Michelle+Jackson+Reviews

// Caldecott Medal (2008) //
 * The Invention of Hugo Cabret **
 * 1) __ Citation __ : Selznick. Brian. (2007). //The Invention of Hugo Cabret//. New York, NY: Scholastic, Inc. (ISBN: 0-439-81378-6)
 * 2) __ Summary: __ //The Invention of Hugo Cabret// is a story depicted in words and pictures, and therefore appealing to readers of many learning styles and with varied interests. The story is set in 1931 Paris, and mostly takes place within the walls of a busy train station. After becoming orphaned, Hugo lives in the station and apprentices as the Timekeeper with his uncle, who soon disappears leaving Hugo to carry on his work. Throughout the book, Hugo is working on refurbishing his “mechanical man,” an automaton that Hugo’s father began work on before his death. As Hugo meets and begins to trust people in the train station, he learns that Papa Georges, the old, unhappy toy-maker in the train station, made the “mechanical man” decades ago. Through the help of Isabelle, Papa Georges’ goddaughter, and Hugo, Papa Georges remembers who he used to be—a famous magician, artist, and movie-maker—and shares his work with the people of Paris. Hugo is taken in by Papa Georges and his wife and trained as an apprentice magician.
 * 3) Once I "got into" this book, I really enjoyed it. It was frustrating at first for me to "read" the beginning of the book through pictures; I wasn't sure I was seeing the important parts of the book and understanding what was in the author/illustrator's mind as he drew the pictures. I can see, however, how the book would appeal to young adolescents, especially those who are non-readers or reluctant readers. The story was adventurous, had plenty of character development, and was historically accurate. I found myself wanting to know more about the real characters in the book. I would hope that the book would also spark interest in doing further research for some children who read the book as well.
 * 4) __ Curriculum Connection: __ 5th grade
 * 5) While reading this book, students should think about and analyze the effect of combining picture and words to tell this story. How does the story challenge the way students are “used to” reading books? How does the combination of pictures and words engage them as readers?
 * 6) CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
 * 7) Standard 7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).
 * 8) __ Genre: __ historical fiction; a mix of novel, graphic novel, and picture book
 * 9) __ Classroom Activity: __ Strategy 31: Questioning the Author
 * 10) In this classroom activity, students are encouraged to question the author’s decisions about various aspects of the book. Students are guided by the teacher in asking questions about purpose and structure. Through this process, students learn that to become self-regulated readers, they must challenge their own comprehension of a text through asking questions.
 * 11) In the book //The Invention of Hugo Cabret// there are numerous opportunities for questioning the decisions made by the author. Why did he choose to begin the book with pictures instead of words? Why were the pictures interspersed into the story in exactly this way? What was the author’s purpose in introducing the book from the perspective of a character who isn’t introduced until the end of the book? By guiding students to asking these questions and more, the teacher is facilitating an open discussion that challenges the author’s decisions. Students will learn the importance of analyzing a book a little deeper than normal.


