Tuesday, April 5, 2016

Index




  • Blindsided By: Priscilla Cummings
    • Read Aloud 5th-6th





  • One Crazy Summer By: Rita Williams Garcia
    • Historical Fiction
    • Reading Strategies






  • Wonderstruck By: Brian Selznick
    • Diversity
    • Reading Strategies
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Monday, April 4, 2016

Blindsided

Blindsided

Written By: Priscilla Cummings

Published By: Dutton Children's Books

Copyright: 2010


Blindsided

Heartbreaking, Courage, Unknown, Disability, Reluctant


Reading Level:

Lexile: 710L
DRA: 50
Guided Reading: V

Suggested Delivery

Read Aloud
Independent 
Small Group

Electronic Resources


This is a book trailer that the students can watch to intrigue them and make them want to read the book

This is the authors website. Any students that want to know more about Priscilla Cummings or read any other books she has written can follow this link

Teaching Suggestions


Vocabulary
Braille: A system of writing or printing. Uses dot combinations to make words
Beckoned: To signal someone over
Maneuver: A planned movement
Crucial: Extremely important
Nuisance: An annoying person


Reading Strategies
Before Reading: First Lines- Read the beginning lines from the book and make predictions based on it
During Reading: Partner Reading- Students are paired together and read the same book. Students take turns reading and get to discuss the book and give feedback
After Reading: Visual Imagery- Create images based on what the student has read in the text

Writing Activity

Have students pretend to be Natalie. They just learned that they are going to lose their eyesight forever. Have the students write about how they feel and what they would do to prepare for that to happen


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Emmanuel's Dream

Emmanuel's Dream

Written By: Laurie Ann Thompson

Illustrated By: Sean Qualls

Published By: Schwartz & Wade/ Random House

Copyright: 2015

Emmanuels Dream cover with sticker

Inspirational, Courageous, Making a Difference, Persevere, Community

Reading Level

Lexile: 770L
DRA: 52-60
Fountas & Pinnell: O-V


Suggested Delivery

Read Aloud


Electronic Resources

This website has information about Emmanuel Ofosu Yeboa, and pictures of his journey that the students can use to gain background information. 

This is the author Laurie Ann Thompson's website about her book. She has the awards the book has won, reviews, information for educators, and links to blogs about the book.


Teaching Suggestions


 Vocabulary

Disability: A physical or mental handicap
Inability: Cannot do something
Perseverance: Steady persistence in a course of action
Self-Reliance: Relying on yourself
Interdependence: Relying on each other


Reading Strategies

Before Reading: Read the jacket summary. Have the students discuss what Emmanuel's disability, what can't he do because of his disability, and what can he do.
During Reading: Think-Aloud- Let the students say what they are feeling out loud as you read through the book
After Reading: Poems with two voices- Have the students write a poem from Emmanuel's perspective and a poem from his mother's perspective

Writing Activity

Look at the ways that Emmanuel's actions changed the way people in Ghana thought about physical disabilities. What is something you could change your communities minds about and how could you accomplish that goal.
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Big Nate

Big Nate: In a Class by Himself

Written By: Lincoln Peirce
Published By: Harper Collins
Copyright: 2010


Big Nate In a Class by Himself

Witty, Relatable, Trouble Maker, Creative, Laugh-out-Loud


Reading Level

Lexile: 500L
DRA: 40
Guided Reading: S

Suggested Delivery

Individual
Group

Electronic Resources

This is the Big Nate website where students can find all of the Big Nate books, watch videos, find out information about the author, and view comic strips the author makes as well

This is a blog about the book. There are so many extra pieces in this blog such as comic strips, videos of the author talking about comic books, a link to make your own Big Nate comic and more. 


Teaching Suggestions


Vocabulary

Ace: a close friend
Caricature: Exaggerated picture
Diversion: Distraction
Forgery: A fake
Frivolous: Carefree, lack of seriousness
Gullible: Easily deceived
Insolence: Rude
Predicament: A difficult situation
Surpass: To go beyond


Reading Strategies

Before Reading: Word Wall- Create a word wall with all of the words and definitions from the book that students might not know
During Reading: Anticipation Guide- Students will answer questions about the text then read the text to confirm whether their answer was true or not
After Reading: Question-Answer Relationship- After reading the teacher will ask questions whose answers can be found in the writing, gathered from multiple parts of the text, based on information from the text and the students own experience, and prior knowledge the students would have

Writing Activity


Ask students to write about how Nate made P.S 38 History, if he deserved all seven detentions he received and what he did to recieve those detentions
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A Midsummer Night's Scream

A Midsummer Night's Scream

Written by: R.L. Stine

Published By: Square Fish

Copyright: 2014

Image result for a midsummer night's scream


Mysterious, Horror, Spooky, Gruesome, Magic


Reading Level

Lexile: 470L
DRA: 42-54
Fountas & Pinnell: I-P


Suggested Delivery

Group

Individual


Electronic Resources

http://rlstine.com/

This is R.L. Stine's website. Students can visit this and learn about his other books, play games based on his books, and learn about the author. 

