Quality literature Recommendations Exploring the NSW DET document

Here are some things I believe:

When you plan to share books with a group of children:

You need to LOVE the book yourself

You need to simply let the students enjoy the book above all else

NOT every book needs to be analysed or overworked

MAKE EVERY book count

(And now I am going to add this)

I desperately hope that the purpose/joy/experience/delight/revelation/insight of reading picture books in classrooms and school libraries is not  overshadowed by plans to "teach" specific English concepts, language conventions, visual literacy techniques, vocabulary, or comprehension strategies. 

Quality Literature Recommendations - Stage One

This is a document from the NSW Department of Education. It contains books selected to support the implementation of the English K-2 Syllabus. 

To identify the quality literature featured in this resource, we considered the following questions:

• Is the text widely regarded?

• Do either the images or the graphics extend and enrich the meaning?

• Does the text serve as a model text for students to compose their own text?

• Does the text offer a new insight, open different interpretations and reveal new understandings, provoking rich discussions?

• Does the text prompt critical and creative thinking and an emotional response?

• Does the text provide opportunity to explore new vocabulary?

• Is there figurative language? (for imaginative texts)

• Is there strong characterisation? (for imaginative texts)

• Is the plot or content interesting for my students?

• Does the text support achievement of outcomes?

• Does the structure of the text support learning?

In this post I will focus on the first concept from the list which is context. (Post edit - I have now also covered Narrative and Character). 

The concepts in Stage 1 are: context, narrative, character, imagery, symbol and connotation, perspective and argument, and representation. 

Identifying context (quoted from Quality Literature Recommendations)

To identify texts with the concept of ‘context’, look for texts that:

• explore social situations with language and actions appropriate to that situation

• depict situations which require specific language and behaviour

• reflect aspects of students’ world

• are composed for specific audiences and purposes

• compare the text forms and features through show how the communication of information and ideas varies

• demonstrate how different groups and cultures are represented.

I am not entirely sure about the term context - I think another term might be setting?

Here are the suggested texts under the heading context (blue indicates a link to a review on my blog). 

Boy by Phil Cummings illustrated by Shane DeVries - this book was a 2021 selection for the IBBY Outstanding books for Young People with Disabilties

Here is the Kirkus review for Boy. Here is a set of teachers notes from Scholastic. 

Comparison text:

Hattie and Hudson

A Year on our Farm by Penny Matthews illustrated by Andrew McLean - this book was an IBBY Honour book.

Here are a set of teachers notes from Scholastic. 

Comparison text:

Hello from Nowhere

One Photo by Ross Watkins  illustrated by Liz Anelli

Comparison text:

Wilfrid Gordon McDonald Partridge

Out by Angela May George illustrated by Owen Swan

Here are some teaching notes from Lamont.

Comparison texts:

Mustafa

Stolen Girl by Trina Saffioti illustrated by Norma MacDonald

Teaching notes from Reading Australia. Read this review in Kid's Book Review.

The obvious comparison text is The Burnt Stick but this book is most definitely NOT suitable for Stage One. 

The Story about Ping by Marjorie Flack illustrated by Kurt Wise 

This book was first published in 1933!  

Comparison text:

The Treasure Box by Margaret Wild illustrated by Freya Blackwood

Teaching notes from Reading Australia. This is just my opinion but I would not share The Treasure Box with Stage One. I think this is a book for Middle and senior Primary classes. 

Comparison text to use with Stage 3 would be The Angel with a Mouth Organ. 

If you are not focusing on the Holocaust aspect of this book I would suggest a comparison text might be Tilly. I also recommend the book Favourite Memories. 

My Favourite Memories

Tom Tom by Rosemary Sullivan illustrated by Dee Huxley

Comparison texts:

Vanilla Ice cream by Bob Graham

Here is the Kirkus Star review.

Comparison text:

Bird's eye View

Silver Buttons

I am very happy to see this statement about reading the physical book - it is sad to hear how often teachers are making use of video versions as a way to share books with classes.

It is strongly recommended that these texts are read aloud to model effective reading and strengthen students’ personal engagement with texts.

The Early Stage One version of this document lists these books under the heading of Context and also suggests each of these are appropriate for Stage One:

All I want for Christmas is Rain by Cori Brooke illustrated by Megan Forward

Go Home, Cheeky Animals! by Johanna Bell illustrated by Dion Beasley 

I'm Australian Too by Mem Fox illustrated by Ronojoy Ghosh

Nannie Loves by Kylie Dunstan 

The Patchwork Bike by Maxine Beneba Clarke illustrated by Vann T Rudd

If this post generates some comments I might go on to explore the other six concepts.