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.
Seedfolks
(Image taken from Google.com)
Seedfolks
Fleischman, P. (1997). Seedfolks. New York: Scholastic Inc.
Awards: Best Books for Young Adults (ALA), Quick Picks for
Young Adults (ALA), Best Books (School Library Journal), A Publishers Weekly
Best Book, Notable Trade Books in the Language Arts (NCTE), Buckeye Children’s
Award (Grades 6–8), and Golden Kite Award Honor Book
Suggested Delivery: Individual or Small Group
Lexile Reading Level: 710L
Age Range: 9-11 years
Grade Level: 4-6
About the Book: Seedfolks is a wonderful book that explores
character development in a unique way-through the voices of thirteen characters.
People from different walks of life come together to create a community garden
in a diverse urban area, which helps themselves grow as well as their relationships
with other people.
Keywords: Culture, Diversity, Friendship, Understanding,
Growth, Community
Electronic Resources:
Students can create their own Voki online after reading the
book based on one of the characters. They can use their inferencing skills to
create an additional narrative for a character. They will be able to create an
image for the character as well as choose a background image. Students can then
use their own voice or the text to speech feature to record their narrative.
Wasatch Gardens is an organization in Utah dedicated to
creating community gardens for youth, schools, and the general community. Students
can go on this website to see a real world example of how a community garden
works. It includes pictures, tips, and information on how to start your own
garden.
Vocabulary:
-Vacant: Empty or void, not in use
-Immigrants: A person who migrates to another country
-Thrive: To grow, to be successful
-Pacifism: Opposition to war or violence
-Decorum: Dignified propriety of behavior, dress, speech,
etc.
-Solitary: Alone
Reading Activities:
-Before reading the text, students can be given an
Anticipation Guide. It should have statements on it that the students can
either agree or disagree with. Some examples of statements could be: “People in
a neighborhood always get along”, “People of different races should keep to
themselves”, or “Nature is a way for people to be drawn together”.
-During the reading of the text, students can participate in
Choral Reading. Have students in groups of two or three take turns reading
aloud a chapter to the class. This will promote fluency, self-confidence, and
motivation while reading.
-After reading the text, students can make a Found Poem out
of a page or chapter in the book. Let them choose a character to focus on, and
they can create a poem based off of the words, phrases, and passages from their
selected page or chapter. Reframing the words can impart new meaning on the
text and help students make connections to the characters on a deeper level.
Writing Activities:
Students can select an event from the book which they can
then write about as one of the characters from Seedfolks, focusing on the
characteristics of the character they choose and the way they tell their story.
These pieces can be shared with the class and “added in” to the book.
The One and Only Ivan
(Image taken from Google.com)
The One and Only Ivan
Applegate, K. (2012). The One and Only Ivan. New York:
Harper Collins Children’s Books.
Awards: Rebecca Caudill Young Readers' Book Award
(Illinois), Texas Bluebonnet Award nominee, and Newbery Medal
Suggested Delivery: Individual, Small Group, or Read Aloud
Lexile Reading Level: 570L
Age Range: 8-12
Grade Level: 3-7
About the Book: The One and Only Ivan is an enthralling tale
about a real life Gorilla named Ivan that was held captive in a shopping
center. Once a baby elephant was brought in from the wild, Ivan began to
remember his own freedom from long ago and tries to attain freedom for his
friends through his artwork.
Keywords: Friendship, Bravery, Hope, Art, Animals
Electronic Resources:
This book trailer can be used to show students a preview of
the book. It is just as entrancing as a movie trailer and will draw the readers
in.
An infographic can be used to give information about the two
main characters in the book, a gorilla and elephant. Learning about these
animals will give a realistic feel to the story. It will also encourage readers
to learn more about animals and their rights.
Vocabulary:
-Domain: the territory governed by a single ruler or
government; realm
-Ponder: to consider something deeply and thoroughly
-Habitat: the natural environment of a person or animal
-Extinction: a coming to an end; dying out
-Adapt: to adjust oneself to different conditions or
environment
-Captivity: the state or period of being held, imprisoned,
enslaved, or confined
Reading Strategies:
-Before reading the text, students can create Vocabulary
Cards with the given vocabulary words from the text. On the cards, they can put
the vocabulary word, definition, and part of speech on it. This will help the
students become familiar with the meaning of the words before engaging them in
the reading. Learning certain vocabulary words ahead of time can also allow
students to access their prior knowledge and make predictions about the text.