 * The new title from this author is Wonderstruck. It is fantastic. **

** Kitten’s First Full Moon **
// Caldecott Medal (2005) // _
 * 1) __ Citation: __ Henkes, Kevin. (2004). //Kitten’s First Full Moon.// New York, NY: Greenwillow Books. (ISBN: 0-06-058829-2)
 * 2) __ Summary: __ //Kitten’s First Full Moon// is a simple picture book written for children approximately aged 3-6, although it could easily appeal to older children as well. The story is about Kitten mistaking the full moon for a bowl of milk, and all the adventures that accompany her attempts to reach it. Kitten ultimately ends up in the pond, and then goes home because she is wet and tired. There, she finds a bowl of milk just for her! The book is written for emergent readers with repeated phrases, descriptive illustrations, a simple page layout, and many prepositional phrases. //Kitten’s First Full Moon// is a cute story, with easy-to-follow text and illustrations that teaches children the importance of persistence.
 * 3) This book is adorable! The black-and-white illustrations add to the simplicity of the book and enhance the night-time setting of the story. Being an intermediate-level teacher, I generally migrate towards upper-level children’s books, and even picture books that are geared towards older children. I enjoyed this book because it was simple enough to be comprehended by young children, but also has a complex enough theme for slightly older children.
 * 4) __ Curriculum Connection __ : Kindergarten
 * 5) While reading or listening to this book, students should focus on the words in the book—both the words that they know and those that are unfamiliar.
 * 6) CCR: none
 * 7) Standard 3:
 * 8) Know and apply grade-level phonics and word analysis skills in decoding words.
 * 9) Know the spelling-sounds correspondences for common consonant digraphs.
 * 10) Decode regularly spelled one-syllable words.
 * 11) Know final –e and common vowel team conventions for representing long vowel sounds.
 * 12) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
 * 13) Decode two-syllable words following basic patterns by breaking the words into syllables.
 * 14) Read words with inflectional endings.
 * 15) Recognize and read grade-appropriate irregularly spelled words.
 * 16) __ Genre __ : fiction, picture book
 * 17) __ Classroom Activity __ : Strategy 6: Phonics in Context
 * 18) This classroom activity is designed to aid students in the comprehension of text through the decoding of unfamiliar words. A letter or letter combination should be introduced. The teacher should then conduct a picture walk to encourage predictions. Students are asked to listen to the focus sounds/letter combinations as they listen to the book. While reading, the teacher records words that match the targeted letter or letter combinations.
 * 19) // Kitten’s First Full Moon // is a book that could be effectively used with this strategy because the illustrations offer very helpful clues to the content of the book. Before teaching this strategy, the teacher should identify a letter or sound that is recurrent in the book, and that the students will focus on in the lesson. Some letter combinations tha could be taught through the reading of this book include “ck,” “th,” and double consonants in words such as “full,” “kitten,” and “still.”

//Caldecott Honor Book (2008); The Robert F. Sibert Medal//
 * The Wall: Growing Up Behind the Iron Curtain**

i. CCR: Assess how point of view or purpose shapes the content and style of a text. ii. Standard: 6 __ // Newbery Honor Book (2001) //
 * 1) __Citation:__ Sis, Peter. (2007). //The Wall: Growing Up Behind the Iron Curtain.// New York, NY: Frances Foster Books. (ISBN: 978-0-374-34701-7)
 * 2) __Summary:__ This book is extremely complicated, but the main storyline is very simple. It is about a boy who loved to draw. However, the boy could not draw everything he wanted to because he could get in trouble. It is never stated in the main story, but in the abundance of text and information surrounding the main story it is clear that the boy is growing up during the Cold War, and he is on the Communist side, being told exactly what he could and could not do. //The Wall// is not a book that could easily be used in the classroom as a teaching tool, but one that could be suggested to students who want to know more about the Cold War. There is simply too much information in the book, and the information is too dense and intense for many students.
