Genre

Title/Author

Copyright Audience Summary

Response

Historical Fiction (Chapter book)

The Family Under the Bridge Natalie Savage Carlson

1958; renewed 1986

Grades 3- Set in France, a hobo 5 named Armand moves around with everything he owns in a buggy enjoying single life. He believes that children are starlings that are pests and a gypsy friend says they will steal his heart. He returns to his place under the bridge to find starlings (the Calcet children) with a mother that works during the day that befriends him. Armand finds himself and the Calcet children a new home and a family.

This book is for both children and adults. The writing is superb. Armand has dinner at a restaurant, even though hes only eating by smells. Steak broiled over charcoal, and the sauce is just right. But they might have scorched the potatoes. He takes the children during the day and shows them that not all is what it seems. Paul wanted a Christmas log because it was so enticing and Armand explained that it may look delicious, but the taste was not good. He wanted to move the children along.

Teaching Ideas with ELA Common Core Standards listed RI.4.9 Students will integrate information from two texts on the same topic on order to write or speak about the subject knowledgably. Reading for Informational Text: Students can read about Paris, France and things like the Notre Dame cathedral, the Rue de Corse and the Seine River from other books along with this one. For fun, we can learn a few French words and students will be allowed to choose French names for themselves. (I would bring in French food for them to try when we get to this place in the book.)

CHOICE Modern Fantasy (Picture book)

The Stranger Chris Van Allsburg

1986

Grades 3- The farmer, Mr. 5 Bailey, accidentally hits the stranger with his truck. He takes him home to take care of him. The Bailey family finds that this stranger is a bit strange. He doesnt get tired while bailing hay

This was an absolutely beautifully illustrated book! Pastels were used to bring the story alive. I think that reading it to students or even your own children can let them know that even strangers can become a friend. (Of course, explain stranger

RI.4.8 Students will explain how an author uses reasons and evidence to support particular points in a text. Reading for Informational Text: I will tell the students ahead of time that we will be

as Mr. Bailey does. Rabbits run to the stranger instead of away from him. Its fall time at the Bailey farm, yet the leaves do not change. The stranger blows on a leaf and it changes color and the stranger leaves the farm. The family is left with a message from the Stranger simply stating, See you next fall.

danger first, etc.) The Stranger is actually Autumn/Fall in this book. Amazing read and there is a lot you can do with this book. You could even use it in much higher grades even though its a picture book. Love Van Allsburg!!

reading this book. I will tell them that their homework is to think of what they think a stranger is. When we read the book, they will be looking for details and evidence that Van Allsburg uses to support this in his book about the stranger. They can give me a thumbs up when they recognize this. At the end of the book, I will call on students to give me their answer on what they thought a piece of evidence or detail was at in the book.

Modern Fantasy (Chapter book)

Charlottes Web E.B. White

1952, renewed 1980

Grades 3- An 8-year old girl, 6 Fern, keeps her father from getting rid of a runt piglet. She takes care of Wilbur until hes old enough to go to her Uncle Homer Zuckermans farm. Wilbur meets a spider friend, Charlotte that keeps him from being done away with by weaving special words into her web. Wilbur eventually is taken to

Oh, what a classic, most wonderful book! I read this book while I was in elementary school and even watched to movie. I tell myself every time not to cry, and I do it anyway! This is a story about friendship and growing up. Charlotte teaches selflessness and friendship and says, You shall not die, even though she hasnt quite figured out a plan. This book also

W.4.9a Apply grade 4 Reading standards to literature (e.g. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].). During each chapter of the book, students will keep a reading log (journal) to write about either a character (i.e.

