For more book suggestions and lesson ideas, please feel free to explore the blogs of my fellow future teachers!
Sunday, April 10, 2016
Tuesday, April 5, 2016
Book Index
Book Index
El Deafo by Cece Bell
Graphic Novel Book/Children's Choice Book
Before, During, and After Reading Strategies
Web 2.0 Bitstrips
Eleanor and Park by Rainbow Rowell
My Choice Book
Before Reading Strategy
Electric Ben: The Amazing Life and Times of Benjamin Franklin by Robert Byrd
Read Aloud Book for Grades 5-6
Before, During, and After Reading Strategies
Flora & Ulysses by Kate DiCamillo
Newbery Book
Before, During, and After Reading Strategies
Web 2.0 Animoto
Follow Follow: A Book of Reverso Poems by Marilyn Singer
Poetry Book
Here Come the Girl Scouts by Shana Corey
Nonfiction Book
Before and After Reading Strategies
Web 2.0 Blabberize
One Crazy Summer by Rita Williams-Garcia
Historical Fiction Book
Before and After Reading Strategies
Seedfolks by Paul Fleishman
Diversity Book
Before, During, and After Reading Strategy
Web 2.0 Voki
Separate is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation by Duncan Tonatiuh
Diversity Book
Sitting Bull: Lakota Warrior and Defender of His People by S.D. Nelson
Diversity Book
During Reading Strategy
The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors by Chris Barton
Nonfiction Book
The Day the Crayons Quit by Drew Daywalt
Read Aloud Book for Grades 3-4
After Reading Strategy
The One and Only Ivan by Katherine Applegate
Newbery Book
Before, During, and After Reading Strategies
Web 2.0 Infographic
The Right Word: Roget and His Thesaurus by Jen Bryant
Teacher's Choice Book
Before and During Reading Strategies
Who Says Women Can't Be Doctors?: The Story of Elizabeth Blackwell by Tanya Lee Stone
My Choice Book
During, and After Reading Strategies
El Deafo by Cece Bell
Graphic Novel Book/Children's Choice Book
Before, During, and After Reading Strategies
Web 2.0 Bitstrips
Eleanor and Park by Rainbow Rowell
My Choice Book
Before Reading Strategy
Electric Ben: The Amazing Life and Times of Benjamin Franklin by Robert Byrd
Read Aloud Book for Grades 5-6
Before, During, and After Reading Strategies
Flora & Ulysses by Kate DiCamillo
Newbery Book
Before, During, and After Reading Strategies
Web 2.0 Animoto
Follow Follow: A Book of Reverso Poems by Marilyn Singer
Poetry Book
Here Come the Girl Scouts by Shana Corey
Nonfiction Book
Before and After Reading Strategies
Web 2.0 Blabberize
One Crazy Summer by Rita Williams-Garcia
Historical Fiction Book
Before and After Reading Strategies
Seedfolks by Paul Fleishman
Diversity Book
Before, During, and After Reading Strategy
Web 2.0 Voki
Separate is Never Equal: Sylvia Mendez and Her Family's Fight for Desegregation by Duncan Tonatiuh
Diversity Book
Sitting Bull: Lakota Warrior and Defender of His People by S.D. Nelson
Diversity Book
During Reading Strategy
The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors by Chris Barton
Nonfiction Book
The Day the Crayons Quit by Drew Daywalt
Read Aloud Book for Grades 3-4
After Reading Strategy
The One and Only Ivan by Katherine Applegate
Newbery Book
Before, During, and After Reading Strategies
Web 2.0 Infographic
The Right Word: Roget and His Thesaurus by Jen Bryant
Teacher's Choice Book
Before and During Reading Strategies
Who Says Women Can't Be Doctors?: The Story of Elizabeth Blackwell by Tanya Lee Stone
My Choice Book
During, and After Reading Strategies
Sitting Bull: Lakota Warrior and Defender of His People
(Image taken from Google.com)
Sitting Bull: Lakota Warrior and Defender of His People
Nelson, S.D. (2015). Sitting Bull: Lakota Warrior and
Defender of His People. New York: Abrams Books for Young Readers.