 * 3) I was completely overwhelmed by this book. I felt as if I was being overloaded with information simply by flipping through the pages in the book. Although the book has a lot of really good historical information as well as personal information from the author, I was sometimes unsure of which information I was supposed focus on on any given page. Much of the information in the book is way too advanced for many elementary-school students . Some of it was even too advanced for me, with my limited knowledge of World History!
 * 4) __ Curriculum Connection __ : 5th grade
 * 5) While reading this book, students should consider that this is one account of the Cold War, and there are many other personal accounts of the event as well as historical facts associated with the time period in world history.
 * 1) Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent.
 * 2) __ Genre __ : autobiography, nonfiction
 * 3) __ Promotional Activity __ : Display
 * 4) In order to spark student interest in world history, develop a display of picture books that are all about various time periods in the history of the world. These books should include strictly factual, nonfiction books as well as books such as //The Wall// which include biographical information. the display should be only picture books so that students have a visual way of being introduced to the topics. The books should include a semi-broad range of historical time periods and events, but there should also be at least 2-3 different books from each period/event so that students can compare the various perspectives.
 * Because of Winn-Dixie **
 * 1) __ Citation __ : DiCamillo, Kate. (2000). //Because of Winn-Dixie.// Cambridge, Massachusetts: Candlewick Press. (ISBN: 0-7636-1605-2)
 * 2) __ Summary __ : //Because of Winn-Dixie// is a touching story of a lost girl and a lost dog who help each other find comfort. Many positive things happen because of a stray dog, whom the narrator, India Opal Buloni, rescues and names Winn-Dixie after the grocery store where they are united. For instance, Opal learns information from her father about her mother, who left them when Opal was very young. Winn-Dixie seems to charm everyone who meets him, including the Preacher (who happens to be Opal’s father), a 5-year-old girl, a pet store employee, the town “witch” (who is really an elderly woman who lives by herself), the librarian, and a couple of kids near Opal’s age. At the end of the book, Winn-Dixie helps to bring all these people together when Gloria Dump (the “witch”) and Opal host a party. At the party, Opal learns how much people care about each other, and comes to the realization that her mama is not coming back for her. While this could be a sad ending to the story, it isn’t because Opal realizes that she has her father, and she has Winn-Dixie, and she will be happy with them.
 * 3) I had heard of the book //Because of Winn-Dixie// for years, but had never read it. I really enjoyed reading the story for this class, and can see how it could become a favorite for children, especially animal lovers. The story is entertaining, but very realistic at the same time. DiCamillo hints at some very real childhood issues—abandonment, death, and relocating to a new town—without dwelling on the sadness of these events. I think this subtle hinting makes the story appealing to children because it acknowledges that even children have to deal with sadness, but there are opportunities to meet new people and for life to go on.
 * 4) __ Curriculum Connection: __ 3rd grade
 * 5) While reading this book, students should focus on the characters and their traits, especially as they develop and grow from the beginning to the end of the story. There are many different relationships in the story, and students should be encouraged to explore them and how the relationships create the story.
 * 6) CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of the text
 * 7) Standard 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 * 8) __ Genre: __ Realistic Fiction
 * 9) __ Classroom Activity: __ Strategy 24: Character Mapping
 * 10) In this classroom activity, students examine the character(s) from various perspectives—actions, thoughts, and words of the character; author’s comments about the character; and other characters’ reactions to the character through actions, thoughts, and words. Students use a graphic organizer to visually show the connections among characters, and to help them organize their thoughts.
 * 11) //Because of Winn-Dixie// offers the perfect opportunity to use the character mapping strategy because the book is all about character relationships. There are many different relationships in the book and students should be able to analyze these relationships through many different means. For this book, it may be beneficial to assign students (or pairs) to examine specific relationships, and then as a class to put all the relationships together into a map.

