Raising Kids Who Read: What Parents and Teachers Can Do- Book Review

A few weeks ago I posted about reading resources for parents and mentioned Raising Kids Who Read: What Parents and Teachers Can Do by Daniel T. Willingham. I purchased the e-book version because I was too excited to wait for Amazon to deliver a paper copy, which was a blessing because I read it on my phone and Kindle over the last few weeks. It took me much longer to read than I anticipated because I couldn’t stop highlighting and writing notes.

Since I started teaching I’ve been on a quest to find a book to help parents (and teachers) address reading concerns and I believe I have finally found it! This book is truly one of a kind. Willingham’s writing voice is superb. He speaks to the reader as a fellow parent/educator with a calm demeanor. He never makes the reader feel incompetent nor does he command or belittle the reader.

One of my favorite ideas from this book is to start now. The introduction states this and it is repeated many times throughout the text. I love that Willingham doesn’t make parents or teachers feel that it’s too late. Many feel that by the time a child is in middle school it’s too late to improve reading skills and motivation, but Willingham constantly denies this with realistic, supportive ideas for adults.

The book starts off with a great explanation of general reading information including: the role of sound, the role of knowledge in comprehension, and motivation. As an educator, I loved his clear explanations of phonics and the role of sounds in reading. I was one of the those children who struggled with phonics, which resulted in my reading struggles and repeating kindergarten. I think if my parents had read the excerpt below during my struggle period it would have helped them understand.

“If reading is a code between written symbols and speech sounds, it’s going to be hard to learn the code if you can’t hear those sounds. Lots of research indicates that this reasonable supposition is right. Children who have trouble learning to read often have difficulty hearing individual speech sounds. At the other end of the spectrum, children who more or less teach themselves to read turn out to hear them easily. This relationship between the ability to hear speech sounds and reading is not unique to learning to read English— you see it across languages. So we have our first clue about how we can help kids become good readers: help them with this auditory challenge.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (pp. 12-13). Wiley. Kindle Edition.)

Part one of the text examines reading in birth-preschool age children. My interests the last few months have been on this age group because of my daughter and the two classes I’m teaching, Mommy & Me Literacy and Children & Literacy. The author’s main points in this section are to create a love of reading and to prepare children for decoding. He gives great ideas/suggestions for parents, educators, and child care providers. One of my favorites he mentioned was using word games to help students with speech sounds.

“Here are some examples of word games that help children to hear individual speech sounds: Some children’s songs and rhymes center on word play, for example, The Name Game (“ Dan, Dan, bo-Ban, banana-fana fo-Fan, fee fi-mo-Man. Dan!”) and Apples and Bananas (“ I like to eat, eat, eat, eeples and baneenees”). Classic nursery rhymes use much of this sort of word play. So do Dr. Seuss, Shel Silverstein, and other children’s authors. Sing songs they know, replacing the initial letter of each word with the letter of your choice, for example, “Mary had a little lamb” becomes “Bary bad a bittle bamb.” Find excuses for alliteration: “Great golly! Gobs of grapes!” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 33). Wiley. Kindle Edition.)

Before a child can read, he or she must be able to recognize letters, which Willingham discusses. One of the easiest ways parents can help children with letter recognition is what Willingham calls “letters in the wild”. Caregivers should interact with children daily with letters they see on billboards, logos, etc. “If you prompt interest in letters in these daily interactions, it’s that much more likely your child will show interest in letters during read-alouds.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 36). Wiley. Kindle Edition.)

Part two of the book addresses kindergarten-second grade. I really liked how Willingham starts off this section by discussing the different reading programs used in schools, phonics vs. whole-word, and balanced literacy. Each school district uses a different approach, so it’s important for parents to be aware of the program their school uses. It’s also important to keep in mind that each student learns differently. “Programs vary, and kids’ experiences within a program vary.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 83). Wiley. Kindle Edition.)

The author also addresses the hot topic of technology: “With all the power we attribute to technology, that seems like a pretty wimpy effect. But the modest impact is actually typical for educational technology interventions, no matter what the subject: math, science, or history. More disturbing is a point made by researcher John Hattie: when you try anything new in the classroom, you see, on average, this sort of modest boost to student learning. Why? It’s not clear. (My guess is that the excitement of trying something new makes teachers enthusiastic, and that excitement rubs off on students.) The conclusion I’m emphasizing is that educational technology interventions in general (and those targeting reading in particular) have been less successful than we would have expected.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 85). Wiley. Kindle Edition.)