-During the reading of the text, the students can do a
Directed Reading Thinking Activity. The teacher prepares stopping points in the
story, at which students are asked questions and can make predictions about the
next part of the story. Once they continue reading, students can make
corrections to their predictions and think about the questions that were asked.
-After reading the text, students can do research for a Debate
that they will have on captivity and animal rights. They can take on the persona
of a character in the story and try to persuade others that their stance is the
correct one in the debate.
Writing Activity:
Students can write a narrative journal entry in the
perspective of a character in the book. They can do this by focusing on the
chosen character’s traits, feelings, and actions.
Here Come the Girl Scouts!
(Image taken from Google.com)
Here Come the Girl Scouts!
Corey, S. (2012). Here Come the Girl Scouts! New York:
Scholastic Press.
Awards: New York Times Editors’ Choice, 2013 Notable Social
Studies Trade Book Selection, CCBC (Cooperative Children’s Book Center) Choice
2013 Selection, A National Parenting Publication Award Silver Award Winner,
Bank Street College of Education’s Best Children’s Book of the Year, A Junior
Library Guild Selection, and An ALA Amelia Bloomer Selection
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: AD720L
Age Range: 4-8 years
Grade Level: PreK-3
About the Book: Juliette “Daisy” Gordon Low was not your
typical prim and proper lady…she loved the outdoors and yearned for adventure.
This book is about her and how she founded the Girl Scouts to allow girls to do
anything and to help make a difference in the world.
Keywords: Adventure, Perseverance, Passion, Inspirational,
Equality, Friendship
Electronic Resources:
This Blabberize can be used as an initiation to the lesson.
Using the picture of Juliette Gordon Low, students will get a clue as to who
she is. This will pique interest and curiosity and activate prior knowledge.
Students can peruse the Girl Scout website to learn more
about the history of the organization and what the Girl Scouts do today.
Vocabulary:
-Gumption: resourcefulness; courage
-Initiative: leading action
-Spunk: spirit
-Dainty: delicate; exquisite
-Blacksmith: person who makes objects with iron
-Monoplane: airplane with one set of wings or main surface
Reading Strategies:
-Before reading the text, students can use Shades of Meaning
to deepen their understanding on the vocabulary words from the text. After
choosing one of the vocabulary words, students find synonyms that they then
order by stronger meanings.
-During the reading of the text, students can create Inquiry
Charts. This allows students to generate meaningful questions about the text, explore
their prior knowledge, share interesting facts, and reread the text.
-After reading the text, students can complete exit slips.
These typically contain questions or prompts written by the teacher that
provide them with an informal measure of how well the students understood the
text. They also help students reflect on what they learned and allow them to
ask further questions.
Writing Activity:
Students can write about a time in their lives when they did
something different from what others were doing, or about a time in their lives
when they were hesitant to do something against the grain. This will allow
students to make connections to how the character in the book felt and apply
the themes of the book to their own lives.
The Right Word: Roget and His Thesaurus
(Image taken from Google.com)
The Right Word: Roget and His Thesaurus
Bryant, J. & Sweet, M. (2014). The Right Word: Roget and
His Thesaurus. Michigan: Eerdmans Books For Young Readers.
Awards: 2015 Caldecott Honor Book, 2015 Sibert Medal Winner,
and 2015 Golden Kite Award for Picture Book Illustration
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: 590L
Age Range: 8-11 years
Grade Level: 3-5
About the Book: The Right Word is about Peter Roget, creator
of the thesaurus. Going from a shy, studious child to an accomplished doctor,
it follows his growing love for words and classification. The book contains
front and back matter with timelines, word lists, quotations, and original
photographs that showcase his love of language.
Keywords: Language, Artistry, Passion, Discovery, Intellect
Electronic Resources:
Before reading the book, the teacher can show the students
the book trailer as an initiation to draw the students in. The author’s website
gives other interesting information that can be viewed as well.
After reading the book, it could be interesting to look back
at the illustrations, including the front and back matter. The illustrator,
Melissa Sweet, has an amazing blog post that can be looked at as it shows how
she created the illustrations for the book.
Vocabulary:
-Thesaurus: a dictionary of synonyms and antonyms
-Scholar: a student; someone who has profound knowledge on a
subject
-Whippersnapper: an unimportant but rude person, especially
a young one.
