Walk Two Moons

Title: Walk Two Moons

Author: Sharon Creech

Publisher: HarperCollins

Copyright: 1994

Reading Level: Lexile 770

Summary:



The book starts with a thirteen year old girl named Salamanca and her father moving from their farm in Kentucky to Ohio, where Sal meets Phoebe, her new best friend, and Margaret, her father’s new friend. While Sal and her grandparents drive to Idaho to retrace her mother’s route, she talks about Phoebe and her life story. It turns out that Phoebe and Sal share more than just friendship. They share the pain of abandonment and loneliness.

Suggested Delivery:
Small reading groups along with discussions.

Electronic Resources:

1. Sharon Creech- Author's website for students to utilize after the reading. It contains information about the author and other picture books she wrote.

2. Graphic Organizer- This can be used by the students during and/ or after the reading. It is a graphic organizer for students to identify a connection with the story and explain why they made that connection.

Teaching Suggestions:

1. Vocabulary- Heaps, Ornery, Omnipotent, Peculiar, Cinch, Untamed, Rhododendron

2. Teaching Suggestions-

Before Reading: To introduce the new vocabulary, have students make vocabulary cards. Give students index cards and have them write the word on one side and on the other side, the definition of the word and a visual.

During Reading: Since students are reading in groups, have assigned chapters each day and have them popcorn read. With popcorn reading, students will remain focused throughout the reading. In addition, give students post-it notes so they can place them where they find a text-to-self connection.

After Reading: Have students use the post-it notes as a guide for their discussion. They should talk about the connections they made with the book. First, students have to read aloud the text and then talk about what it reminded them of.

3. Writing Activity- Throughout the book, Sal and Phoebe share similar life struggles. In their journal, have students write about one character they can connect with the most. They should talk about the similarities they share and provide examples from the book.

Amelia Earhart: This Broad Ocean

Title: Amelia Earhart: This Broad Ocean

Author: Sarah S. Taylor and Ben Towle

Publisher: Hyberion Book

Copyright: 2010

Reading Level: Lexile 1080

Summary:



This short graphic novel is about Amelia Earhart and her experience as she achieve what other people said it was impossible. The novel begins in 1928, with Amelia trying to be the first woman to flight a plane across the Atlantic Ocean. Grace, a courageous girl trying to become a journalist, interviews Amelia and gets the motivation and inspiration needed to be successful. The novel takes a turn with Amelia’s mysterious disappearance. Fortunately, Grace used that as an excuse to break down the barriers that prevented her from becoming a reported.

Suggested Delivery:
Reading groups but students should read independently. Afterwards, have a small group discussion.

Electronic Resources:

1. Kids Konnect- This is Amelia Earhart's website, for students to utilize after the reading. It is easy to navigate and read for struggling readers. The website contains visuals, importnat quick facts and other helpful links.

2. Comic Strip- Students can use this website after their reading to create their own graphic novel. It is an easy to use tool that students can use to creat comic strips.

3. Amelia Earhart- Original Amelia Earhart website that teachers and students can use before the reading. They can learn more about Amelia by watching a short video clip.

Teaching Suggestions:

1. Vocabulary- Ambition, Circumnavigate, Endeavors, Apprehensive, Triumphant, Voyage

2. Reading Strategies-

Before Reading: Before students began their independent reading, explain the text structure of the novel. The graphic novel is written in a comic strip structure and for some students it will be frustrating to read it. Afterwards, ask students what they know about Amelia Earhart and write the facts on the white board.

During Reading: As students read the novel, have them do the split-page note taking activity for the vocabulary. They are going to put the word on the left hand side and the definition of the word on the right. Their definition will come from context clues and visuals. Afterwards, give students post-it notes so they can identify facts about Amelia. Facts include what she did, said, who she was and her importance in the story.

After Reading: After the reading, have a small group discussion about the novel. The discussion should be about the facts students identified, their definitions of the words, and their overall opinion of the book.

3. Writing Prompt- As a journal entry, have students write responses to the following questions:

1. Why is it important to have a role model?

2. Who do you consider to be a role model? Why?

3. Why was Amelia so important?

4. Would you consider her a role model?

Dave the Potter: Artist, Poet, Slave

Title: Dave the Potter: Artist, Poet, Slave

Author: Laban C. Hill

Publisher: Little, Brown and Company

Copyright: 2010

Reading Level: Lexile 1100

Summary:

Dave the Potter is about the life of an amazing and skilled potter that lived and died a slave in the 19^th century in South Carolina. The powerful sentences and simple visuals used throughout the book outline the making of a pot. With much detail and word selection, the author uses rural imagery to describe Dave’s surroundings. When Dave is done with is pot, he inscribes an important message.