Willingham does go on to mention that technology apps and videos vary in quality and how they are embedded. On the flip side, he also does a great job of mentioning how technology can provide individual feedback and other positive ideas (I really appreciate how he can be so calm when discussing hot topic things).

I love that he follows up the discussion of technology with techniques and ideas parents can use at home with their kids. He includes ideas such as: reading with your child, choosing the right book, providing feedback and dealing with reading frustration. Reading is a challenging skill that takes lots of time to develop, so it’s only natural for children to get frustrated with reading while being at home with a parent. The author includes some great ideas for parents on dealing with this frustration.

“I can offer four suggestions if you find yourself frustrated. First, the habit of not talking much is not only good for your child (so she hears mostly her own voice, reading) but also good for maintaining your composure when you’re frustrated. Second, when you do speak, you can usually find an intonation other than frustration that carries your message in a positive way. When my youngest would look to me for help on the same word three times in sixty seconds, my inclination was to shout, “You KNOW this one.” I trained myself to say, “You know this one,” with the intonation of, “You sly dog.” I probably should have said nothing, but at least I used a positive tone. Third, remind yourself that the whole session is only five or ten minutes. Fourth, if you find that you just can’t keep it together, quit. Ask your child to read with you later. Grinding through the process gives a little practice in decoding, but it carries too high a cost in motivation.”(Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 90). Wiley. Kindle Edition.)

The final part is third grade and beyond. Since I’ve taught middle school language arts for five years, I was really curious about his thoughts on motivating struggling readers at this stage. Fluency is discussed in great detail in this part of the book, and it’s fascinating how Willingham connects fluency to spelling.  “It would be nice to get kids to fluency faster, especially given that national tests indicate only about half of kids have reached desired levels of fluency by fourth grade. Is there a way to hurry the process along? Three techniques can help. First, explicit spelling instruction seems to improve fluency. Although the spelling knowledge you use to read is not identical to the knowledge you use when you’re thinking about how to spell a word, there is some overlap. So that’s a reason to include spelling instruction in schools, even though we all use word processors with spell-checkers.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 137). Wiley. Kindle Edition.). I have worked in environments where administration feels that students don’t need to spend time on spelling after a certain grade, but it is evident that spelling does translate to an increase in fluency.

The next big concept Willingham tackles is reading comprehension. This is the number one struggle I see with struggling readers in middle and high school. The author addressing the importance to reading comprehension strategies which include ideas like activating prior knowledge, listening actively, summarizing, visualizing, etc.

However, it is important to note, as the author does, that texts become increasingly more challenging the older a child gets. By third grade students are starting to read more nonfiction texts (articles, textbooks) and they are expected to understand the material and then interact with it in some aspect. In addition to that, some schools have made the transition to digital literacy. Instead of simply stating a positive or negative stance, the author breaks down and examines the different components which include general tech savviness and the ability to evaluate information. He then follows up his thoughts with information about the digital revolution.

“One change wrought by the digital revolution is that kids are actually reading much more than they used to, even though reading is commonly thought to be in decline.” (Willingham, Daniel T. (2015-02-24). Raising Kids Who Read: What Parents and Teachers Can Do (p. 156). Wiley. Kindle Edition.). If you think about what students today are doing, this makes total sense. Kids are constantly reading tweets, captions on Instagram, blogs posts, etc. They may not be reading novels, but they are constantly reading.

Overall, I am in love with this book. The ideas and suggestions are explained in a clear, concise manner that is extremely user friendly for those not familiar with the education or reading world. It is the perfect book for any parent because it addresses all stages of reading. It is the perfect book for an educator to use to provide parents with guidance.

Test Prep Information for Parents

Every year around this time there is a shift in the education world from normal homework and routines to the dreaded test prep. Many teachers have been doing test prep all year long, but use this “crunch” time to make sure that students are fully prepared.

My third year teaching I taught literacy support and sent out an email blast with test prep suggestions for parents. I received a response from almost every parent with questions and gratitude for keeping parents “in the loop”. Today I want to share some of those suggestions as we start to get into the most dreaded time of the year.

