Brandy+Adams

1. Page R. & Jenkins S. (2003). //What do you do with a tail like this?// Boston: Houghton Mifflin Company. 0618256288**//(2004 Caldecott Honor).//**

This colorful children’s book details different animals and their use of different body parts. It explores the use of different animal’s noses, ears, tails, eyes, mouth and feet. Each pages progresses asking the question ‘What do you do with a (body part) like this?’ followed by a two-page layout of the animals seen on the previous page.
 * Summary: **

This story is a great way to introduce body parts and animals to young children! The last pages give detailed information about each animal in the book. This is a fantastic book for comparing and contrasting animals for older primary students!
 * Review: **

Common Core Science: 2nd- Understand that plants and animals have features that help them live in different environments.
 * Curriculum Connection: **


 * Genre: ** Informational

A data chart can be used during the reading of __What Do You Do With a Tail Like This?__ Students will compare and contrast the different features of the animals in the story and discuss how their environments are similar/different.
 * Strategy: 49-Data Charts (pg. 281-287) from //Promoting Literacy Development// (2012). **

2. Juster, N. (2006). //The hello, goodbye window//. New York: Hyperion Books. 0786809140. **//(2006 Caldecott Medal).//**

This story is about a girl who tells about the time she spends with her grandparents. She tells the story for the view of the front window to the house where she interacts with her grandparents. There are many different types of events that take place in the story and ends with her envisioning her own window when she is old enough to have her own grandchildren.
 * Summary: **

This book is an excellent description of a healthy relationship between children and their grandparents. There are many fun and exciting things that she does with her grandparents and in each one there is a lesson to be learned. All life experiences are lessons, especially when having fun with your grandparents! Since the story is written in first-person format, children who read this story can become the little girl and understand the relationship she has in the story. The illustrations by Chir Raschka are vibrant and engaging.
 * Review: **

Common Core Language Arts: K-Actively engage in group reading activities with purpose and understanding.
 * Curriculum Connection: **


 * Genre: ** Picture Book (Realism)

This strategy is also known as partner reading. By sharing this story with a peer in peer-mediated learning, the more fluent reader gives assistance to the less fluent reader. Begin by pairing students together to take turns reading.
 * Strategy: 11-Paired Assisted Reading (pg. 59-63) from //Promoting Literacy Development// (2012). **

3. DiCammillo, K. (2003). //The tale of Despereaux: Being the story of a mouse, a princess, some soup and a spool of thread//. Cambridge, MA: Candlewick Press. 0763617226-9. **// (2004 Newberry Medal). //**

This is a story of a mouse that loves music, telling stories and a princess name Pea. It is the story of a mouse’s journey again a rat name Roscuro, who lives in the darkness and covets the light, a serving girl name Miggery Sow with an impossible yet simple wish and how the three lives cross paths.
 * Summary: **

This is a story of unlikely hero’s that cross one another’s path. The four characters and beautifully woven together in this story of desperate love, dreams and fantasy.
 * Review ** :

Common Core Language Arts: 3rd Grade-Distinguished their own point of view from that of the narrator or those of the characters.
 * Curriculum Connection: **


 * Genre: ** Modern Fantasy

The teacher breaks the students into four groups and assigns each group a character (Despereaux, Roscuro, Miggery Sow and Pea the Princess). Each group is to come up with a chart of character traits. Once completed, the groups will hand their chart(s) in the front of the room and discuss the similarities and differences in each of the characters.
 * Classroom Activity: **

4. Lord, C. (2006). //Rules//. New York: Scholastic Press. 0-439-44382-2. **// (2007 Newberry Honor). //**

Catherine is twelve years old and only wants to live a normal life. The problem is that she has a brother with autism and a family that is consumed with his disability. After years of trying to teach her brother David the rules her summer takes a turn and has her asking the question ‘What is normal?’ This story takes a sensitive look at the feeling of being different and finding acceptance no matter what the ‘rules’ may be.
 * Summary: **

This is a great discussion starter for older intermediate students. It deals with the emotional development of those who struggle with siblings that have disabilities. The chapter titles are rules for Catherine’s brother and provide the opportunity for students to have discussions prior to reading the chapters to brainstorm just what the topic might be about. This story provides the opportunities to deepen students’ understanding of differences and acceptance.
 * Review: **

Common Core Writing: 4th Grade- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * Curriculum Connection: **