CHOICE Realistic Fiction

Probuditi! Chris Van Allsburg

2006

1-5

the County Fair to win a special prize for attracting so much attention. Charlotte and Templeton had gone with Wilbur, and Charlotte had to have Templeton take her egg sac back to the farm. Charlotte passes away and Wilbur needs to take care of her babiesbut will they stay? Calvin receives two tickets to a magic show on his 7th birthday. He takes his best friend instead of his sister. Calvin and Rodney try the hypnosis act on Calvins sister they witnessed at the magic show while babysitting Trudy. Can they snap her out of the hypnosis before Calvins mom gets home from her errands?

teaches about a spiders meals, how they catch them, and their body parts. Ferns character gives insight to friendship and moving from childhood to growing up. There is so much to learn from this book. Children can learn about death and dying from this book in a bit of an easier way as well. White writes a beautiful, easy to read story. Hilarious story about sibling rivalry and magic! Of course Calvin would choose his friend over his sister to see a magic show! This is a wonderful story and the awesome pictures that Allsburg sketched (in burnt sienna over pastel since he imagined the story set in the 60s) only add more depth. The story keeps you on edge since the reader doesnt know if Trudy can be brought out of the hypnosis before their mother gets home! Calvin and Rodney run around town looking for Lomax the Magnificent to find the word he used to snap the person out of hypnosis. But who really gets the last laugh??

Wilbur, Fern, Avery, or whomever is read in what chapter), or setting (Arable home, Zuckerman farm, etc.), or event (i.e. doing away with the pig, introduction of the goose, Charlotte, or Templeton), drawing upon details in the book. I will collect journals to assess students understanding of the book. L.3.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Read the book with the students. After reading it, write a sentence or sentences on the board. Discuss what a noun, pronoun, verb, adjective, and adverb is. We will then find these items in the sentences as a group. (i.e. Howd he do that? Rodney whispered. Calvin shook his head in amazement as he and his friend sat in

Poetry/Collection

Cat Poems Selected by Myra Cohn Livingston Illustrated by Trina Schart Hyman

1987

K-6 (5)

This is a selection of cat poems with different authors, including T.S. Eliot (The Song of the Jellicles), Valerie Worth (Cat: Christmas), and Ruth Whitman (Marmalade Lost). All of these poems are about cats, simple, hilarious, alley-cats, and home cats.

This book has wonderful pencil sketching for each poem that brings more life to the words! If you are a cat lover, you will truly understand and agree with each poem. Even if youre not a cat lover, the poem breathes life to the words and gives you more of an idea of how cats live, act, and perform. One poem in particular, In August Once, Karla Kuskin, tells about a cat that a family had. It was their first cat, Ace, and he had jumped out of the car. They searched and searched for

the darkened theater, watching Lomax slide a burning candle in one ear and pull it out the other. What are some of the nouns? [Calvin, Rodney, Lomax, head, friend, etc.] Pronouns? [he, his, the other] verbs? [shook, slide, sat] adjective? [darkened] adverb? [n/a]. Have students choose a sentence of their own and write it on a piece of paper and find one of each of the functions (nouns, adverbs, verbs, etc.) so I can assess that they understand what it is. I would personally like to use this for 5th grade. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Students will choose a poem from the book Cat Poems. I will start the class off with a poem in which we find a few similes and metaphors together. We will find metaphors and similes in partnerships and share them with the class. As

him in the woods but she was gone. The last two lines read, Weve had some other cats since then. They havent been the same. How sad and touching at the same time!

Poetry/Single author

A Giraffe and a Half Shel Silverstein

1964

K-5

If you had a giraffe and he stretched another half, you would have a giraffe and a half. If he put on a hat and inside lived a rat, you would have a giraffe and a half with a rat in his hatand so on. This book is hilarious and repetitive. Its great for children of all ages.

This book is funny, easy to read, and repetitive. The pen and ink drawings by Silverstein go right along with the writing. Its perfect for children (and adults!) of all ages. This book can be used in all elementary levels. It would be easy to keep the students attention as well. Its repetitive from beginning to middle (i.e. you would have a giraffe and a half with a rat in his hat). Once you get to the giraffe having many items, it goes to him removing all of the items to going back to just being a giraffe.