This post is for parents of 3rd-8th grade parents.

General  Testing Information

  1. Know the test. Here in NJ we are in the third year of administrating the PARCC test. Prior to PARCC, there was NJASK, which was completely different in every way, shape, and form. As parents, the first thing you need to do is be familiar with the test. How many days of math are there? How many days of English/Language Arts? How many essays are there? Can students use calculators on all math days? All you have to do is find your test guide online (make sure it is for spring 2017) and read through it. The more you know as a parent the easier it will be to understand the score results.
  2. Understanding the results. Each test calculates their score differently, so please make sure you are looking at the most current information for your state as testing companies like to make frequent changes to things. Look back at your child’s scores from last year. How did he or she do? What were some of their strengths? What were some weaknesses? Now think about present day. Are those answers the same? If you’re unsure, please reach out to your child’s teacher. Teachers have a ton of information they can give you about your child’s progress this year, so they are your lifeline.
  3. Practicing the weaknesses. Based on previous test scores, conferences with the teacher, and current report cards you will have a lot of information at your fingertips. Depending on how your child has grown academically, there may be only a fewtest anxiety areas to improve on, but sometimes there can be quite a few. DO NOT try and fix everything at once. It will be extremely frustrating for both you and your child. Instead, pick one or two concepts that are manageable for your household. See below for ideas on improving literacy scores.
  4. Read all the school information. Testing days are THE WORST for teachers and administrators because it often means schedule changes. The school may also include information on snacks, breaks, etc. Be on the look out for any emails or letters home that outline information from the school. This will cause you less stress during testing days.
  5. Eating and sleeping. During testing time, please be observant about when your child goes to sleep and what they eat. My first year teaching I taught eighth grade and some of my students decided to have a sleepover the night before testing (which was English). The girls came to school on three hours of sleep and struggled to stay awake during the test. Consequently, when the scores came out in the fall, I had some parent emails asking how their daughter could have scored so low when she had high grades in my class all year. I also had a student last year eat a strawberry pop tart and a can of diet Coke for breakfast right before testing. The student was super engrossed in the test the first hour, but fell asleep during the second part of testing. Please make sure your child is getting adequate sleep and eating a healthy breakfast during testing time.

Improving Literacy Scores

There are tons of easy ways to work with your child to improve their literacy scores. Remember, always choose a text your child will like. Take them to the library or bookstore and have them pick out what they want to read. Below are some suggestions you can do at home.

  1. Nonfiction reading
    1. Magazine subscription- Purchase a subscription on a topic or hobby that your Common Corechild enjoys and spend time reading it together. For instance, if your child enjoys nature, get a subscription to Kids National Geographic. When it comes in, read the cover story with your child and discuss what they read. Do they agree or disagree? Why? How was it interesting?
    2. Daily/Weekly article- Either you or your child finds an article that interests them. Sit down together and read it and then discuss it. This is a great way of keeping up with what’s going on in the community and keeps your child up with current events.
  2. Fiction reading
    1. Find a book they want to read. This is half the battle and I discuss how do to thisHomework Help  (here). Once you have the book, read it together. You can read it in the car on the way to soccer practice, or ten minutes before bed. Make sure you always talk about the book and share your opinions.
    2. Book and a movie. Some kids require a little more work to read, so choose a book with a movie. Still read the book together, but then make it a family movie night when you finish reading the book. Afterwards, compare and contrast the book and the movie and discuss why things were done in each media form. Harry Potter is my normal go to book and movie suggestion for parents because it is such a great series and can be read starting at around 4th grade.
  3. Writing. For most kids at this age, they struggle with generating ideas and writing quickly.
    1. Writing prompts. Give your child a little writing prompt every few days and Writing Storieshave them write you a paragraph (can be longer in 7th and 8th grade).
    2. Keep a journal. Suggest to your child they start keeping a journal. Have them pick out the journal, or if they want to do one in Word, allow them to be creative with the colors and font. Depending on your child, you can read their entries or they can remain private. I have had some students that would show me their journals daily.
    3. Write stories. It’s incredible how many students love to write stories. Last year I had a sixth grade boy write about a super hero and it was amazing to see how excited he was to have me read it. Encourage your child to write fan fiction, poetry, or short stories. This is their free space to be as creative as they want to be.