-Fret: to feel or express worry, annoyance, discontent, or
the like
-Classify: to arrange or organize by classes
-Conviction: a fixed or firm belief
Reading Strategies:
-Before reading the text, students can do a Closed Word Sort
Mat. This is a type of puzzle where there are categories under which students
put vocabulary words that are preselected from the text. This will help
students learn the words that they will be seeing in the book and activate
their schema.
-During the reading of the text, students can do a Word
Scavenger Hunt. This is where students can locate words within the text, or be
asked to find objects that represent the vocabulary words that are in the text. This will help engage student interest and
can motivate students.
-After reading the text, students can create a Visual
Vocabulary Design (created by Mike Lewis). By doing this, students will learn
to think metaphorically by combining pictures with text to abstractly represent
their selected vocabulary word. This will encourage them to think critically
and strengthen their understanding of the word they choose.
Writing Activity:
-Have students create their own thesaurus!
Working in small groups, student can generate a list of vocabulary words to
which they can write synonyms or antonyms for. The words can be alphabetized and
bound into a book that can be kept in the classroom for reference.Flora & Ulysses
(Image taken from Google.com)
Flora & Ulysses
DiCamillo, K & Campbell, K.G. (2013). Flora &
Ulysses. Massachusetts: Candlewick Press
Awards: 2014 Newbery Award
Suggested Delivery: Individual, Small Group, or Read Aloud
Lexile Reading Level: 520L
Age Range: 8-12
Grade Level: 3-6
About the Book: A tragic accident involving a squirrel being
vacuumed up encourages cynic Flora Belle Buckman to save him using her comic
book knowledge. Surprisingly, the squirrel Ulysses comes back to life with
superpowers. A story of adventure, villains, and change, this novel with comic
like graphics will humor any young reader.
Keywords: Humor, Comics, Hero, Villain, Change, Relationships
Electronic Resources:
The author did a Q&A that is available for view online.
It gives in depth information about how the author gained inspiration for the
story, details on the characters, and snippets on her writing process. This
could engage students in the reading and lead to discussions on fictional
writing.
Students can use Animoto to create their own book trailer
for the novel. They can work in small groups to do this and include
introductions to the characters as well as keywords, reviews of the book, and a
summary.
Vocabulary:
-Illuminated: to enlighten, as with knowledge; to light up
-High Jinks: unrestrained fun
-Cynic: a person who shows or expresses a bitterly or
sneeringly attitude
-Defiance: a daring resistance to any opposing force
-Malfeasance: the act by a public official of an act that is
legally unjustified or harmful; wrongdoing
-Incandescent: intensely bright; brilliant
Reading Strategies:
-Before reading the text, the teacher can model Shared Reading.
This is when the class talks about the title, cover, author and illustrator.
After having the students make predictions, the teacher reads aloud a portion
of the text to demonstrate fluency and text to self while engaging the students
throughout the reading. Students can read on their own or with partners
afterwards.
-During the reading of the text, students can participate in
Read-Write-Pair-Share. Students read independently, write their impressions of
the text or write a response to a posed question, pair up with someone to
discuss their ideas, and then share with the whole class.
-After reading the text, students can create Poems for Two
Voices. Choosing two characters from the book, students can compare and
contrast the characters to come up with a poem for two voices in the “voice” of
the two characters.
Writing Activity:
One of Ulysses’ super powers is his ability to write poetry.
Ask students what Ulysses communicates in his poetry and how poetry is
different than communicating with prose? Students can research different styles
of poetry and then create their own poem as if they were Ulysses.
One Crazy Summer
(Image taken from Google.com)
Williams-Garcia, R. (2010). One
Crazy Summer. New York: Amistad.
Awards: National Book Award
Finalist, Coretta Scott King Award (Author), Newbery Honor Book, and Scott
O'Dell Award for Historical Fiction
Suggested Delivery: Individual or
Small Group
Lexile Reading Level: 750L
Age Range: 9-11 years
Grade Level: 4-5
About the Book: Delphine and her two
uniquely named sisters travel from New York to California in the late 1960’s to
meet their mother for the first time since she abandoned them for a radical new
life. While their summer did not turn out to be all that they hoped for, the
sisters made the most of it by going to a day camp run by Black Panthers where
they learned of their family, their history, and their country.
Keywords: Summer Vacation, Family,
Civil Rights, Independence,
Electronic Resources:
Students can view this website with
guidance to learn more about the freedom schools that were run by the Black
Panthers like the one Delphine and her sisters went to.