This is the link to the book trailer that can be used to get students interested in reading the book



Teaching Suggestions


Vocabulary

Veered: To change directions or turn
Uttered: To speak
Exasperated: To irritate or provoke
Staggered: To walk unsteadily


Reading Strategies

Before Reading: Interest Survey- This book would not be liked by everyone in the classroom so to make sure students will enjoy what they are reading have them take an interest survey before handing out books
During Reading: Fishbowl Discussion- Have a couple of students sit in the middle of the rest of the class and have a discussion about the book while the rest of the class listens in
After Reading: Students book talks- Have students get into groups with the people who read the same book they did to discuss what they read. After have the students get into groups with other classmates who read other books to discuss what they read and what could be the same or different in their books


Writing Activity

Under the "For Teachers" sections of R.L. Stine's website there is a writing program for students. Students can use this Any of the ideas in the link below can be used as a writing activity for students
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Saturday, April 2, 2016

Finding Winnie

Finding Winnie: The True Story of the World's Most Famous Bear

Written By: Lindsay Mattick

Illustrated By: Sophie Blackall

Published By: Little Brown Books for Young Readers

Copyright: 2015

Finding Winnie

Heartwarming, True, Memories, Family, What you do Matters


Reading Level

Accelerated Reader: 3.4
Lexile: 590L
DRA: 4254
Fountas & Pinnell: I-P

Suggested Delivery

Read Aloud

Electronic Resources

This website has a video about the book, why the author choose to write it, and what she hopes parents and children will get out of the story.

The author's website has information about the book as well as information about projects she has set up and a tour she took to follow the footsteps of her grandfather and the other soldiers he served with. 

Teaching Suggestions


Vocabulary
Trapper: A person that traps animals for their fur


Reading Strategies
Before Reading: Watch the authors video about the book and why she wrote it to help students feel more connected with what they are reading
During Reading: Post-Its- Students can write post-its of information they learned, found interesting or surprised them
After Reading: Have students ask their classmates questions about the story as if they were a reporter writing an article about the topic. 

Writing Activity
Read the story Winnie by Sally Walker. Have the students compare and contrast the two stories.they can write about why the two authors chose to start their stories in different places and other differences. Students can also write about the personal connection between Lindsay Mattick and the book.


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Desk Stories

Desk Stories

Written By: Kevin O'Malley

Published By: Whitman, Albert & Company

Copyright: 2011



Funny, Relatable, Creative, Enjoyable, A Story for Everyone


Reading Level

Accelerated Reading Level: 3.0
Lexile: 600
DRA: 30
Fountas and Pinnell: N

Suggested Delivery

Individual
Read Aloud

Electronic Resources

If students like reading Desk Stories by Kevin O'Malley this is a website that lists 18 other title he has written. It lists all of his books from the 1990's to 2016.

This is the authors own personal website. He has information about school visits, free books you can download, information about getting published, and more. 

Teaching Suggestions

Vocabulary

Graphic Novel: A novel in the form of comic strips
Dynamic: Full of energy or action
Middle Ages: The time in European history between classical antiquity and the Renaissance
Dark Ages: A period in European history from 476 a.d to 1000 
Gaping: Stare with mouth wide open
Dumbfounded: To make speechless with amazement


Reading Strategies
Before Reading: Prior Knowledge- Ask students what their prior knowledge is about reading graphic novels, how they are written, and what is the purpose of them.
During Reading: Dear Classmate- Using email, twitter, or someother form of communicating have students write to each other as they read the book. 
After Reading: Text-connections- Use text-to-self, text-to-text, and text-to-world to compare and contrast the story to the students lives, other students around the world and other graphic novels or stories that have been previously read


Writing Activity

Have students use www.toondoo.com to create their own comic strip or graphic novel. You can give them a specific topic to write about or let them do it on their own. This can be used as a comic maker, a book maker, a character maker, or a doodle maker. 


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What Pet Should I Get

What Pet Should I Get?