To purchase any of the books you see on this post, click here. If you have specific test prep questions feel free to email me at littlereadcoach@gmail.com.

Preschool & Kindergarten Literacy

This week I did a Facebook class for preschool and kindergarten. It’s amazing how much the expectations for this age group have changed over the last decade with the changes in education. It’s quite clear after looking at the Common Core Standards for kindergarten that preschool is extremely important for children at this time.

This post is for parents and early childhood educators. Below you will find a bunch of information and book suggestions for children around 4-5 years old for math and reading.

Learning Math1001-things-to-spot-collection

Preschool

  • Counting (count on hands, objects)
  • Understands written expression means number of objects for #s 1-5
  • Can do basic addition and subtraction
  • Can put numbers in order

Kindergarten (from the Common Core State Standards)

  • wipe-clean-number-cardsCount to 100 by ones and tens
  • Write numbers 0-20
  • Solve addition and subtraction word problems using objects or drawings to represent the problem
  • Fluently add and subtract within 5
  • Identify and compare shapes

 

 

At Home Strategies

thats-not-my-height-bookMath

  • Make activities into games. Some suggestions include:
    • Number sense- count items, use a calendar to countdown to events, play simple board games
    • Geometry- name 3D objects, create simple patterns
    • Measurement- record height monthly

Learning to Read

Preschool

  • Make simple predictions and comments about story being read
  • Hold and look thats-not-myat words right side up, turning the pages one at a time front to back
  • Name the letter in first name and can recognize name in print
  • Say and point to at least 10 letters of the alphabet
  • Match a letter with beginning sound of word
  • Recognize words see often (sight words)

 

 

Kindergarten (from the Common Core State Standards)

  • Demonstrate understanding of the organization and basic features of print
  • Understand spoken words, syllables and sounds
  • Know and apply grade-level phonics and word analysis skills in decoding words
  • Use a combination of drawing, dictating and writing to compose original pieces

At Home Strategies

Reading

  • Point out letters and numbers. “What word on this page starts with ‘s’ “
  • Make up stories about the pictures together
  • Ask comprehension questions. “Why is he mad?” “Where is hted-friends-with-cde going?”
  • Relate stories to child’s experiences (festive, doctors, et.).
  • Encourage writing and drawing. Have a constant supply of paper and crayons. Standing kid easels work really well.
  • Point out letters in your child’s name.
  • Make everything into a game so they don’t get frustrated.
  • Listen to books on tape.

 

Learning to Read Collections

As a parent and educator, I love to have everything given to me in a neat and organized pack. Usborne offers three different reading packages for parents that are really great.

Option 1: Phonics Reader Collection. 

Usborne has a fantastic Phonics Readers collection that is phonics-based, includes a guide for parents, and is leveled using Fountas and Pinnell. The books are sold individually, but can also be purchased as a box set with 20 titles.

phonics-reader-collection

 

Option 2: The Usborne Starting to Read Pack. This is the perfect set to help a child read. The pack includes an activity book, an alphabet chart and books. Here is a great video from a fellow consultant that shows specific details about this pack.

starting-to-read-pack

 

Option 3: Reading Box Sets. Usborne Very First Reading has 15 books that are meant to be read with an adult. As time goes on, the child takes on more of the reading.

Usborne My First Reading Library includes 50 books (the first are from the Very First Reading set) and the rest are leveled. The goal is to have the child read these independently, only getting help from an adult when needed.

Both sets come with a parent guide and links to “online help” at http://www.veryfirstreading.com.

very-first-reading-set

There is so much information to cover for this age group, it is truly unbelievable. For more information on the products featured, head over to my Usborne site here. To be a participant in my Facebook classes, follow me here .

 

Touchy-Feely and Sight Words in One Book

Having a child can be expensive, so when I see a product that can grow with my daughter I get excited. I’m very picky with choosing books for Molly because I want texts that she can use for years instead of a month or two.

As a new mom, I do a lot of research on how to give my baby a strong start and the most popular suggestion is reading to your child (see previous post for more ideas on this). However, I’ve noticed that as Molly gets older she sometimes needs a little more stimulation, so we have introduced touchy-feely books in our house.