an individual assignment, students can choose a different poem in which they can choose to point out metaphors or similes and/or choose to finish a poem in a way that they would like to see it end with their own simile/metaphor. SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Speaking and Listening: I would read the book aloud. I would have one student, or a pair of students (depending on size of class) be the giraffe and a half , another pair the rat in his hat, the next looking cute in his suit and so on; so that when I read aloud, they would have to not only pay attention, but be a huge participant in the book. It would be up to them to fill in the part of the book on their turn. (Hope this makes sense!) I would also ask students what else the giraffe could have (i.e. a string for an earring, etc.) For fun, I would have a

cut out of a giraffe for students to make their own pictures of what they think a rat in a hat would look like, a bee on a knee, a rose on a nose, etc. so that we can put those items on the giraffe. Poetry/Picture Book The Gingham Dog 1990 and the Calico Cat Eugene Field, Illustrated by Janet Street. (Sometimes comes up as The Duel.) K-4 A gingham dog and a calico cat arrive at an antique shop where they are placed side by side in the front window. The story is told to the narrator by the Chinese plate and the old Dutch clock. There is a spat between the dog and cat and the two come up missing the following morning. The antique shop owner believes she was burglarized! This is a great story that really can be used at all elementary grade levels. It has a great story and beautiful pictures that enhance the story so much, that it could be told without the words. This is definitely a classic poem and is even better when turned into a picture book! RL.2.5 Describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action. W.2.8 Recall information from experiences or gather information from provided sources to answer a question. Reading and Writing: Randomly choose a student to read a passage or page from the book with help if necessary. When we come to the end, I will ask students if there are words that we dont know, such as gingham, calico, or spat. Well write these words on the board. Then we will discuss how the beginning introduces the story (who is telling it?) and how it ends (who tells it, and what happens?) We will have

Folktale (picture book)

Tikki Tikki Tembo retold by Arlene Mosel

1968

K-4

(hopefully) the internet, dictionaries, and encyclopedias to look in for the unknown words that students may not know from life experience. They will record this in their journals. A Chinese tale of two This book was A School RF.K.2b Count, sons and the length of Library Journal Best Book pronounce, blend, and their names. The of 1969. The story seems to segment syllables in firstborn son has a have more of an extension spoken words. long name that must with the monochromatic I will read the book aloud be spoken correctly, illustrations by Blair Lent. I to the class. We will clap and the second son has think its easy to keep a out the syllables in the a short name. Both readers or listeners names of the characters. sons are up to no good attention due to the fact Who has the most and one by one fall that Tikki Tikki Tembo (syllables? Who has the into the well. As they no sa rembo-chari bari least syllables? We will go for help to fish the ruche-pip peri pembo) has then clap out the syllables other out of the well, a name that is so long but in my name (Campbell). will it be a good idea also has a beat to it. Ill go around the room to have a long, hardWonderful story of not just and have each student to-speak name or a a folktale, but a moral as clap out the syllables in short, easy-to-speak well. their own name. Can they name? A story that do it? We will make a tells us how Chinese graph on the board to see families now name which student has the their male children most syllables/least with short names! syllables in their names. This book tells about the Islamic Holy month and touches on the history, celebration, and the cultural roots. It This is a great way to begin students on factual/informational books. There is even a page on how to make your own collection jar to save RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate

Multicultural

Ramadan Islamic Holy Month Terri Sievert

2006

K-3

explains why fasting happens, and what the Quran is.

money for the needy! (Bonus art project!) It also has internet sites that are on grade level. There are wonderful photographs that explain the story even more. This book definitely would explain and let students understand more about Ramadan.

Folktale

The Badger and the Magic Fan Tony Johnston

1990

K-2

Badgers are magic in Japan and can change into anything, making them very tricky! A badger steals a magic fan from some tengu (goblin) children and makes a very rich mans daughters nose grow very long! The man calls upon doctors, thinkers, and even a witch to try to fix it. The badger ends up fixing it and the tengu children find the badger and take back their magic fan only after making that badgers nose grow so long it reaches the clouds! What happens