Written By: Dr. Seuss
Published By: Random House
Copyright: 2015

Mysterious, Fun, Classic, Decisions, Life Lessons 


Reading Level

Lexile: 200L
DRA: 16
Guided Reading: J


Suggested Delivery

 Read Aloud

Electronic Resources

https://www.nea.org/assets/docs/HOTR16_RAAEduKit_Brochure_WEB.pdf

This is a PDF of a Read Across America Activity guide. It has many activities that go along with the book as well as other Dr.Seuss books such as The Cat in the Hat, and One Fish, Two Fish, Red Fish, Blue Fish.
This is Dr. Seuss's website. There are newsletters, information about Dr. Seuss, and other classroom resources. 


Teaching Resources


Vocabulary
Puppy-mill- A place where puppies are bread for profit
Adoption- To take and make someone or something as your own
Yent- A giant fictional animal


Reading Strategies
Before Reading: The teacher will give the students information about Dr. Seuss and his style of writing. They can also talk about what types of pets they have at their house.
During Reading: After Reading the first page or so let the students guess what they think the children will pick as their pet
After Reading: Have the students discuss why Dr. Seuss never gave told us what animal the children got as a pet.
 Also at the end of the book is an editors note talking about Dr. Seuss, pet adoption and the discovery of the manuscript that can be read either before reading or after reading.


Writing Activity

Have the students pick a topic they have interest in. Once they know their topic have the students create their own poems as if they were Dr. Seuss himself using found poem strategy or blackout poetry.  
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The Right Word

The Right Word: Roget and His Thesaurus

Written By: Jen Bryant

Illustrated By: Melissa Sweet

Published By: Eerdmans Books for Young Readers

Copyright: 2014




Reading Level

Lexile: 590L
Grade Level Equivalent: 4.1


Suggested Delivery

Read Aloud


Electronic Resources

This is the Jen Bryant's website. On it students will find a book trailer and summary of the book as well as teaching ideas and a discussion guide.


This is a link to the reader's theater script by Bound to Stay Books. This could be used as a before reading strategy to get an insight of the book. It can also make students intrigued to know what will happen in the book

Teaching Strategies



Vocabulary
Thesaurus: A dictionary of synonyms and antonyms of words
Clattered: To make loud rattling sounds
Intrude: To go into without permission
Lockstep: A way of marching in very close file
Badger: To harass
Provoke: To anger
Cobbler: A person who mends shoes
Fishmonger: A person who sells fish
Inexhaustible: untiring
Reading Strategies
Before Reading: Use the readers theater under electronic resources to prepare the students for reading the book
During Reading:  Create a word wall of words that are new to the students as well as definitions for easy referencing
After Reading: Create a shades of meaning and degrees of intensity chart with some of the words from the book


Writing Activity
After Reading The Right Word have the students also read The Boy Who Loved Words by Roni Schotter. Compare and contrast the two stories based on the main characters love of words as well as the different illustrations. 


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Thursday, March 31, 2016

The Westing Game




The Westing Game

Written by: Ellen Raskin

Published by: E. P. Dutton

Copyright: 1978



Mystery, Secretive, Community, Clues, Games


Reading Level

Lexile: 750L
DRA: 50
Guided Reading: V

Suggested Delivery

Small Group

Electronic Resources

This website has everything from an introduction to the book, information about the characters, a summary, questions, quizzes and more. It is written in an interesting and funny way the the kids would enjoy getting extra information about the book. 

This is the website to the movie trailer Get A Clue. This movie is based upon the Westing Game book. It would give students a visual of what happens in the book. You could watch the movie after reading and compare the two.


Teaching Strategies


 Vocabulary
Tenant: A person who pays rent for something
Bookie: Someone who takes bets
Inscrutable: of an obscure nature
Bigot: a person who does not listen to opinions that are different than their own
Incriminate: Suggest someone is guilty
Paraphernalia: Equipment consisting of miscellaneous articles
Petrify: To become stone like or stiff 


 Reading Strategies
Before Reading: Create an anticipation guide for students to fill out with true or false questions to keep them engaged in the book
During Reading: Vocabulary Crossword- Create a crossword of the vocabulary words with quotes from the book.
After Reading: Have the students watch the movie Get A Clue. After watching the movie have the students compare and contrast the book with the movie. Then have a discussion with the class about what is different and why the movie could have changed that particular part. 


 Writing Activity
Have the students create their own mystery. They can use the student in the class and model it after the book. 