 * Genre: ** Realism/Special Challenges: Autism

This strategy helps students to understand the character development of Catherine. The students can first individually do the character map and then break out into small groups and compare their maps. From there, the groups share their ideas with the class.
 * Strategy: 24-Character Mapping (pg. 138-143) from //Promoting Literacy Development// (2012). **


 * 5. **Curtis, C.P. (2009). //Elijah of Buxton//. New York: Scholastic Press. 0-439-02344-0. **//(2008 Newberry Honor).//**

Elijah lives in a settlement of runaway slaves in Buxton, Canada, which is near the American border. It is a story of his quest to help a field who has had his money stolen, money he would use to get his family out of captivity in the South. Elijah is terribly afraid of snakes and talks to much, according to his mother. Can he overcome these challenges and stop being so ‘doggone fra-gile’?
 * Summary: **

This is a story of a young boy, the first to be born free on the Buxton Settlement founded in Ontario in 1849. Elijah faces many challenges ahead of him, and yet he himself is only eleven years old. This story provides background information about the time of slavery in American History. Readers will learn about the conditions of slavery from the first-person perspective.
 * Review: **

Common Core Language Arts: 3rd Grade- Distinguish their own point of view from that of the narrator or those of the characters.
 * Curriculum Connection: **


 * Genre: ** Historical Fiction

This strategy helps students connect to the text in the story. The events are from an earlier time in history and students will not have an experience in their life to compare to that of Elijah Buxton. A double-entry journal will provide students to respond on how they would feel if they were Elijah and empathize with him. The teacher chooses different passages for students to read and then they respond in a journal. Questions to ponder are used to foster their responses. ‘What did you see?’ How would this make you feel?’
 * Strategy: 25 ‘Double-Entry Journals (pg. 144-48) from //Promoting Literacy Development// (2012). **

6. Weatherford, C.S. (2006). //Moses: When Harriet Tubman led her people to freedom//. New York: Hyperion Books. 078685175-9. **(2007 C//oretta Scott King Award).//**

This is a unique and moving portrait of the aspiring Harriet Tubman and the story of the Underground Railroad. It is a fiction story that is based on the spiritual journey Harriet Tubman went through.
 * Summary: **

The illustrations of the book portray the character in almost every page as a full-body image that takes up the majority of one of the pages. The words are smaller on the left. This could be to depict her ‘larger than life’ story! One set of words on each left page are larger and bolded, and written as they were the words of God leading her.
 * Review: **


 * Curriculum Connection: **
 * Common Core Language Arts: 1st Grade- With prompting and support, identify characters, settings and major events in a story. **


 * Genre: ** Biography

This story provides an opportunity for learners to visually imagine the story for understanding. The topic is introduced prior to the introduction of the story, The Underground Railroad. Before reading, the teacher walks through a text walk to identify key vocabulary. The teacher reads out each page while learners sketch their ideas while listening. Then they share their images and discuss variations in them. Afterwards, learners write a passage based on their discussions.
 * Strategy: 26- Visualize It! (pg. 154-57) from //Promoting Literacy Development (2012).// **

7. Bolden, T. (2007). //M.L.K: The journey of a king.// New York: Abrams Books. 0-8109-5476-1. **(2008** **//Orbis Pictus Award).//**

This book provides a timeline in the life of Dr. Martin Luther King, Jr. There are many pictures and details provided that gives the reader information not only about M.L.K. but about the Civil Rights Movement as well.
 * Summary: **

In this book, there are more than 80 photographs of the life of Martin Luther King, Jr. The historical timeline of his life is laid out in beautiful fashion and has a narrative description of the highlights of his career as both a pastor and a civil rights movement leader. Although there are many books about M.L.K., this copy of his life in an invaluable asset to any library media center.
 * Review: **

Common Core Social Studies: 3rd Grade- Identify significant patriotic and historical songs, symbols, monuments/landmarks [The Star Spangled Banner] and patriotic holidays [Martin Luther King Jr. Birthday] and explain their historical significance.
 * Curriculum Connection: **


 * Genre: ** Biography

With this strategy, the teacher will use an entrance slip before learning about Martin Luther King, Jr. [January]. This information will let the teacher know the prior knowledge of students to better prepare teaching. After using the story, __M.L.K.: The Journey of a King,__ the teacher will then distribute exit slips to determine what information the students gained**.**
 * Strategy: 48 ‘Entrance and Exit Slips’ (Pg. 275-280) **