key facts or information in a text efficiently. Have a worksheet printout made up of specific words and dictations (i.e. What is Ramadan? What is Quran? Custom, fasting, etc.) Show the students what a glossary is and where to find it in the book. Show students the table of contents and where to find it in the book to help them fill in the answers after reading the book. This is a good book and it RL.2.2 Recount stories, even has some rhyming in including fables and it. The pictures are folktales from diverse beautiful and enhance the cultures, and determine story; they really look more their central message, Japanese. The story isnt lesson, or moral. just a folktale, but has a Have a read aloud with moral as well! At one the students in the class. point, when the father (Randomly call on called upon the thinkers of students to read a passage Japan to help with his from the book.) Have daughters nose, one of the students take a few thinkers stated, Tie it in a minutes to collect their bow, said another. Bows thoughts and feelings are prettier than knots. about the story before Ill tie you in knots for having a discussion on such silly thoughts! what the moral of the shouted the girls father. story was. What is the And he chased them all lesson learned in the away. This is just one book? example of the rhymes of W.2.8 Recall information the book. Cute story! from experiences or

to the badger? You have to read it!

gather information from provided sources to answer a question. Have students write in their journal. Have you ever done anything like the badger? Did you take something and regret it? Did you learn a lesson? If so, what? Did you learn about a moral? This is a better book about Rosa Parks since she wrote it with another author. Her story really seems to get out and have her true feelings in it. There is a contents page in the front for students to find what page to begin to read the subject on information such as We Stay Off the Buses, or How I Grew Up. Some of the illustrations by Wil Clay are based on photographs and they truly bring out the facial expressions of the African-Americans feelings. I think this is a wonderful chapter book of a biography for students to begin on a great historian that everyone should know about. This is one of the best childrens biographies on RL.1.1 Ask and answer questions about key details in a text. Read the story aloud to students. Stop periodically to ask students questions such as, what is it called when black people had to stay apart from white people? (segregation) Why was Rosa Parks arrested? (Didnt give up her seat to a white man on the bus), etc. Students will learn about Rosa Parks life and the civil rights movement. I will answer any questions the students have as well.

Biography

I Am Rosa Parks Rosa Parks w/Jim Haskins

1997

1-3

Rosa Parks tells her story about being arrested for not giving up her seat to a white person. She recalls her life about living with her grandparents in Alabama and how she marched for civil rights. Her story also tells about Martin Luther King Jr. and how he helped in boycotting bus riding and the ending of segregation laws.

Biography

Martins Big Words The Life of

2001 (The books

1-4

This book is about the life of Dr. Martin

RL.4.3 Describe in depth a character, setting, or

Dr. Martin Luther King, Jr. Doreen Rappaport, Illustrated by Bryan Collier

copyright is 2001, some of the pages, such as pg. 19, 24 copyright 1963 by MLKJ copyright renewed 1991 by Coretta Scott King)

Luther King Jr. It begins with MLKJ as a boy all the way up to his untimely death. It discusses his life as a minister, his teachings of Mahatma Gandhi, and spreading love instead of hate. It also has the story of Rosa Parks and her arrest for not giving up her seat on the bus, so it has the civil rights movement as well. It has a part of his I have a dream speech.

Biography

First Biographies Christopher Columbus Jan Gleiter and Kathleen Thompson Illustrated by Rick Whipple

1995

1-5

King that I have ever read. The book lists important dates in the back as well as Additional Books and Web Sites. There is an Authors Note and Illustrators Note in the beginning that gives insight to why/how they created this book. The illustrations by Collier are absolutely astounding! They seem to leap off the page. He uses a collage medium and stained glass windows where windows allow you to look past where you are. King said together when others said separate; he said peace when others said war. This book is breathtaking and children can truly understand this book and enjoy not only the reading, but the pictures as well. This is a biography This story is a bit different about Christopher since it isnt just about Columbus. It is told Christopher Columbus. Its differently, as kind of nice that Columbus Columbus tells his is retelling his story to his adventures to his son, son, Fernando, and they are Fernando. They are on sailing together to find a ship sailing to find another land. There are another land. They end Key Dates in the back of up finding the Indies. the book that tell about The story he tells his Columbus life, such as son about was San where he is born, his Salvador in the marriage and children, and

event in a story or drama, drawing on specific details in the text (e.g. a characters thoughts, words, or actions.) Discuss the life of MLKJ (character) from childhood to his death. What did he do, and what were his thoughts and actions? Talk about his big words and let each student share their feelings and what they thought King was trying to get across. How did they think his treatment made him feel? What details in the book confirm this?