Hardesty's Review __Newbery Honor Book:__ // Because of Winn-Dixie // __APA Citation with IBSN:__ DiCamillo, K. (2004). //Because of Winn-Dixie//. Cambridge, Mass: Candlewick Press. ISBN 0763607762 __Summary:__ Opal and her father (a preacher) move to Florida where Opal has difficulties meeting new people. One day, they go into a supermarket and come out with a dog Opal names Winn-Dixie. Winn-Dixie leads Opal to many friendships and Opal also learns to let go of particular things in order to experience life to its fullest. __Liked/Disliked:__ This is a wonderful book for adults and children third grade and above. The humor Winn-Dixie’s character brings forth and the friendships that are established are fantastic. __Curriculum Connection:__ Fifth GradeStandard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly. __Genre:__// Realistic Fiction // __Classroom Activity:__ Strategy 13: Read-Arounds

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// Newbery Honor Book (2006) // ___ // Orbis Pictus Award (2003) //
 * Show Way **
 * 1) __ Citation __ : Woodson, Jacqueline. (2005). //Show way//. Illus. Hudson Talbott. New York, NY: G. P. Putnam’s Sons. (ISBN: 0-399-23749-6)
 * 2) __ Summary __ : //Show Way// is a picture book which tells the stories of seven generations of women in the author’s family, beginning with “Soonie’s great-grandma” and ending with the author’s own daughter. Each woman lived her life in a very different world, but each woman passed on her story to her daughter through the “Show Way” quilts. The story follows the African woman’s American history from slavery in the south to today’s modern world. In each story, the Show Way quilt helps guide and direct these freedom fighters, artists, and writers. The illustrations throughout the book show the path that these women have taken through history and through their own heritage.
 * 3) Part of the reason why I enjoyed this book so much is because of my experience teaching 5th grade American History. This book covers so much American history, from slavery through the Civil Rights Movement to today. This would be a great picture book to help teach about the quilt code during slavery, which was used on the Underground Railroad. I also enjoyed the book because it depicts some of the family history of the author. However, I think the book would be greatly enhanced if the author had included more information, or at least an author’s note, explaining that this book really is based on her family heritage. The reader can assume that the book is based on fact, but nowhere in the book is that fact actually acknowledged.
 * 4) __ Curriculum Connection: __ 5th grade
 * 5) While reading this book students should think about the historical connections to the text. They should consider why the author has written the book in the format that she choose—why does it go back to a certain generation? Why are all the women discussed in relation to Soonie? How does she shape the text in a historical context?
 * 6) CCR: Assess how point of view or purpose shapes the content and style of a text.
 * 7) Standard 6: Describe how a narrator’s or speaker’s point of view influence how events are described.
 * 8) __ Genre: __ semi-biographical
 * 9) __ Classroom Activity: __ Strategy 32: My Web of Questions
 * 10) This classroom activity is designed to encourage students to question what they are reading. Students are given a graphic organizer to help them organize their thoughts and questions as they read. Students should be shown a model of the strategy before they begin working with the strategy on their own. Some questions that the students should ask as they read include:
 * 11) What is the purpose? What does the title mean? How do the illustrations help us understand the text?
 * 12) Although generally used when a text is on or slightly above students’ reading level, this strategy could also work for the book //Show Way// (which is on or slightly below a 5th grade reading level) because it would encourage students to question the history content presented in the book.
 * When Marian Sang: The True Recital of Marian Anderson: The Voice of a Century **
 * 1) __ Citation: __ Ryan, Pam Munoz. (2002). //When Marian sang: The true recital of Marian Anderson: The voice of a century//. Illus. Brian Selznick. New York, NY: Scholastic Press. (ISBN: 0-439-26967-9)
 * 2) __ Summary: __ This beautifully illustrated book is a biography of Marian Anderson, an African-American woman born around the turn of the century to a loving, musical family. Marian grew up surrounded by music and became a well-known singer in and around Philadelphia by the time she was eight years old. Throughout the rest of her life, Marian was invited to perform for notable people around the country, and eventually around the world. Marian faced many hardships because of her skin color, and became a leader and role model when she and others (including Eleanor Roosevelt) fought for her right to sing publicly in Washington, D.C. After this performance, Marian continued to sing for dignitaries across the world. Her biggest dream, to perform at the Metropolitan opera, came true in 1955, making her the first Negro woman to do so. //When Marian Sang// is a phenomenal book that takes readers on a journey through the life of an important, although not very well-known, American woman by way of beautiful illustrations, song lyrics, prose, and informative author and illustrator notes.
 * 3) I truly enjoyed this book, both the illustrations and the narration. The illustrations, in their sepia-toned style, are detailed and engaging. I learned a lot of information about a historical person who was unknown to me, which is always enjoyable for me. Another great part of the book, in my opinion is the bibliographical information at the back of the book. There is a timeline, author and illustrator notes, and further information. I can see this book being used as a "hook" for a unit on, for instance, American historical women. I think students would be able to connect, on some level, to Marian through the reading of this book.
 * 4) __ Curriculum Connection: __ 5th grade
 * 5) While reading this book, students should think about the purpose of the book. Who is the audience? Why was the book written? Why is it in the format of a picture book?
 * 6) CCR: Assess how point of view or purpose shapes the content and style of a text.
 * 7) Standard 6: Analyze multiple accounts of the same event or topic, noting important similarities or differences in the point of view they represent.
 * 8) Students will accomplish this standard by comparing the story to the timeline, author’s, and illustrator’s notes all contained in the book.
 * 9) __ Genre: __ Biography (picture book)
 * 10) __ Classroom Activity: __ Strategy 14: Radio Reading
 * 11) When Radio Reading is used with students, the purpose is to increase fluency while encouraging reading publicly. Radio Reading should be done after students are familiar with the text, and in small, repeated chunks. Students should practice their portion of the text numerous times before reading in front of the teacher and classmates. Another benefit to Radio Reading is that it involves the whole class through listening and questioning.
 * 12) // When Marian Sang // is an example of a book that could be effectively read through the use of Radio Reading because of both the nature of a picture book (smaller amounts of text) and the content of this book. The book is both informative and interesting, thus appealing to both the reader and listeners. There are many parts of the book that lend themselves to questioning (done by the listeners). The whole story would not have to be used for this strategy to be effective. Since the book is a biography, the story could easily be split into portions of Marian’s life and “broadcast” as such. By chunking the book into chronological parts, the teacher could easily guide the questions and discussions and limit the amount of material covered in one “broadcast.”