Awards: 2016 Winner Notable Books for a Global Society, 2016
Notable Social Studies Trade Books for Young People 3–5, and 2016 CCBC
Choices–Historical People, Places, and Events
Suggested Delivery: Read Aloud or Individual or Small Group
Lexile Reading Level: 860
Age Range: 8-12 years
Grade Level: 3-6
About the Book: Sitting Bull, who lived in the 1800’s, was
one of the greatest Lakota warriors and chiefs. From his childhood to adulthood
he was a leader who eventually protected his people from the U.S. Army. He was
a critical player in the war against the invasive white men and was always
leading the combat. He was the last Lakota to surrender their people to the
U.S. government to live by their rules. This book is uniquely told in Sitting
Bull’s perspective through his narrative and quotes from him and others.
Keywords: Multicultural, History, War, Government, Bravery
Electronic Resources:
The author’s website can be visited to help students gain a
better understanding of who the author is. S.D. Nelson also has a gallery of
artwork on his website related to Native Americans that can be viewed as an
extension of the book.
This is a video clip from a documentary on Sitting Bull. It
is of Sitting Bull’s grandson telling their family’s story.
Vocabulary:
-Tribe: a local division of an aboriginal people
-Perish: to die or be destroyed through violence
-Warrior: a person engaged in warfare; soldier
-Coup: a highly successful, unexpected stroke, act, or move;
a clever action or accomplishment
-Treaty: a formal agreement between two or more groups in
reference to peace, alliance, or commerce
-Trespasser: a wrongful entry upon the lands of another; an
unlawful act causing injury to the person, property, or rights of another,
committed with force or violence
Reading Strategies:
-Before reading the text, students can brainstorm a list of
words that are associated with a word the teacher provides, such as: Native
America, Tribe, or Warrior. This will help activate background knowledge and
spark curiosity towards the text.
-During the reading of the text, students can complete a
Semantic Feature Analysis. This strategy uses a grid with vocabulary words and
concepts to help students explore how sets of things are related to one
another. This strategy enhances comprehension and vocabulary skills, as well as
helps students make connections.
-After reading the text, the students can look at the text
features. There is an extensive author’s note and timeline, historical
photographs, a map, a bibliography, endnotes, and an index. This could segue to
a mini lesson on text features and how they enhance the text.
Writing Activity:
Students can pretend to be a Lakota tribal member. They can
write a letter to the white men asking them to stay away. This letter should be
written with the person of Sitting Bull in mind.
Separate is Never Equal: Sylvia Mendez & Her Family’s Fight For Desegregation
(Image taken from Google.com)
Separate is Never Equal: Sylvia Mendez & Her Family’s
Fight For Desegregation
Tonatiuh, D. (2014). Separate is Never Equal: Sylvia Mendez
& Her Family’s Fight For Desegregation. New York: Abrams Books for Young
Readers.
Awards: 2015 Pura Belpré Illustrator Honor Book, NCTE Orbis
Pictus Honor Book 2015, and 2015 Robert F. Sibert Honor Book
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: AD870L
Age Range: 6-12 years
Grade Level: 1-5
About the Book: Sylvia Mendez and her siblings tried to
attend the school in their town but were denied entry and were sent to the rundown
Mexican school far away. Even though she was an American citizen of Mexican and
Puerto Rican heritage who spoke and wrote perfect English, she still could not
attend the “Whites Only” school. Her father decided to take action by filing a
lawsuit in court to end segregated education in California.
Keywords: History, Prejudice, Racism, Education, Rights
Electronic Resources:
This website contains documents and records of the original
case Mendez v. Westminster. Students can do further research on the case and
look at similar educational segregation cases.
Sylvia Mendez received the 2010 Presidential Medal of
Freedom Award. This website has information about Sylvia, the award she
received, and a video of Sylvia herself explaining her involvement with Mendez
v. Westminster.