Molly is constantly drawn to bright colors and lights, so I want to read books that are visually appealithats-not-myng to her. She is also starting to grab things more, and we are working on introducing her to new textures. Usborne’s That’s Not My collection is perfect for Miss Molly because of the bright colors, cute themes, and touchy-feely pages. These books are perfect for me because they can be used now and also when she is in preschool and kindergarten.

This post is for parents on how to use the That’s Not My collection at home to engage your young reader.

When I purchased my mini consultant kit in January it came with the That’s Not My Dinosaur book, which is adorable for a little boy. As a girly girl myself, I had to get Molly one of these books that was geared towards a baby girl. I was debating between the Princess and Dolly and decided to go with Dolly this time around (I’m planning to get the Princess and Mermaid soon).

The physical construction of these books is incredible. As with many baby books this one is a board book, but it’s extremely lightweight with thicker pages than other baby books. Molly has seen me hold a book and turn pages for a few months now, but this was the first book she wanted/was able to grab by herself. She was able to lift the book on her own and hold the pages with her four-month-old hands. molly-reading-thats-not-my

The pictures are large and use contrasting colors for little eyes to see everything clearly. Each page has different color schemes, which helps keep Molly engaged longer. The touchy-feely components match the main idea of the page. For instance, the page Molly is on says, “That’s not my dolly. Her hat is too soft.” The touch and feel aspect on this page is the doll’s hat.

One of my favorite things about this collection is how they can also be used with early readers. These books are perfect for helping little ones with sight words and learning to read. Each page has a handful of sight words (to see the Dolch list click here) and is made up of simple, concise sentences that are manageable for young readers.

Some suggestions for using That’s Not My with preschool/kindergarten kids:

*Use them frequently. They are small and light enough to throw in a bag to use while you’re out and about, or read one a day as an activity. They are definitely a quick read, which is all you need sometimes.

*Show off! Kids love to show friends and family when they can do something new. Have your child readthats-not-my-monkey the book (or have them help you) to people the child feels comfortable with. This will not only boost their confidence, but also give them the additional practice.

*Relate the theme to daily life. If you’re taking a trip to the zoo, get your child excited by reading books like That’s Not My Monkey or That’s Not My Lion. There are so many different options so this is quite easy to do, especially if you use them seasonally.

These little books are portable, durable, and adorable. I love how they can be used from infancy all the way through kindergarten. For more information visit my store.

Reading Aloud

Research shows that reading aloud consistently at all ages helps with word recognition, comprehension, higher order thinking skills, and so much more.

I decided to experiment with this idea during my third year of teaching when I was a literacy support teacher for sixth and seventh grade. I was working with students who were below proficient on standardized tests, who struggled with reading, and who didn’t like or want to read. I chose my books carefully (Divergent in 6th and Double Identity in 7th) and started my read aloud. I would read for five minutes at the beginning of every class and we would have a quick discussion based on a question.why-read

To this day, this was the best thing I have ever done as a teacher. It was amazing to see how well my students responded to this activity every day. The fact that I made reading aloud part of my classroom routine was not only good classroom management, but also allowed kids time to appreciate and develop a love of reading. Unfortunately, my supervisor at the time did not agree with my use of class time, and at the end of the year I was non-renewed because I wasn’t a “good fit”. Even now almost three years later, I still wouldn’t change how I spent those first five minutes of my class.

Today’s post is about incorporating reading aloud into daily classroom and home life, so this is meant for both parents and teachers. Sometimes reading aloud isn’t just the adult reading to the child, but can be the child reading to the adult, or a child reading to another child.