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**Amelia Earhart: The Legend of the Lost Aviator** //Orbis Pictus Award (2009)// 1. __Citation__: Tanaka, Shelley. (2008). //Amelia Earhart: The Legend of the Lost Aviator.// Illus: David Craig. New York, NY: Abrams Books for Young Readers. (ISBN: 978-0-8109-7095-3) 2. __Summary__: This picture-book biography of Amelia Earhart is written in a way that encourages young readers to enjoy the biographical genre, and to learn more about this amazing woman in American history. The book is organized chronologically, from Amelia’s early years through her disappearance in the Pacific Ocean, making the book easy for children to follow. Interspersed throughout the book are photographs, drawings/paintings that are depictions of Amelia’s life, information about the historical time period, timelines, and other information that gives depth to the book. //Amelia Earhart: The Legend of the Lost Aviator// tells Amelia Earhart’s amazing story of courage, adventure, and her advocacy for careers for girls. 3. I enjoyed reading this book because I learned a lot about Amelia Earhart as I read. I knew her basic story, knew that she was a pioneer in the field, and knew about some of the theories surrounding her disappearance. However, I didn’t know much of the information about her early life, her marriage, or the details about many of her flights. I think students would really enjoy this book because it is so interactive—pictures, sidebars, illustrations, and engaging text. This book is a great way to show that biographies are not boring, and that a lot can be learned about other peoples’ lives. 4. __Curriculum Connection__: 4th grade 1. While students are reading this book, they should think about the biography genre and how information is learned from reading a biography. What about the book makes it easy to follow/understand? What elements of the book enhance the book’s information? 1. CCR: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, scene, or stanza) relate to each other and the whole. 2. Standard 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 5. __Genre__: biography 6. __Promotional Activity__: Introduction of Biographies 1. In the classroom, the teacher should display many examples of biographies—picture books, articles, chapter books, etc. As an introductory lesson about biographies, students should be encouraged to explore the books that are displayed. They should not read the whole book, but simply skim through the stories looking for elements that are common among all the books. 2. As a whole class, students should create a list of characteristics of biographies. The list should include characteristics such as: tells story of a person’s life, usually chronological, has photographs, may have a timeline, etc.

// KY Bluegrass Award //
 * The Puzzling World of Winston Breen **
 * 1) __ Citation: __ Berlin, Eric. (2007). //The puzzling world of Winston Breen.// New York, NY: G.P. Putnam’s Sons. (ISBN: 978-0-399-24693-7)
 * 2) __ Summary: __ //The Puzzling World of Winston Breen// offers an introduction to detective work and the mystery genre for children aged 10-12. The main character, Winston Breen, has accidentally become involved in a treasure hunt in his town. While Winston and the other treasure hunters are searching for the hidden treasure, there is also an investigation into a couple of mysterious break-ins in the town. The book is written around a central puzzle that the characters are working to solve; the reader is encouraged to solve the puzzle alongside the characters. Scattered throughout the book are various other puzzles—word, number, logic, pictorial—that the reader is invited to solve as well, but that do not have importance in the central puzzle. The ending, at which point the “bad guy” is revealed, throws a twist into the entire treasure hunt!
 * 3) This book was not as engaging as I expected it to be. While the puzzles were fun and semi-challenging, for the most part they did not relate to the story at all. One aspect of the book that I did find effective were the many opportunities for students to stop and make predictions. I think if this book were to be used as a classroom novel, the students would become engaged in the process of making predictions. This reading skill would give students a good introduction into the genre mystery while reinforcing the importance of making predictions while reading. While I would not rate this book very high, I think students would rate it higher, meaning it is a great book for intermediate-level students.
 * 4) __ Curriculum Connection: __ 4th grade
 * 5) While reading this book, students should stop and think about the characters and their relationships with each other on a regular basis. The relationships change frequently, and students should be encouraged to take the opportunity to re-evaluate. The following standard addresses this literary skill.
 * 6) CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text
 * 7) Standard 3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
 * 8) __ Genre: __ Mystery
 * 9) __ Classroom Activity: __ Strategy 24: Character Mapping
 * 10) In this classroom activity, students examine the character(s) from various perspectives—actions, thoughts, and words of the character; author’s comments about the character; and other characters’ reactions to the character through actions, thoughts, and words. Students are responsible for citing their observations of the character as well. After analyzing these aspects of the character, the student will determine specific character traits.
 * 11) This activity helps students to see the connections between characters and “get to know” the main character(s) in a novel. In the book //The Puzzling World of Winston Breen//, students would benefit from the completion of a character map because it may help them solve the mystery or at least make educated predictions based on character relationships.