Vocabulary:
-Petition: a formal written document requesting a right or
benefit from a person or group in authority
-Inferior: of lesser quality
-Degrading: causing a loss of self-respect
-Segregate: to separate people based on race, ethnicity,
class or other factors
-Citizen: a person who owes allegiance to the government and
is entitled to full civic rights and privileges
-Integrate: to open to members of all races, ethnicities,
and other groups
Reading Strategies:
-Before reading the text, the teacher can do a picture walk
with the students to pique interest, activate prior knowledge, and introduce
the book. To do this, show the covers of the book and have the students predict
what the story is about. Then flip through the pages without reading and
encourage students to ask questions and make inferences based on their
observations.
-During the reading of the text, students can make a
timeline of events to keep track of the causes and effects that occur in the
text.
-After reading the text, have students compare their
predictions to what happened in the story. They can make a chart listing their
predictions next to the actual occurrences in the book. Ask them follow up
questions to engage their schema and enhance their comprehension.
Writing Activity:
Students can write arguments to support claims on the topic
of the text using valid reasoning and relevant evidence. These can then be
turned into a letter written to the federal court asking for an end to
segregation in education.
Eleanor & Park
(Image taken from Google.com)
Eleanor & Park
Rowell, R. (2013). Eleanor & Park. New York: St. Martin’s
Griffin.
Awards: Goodreads Choice Awards Best Young Adult Fiction, 2014
Michael L. Printz Award Honor, and Boston Globe-Horn Book Award for Fiction
Suggested Delivery: Individual
Lexile Reading Level: HL580L
Age Range: 12-16 years
Grade Level: 6-10
About the Book: Written in the two perspectives of the main
characters, Eleanor & Park is about two young teenagers who celebrate the power
of first love and the hardships of growing up. Eleanor is a forgotten about
girl who no one seems to notice, while Park is a fish out of water because of
his ethnicity and love for comic books. This is a powerful story of how they
found each other when they didn’t even realize they were looking.
Keywords: Family Life, Growing Up, Relationships, Self-Esteem,
Diversity
Electronic Resources:
This is a book trailer that could be viewed by the student
before reading the book. It could provide a preview to what the story is about
and will gauge the reader’s interest.
The author’s website could be used as a resource. It has
information on the author, other books written by the author, and pictures
related to the book.
Vocabulary:
-Drabber: dull; cheerless; lacking in spirit
-Tape Deck: a component of an audio system for playing
tapes, using an external amplifier and speakers
-Slurred: to pass over lightly or without due mention or
consideration; to depreciate
-Statuesque: like or suggesting a statue, as in massive or
majestic dignity, grace, or beauty
-Irrevocably: unable to be repealed or annulled; unalterable
-Trifling: of very little importance; trivial; insignificant
Reading Strategies:
-Before reading the text, students should complete an
Anticipation Guide. The guide can have statements on it that the students can
either agree or disagree with. The statements can be in relation to the themes
and main ideas of the text. This will help the reader look for meaning
throughout the text and grow their comprehension skills.
-During the reading of the text, students can keep track of
the events that occur that change the relationship between Eleanor and Park.
This is a cause and effect exercise that will help with comprehension.
-After reading the text, students can talk about the themes
from the book. They can then look for evidence in the text that support their
conclusions.
Writing Activity:
This book alternates between the two main character’s points
of view. It can happen chapter by chapter, or multiple times in the same
chapter. Have students think about why the author does this. Have them write
about why they think the author does this and how it adds or takes away from
the story.
The Day The Crayons Quit
(Image taken from Amazon.com)
The Day The Crayons Quit
Daywalt, D. & Jeffers, O. (2013). The Day The Crayons
Quit. New York: Philomel Books.
Awards: Goodreads Choice Awards Best Picture Books and The
Children's Choice Book Award
Suggested Delivery: Read Aloud
Lexile Reading Level: AD730L
Age Range: 4-8 years
Grade Level: PreK-3
About the Book: This book is creatively written in the
voices of Duncan’s crayons. The crayons write Duncan letters complaining about
his typical usage of them. They would prefer to be used to color unusual
things, or used more, or used less. This book brings a cute, unique,
perspective to the world of coloring and creativity.
