Recommended picture books to read to 5 year olds

Year Level: Foundation

A recommended reading book list that promotes the development of oral language skills in children aged 5 years old.

The books in this guide outline quality age-appropriate recommendations only and do not align with specific PLD programs. The lists have been created by speech pathologists with the aim of promoting the development of oral language skills. If you are seeking a list of picture books related to a specific PLD program, we recommended that you purchase the PLD program to access the picture books referenced in the program.

You can quickly access the recommended picture book lists for the other age ranges below.

 

See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.

  • Recommended picture books to read to 5 year olds
    Foundation Parent Education Sheets and Downloads – Semester 1

    This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work together. To support this, PLD offers an extensive range of parent milestone information sheets and videos. These resources are ideal to be disseminated to parents and the wider community through […]

    This booklet outlines key information to be provided to parents, caregivers and the wider community within semester one. Children benefit when home and school work

  • Recommended picture books to read to 5 year olds
    Recommended picture books to read to 6, 7 & 8 year olds

    A recommended reading book list that promotes the development of oral language skills in children aged 6-8 years old.

    The books in this guide outline quality age-appropriate recommendations only and do not align with specific PLD programs. The lists have been created by speech

  • Recommended picture books to read to 5 year olds
    Speech and Language Development Milestones – 5 years old

    This milestone poster/sheet details the speech and language developmental milestones for 5 year olds.

    Designed by speech and language pathologists, the speech and language milestone sheets provide a list of typical milestones that should be attained by specific ages.

  • Recommended picture books to read to 5 year olds
    Oral Language Concept Development – Ages 2 – 6

    A milestone and information sheet which outlines the timeline for developing oral language concepts in children aged 2 to 6 years.

    A downloadable poster covering the oral language developmental stages from aged 2 through to age 6. See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.

This download outlines how PLD programs link to the ACARA National Curriculum year level content descriptions.

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  • Semantic Scenes and Questioning – Set 2
    From $65.00$65.00 incl. GST
    Recommended picture books to read to 5 year olds

    A school or home based program designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge.

    Semantic Scenes and Questioning – Set 2 is designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non-specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 5 to 6 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Foundation Teaching Sequence Manual on page 13 and the Year 1 & 2 Teaching Sequence Manual on page 20. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2

  • Picture Book Retelling – Step 2
    From $65.00$65.00 incl. GST
    Recommended picture books to read to 5 year olds

    Developing oral narrative skills for later writing & comprehension.

    Semantic Scenes and Questioning – Set 2 is designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non-specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 5 to 6 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Foundation Teaching Sequence Manual on page 13 and the Year 1 & 2 Teaching Sequence Manual on page 20. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2

  • Comprehension Questions for 5 Year Olds
    From $65.00$65.00 incl. GST
    Recommended picture books to read to 5 year olds

    A home or school picture book program for 5 year old students.

    Semantic Scenes and Questioning – Set 2 is designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non-specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 5 to 6 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Foundation Teaching Sequence Manual on page 13 and the Year 1 & 2 Teaching Sequence Manual on page 20. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2

  • 10 Minute Language Games – Set 2
    From $65.00$65.00 incl. GST
    Recommended picture books to read to 5 year olds

    Developing vocabulary and the ability to speak in sentences.

    Semantic Scenes and Questioning – Set 2 is designed to equip teachers and parents of 5-6 year old children with activities that will develop semantic knowledge. A good grasp of semantics broadens a child’s understanding of the meaning of words, which then helps them to understand what they hear or read and also helps them to express exactly what they want to say. A child who is struggling with semantics will be the child who: Can’t stay on the topic of simple story or news telling, but goes off on unrelated tangents. Takes a long time to think of particular words they want to use in conversation. Uses non-specific vocabulary such as ‘that’ ‘there’ ‘this one’. Has difficulty sorting items into groups, describing them, and finding differences and similarities. Has difficulty understanding instructions that include time vocabulary such as ‘before’ ‘after’ ‘first’ etc. ‘Semantics’ refers to the meaning of sentences and words and how words relate to one another. That is, whether words belong in groups or categories together (e.g. Apples and oranges and pears are all fruit), whether they are similar to each other, or different and the features they have e.g. Size, shape and colour. Another way to think of semantics is like a network or web. Each word we speak or read has a place in this web. Each word has other words linked to it, some closely related and some distantly related. Each word belongs to several groups, some big and some small and each word has a definition that sets it apart from other words that are similar. Some words are related by the fact that they are actually opposites! All this information surrounding words is what we aim to teach young children about the vocabulary that is appropriate to their stage of development and life experience. Semantics is one facet of oral language. Given that oral language is not only a strong predictor of academic and social success but also a necessary requirement for good mental health, it is important that parents and teachers have the skills and resources needed to facilitate the development of oral language in young children. The aim of this program is to train parents and teachers to structure and facilitate developmentally appropriate semantic activities for 5 to 6 year old children. This program provides: Semantic activities and accompanying picture resources. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies to implement when a child provides an inadequate answer. Features: Colour thematic picture scenes include the zoo, transport, at home, food, school, toys, Australian animals, clothes, under the sea and birthday party. Specific semantic questioning is outlined for each picture scene. Examples of appropriate and inadequate responses for 5-6 year old children. Techniques and strategies are outlined when a child provides an inadequate answer. This product is mentioned in the Foundation Teaching Sequence Manual on page 13 and the Year 1 & 2 Teaching Sequence Manual on page 20. The programs within the range include: Semantic Scenes and Questioning – Set 1 Semantic Scenes and Questioning – Set 2