// Coretta Scott King Illustrator Award (2011) //
 * Dave the Potter **
 * 1) __ Citation: __ Hill, Laban Carrick. (2010). //Dave the potter: Artist, poet, slave//. Illus. Bryan Collier. New York, NY: Little, Brown, and Company. (ISBN: 978-0-316-10731-0)
 * 2) __ Summary: __ //Dave the Potter// is the simple biography of a slave named Dave who learned the art of pottery from his master(s). Very little is actually known about Dave’s life, and most of what is known comes from his artwork. In this book, Laban Carrick Hill writes his own poem as a tribute to Dave, the artist, poet, and slave. The illustrations are Bryan Collier’s tribute to Dave’s contributions to American art. The book—poetry and illustrations—offers its readers a beautiful look into the artistry of pottery, and the hard work and love that Dave poured into his pots. At the end of the book, more of Dave’s simple little poems can be read, with a slightly deeper glance into Dave’s life as a slave.
 * 3) I enjoyed this book because I learned about a person who I didn’t even know existed. However, I feel that the presentation is lacking a bit. The illustrations are very interesting and engaging, but the words are sometimes bland and uninteresting, in my opinion. While the book is presented as poetry, the way the lines are broken up interrupts the flow. Therefore, the book doesn’t read as poetry, and could be confusing to a child learning about the poetry genre. The best part of the book is at the very end where the author changes style to write about Dave’s life as we know it. This portion of the book is easy to follow, written in a non-fiction format, and very informative. In fact, most of what I learned was from this section of the book.
 * 4) __ Curriculum Connection: __ 5th grade
 * 5) While reading this book, students should be encouraged to recall information about the American slave trade. They should also be asked about their feelings and emotions about slavery in America, and discuss how this book influences those feelings. Language and word choice should be an important aspect of this discussion.
 * 6) CCR: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone.
 * 7) Standard 4: Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes.
 * 8) __ Genre: __ Poetry, Biography
 * 9) __ Promotional Activity: __ Exposure to a Genre
 * 10) Students often have a mental block against poetry, whether because of a lack of understanding, exposure, or both. In order to promote poetry in the classroom prior to teaching this book, post various types of poems throughout the room. Allow students to notice the poems and either ask about them or engage in the poems independently. When it is time to begin a poetry unit (or teach this book as part of another unit, or in Social Studies class), students will have been surrounded by the genre for days (weeks, etc.) leading up to the start of the unit.