8. Beaumont, K. (2005). //I ain’t gonna paint no more!// New York: Harcourt Books. ISBN 0-15-202488-3. **(2007 //KY Bluegrass Award for K-2).//**

Sung to the tune of ‘It Ain’t Gonna Rain No More!’ this delightful children’s rhyming story goes through the colorful adventures of one boy painting, painting and painting some more. He begins by painting the walls but moves on until his entire body is covered in paint!
 * Summary: **

This story provides a great opportunity to introduce rhyming to young children as well as body parts. Its sing-song quality captures the attention of young readers! It is a hilarious way to talk about those things that you do paint and things that you do not paint.
 * Review: **

Common Core Foundational Skills: K- Recognize and produce rhyming words.
 * Curriculum Connection: **


 * Genre: ** Picture Book

The teacher first uses chart paper to color-code the onset and rime in basic words (Cat, Hat). Then the story is introduced and the teacher facilitates finding the rhyming words in the story. A list is made on the chart paper of the rhyming words. The activity is ended by rhyming students’ names.
 * Strategy: 1-Rhyme Generation (pg. 6-9) from //Promoting Literacy Development// **

9. Korman, G. (2008) //Swindle//. Scholastic Press. 0439903400. **(2010** **//KY Bluegrass Award for 3-5).//**

The story of a boy named Griffin who dreams of a skate park being built on the property where an old, creepy house sits. When he and his friends discover a baseball card of Babe Ruth in the house, they set out to find it’s worth. After being conned by a man named S. Wendell Palomino ‘Swindle’, Griffin and his friends are on a mission to get back what is rightfully his.
 * Summary: **

This is a great piece to add to your library collection that will attract male readers. Baseball cards, skate parks, and old creepy houses provide just the right setting for excitement and adventure!
 * Review: **

Common Core Language Arts: 4th Grade- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [a characters thoughts, words, or actions].
 * Curriculum Connection: **


 * Genre: ** Juvenile Fiction

The main character in Swindle would be a great way to introduce character mapping to learners. Learners will map out the character traits of Griffin and to better comprehend the story as well as to learn about character analysis.
 * Strategy: 24-Character Mapping (pg. 138-143) from //Promoting Literacy Development// (2012) **

10. Shah, I. (1998). //The farmer’s wife//. Cambridge, MA; Hoopoe Books. 1-883536-34-0. **(International Children’s Library**).

This is a cumulative Sufi teaching tale of a farmer’s wife who is trying to retrieve an apple from a hole in the ground. It is a story about problem solving told with vivid illustration and repetition in the words.
 * Summary: **

This is a repetitive story that is much like __The Old Lady Who Swallowed a Fly__. The colors are bright and inviting and it is a good way to introduce students to sequencing events in a story.
 * Review: **

Common Core Literature: 1st Grade- Retell stories, including key details, and demonstrate understanding of their central message or lesson.
 * Curriculum Connection: **


 * Genre: ** Fiction

This strategy will help learners determine the setting, plot, characters and important events in the story __The Farmers Wife__. Since part of the story is repetitive, learners will be able to retell the story by mapping what happens first, second, and so forth.
 * Strategy: 21- Story Mapping ( pg. 122-127) from //Promoting Literacy Development (2012).// **

11. Lund. D. (2006). //All aboard the dinotrain//. Orlando, FL: Harcourt Books. 0152052372. Retrieved from[].

The story of a train filled with daredevil dinosaurs that end up on a ‘runaway roller coaster’ train ride.
 * Summary: **

This story is for the adventurous type that like both reptiles and trains! Many different dinosaurs are represented on this exciting ride with misadventures that leave the reader hanging on for the ride! This story is excellent for storytime reading to early primary students.
 * Review: **

Common Core Language Arts: 1st Grade-Demonstrate understanding of spoken words, syllables, and sounds [phonemes].
 * Curriculum Connection: **


 * Genre: ** Picture Book

Using the different dinosaurs in the story, the teacher will use picture cards of each dinosaur and talk about the beginning sound in each word, Tyrannosaurus begins with the sound /t/. The teacher builds on the card by saying ‘Can you think of other words that begin with that same sound /t/? The teacher then models how to play the game using their beginning sound.
 * Strategy: 3-Picture Card Snap (Pg. 14-17) from //Promoting Literacy Development// (2012). **

12. Bunting, E. (2008). //Flower garden//. Orlando, FL: Voyager Books:Harcourt. 0152023720.

This is a story of a girl and her father as they purchase a ‘garden’ for her mother’s birthday surprise. Follow the girl through her trip to the store, across town on a bus and then up to the second floor of her apartment building as she and her father prepare the surprise.
 * Summary: **

