Picture books help early readers learn to read and develop a love of reading. The Forest of Reading©, Canada’s largest book club, offers teachers a curated, high-quality collection of books written, illustrated, and published in Canada, along with corresponding, reproducible classroom activities. The Forest of Reading© program supports students’ motivation to read through meaningful and relevant topics, high-quality stories, artistic designs, engaging activities, and shared reading experiences. The program continues to be a practicum highlight for teacher candidates at Queen’s University. They quickly recognize how engaged and enthusiastic students become when they have opportunities to read, share, and discuss new books.
Thoughtfully Designed Activities
Teachers in participating schools and classrooms can log into the Forest of Reading© website to access PDF and Word worksheets and activities for all nominated picture books. Resources are designed to be:
Age-appropriate
Activities for early readers include age-appropriate resources such as word searches, crossword puzzles and answer keys, spot-the-difference and matching activities (words to images), vocabulary connections, poetry, story drama, arts and crafts, drawing, discussion questions, and “find someone who” activities. Themes for the activities (for example, moving, friendship, dinosaurs, the natural world) emerge from the stories.
Interactive and engaging
Picture books, by nature, tell engaging stories through pictures and words. Forest of Reading© activities invite students to learn new words and discuss concepts in a fun way. Crosswords and word searches look like games, but they are tools that build vocabulary. Discussion questions get students talking. “Find someone who” activities (with criteria relevant to the stories) get students up out of their seats and moving and interacting with one another, learning more about each other and building community in the classroom.
Varied in format
Forest of Reading© activities are designed to let students engage with stories, reflect, share ideas and feelings, and communicate in various ways, such as drawing, writing, and speaking. Some activities are to be completed independently, such as mazes, crossword puzzles, and word searches, and others are group activities, such as discussions and “find someone who” activities. Writing activities are seated, while story drama involves movement. Participating in the activities will get students speaking, writing, reading, acting and creating/making.
Inclusive
It’s important that every student feels welcome and included in the classroom community. These picture books represent multiple cultures and traditions, from food (e.g., bannock, patties, and poutine) to sport (e.g., dragon boat). Activities expand on themes such as belonging, friendship, and teamwork from the picture books.
Growth Mindset
While many children have the ability and access to read an extensive range of books within the program, a significant number of students still struggle to find books that match their current reading levels. One of the first questions teacher candidates ask is: “How do we help students who want to read a book that is too difficult for them?” The long answer to this question is complex and requires an entire year of coursework. However, the immediate response is always the same: at the beginning of every school year, teach your students about Dr. Carol Dweck’s Growth Mindset and the power of normalizing the phrase “not yet.” When students understand that everyone has strengths and areas for growth that can be developed through effort, strategy, practice, and a willingness to improve, they begin to internalize this important truth.
The Forest of Reading© program provides an ideal opportunity to put this mindset into practice. While mindset alone will not immediately enable a child to read a challenging book independently, thoughtful differentiation strategies can help students access texts that are currently beyond their independent reading level.
Differentiation Strategies
Below are some differentiation strategies that can help children engage with reading materials they cannot independently read—just yet.
No Technology Required
1. Teacher read-alouds
2. Partner reading within the classroom
3. Buddy reading with older and younger classes
4. Forest of Reading author visits
5. Acting out stories as a group
Technology Supported
1. Forest of Reading© Alternate Formats for students with visual impairments https://forestofreading.com/forest-of-reading-in-alternate-formats/
2. Forest of Reading© authors’ websites featuring read-alouds
3. CBC Kids read-alouds of Forest of Reading© books
4. YouTube read-alouds of Forest of Reading© books
5. Audiobooks
6. Yoto Mini devices
7. Differentiated learning activities and worksheets created with AI
By combining a growth mindset with purposeful differentiation, educators can ensure that every student has meaningful access to engaging literature. When children discover that a book is not beyond their reach—but simply a “not yet”—they are more likely to persevere, develop confidence, and continue their journey as lifelong readers.
Be sure to check out the Forest of Reading website for the 2027 lineup. Program registration opens on October 1, 2026, and the list of nominees drops on October 15, 2026. forestofreading.com
Related Readings
Building a Love of Reading: Where Science Meets Joy
https://journal.canadianschoollibraries.ca/building-a-loveof- reading-where-science-meets-joy/
Developing a Love of Reading in Students
https://www.edutopia.org/article/developing-love-reading-students/
Growth Mindset
https://ctl.stanford.edu/students/growth-mindset
What Is Differentiated Instruction?
https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction
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 Acting Head and Education Librarian for Queen’s University Education Library, 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 2026 issue.