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Have students read the book. After they are finished, ask them questions about why Columbus was hard to work for? (Brave and

Bahamas.

Informational/Chapter Crayons Henry Pluckrose

1987

3-5

clever, had his own way of doing things.) What was the story that he told Fernando about? (First trip to the New World.) Who did he first go to to get ships and men? (King John II of Portugal), etc. Call upon different students for different questions to assess that they read and understood the book and that they can pull information from reading. This is an Finally, a book on crayons RI.3.1 Ask and answer informational book on and what else they can be questions to demonstrate crayons and how they besides just crayons! This understanding of a text, can be used for combs, book introduces students to referring explicitly to the resists, windows, and the world of art and using text as the basis for the more. Theyre not just simple things such as their answers. crayons anymore! crayons, ink or dye, chalk, SL.3.1 Engage effectively There is a table of an iron (with supervision), in a range of contents and further paper towels, and more! collaborative discussions information in the There are photographic (one-on-one, in groups, back along with an pictures provided with and teacher-led) with index. detailed step-by-step diverse partners on grade instructions that tell you 3 topics and texts, how to create your projects. building on others ideas Excellent book on art and expressing their own projects! clearly. Let students read Getting ready in the text and Trying out your crayons. They can then browse through the book to find a project they would like to work on as a group. (I will split the

where he sails to and what lands he finds. Students may feel that the book isnt as long since pictures are with it and enhance the story. Its not an everyday type of biography.

Informational/Chapter Tornadoes David and Helen Orme

2005

1-4

This is an informational book on tornadoes. It discusses what a tornado is, how its formed, and how its measured. Most importantly, it discusses how people are warned, how to get to safety, and what to do to protect yourself. It has tornado facts, how to survive a tornado and how tornadoes get worse.

class into groups of 4 or 5, depending on the size.) Once the group has decided on a project, I will scan the pages for them. They must use the text to follow the directions and decide together what they want to create as a design. They can bounce ideas off of each other or create a project that works together. (i.e. nature, buildings, fruit, etc.) They must present their projects to the classroom; explain what steps they had to take, how they made their projects, and how they worked together as a group. Excellent read! There are RI.4.8 Explain how an photographic pictures of author uses reasons and tornadoes and even photos evidence to support of the devastation that particular points in a tornadoes leave behind. text. There is a table of contents, Have students discuss the a glossary, an index, and, book and explain how the more excitingly, a What author uses reasons and do you know about evidence to support it. tornadoes questions list. (i.e. Where do tornadoes (Answers are provided in occur? Tornadoes can the back of the book at the happen anywhere, but bottom of the page.) This they are most common book is in depth with and most severe in the brown boxes with the United States, India and bubble What on Earth? Bangladesh, a small providing questions and country next to India.

answers such as why do tornadoes spin? Excellent read with plenty of information to let students know about tornadoes and how to stay safe.

CHOICE Modern Fantasy

Jumanji Chris Van 1981 Allsburg

K-4

When their parents leave Peter and Judy home, they find a game that must be played until the end! Monkeys, rhinos, and lions appear and Peter and Judy must escape them. Can they finish this wild game and put an end to it before their parents return home?

Van Allsburg does an amazing job with this story! This book won a Caldecott Medal and was turned into a movie. His pencil drawings bring these animals to life and his choice of words brings the story to real-life! The lion roared so loud it knocked Peter right off his chair. Peter was up on his feet, running through the house with the lion a whisker's length behind. All readers will be on the edge of their seat until the game is finishedor is it?

