This article was inspired by an instructor/librarian partnership to introduce the Forest of Reading® program to Queen’s University Concurrent Education teacher candidates. We provided an overview of the Forest of Reading® program, including the goals of the program, the Forest website and Queen’s Library guide, and what’s included for teachers and students.
About the Program
The Forest of Reading® program creates excitement around new books by Canadian authors, illustrators, and publishers. It is Canada’s largest reading program for readers from childhood through to adult.
Ten books are nominated every year across each of the categories:
• Blue Spruce (JK – Grade 2 picture books)
• Silver Birch Express (Grades 3 – 4 fiction and non-fiction)
• Silver Birch Fiction (Grades 5 – 6)
• Yellow Cedar (Grades 4 – 8 non-fiction)
• Red Maple (Grades 7 – 8 fiction)
• White Pine (Grades 9 – 12 fiction)
• Prix Peuplier (French picture books)
• Prix Mélèze (French shorter chapter books and mature picture books)
• Prix Tamarac (French chapter books)
• Evergreen (adult English, fiction and non-fiction)
Students in classrooms and public libraries across Canada ideally read a minimum of eight books in a category and vote for their favourite. Participating classes and libraries have access to online resources, recorded author and illustrator visits, posters, and tracking sheets. Winners are announced at the Forest of Reading® Festival at Harbourfront Centre in Toronto, with authors, illustrators, and thousands of students in attendance.
Queen’s Library collects the Forest of Reading® nominated titles and displays and celebrates nominated and winning titles on a Forest of Reading® library guide.
Involving Our Teacher Candidates
Queen’s University instructors prepare students for a range of practicums. For many years, teacher candidates from Queen’s University have had the privilege of experiencing The Forest of Reading® program during their practicums across Ontario. They observed high levels of student engagement and enthusiasm, as children eagerly participated in reading activities and looked forward to discovering new books.
What stood out most to the teacher candidates was the students’ remarkable independence, maturity, and ownership over their learning. The program fostered a sense of responsibility and pride, as students tracked their progress, discussed books with peers, and celebrated their reading achievements. Teacher candidates frequently described the Forest of Reading® to me, their instructor, as “the most joyful and engaging time of the students’ school day”—a testament to the program’s ability to make literacy both meaningful and fun.
The Forest of Reading® program made a profound impact on students across all grade levels. Many students challenged themselves—and each other—to read as many titles as possible, creating a positive and encouraging reading culture. The Forest of Reading® exemplifies many of the core components of an effective reading program. At its heart is motivation to read—books are student-chosen, current, and deeply engaging. This intrinsic motivation drives students to read more and to take ownership of their literacy journeys.
The program also models a collaborative and inclusive approach to accessibility. Through read-alouds, shared reading, and partner support, students of all reading levels can enjoy and engage with literature that might otherwise be out of reach. This ensures every student, regardless of their decoding skills, has access to high-quality, meaningful texts.
Importantly, the Forest of Reading® titles are often grounded in relevant and resonant topics, and Canadian content, sparking critical thinking and meaningful conversations among students. The result is a vibrant reading community where students feel seen, heard, and empowered. The program builds not only literacy skills, but also a lasting sense of pride and ownership in students’ learning journeys.
Volunteering
Beyond running Forest of Reading® clubs at schools, volunteers are needed for the selection and steering committees and the festival.
In my role as Education Librarian, I (Shelley) had the opportunity to volunteer for the Blue Spruce Committee, notifying an author of their nomination by phone and creating colouring pages, discussion questions, a crossword puzzle, and a word search activity for the nominated book. Additionally, I moderated an online Silver Birch Fiction author visit and a Blue Spruce illustrator visit. At the Festival, I convened an in-person Silver Birch author workshop.
The whole experience was incredibly positive. Both nominees were generous with their time, and they shared fun, educational, and inspirational messages during their online visits. The festival workshop theatre was filled-to-capacity, with 330 student readers. Following the author presentation, students were very keen to ask numerous questions. One reader told me that he’d read six of the ten books and which one was his favourite. At the Awards Ceremony, I saw children cheering for their favourite authors and books and lining up for autographs. The enthusiasm was electrifying.
It was rewarding for us to be involved in supporting Canada’s largest reading program, and seeing the students’ engagement and joy filled responses. There are several ways to get involved. Participating in the Forest of Reading® is an excellent and fun way for teachers, instructors, and librarians to support Canadian authors, illustrators, and publishers, and to promote a love of reading.
Articles about the Forest of Reading Program
The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award by Jen McConnel and Clarissa de Leon
Forest of Reading reveals chosen books for 2025 — students across Canada to choose winners by CBC Books
In Praise of the Forest of Reading® by Sharon Jennings
Reading Between the Lines: Motivation Lessons Learned from the Forest of Reading in Ontario by Diana P. Maliszewski and Eleftherios K. Soleas.
ABOUT THE AUTHORS
Kate Kelsey
Kate Kelsey, BNSc, BEd, MEd, teaches in the Faculty of Education at Queen’s University with over 20 years of teaching experience. She is also the director of the Spruce Tree Learning Centre in Kingston, ON, which supports children with learning difficulties.
Shelley Woods
Shelley Woods, MLIS, BEd, is an Education Librarian for Queen’s University with over 25 years of librarian experience. She teaches in the Library Technician Program of Ontario Learn and is enthusiastic about children’s literature.
This article is featured in Canadian Teacher Magazine’s Fall 2025 issue.