Students can go on the author’s
website to learn more about her and the other books she has written. If
available in the library, students can read another one of her books like Gone
Crazy in Alabama or P.S. Be Eleven.
Vocabulary:
-Riot: a noisy, violent public
disorder caused by a group or crowd of persons, as by a crowd protesting in the
streets.
-Racism: hatred or intolerance of
another race; discrimination
-Negro: of or relating to black
people, often African Americans
-Black Panthers: members of a
militant black American organization active in the 1960s and early 1970s,
formed to work for the advancement of the rights of blacks, often by radical
means
-Justice: rightfulness or lawfulness
-Uppity: affecting an attitude of
inflated self-esteem; snobbish
Reading Strategies:
-Before reading the text, the
teacher can provide the students with vocabulary words from the text. These
words can be discussed and placed on a word wall so they can be used and
interacted with throughout the use of the text.
-During the reading of the text,
students can look for metaphors. After reviewing what a metaphor is, talk about
how Delphine’s ride on the go-kart is a metaphor and what it might symbolize.
Have students find other metaphors in the story to decode.
-After reading the text, students
can use the Questioning the Author strategy. This will encourage students to
ask questions of the author and the text. By forming their questions, students
learn more about the text. Some questions that could be asked are: What is the
author's message? Does the author explain this clearly? How does this connect
to what the author said earlier?
Writing Activity:
Students can write a postcard to Big
Ma and Pa just like Delphine and her sisters did. After reviewing character
traits of the three girls, the students can choose one to write in the
perspective of. They can also choose or draw an image for the front of the
postcard that corresponds with the story and what they are writing about.
El Deafo
(Image taken from Google.com)
El Deafo
Bell, C. (2014). El Deafo. New York: Amulet Books.
Awards: Newbery Honor 2015 and 2015 Eisner Award for Best
Publication for Kids (ages 8–12)
Suggested Delivery: Individual
Lexile Reading Level: GN420L
Age Range: 8-12 years
Grade Level: 3-6
About the Book: A young child named Cece became sick and
partially lost her hearing. Despite being self-conscious and isolated from her
classmates, Cece realized her hearing aids were a super power as they allowed
her to hear the teacher when no one else could. She learns to use that to her
advantage and navigate her way through adolescence.
Keywords: Diversity, Friendship, Acceptance, Confidence,
Comical
Electronic Resources:
Students can create their own comic strip based on
characters in the book or even of themselves using their own superpowers. They
can provide the image as well as speech bubbles.
This video can be shown to the students to teach them about
deafness, and how they can be of assistance to students they might encounter
who are deaf.
Vocabulary:
-Audiologist: a person who studies hearing disorders
-Deafness: partially or wholly lacking the sense of hearing
-Hearing Aid: a compact electronic amplifier worn in the ear
to improve one's hearing
-Meningitis: inflammation of the meninges caused by viral or
bacterial infection
-Phonic: relating to speech sounds.
-Disability: lack of adequate power, strength, or physical
or mental ability; incapacity.
Reading Strategies:
-Before reading the text, a Guest Speaker (the librarian or a
special education teacher) will come into the classroom to talk about bullying,
those with special needs, or inclusion. This will not only encourage students
to be friendly to everyone they encounter but will get them thinking about
other people who are different which will prepare them for the text.
-During the reading of the text, students will have a Fishbowl
Discussion. This is when students put chairs in a fishbowl shape to have an
open discussion that can be observed by others on the outside of the fishbowl. Students will question, respond to, and make
meaning of a text and model small group literature discussions.
-After reading the text, students will complete an Opinionnaire
form. The strategy allows students to begin thinking about a topic in depth and
build background knowledge. Opinionnaires consist of controversial statements that
students will think about and state their opinions.
Writing Activity:
After reading the author’s note, make notice of the fact
that Cece Bell writes that being different turned out to be a strength and that
“Our differences are our superpowers”. Have students write examples of how a
difference could become a superpower.
Electric Ben: The Amazing Life and Times of Benjamin Franklin
(Image taken from Amazon.com)
Electric Ben: The Amazing Life and Times of Benjamin
Franklin
Byrd, R. (2012). Electric Ben: The Amazing Life and Times of
Benjamin Franklin. New York: Dial Books for Young Readers.
Awards: Boston Globe-Horn Book Awards, Golden Kite Award for
Picture Book Illustration, and Robert F. Sibert Honor 2013
Suggested Delivery: Read Aloud
Lexile Reading Level: NC1050L
Age Range: 7-11 years
Grade Level: 2-6
About the Book: Benjamin Franklin was a man of many talents.