Teachers

  1. Class read aloud. For the last few years I have incorporated a read aloud during the first few minutes of my classes. They should be between 5-7 minutes (depending if you have a block schedule or not) and each session should end in some sort of a discussion to check for understanding. This can be done at all grade levels (yes, even high school). Some things to remember for a class read aloud:
    1. Make sure the book is appropriate for the class. The text should be equivalent to the grade level or a little higher. Since the book is being read aloud along with a discussion after every reading, you can challenge students with a more complex text.
    2. The book is engaging! It’s hard to carve out class time in general, let alone every day, so you want to make it worth the time. Choose a text that will have students excited to read, and that you enjoy.
    3. Be consistent with the time. When I taught in a block schedule I would read for seven minutes then post a question for kids to respond to for about a minute, then we would discuss answers for two minutes. When I taught in a 40- minute class, I cut my reading time down to five minutes and responsepartner-reading sharing down to one minute. It’s so important to keep the consistency because students will get used to the timing. However, some days when my timer goes off my students beg for a few more minutes. It’s so hard to say no when this happens, and almost every time I give in, although I warn them they may have additional work, but they never seem to mind. As a teacher, use your judgment. Some days you can read for a few more minutes, others it’s just not possible, but you want to keep the “usual” reading time as consistent as possible. **Save time on student sharing by using technology tools like Padlet, Google classroom, Random Name Picker, etc.**
    4. Recap! Always make sure you recap the last reading before moving on to a new section. This is a great pre-reading strategy to help students prepare for the next reading, and it also catches up any kids who missed a reading.
    5. Be excited! I think one of the reasons why my read aloud times were so
      successful was because I was legitimately excited for them myself, and my kids knew it.
  2. Small group read aloud. For upper elementary, middle school, and high school lots of lessons involve analyzing a text as a small group. This is a great opportunity for students to read aloud to one another. Most of the time, the set up of this activity involves students reading, highlighting, and discussing a text and answering questions, so all you would need to do is have students incorporate reading the text aloud. Depending on the groups, I either let students determine who reads what sections (everyone has to read something) or I instruct them to read one paragraph or one page each.
  3. Partner read aloud. This is often a concept seen in elementary classrooms because of the many benefits, but it can be used in all grades. Students are able to hear and see reading habits of a peer. The teacher can choose partners based on reading level, high student and low student, so students can learn from one another. The teacher can also give the option for students to choose a partner, allowing them to work with someone they are comfortable with, which is half the battle with some students.

Parents. Reading aloud is a great way to help your child with reading skills and develops a love of reading.

  1. Pick a time to read. Most families are super busy all day and don’t have a chance toread-aloud-everyday really sit down until bedtime, which is what makes it the most popular time for family reading. Whatever time works for your family, keep it consistent. Some nights it will change or not happen at all, but for the most part keep the time consistent.
  2. Pick a spot. Along with the time consistency, you want to dedicate a special reading place. It could be your bed, the child’s bed, or a special chair.
  3. Involve the whole family. Kids learn so much just by watching their parents, so it’s good to have the whole family involved in reading. The goal is to get everyone involved in the read aloud in some way, even if it’s just listening along. I’ve been reading aloud to Molly since she was born, and we make it a point to read every night before we put her to sleep. I’m normally the one that reads to her because my husband isn’t a big book reader, but he will read articles and blogs. He knows how important reading is to me, so he participates by choosing the books and listening on the floor.
  4. On the go reading. Sometimes reading at home just isn’t possible, and that’s okay. Growing up I spent most of my time in the car traveling from one activity to another. This is still true for many parents today, so it can be challenging to get some read aloud time in. However, it is possible. Option 1: Read in the car. My mom actually had my sister read aloud to her while she would drive. It was a great way for my sister to practice reading aloud because my mom could help her with decoding and reading comprehension. My sister would stop and ask questions periodically and the two of them would discuss the reading. It did take them a while to finish the book, but those car ride sessions still allowed them to practice great read aloud strategies. Option 2:Read at the event. Parents are always waiting for one activity to end and another to begin, so use this down time to read with your child. The great part about technology today is that so many books and articles are available digitally, so you always have a text at your fingertips. You could also leave a bag of books in your car for situations like this. This would be best for younger children because they rely on pictures to comprehend the stories, and many digital books are tiny so the visual is hard to see.

Usborne knows how important reading aloud is to children, so they have a whole collection dedicated to read aloud books.

*Aesop’s Stories for Little Children five-min-bedtime-stories

*Big Book of Little Stories

*Five-Minute Bedtime Stories

*10 Ten-Minute Stories

*10 More Ten-Minute Stories

* Animal Stories for Bedtime

*Fairy Tales for Bedtime

If you’re interested in purchasing any of these titles, or other Usborne product, click here.