Infographic


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Wonderstruck

Wonderstruck

Written By Brian Selznick
Published by: Scholastic
Copyright: 2011


Stunning, Creative, Beautiful, Intertwined, Thrilling


Reading Level

Lexile: 830L
DRA: 60
Guided Reading: W


Suggested Delivery

Independent
Small Group


Electronic Resources

www.scholastic.com/teachers/collection/teaching-brian-selznick-including-virtual-field-trip
This is a virtual field trip of the Natural history museum that the book uses a lot. This tour is also led by the author Brian Selznick. There are also lesson plans and other activities that go along with the book on this same website.

www.teachingbooks.net/tb.cgi?tid=25731&s=n&a=1
This website contains links to interviews with the author, lesson plans that go along with the book, a book trailer, and other book resources.


Teaching Strategies


Vocabulary
Scavenged- To take or gather
Lapped- To fold over around something
Curate- To take charge of or organize. Usually in a museum
Diorama- A 3-D scene that captures a moment in time
Archive- Documents or records
Cascading- Anything that flows like a waterfall

Reading Strategies
Before Reading: Text Impressions- Before reading the book the teacher will put on the board one at a time about 5-10 interesting or important words from the book to help guide predictions of what the book is about
During Reading: Split-Page Notetaking- Instead of using it the traditional way of having one side be the notes and the other side be key words the students can split their papers into two and write down the journey of Ben on one side and the journey of Rose on the other to compare the two stories.
After Reading: Collaborative Conversations- Students will get into groups. They will then have about 15-20 minute conversations with each other about their questions from the book, what they liked the most etc. If possible have students record the conversations to go over and keep for future reference.

Writing Activity

Students can do research on their favorite diorama from the American Museum of Natural History from the book. Have them write a story about that specific diorama using information they learned from their research.
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Mango, Abuela, and Me

Mango, Abuela, and Me

Written by: Meg Medina

Illustrated by: Angela Dominguez

Published by: Candlewick Press 

Copyright: 2015

 

Family, Connections, Friendship, Language, Humorous


Reading Level

DRA: 40-60
Fountas & Pinnell: O-V


Electronic Resources

This is the Author's own webpage about the book. She gives her own summary and has a book trailer to watch as well
www.nytimes.com/interactive/2015/09/22/books/review/23childrens.html?_r=0
This link is to an article in the New York Times of the book Mango, Abuela and Me, as well as other books that are written in Spanish and English. These would be very helpful in a classroom with ELL learners and integrating Spanish into the classroom.

 Teaching Suggestions

This book is published in English as well as Spanish. Having both versions of the book in the classroom would be beneficial for ELL students as well as students learning to speak Spanish.

Vocabulary
Abuela- Grandmother
Snaking- Moving in a snake like motion
Empanadas- Meat wrapped in dough
Meat Pie- A pie with meat filling inside

Reading Strategies
Before Reading: Anticipation Guide – Students will be given an anticipations guide to fill out before reading the story, then as they read they will look for the actual answers to the questions asked on the reading guide.  
During Reading: Word Hunts – Students look for words and patterns in the reading based on teacher guidelines
After Reading: Summarizing - The students will be prompted with questions about what they just read in the story, such as what did the little girl do to help her Abuela learn English, and why was it important for her to learn it.

Writing Activity
In the book the young girl taught her Abuela English words by putting sticky notes on objects around the room. Have students come up with and write about other interesting ways that they could teach someone English. 
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Saturday, March 26, 2016

One Crazy Summer

One Crazy Summer

By: Rita Williams Garcia

Copyright: 2010

Published: Amistad

Civil Rights, Black Panthers, Funny, Historical, Family

Reading Level

Lexile: 750L
DRA: 50
Guided Reading: T

Suggested Delivery

Small Group

Electronic Resources

This website has online lesson plans, interviews with the author and vocabulary lists

This is a teachers guide that gives character descriptions, background knowledge, and different activities to do that go along with the book

Teaching Suggestions

Vocabulary
Jab: Quick straight punch
Whimper: A complaint in a whining way
Spectacle: A mistake that causes attention
Terminal: stations where vehicles load or unload passengers
Riot: Public act of violence by an unruly mob
Revival: A meeting to reawaken interest in religion
Homely: Lacking in beauty 
Surge: to move forward

Reading Strategies
Before Reading: KWL Chart
During Reading: Fishbowl Discussions
After Reading: Exit Slips

Writing Activity
Students can do research on the names of people mentioned in the book such as Martin Luther King Jr., the Black Panthers, Huey Newton and Cassius Clay, and have them talk about what these people did to influence how the United States is now. 
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Because of Winn Dixie

Because of Winn Dixie

By: Kate DiCamillo

Copyright: 2000

Published by: Candlewick Press



Lonely, Loving, Family, Community, Friendship

Reading Level

Lexile: 610L
DRA: 40
Guided Reading: R


Suggested Delivery

Read Aloud
Small Group Read


Electronic Resources

This website shows you a map of the town Naomi. You can click on each place that is mentioned in the book and different activities to do with the students will pop up. There is a play, different drafts of the book, an interactive scrap book and more. 