Suggested Delivery:

Read aloud followed by class dicussion.

Electronic Resources:

1. Liver Pool Museums- A great resource for students to utilize after the reading. The website takes students on an amazing tour where they learn and hear other slaves' stories.

2. Laban Hill- Author's webpage for students to use before the reading. The webpage contains information about the author that will help students comprehend his style of writing. Students can also utilize it to find out more about his books and poems.

Teaching Suggestions:

1. Vocabulary-Clothed, Clumps, Pug, Mounded, Mounted, Shrugged

2. Reading strategies-

Before Reading: Before you began reading, you have to introduce the new vocabulary. Give students an index card and have them do vocabulary cards. Each card has to have the new vocabulary word, the definition and a short description of what the word reminds them. Afterwards, skim through the book and pay close attention to the visuals. Have students create questions about the visuals.

During Reading: Students will answer the question they had by doing the split-page note taking activity. The left hand side should have five questions they had and the right hand side should have brief answers along with facts from the book.

After Reading: Using the questions and answers from the split-note taking activity, students will be involved in a popcorn review. Students will talk about the book and will ask each other questions to enhance their comprehension.

3. Writing Prompt- “I wonder where is all my relation friendship to all- and, every nation” was the last quote in the book. Have students write a journal entry where they explain what the quote means to them and how it relates to the book.

How to Teach a Slug to Read

Title: How to Teach a Slug to Read

Author: Susan Pearson

Publisher: Marshall Cavendish Children

Copyright: 2011

Reading Level: Approximately Grade 3 

Summary:

Can you teach a Slug how to read? This short story explains the procedure a Slug must undertake to learn how to read. The step-by-step instructions include labeling, read alouds, repeated words, sounding out words, making a vocabulary lists and lots of patients. This short read also contains Mother Slug rhymes and amazing visuals.

Suggested Delivery:

Read aloud followed by class discussion.

Electronic Resources:

1. Susan Pearson- A great tool for students to utilize before the reading. It is the author's webpage and students can use it to find out more about the author before reading her book. It contains an interview with Pearson, questions she answered from kids and other books she wrote.

2. Video- One of the steps in the book is to help the baby Slug sound out words. This website includes videos students can see after the reading to help them understand how they were taught to sound out words. This website will also help them for their writing activity.

Teaching Suggestions:

1. Vocabulary- Slug, Interest, Rhymes, Tuffet, Patient, Worth

2. Reading Strategies-

Before Reading: Before you start reading, ask students the following questions as a whole class discussion. This will prepare students for the reading and will get them motivated to read the book as they are already making text-to-self connections.

1. Who taught you to read?

2. Where did you learned how to read?

3. Why is it important to learn how to read?

4. How did you learned how to read?

5. What types of books do you like to read?

6. Have you tried to teach someone else how to read?

During Reading: Have students choral read the book with you. This strategy will help struggling readers with fluency and sight words. The strategy will also give them the opportunity to practice and receive support before reading it on their own. 

After Reading: After you read the book, ask students the following questions as a whole class discussion. If necessary, write the steps on the white board so students can easily have access to them.

1. When you teach a Slug how to read, what step is the most important one? Why?

2. When you teach a Slug how to read, what step would you remove or think it is unnecessary? Why?

3. The way the Slug learned how to read, is it the same way you learned how to read?

3. Writing Activity- Have students write a journal entry of their experience as a learner. The journal entry should include their experience with reading, if they like it or dislike reading and why. They should also write the steps they would follow to teach a younger sibling how to read.

Dark Emperor and Other Poems of the Night

Title: Dark Emperor and Other Poems of the Night

Author: Joyce Sidman

Publisher: Houghton Mifflin Harcourt Publishing Company

Copyright:2010

Reading Level: Lexile 1020

 

Summary:

This book includes poetry and scientific facts about nocturnal animals. It contains twelve poems, nine about nocturnal animals and three about mushrooms, plants and trees. The book begins with “Welcome to the Night” in which the reader is introduced to the life of various animals in the woods. The book also contains important facts a teach can share with the students to enhance their knowledge of animals.

Suggested Delivery:

Read aloud followed by individual work.

Electronic Resources:

1. Interactive Poetry- This websites contains other helpful websites that students can utilize after the reading to create various types of poems.

2. Joyce Sidman- Author's website that can be used by both the teacher and the students before the reading. It contains helpful tips for writing and poetry. It also includes games and important information about both the author and her writing.