There is a picture of both sides of the earth (map) that are included with this that have pinheads where the tornadoes mostly occur.) The author uses images, facts, and photographs to support their findings about tornadoes in this book. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. After reading the book, discuss with students how Peter and Judys actions, feeling, traits, feeling, motivations, etc. have the sequence of events occur. If the children werent bored, would they have gone outside to play? Would they have found the game? What if Judy rolled a 7? Would another lion appear? Etc.) RL.3.3 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CHOICE Contemporary Realistic Fiction/Science Fiction

Just a Dream Chris Van Allsburg

1990

2-5

Walter doesnt care about the environment, so he throws trash on the ground and doesnt sort garbage and recyclables. He thinks

This is a great read that I can see boys wanting to really pick up! They can connect with Walter, but maybe not necessarily with his so-so attitude toward the environment. Van

that Rose, his neighbor, is dumb for wanting a tree for a birthday gift. Ben thinks the future will consist of robots and planes. When he falls asleep, he dreams about a world full of garbage, no trees, and its not quite the future he thought it would be. When he awakes to present day, he changes his mind about the environment and decides that taking care of the now is best for the future.

Allsburgs art once again comes alive in the book and can tell the story without the words. This is actually a great book that could be used for environmental issues and going green as well.

Historical Fiction

The Well Mildred D. Taylor

1995

4-5

Based in Mississippi in the early 1900s, this story is about an African American family (Logan) and a white family (Simms) that has issues. There are still racial issues

W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. How did Walters actions contribute to the events in the story? Why did he dream about a different future? (He carelessly threw trash on the ground and didnt separate the trash as he was supposed to , so the future turned out differently.) Have students write about going green or recycling. How can this affect the future? Will this make the environment better? How? What can we do to save the environment? How can recycling help? What does this do to help? This is a great story and is RL.5.2 Determine a very hard to put down. It is theme of a story, drama, emotional and heart or poem from details n wrenching. (Since the word the text, including how nigger is used, I would characters in a story or probably have to get drama respond to permission from parents to challenges or how the let students read it.) speaker in a poem

where black families can be jailed over fighting with white families, and black families are to be subordinate. Water is sparse during a season but the Logan family has a well with plenty of water and graciously share with other black and even white families. The Simmses children are terrible toward David and Hammer Logan and get them into trouble with the sheriff where there mother has to beat them with a strap in front of the sheriff and Mr. Simms. Mr. Simms has the boys work of the debt on his farm. (Charlie Simms had punched David in the face, which enraged Hammer. Hammer beat Charlie and knocked him out cold. Charlie lied and said both Logan children beat him.) Eventually, Charlie threw dead animals into the Logans well and ruined the water. He eventually was caught

Mildred Taylor has an authors note in the beginning drew upon family stories to share which are based o the Logan books. The dialogue sounds just like past years of discussions and I was saddened and angry of how the Logan family was treated. In the end, the Simms family got what they deserved. (In my personal opininon.)

reflects upon a topic: summarize the text. After reading each chapter, have students summarize, as a group to the classroom, how characters respond to challenges or events. (I.E. How did David react to the Simmses visiting to his land and getting water? How did Ma Rachel act? Hammer? How did Hammer react to Charlie hitting David? How did David react? Etc.)

and severely punished. The well was eventually drained and replenished. *The word nigger is used in this book many times. This is because it is based in Mississippi in the 1900s and is historical fiction.

CHOICE Contemporary Realistic Fiction? (Science Fiction)? Folklore? Could be 3 or 4 genres. Fiction, picture book

The Very Hungry Caterpillar Eric Carle

1969, revised 1987

K-2

A caterpillar emerges from his egg and looks for food. He eats foods for a week and builds a cocoon around himself and turns into a beautiful butterfly!

Eric Carles book is brilliant! His illustrations made of tissue paper truly make this book magical! This book can be used for counting, days of the week, teaching the life cycle of a caterpillar, and more. Perfect for K-2! (One of my personal favorites!)

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story an illustration depicts). Read the book to the students on a reading carpet or in a circle where all students can see the book and illustrations up close. Show the students a picture in the book (i.e. On Tuesday he ate through two pears, but he was still hungry and ask them, What did the caterpillar eat? Do you remember what day he ate this? etc. For fun, let the students make their own food from the book and we will put them on the wall with the day (Mon, Tues, etc.) that he ate it.

EDUC/329: Annotated Bibliography