Since 2021, the author has incorporated ER-related activities in Indonesian language courses, primarily using children's books. For less commonly taught languages that lack Graded Readers, children's books are often recommended as an alternative. Day & Bamford (1998) and Nation & Waring (2020) note that, despite not aligning with university students' cognitive levels, many children's books explore universally relevant themes such as environmental issues, endangered species, cultural heritage, and food. Lestari (2024) highlights that although these texts are not simplified or controlled, making them challenging for beginners, the Spring 2024 ER program ran smoothly and received positive feedback. This presentation will examine the types of support needed for integrating children's books into ER, showcasing book catalogs designed for Indonesian learners, including online and print resources, student feedback, and rating scales.