5-8

An abandoned, newly hatched baby ostrich is adopted and raised by a maternal zebra, Zelda. Perched on her back Zack listens as she instructs him on survival in the wild. "You wouldn't last a minute if I dumped you on the ground. / There're too many dangerous beasts prowling all around. / There're lions and hyenas and then, for heaven sakes, / Roving packs of jackals and big, creeping, crawling snakes." Growing to around nine feet tall, Zack towers above the herd. When Zelda's baby is born, Zack repays her and takes on the job of protecting Zodiac from lions and hyenas. The message of repaying kindness and doing the right thing should resonate in the hearts of all who read and listen to this charming tale.


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CHESTER THE WORLDLY PIG

written/illus by Bill Peet, (Houghton Mifflin, 1965), 48p, Ages 5-8

Ambitious and determined to avoid his fate at the dinner table, Chester leaves the farm and joins the circus. Resolving to fit in, he demonstrates a talent for balancing on his nose. "He was dressed in baby clothes with a lace bonnet tied under his chin, and Roscoe the clown in a frilly skirt and flowered hat wheeled him around the big top in a doll buggy." Embarrassed and humiliated, Chester escapes the circus and searches for acceptance and recognition in a dangerous, cold, and harsh world. His happy ending arrives when a passing carnival discovers his uniqueness. Kids also receive a great geography lesson about the seven continents.


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COCK-A-DOODLE DUDLEY

written/illus. by Bill Peet, (Houghton Mifflin , 1990), 48p, Ages 4-8

Known for his spectacular crowing each morning, Dudley has the power to make the sun rise, or so the farmyard animals think. Gunther, a bad-tempered goose, who in a fit of jealousy, chases Dudley into the dark and dangerous forest. Ol Sol, the sun, declares, "If my favorite rooster doesn't crow in the morning, I'm not comin' up! There'll be no day tomorrow." Rescued after a frightening night in the forest, Dudley realizes that true friends go the extra mile to help one another. This was Bill Peet's last story before succumbing to cancer in 2002.



Additional Bill Peet Books:

The Ant and the Elephant
Big Bad Bruce
Capyboppy
Ella
Fly Home Fly
The Gnats of Knotty Pine
How Droofus the Dragon Lost His Head
Hubert's Hair Raising Adventure
Huge Harold
Jennifer & Josephine
Jethro and Joel Were a Troll
The Kweeks of Kookatumdee
The Luckient One of All
Merle the High Flying Squirrel
No Such Things
The Pinkish, Purplish, Bluish Egg
Randy's Dandy Lions
Smokey
The Whingdingdilly
The Wump World
Bill Peet: An Autobiography

ABOUT US

The Children's Hour was created to promote and encourage reading to children. We believe that reading aloud not only creates a special bond between parents and children, but it is important to the development of their imagination and curiosity. Our books are also great choices for children to read.


The Children's Hour
2966 S Church St #309
Burlington, NC 27215
626-393-5899

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FOLK LITERATURE FAVORITES

GEMS FROM THE PAST

HEROES & ROLE MODELS

FEATURED AUTHOR

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HOME ENVIRONMENT

Read to your child on a regular basis. In addition to stories, read labels on cans and boxes, street signs, receipts, coupons, etc. Be available to answer questions and praise your child's efforts.

Make available a wide variety of printed material—books, magazines, newspapers, comics, etc. Have paper and pencil available for scribbling and drawing, and display their artwork where everyone can admire it.

Establish the habit of reading aloud everyday, and try to schedule it around the fewest interruptions. For a busy parent, usually bedtime is chosen. At this time, children often look for security and appreciate the physical closeness. They are also tired enough to stay in one place.

Some hyperactive children listen best while they are soaking and swishing in the bathtub. Water is magically calming and enables them to enjoy a story better.

A big, comfortable chair or recliner may be the ideal place for children who have physically outgrown their lap sitting and bed sharing days.

Make sure the readings are interesting and exciting enough to hold their interest while building up their imagination. Use plenty of expression when you read aloud and have fun with the language. Whisper, laugh, oink, meow, or speak gruffly or softly.

Read slow or fast to fit the story and allow time for children to point to everything in a picture and discuss it.

For children who are not used to listening to stories, keep the initial readings short enough to fit their attention spans, and gradually increase the reading time as well as the length of the book.