Keywords: Color, Art, Unique, Creative, Perspective
Electronic Resources:
For ELL students, struggling readers and auditory learners,
they can view the read aloud of this book online. This will help introduce them
to recognize sight words and model fluency.
This is the illustrator’s website. It not only contains his
“About Me” section, but holds a collection of his paintings, projects, and book
illustrations.
Vocabulary:
-Overworked: to cause to work too hard, too much, or too
long
-Outline: the line by which a figure or object is defined or
bounded
-Congratulate: to express pleasure to a person, as on a
happy occasion
-Successful: having attained wealth, position, honors, or
the like
-Brilliantly: splendid or magnificent
-Whiner: to snivel or complain in a self-pitying way
Reading Strategies:
-Before reading the text, the teacher can ask a question for
discussion such as: What would your crayon say to you if it could talk? After
the students discuss it, they can make predictions about what the book will be
about based on the question and the cover of the book.
-During the reading of the text, the teacher can stop at
certain parts so students can make text to self-connections that they can share
with a partner. This will help students comprehend the story and activate
schema.
-After reading the text, the students can participate in
Reader’s Theatre. After brainstorming character traits and feelings that the
crayons had in the story, students in small groups can create a script based
off the book, and perform it in front of the class.
Writing Activity:
Students can write a letter to Duncan as a crayon color of
their choice. They should use descriptive words, draw a corresponding
illustration, and take on the persona of the crayon they choose.
Who Says Women Can’t Be Doctors?: The Story of Elizabeth Blackwell
(Image taken from Google.com)
Who Says Women Can’t Be Doctors?: The Story of Elizabeth
Blackwell
Stone, T. L. (2013). Who Says Women Can’t Be Doctors?: The
Story of Elizabeth Blackwell. New York: Henry Holt and Co.
Awards: NCTE Orbis Pictus Recommended Title and Amelia
Bloomer Project Award Book
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: AD560L
Age Range: 5-8 years
Grade Level: K-3
About the Book: A young, curious girl named Elizabeth
Blackwell grew up in the 1830’s, which was a time when women were only supposed
to be mothers, teachers, or seamstresses. However, thanks to a friend’s
suggestion, Elizabeth decided she wanted to become a doctor. Despite having to
break the stereotypes and face adversity, Elizabeth achieved her goal and helped
many people in the process.
Keywords: Selflessness, Strong-willed, Overcoming Obstacles,
Women's History, Brave
Electronic Resources:
For any ELL students or struggling readers, this video could
be watched and listened to. It is a read aloud of the book that highlights the
words in a bold text as they are read and shows the pictures. This could be a model
for fluency as well.
Students who would like to do more research on Elizabeth
Blackwell can read this biography of her. It provides more information than the
book, so it will allow students to get a better sense of the woman who paved
the way for so many others.
Vocabulary:
-Seamstress: a woman whose occupation is sewing
-Wisp: a person or thing that is small, delicate, or barely
discernible
-Queasy: tending to cause nausea; squeamish
-Repulse: distaste
-Raucous: rowdy; disorderly
-Humanity: the human race; kindness
Reading Strategies:
-Before reading the text, students can do a quick write. The
teacher provides a thought provoking question in relation to the text and
allows students to write for one to five minutes on it. This will help the
teacher asses the students’ prior knowledge.
-During the reading of the text, the teacher can do a Think
Aloud. This is when a teacher verbalizes aloud while reading the book. They
take this time to describe the things they do as they read to monitor their
comprehension. This becomes a modeling strategy that the students can learn to
do themselves to enhance their comprehension.
-After reading the text, students can reread the book for
Independent Reading. This will help increase reading fluency and decoding
skills, as well as their comprehension of the text.
Writing Activity:
Students can write a letter to colleges as Elizabeth
Blackwell, stating why she should be allowed in and why she should be able to
become a doctor.
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