This book shows his diverse accomplishments, including his inventions, writings,
and science experiments. You will learn that he was a Renaissance man, scholar,
and politically involved with the Declaration and Constitution. The detailed
illustrations will make Benjamin Franklin come to life.
Keywords: Inventor, Creative, Intelligence, Politics,
History
Electronic Resources:
Students can view this video about Benjamin Franklin and his
kite to get an idea of who Benjamin Franklin is and how his famous experiment occurred.
It will engage students and motivate them to learn more about him.
Research is an important tool when learning about someone’s
life. Students can use this biography of Benjamin Franklin to find out even
more details about his life.
Vocabulary:
-Perception: immediate or intuitive recognition or
appreciation
-Philosopher: a person who offers views or theories on
profound questions
-Envision: to picture mentally, especially some future event
-Tradesmen: a worker skilled in a particular craft
-Apprenticeship: a person who works for another in order to
learn a trade
-Prominent: standing out so as to be seen easily; leading,
important, or well-known:
Reading Strategies:
-Before reading the text, the students and teacher can
create a KWL chart on Benjamin Franklin. This is a chart which tracks what a
student knows (K), wants to know (W), and has learned (L) about a topic. KWL’s
engage students and encourage them to research various topics related to the
book.
-During the reading of the text, students will do Split-Page
Notetaking. To do this, you divide the page vertically into two sections; one
with the main ideas and the other with secondary ideas. This allows you to take
notes and organize them simultaneously.
-After reading the text, the students can do a ReQuest activity.
This is where the teacher closes his or her book and the students question the
teacher. The teacher then answers the questions. Then the roles are reversed so
the teacher asks questions that the students then have to find evidence to
answer. This strategy allows for a thorough understanding of the text and for
students to use textual evidence.
Writing Activity:
Students can write their own autobiography like Benjamin
Franklin began to do. They can include a timeline of important events and talk
about their accomplishments.
The Day-Glo Brothers: The True Story of Bob and Joe Switzer’s Bright Ideas and Brand-New Colors
(Image taken from Google.com)
The Day-Glo Brothers: The True Story of Bob and Joe Switzer’s Bright Ideas and Brand-New Colors
Barton, C. & Persiani, T. (2009). The Day-Glo Brothers:
The True Story of Bob and Joe Switzer’s Bright Ideas and Brand-New Colors. Massachusetts:
Charlesbridge.
Awards: ALA Best Books for Young Adults 2010 and 2010 Sibert
Honor Book
Suggested Delivery: Read Aloud or Individual
Lexile Reading Level: 990L
Age Range: 7-10 years
Grade Level: 2-5
About the Book: Two brothers, Joe and Bob Switzer, were
incredibly different (one was a studious planner while the other was a
magic-loving problem-solver). However, when one had an accident that left in
the dark, the brothers began experimenting with fluorescent paints. They were
able to create a new glowing colors that they called Day-Glo.
Keywords: Creative, Invent, Science, Light, Color
Electronic Resources:
This link will allow children to see how light and fluorescent
lights work with moving graphics and easy to understand scientific language.
Students can peruse the author’s website to find out more
information about him, other books he has written, and the Day-Glo Brothers.
Vocabulary:
-Eye-Popping: astonishing or thrilling
-Illuminating: giving or casting light
-Seizures: a sudden attack, as of epilepsy or some other
disease
-Fluorescence: the emission of radiation, especially of
visible light, by a substance during exposure to external radiation, as light or
x-rays
-Ultraviolet: beyond the violet in the spectrum
-Invention: an act or instance of creating or producing by
exercise of the imagination
Reading Strategies:
-Before reading the text, students can look at the link
above about how light and fluorescent lights work. This will help provide some
general knowledge so the students have an idea of what the book will be about
and will help them understand the science behind it.
-During the reading of the text, students can make a chart
comparing and contrasting the two brothers. They have a lot of similarities and
differences; doing this will help the students find evidence to support their
conclusions.
-After reading the text, students can illustrate a scene
from one of the character’s lives using daylight-fluorescent art materials.
This will allow students to use art as a way to demonstrate their comprehension
of the text.
Writing Activity:
Students can write a journal entry from the point of view of
Bob or Joe about an event in the book that happened. These journal entries can
be shared and combined to create a chronological diary for both characters.
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