This is a PDF of the teachers resources from the publisher of the book. It gives you before, during and after reading strategies as well as connections to the curriculum.

Teaching Suggestions

Vocabulary
Missionary: A person strongly in favor of a program, set of principles, ect., who attemps to persuade or convert others
Peculiar: Strange
Pathological: Caused by or involving a disease
Roundabout: Out of the way
Melancholy: Depressed
Wheezed: Breathing difficulty that has a whistling sound

Reading Strategies
Before Reading: Vocabulary Cards- Make cards for the vocabulary words i the book with the word on the front and the definition and a sentence on the back
During Reading: Concept Maps-Students can fill out a concept map worksheet while they are reading to help understand the book better
After Reading: Popcorn Review- Students go around the room popcorn style reviewing the book and any questions they might have had

Writing Activity
Use the first website given to create a "10 things" scrapbook about each character in the story like Opal did about Winn Dixie. This can be done individually or in small groups. You can also use the printable version to use with students from your class as an ice breaker game.
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Friday, March 25, 2016

What Darwin Saw: The Journey That Changed the World

What Darwin Saw: The Journey That Changed the World

By: Rosalyn Schanzer

Copyright: 2009
Published by National Geographic

What Darwin Saw

Adventurous, Curious, Stunning, Informative, Observations


Reading Level

Lexile: 925-1185
DRA: 57-67
Fountas & Pinnell: U-Z

Electronic Resources

This webpage is from the authors website about her book. She gives a description of what the book is about and also has a lesson plan that goes along with the CCSS

This webpage has interviews with the author as well as a link to the authors blog and personal website

Teaching Suggestion 

Vocabulary

contrivance: an artificial rather than natural selection
prehensile: adapted for seizing, grasping, or taking hold of something
phasmid:any insect of the order Phasmida, comprising the walking sticks and leaf insects.
archipelago: a large group or chain of islands

Reading Strategy

Before Reading: First Lines- Read the first lines or page from the book and have the students make predictions about what they think would happen
You can use this Voki I made reading the first paragraph of the book
http://www.voki.com/pickup.php?scid=12596053&height=267&width=200
During Reading: Story Sequence- Have the students keep track of the timeline and all of the places Darwin visits on his trip
After Reading: Summarizing- The students will use their notes to summarize what they read in the book and ask any questions they need clarified

Writing Activity

Let the students pick one of the places visited by Darwin and do research on the animals and people that live there. The students can then write an article about the location as if it would appear in a newspaper for a magazine


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Turtle In Paradise

Turtle In Paradise
Written By: Jennifer Holm
Published By: Random House Children Books
Copyright: 2010

Reluctant, Historical, Adventure, Orphan, Family

Reading Level
Grade Level Equivalent: 3.4
Lexile Level: 610L
DRA: 40
Guided Reading Level: S

Suggested Delivery
Read Aloud
Small Group Read

Electronic Resources
This is the Authors own website about the book as well as other books she has written.

This is a blog about the book and also has pictures that takes you on a tour through the town in Key West that the book was based on.

Teaching Suggestions

Vocabulary

Forlorn: Lonely, left-behind
Grimy: Very Dirty
Mutiny: An uprising against someone in charge

Reading Strategies

Before Reading: Word Walls- Create space on one of the walls with the vocabulary from the book
During Reading: Story Maps- Students can fill out a graphic organizer of all the elements in the story
After Reading: Story Sequence- Use sequencing such as first, then, last, to retell the story


Writing Activity

  • Project 1: Students will have to create a front page of a newspaper that includes not only the article but other information that would be relevant to the time that the newspaper is published
  • Project 2/3: Students will practice, memorize, and film their talk show or interview to play for the class using filming apps to create transitions, sounds and anything else needed for a talk show or interview
  • Project 4: Research will be done to figure out what type of paper and writing utensil that specific character would have used. The student will then write out the letter as if the character actually wrote it themselves in their handwriting.
  • Project 5: Student will create a colorfully illustrated storyboard using either technology or their own drawing skills. This story board will be on poster paper so it is big enough to be seen by everyone.
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