3. Video- Students can benefit from this YouTube video during or after the reading. The video is about the book and is a great tool for struggling readers to utilize.

Teaching Suggestions:

1. Vocabulary- Enchanted, Nocturnal, Photosynthesis,  Rove, Echolocation, Omnivorous

2. Reading strategies-

Before Reading: Have students complete an entrance slip. They have to identify an animal they like and it’s active at night. They must name some characteristics and explain why they like that animal. 

During Reading: Since the poems are short and they contain a lot of new vocabulary, have students echo read with you. This way, students will learn how to read a poem and will understand the importance of pausing while reading poetry.

After Reading: Give each student a poem from the book and have them create their own found poem about their selected animal. Because they are using the text already written, give them a highlighter so they can highlight the words that describe their animal.

3. Writing Activity-Have students write their poem using the found poem strategy. Along with the poem, have them write a journal entry where they explain why they chose those words to describe their animal.

The Impossible Patriotism Project

Title: The Impossible Patriotism Project

Author: Linda Skeers

Publisher: The Penguin Group

Copyright: 2007

Reading Level: Approximately Grade 3



Summary:

For President’s Day, students in Caleb’s class were asked to make projects to represent patriotism. Unfortunately, Caleb cannot think of anything to represent how patriotic he is and his father, a solder in desert fatigues, is not around to help. As he thinks of his father’s absence, he realizes that his father is the best way to represent patriotism.

Suggested Delivery:
Read aloud followed by small group discussion.

Electronic Resources:
1- Field Trip- This website can be used by both the students and the teachers after the reading. The website contains a visual field trip of America, activities for students and discussion questions for students to think about Patriotism.
2- Presidents' Day- A useful website for students to utilize before or after the reading. It contains information, activities, games and historical facts about Presidents' Day.

Teaching Suggestions:
1. Vocabulary- Patriotism, Slumped, Scrunched, Pouting, Crates, Grumbled

2. Reading Strategies-

Before Reading: Before reading the book, have students create vocabulary cards. The index cards should include the word on one side and on the other side, their own definition and a visual to represent the word.

During Reading: As you read the book aloud, have students do the direct note taking activity. Stop in appropriate pages and have students write one fact or something they learned from the reading.

After Reading: In small groups, have students do the popcorn review activity. They should use their notes to talk about the book. Their discussion should be about:

- What they learned from the book?

- What was interesting?

- What is patriotism for them?

- How would they represent patriotism and why?

3. Writing Activity- As their exit ticket and part of their popcorn review, have students explain why they think Caleb chose his dad to represent patriotism.

The Secret of Priest's Grotto

Title: The Secret of Priest's Grotto

Authors: Peter L. Taylor and Christos Nicola

Publisher: Kar-Ben Publishing

Copyright: 2007

Reading Level: Approximately Grade 6

Summary:
The Secret of Priest’s Grotto is a nonfiction book about the survival of several families during the Holocaust. For more than a year, underground caves in the Ukraine provided sheltered and protection to Jews, including children and the elderly. The book is basically about two different stories; one story is about the men who discovered the caves and the other story is about the survivors. The survivors tell their unknown stories of how they found the caves, how they fought to survive and how life was like underground.

Suggested Delivery:
Small reading groups including reading group discussions.

Electronic Resources: 
1- Holocaust Children- This website includes stories about other Jewish children that survived the Holocaust. This website can be utilized after the reading so students can expand on what they read. This can also be used as a text-to-text connection followed by text-to-self connection. This connections will enhance student's comprehension.

2- UAYCEF- This website was recommended by the authors of the book and it can be used during the reading. The website includes visuals, stories of their different discoveries and interesting information for students.

Teaching Suggestions:
1- Vocabulary- Western Ukraine, Substantiate, Methodically, Prevailed, Silhouette, Vigor

2- Reading Strategies- (KWL Chart)

Before Reading: Ask students to make predictions of the book based on the cover page. Have a brief class discussion about what they think the book might be about. After, have students complete the “K” section of the KWL chart. Students should write everything they know about Jews, Ukraine, Holocaust survivors and history. Review the vocabulary and read just the first page.

During Reading: After reading the first page, have students complete the “W” section of their KWL chart. The questions should be based on the first page reading. Encourage students to ask questions about topics like Jews, Ukraine, the Holocaust, survival and caves.

After Reading: Discuss the reading with students by asking them about the questions they wrote for the “W” section. They should be able to include details from the book and personal opinions. After, have students complete the “L” section.

3- Writing Activity- From the different survival stories told in the book, have students select one that made an impact on them. They should identify what was interesting about the story, how it made them feel, any thoughts and questions they have about the story.