This is a delightful story for preschool as well as primary students as they are learning about spring, things that grow and mother’s day. The illustrations in the story provide opportunities to talk about the difference in viewpoint depending on your location (in a building, on a bus, looking out a window or up at a window). It is also an opportunity to compare and contrast different flowers in the story**.**
 * Review: **

Common Core Language Arts: Kindergarten- With prompting and support, retell familiar stories, including key details.
 * Curriculum Connection: **


 * Genre: ** Picture Book

This strategy would work well with this story to enhance comprehension of its content. The teacher helps students to predict what will happen based on the title and pictures in the story __Flower Garden__. The teacher then reads the story, confirms predictions and reviews the story. Last, the teacher allows the students to retell the story orally to a partner with prompting questions to include characters, setting, actions and key details as needed.
 * Strategy: 22-Story Retelling (pg. 128-32) from //Promoting Literacy Development (2012).// **


 * 13. ** Keats, E.J. (1967). //Peter’s chair//. New York: Viking Children’s Books. 0-439-11425-X.

This is a story of a boy who has a new baby sister and his struggles giving up things he has outgrown (crib, baby bed, high chair and a child-size chair). He soon learns that he has a very special job as a big brother!
 * Summary: **

This is an awesome story for teaching about families and the changes that occur as new babies enter the picture. It is told from an older toddler-preschool age sibling and his struggles with sharing his things with his baby sister.
 * Review: **

Common Core Foundational Skills: K- Isolate and pronounce the initial, medial, vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant CVC) words.
 * Curriculum Connection: **


 * Genre: ** Picture Book

The teacher will take the students on a picture walk in the __book Peter’s Chair__. The students will have the opportunity to label different objects they see in the illustrations. The teacher then models finding two words that begin with the same sound; (crib, cradle). The teacher writes the words on the board and circles the beginning letter /c/. Partner 1 says a word of a picture in the book and Partner 2 finds an object that begins with the same sound. Partners take turns switching roles for practice.
 * Strategy: 4 ‘Sound Sort’ (pg. 18-21) from //Promoting Literacy Development (2012).// **

14. Fox, M. (1997). //Whoever you are//. Orlando, FL: Harcourt Books. 0152060308.

This colorful picture book talks about the differences in people around the world. Although we are all different, our similarities outweigh the differences.
 * Summary: **

This story makes connections to celebrate life across the globe. The illustrations offer diversity to show the differences in cultures, languages, religions and genders. A beautiful story about diversity that would be a great introduction for early readers.
 * Review: **

Common Core Social Studies: 2nd Grade- Understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and to work cooperatively with the many diverse ethnic and cultural groups of today.
 * Curriculum Connection: **


 * Genre: ** Picture Book

Students compare and contrast themselves by using a graph to chart how many are boys/girls, how many are from another country/from the United States, languages spoken, types of home they live in, and foods they eat. These results are then compared during small groups to talk about how the students are similar or different.
 * Class Activity: **

15. Curtis, J.L. (2004). //It’s hard to be five//. New York: Harper Collins. 0060080957.

Being a five-year-old can have its ups and downs. This story describes with rhyme the ways a five-year-old must learn to cope with change and have self-control.
 * Summary: **

This singsong verse story displays the beauty of a five-year-old, whether positive or not-so positive! The illustrations display the ever-changing moods of five-year-olds and young children will be able to relate to at least one of the challenges faced in the book. This would be an excellent beginning of the year story for Kindergarteners.
 * Review: **

Common Core Foundational Skills: K-Read common high frequency words by sight.
 * Curriculum Connection: **


 * Genre: ** Picture Book

Before the lesson, the teacher marks the color words in the text by using a document camera and the interactive board. As the pages are turned, the teacher models reading the color words fluently. As the students read the text through at least four times, the teacher monitors the reading. Last, the group chorally reads the marked words together.
 * Strategy: 12-Choral Reading (pg. 64-68) from //Promoting Literacy Development// (2012). **


 * References:**

Antonacci, P. & O'Callaghan, C. (2012). //Promoting literacy development.// Los Angeles, CA: Sage Publishing.

Lynch-Brown, C., Tomlinson, C.M., & Short, K.G. (2011). //Essentials of children’s literature// (7th ed.). Boston, MA: Pearson Education.