Do not turn every reading session into a question and answer session. Be sensitive to the times when your child simply wants to enjoy the story.

Read aloud every day. Turn off the television, get comfortable, have good light, and enjoy a good book.

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RAISING SMART KIDS

To create a nation of readers, parents need to read to children early in their child's life and continue well past the point when their children learn to read. No education reforms or laws will matter unless parents do their job and teach children at an early age to love reading. Parents need to create an atmosphere in the home that nurtures reading. Children get the impression that reading is valuable when they see their parents take time to enjoy reading quality books, magazines, and newspapers.

Parents set a powerful example of the importance of reading when they check out library books for themselves, as well as for their children. It is a sad reflection on American life when less than ten percent of the American people regularly use the public library system.

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BUILDING A CHILD'S HOME LIBRARY

Begin a child's home library. For young children, divide books into two categories: expensive (place up and out of reach, but in sight) and inexpensive (place on lower shelves within easy reach).

Every child should own a book with his or her name inscribed inside—one that cannot be returned to the library or shared with a sibling. Place a bookrack where it can be used often by a child, no matter how large or small it is.

If parents wish to raise a reader, they should invest in a bed lamp, when their child is old enough to stay up at night and read in bed.

A child's home library should have a least one good nursery rhyme book by a good illustrator. Purchase one that is beautiful, one the child will want to pass on to the next generation.

They need picture books that say "good-night" or talk about their world in a way that makes them feel safe and loved. Include at least one good poetry book, and purchase a new one for each major shift in the child's comprehension.

A good dictionary is a must, one with large enough print to invite reading.

Finally, a good atlas needs to be part of a standard child's library. Ask the children's librarian at your local public library or check with your local children's bookstore for a good recommendation.

Because of their flexibility, older children like paperback books. If a book is read a few times and then forgotten, paperbacks are fine, but if the book becomes special, an investment in the hardcover edition is recommended.

Books make perfect gifts. Make a list of favorite titles for grandparents or relatives and friends to give as gifts. Use holidays, seasons, or any other fun experiences as an excuse to give a child a good book.

Unlike toys, books are difficult to break and are ready-made with no assembly or batteries needed. Portable, they can be enjoyed anywhere, at any time of the day, take up less space than most toys, and never go out of style.

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BOOK SOURCES

The greatest bargain in America today is still found in the libraries. Patronize bookstores that either specialize in children's books or have a large children's section. Many parents also take advantage of school book fairs that offer paperback selections. Books also can be purchased secondhand at garage sales, thrift shops, and used bookstores.

Students are usually introduced to a variety of book clubs offered through their school. Most of these offer paperbacks, and the prices are good. Children like paperbacks and often choose them over hardcover editions because they are soft and more flexible. If a book will only be read once or twice and then forgotten, a paper edition will do.

Begin a children's home library. For young children, divide books into two categories: expensive (place up and out of reach, but in sight) and inexpensive (place on lower shelves within easy reach).

Books make perfect gifts. Make a list of favorite titles for grandparents or relatives and friends to give as gifts. Use holidays, seasons, or any other fun experiences asan excuse to give a child a good book.

Unlike toys, books are difficult to break and are ready-made with no assembly or batteries needed. Portable, they can be enjoyed anywhere, at any time of the day, take up less space than most toys, and never go out of style.

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AWARDS

Unlike toys, books are difficult to break and are ready-made with no assembly or batteries needed. Portable, they can be enjoyed anywhere, at any time of the day, take up less space than most toys, and never go out of style.

John Newbery and Randolph Caldecott are men in whose names awards are given annually by the Association for Library Service to Children, a division of the American Library Association.

The Caldecott Medal has been awarded annually since 1938 to the most distinguished illustrator of a children's book during the preceding year. The Newbery Award has been awarded since 1921 to the author of the most distinguished contribution to children's literature during the preceding year.

The Laura Ingalls Wilder Medal is presented everythree years to an author or illustrator who has, "made a substantial and lasting contribution to children's literature."

The Coretta Scott King award is, "given to a black author and to a black illustrator for an outstanding inspirational and educational contribution."

As prestigious as they are, do not let awards or medals dictate a choice in children's books. Awards are given for the quality of the writing or the illustrations and do not guarantee that a book will be successful. The parent's interest, good taste, and discretion should be the influencing factor in choosing a book.

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