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// Coretta Scott King Award (1999) //
 * I see the rhythm **
 * 1) __ Citation: __ Igus, Toyomi. (1998). //I see the rhythm//. Illus. Michele Wood. San Francisco, CA: Children’s book Press. (ISBN: 0-89239-151-0)
 * 2) __ Summary: __ //I see the rhythm// is a collection of paintings, poetry, and informational timeline that traces a musical path from West African cultural music all the way to rap/hip hop. This book is both informative and entertaining, expertly combining text (both prose and poetry) and illustrations to make African/African American music come alive for readers. Students reading this book will learn about the origins and path that the music they listen to has taken over centuries of musical evolution. The illustrations help convey the emotion of each musical genre, and the timeline on each page gives historical context to the various genres.
 * 3) This is one my favorite books! Being both an elementary school teacher and a musician, the book comes together in a way that really excites me and makes me want to share this excitement with my students. I think the evolution of music is fascinating, and this book shows this evolution in such a way that it becomes interesting for young people as well. There are so many activities that can be done with this book, and so many ways it could be incorporated into the classroom.
 * 4) __ Curriculum Connection __ : 4th grade
 * 5) While reading this book, students should think about and discuss the various media and formats represented in the book—poetry, painting, timeline, etc. Students should determine how the multimedia presentation affects their understanding and appreciation of the content.
 * 6) CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
 * 7) Standard 7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
 * 8) __ Genre __ : poetry, non-fiction, picture book
 * 9) __ Classroom Activity __ : Strategy 12: Choral Reading
 * 10) The purpose of choral reading is to enhance students’ reading fluency through practice and the gaining of confidence in reading out loud. Choral reading is done repeatedly so that students have many opportunities to improve. Choral reading is generally done after students are familiar with a text, and it is imperative that the teacher give feedback as students engage in choral reading
 * 11) Poetry offers the perfect opportunity for students to practice choral reading with their classmates. Poetry is “sing-songy” and students naturally find a rhythm together as they read poetry. By reading through some of the poems in the book //I see the rhythm// in chorus, the students will gain confidence in their ability to read and comprehend poetry. Since there are many poems in the book (14 total) the teacher should choose one or two that the students would be asked to read chorally. It would even be beneficial to split a larger group into a few smaller groups, and have each group chorally read a different poem. The groups could then help provide feedback to each other.

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//Coretta Scott King Award (2005)//
 * Ellington Was Not a Street**

i. CCR: Interpret words and phrases as they are used in a text, including determining technical connotative, figurative meanings, and analyze how specific word choices shape meaning or tone. ii. Standard: 4
 * 1) __Citation:__ Shange, Ntozake. (2004). //Ellington Was Not a Street.// Illus. Kadir Nelson. New York, NY: Simon and Schuster Books for Young Readers. (ISBN:0-689-82884-5)
 * 2) __Summary:__ Based on a poem, this picture book is about famous African American men who touched the author’s life. These men, including Duke Ellington, Dizzy Gillespie, and W.E.B. DuBois, visited the author’s house when she was a young girl. She grew up in the company of “men who changed the world.” The text is subtle enough in its meaning that many children will not pick up on the references, making it a great book for teaching African American history. The book lends itself well to further curricular activities. At the end of the book can be found mini-biographies of each of the men mentioned in the text of the book.
 * 3) I enjoyed reading this book because it is so different from many picture books for children. Turning a poem into a picture book is a great way, in my opinion, for students to become exposed to poetry in a positive manner. This book in particular intrigued me because I didn’t know a lot about many of the men in the book. I appreciated that there was a biography section at the end of the book so that I could learn more about the men.
 * 4) __ Curriculum Connection __ : 3rd grade
 * 5) While reading this book, students should
 * 1) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal.
 * 2) __ Genre __ : poetry
 * 3) __ Classroom Activity __ : Strategy 20 (modified): Vocabulary Journals
 * 4) The vocabulary journal strategy is used to help students determine the meanings of words as they read. Students are asked to record not only the word, as in a traditional word wall, but also their reactions to the new words. Students make connections, in their vocabulary journals, between the words and the book, the words and the world, and the words and their own personal lives.
 * 5) This strategy would work with the book //Ellington Was Not a Street// in a slightly modified way. For this book, students should record some of the phrases that do not make sense to them in the poem. There are many phrases that are not meant to be taken literally, and this can be confusing to students. Therefore, the vocabulary journaling strategy can be used as a journaling strategy for making sense of literal and non-literal phrases in the book.

___ // eBook from TumbleBooks // i. CCR: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. ii. Standard 9
 * Champion: The Story of Muhammad Ali **
 * 1) __ Citation: __ Haskins, James. (2002). //Champion: The Story of Muhammad Ali//. Illus. Eric Velasquez. New York, NY: Walker and Company. (ISBN: 9780802787842)
 * 2) __ Summary: __ Muhammad Ali, born Cassius Clay in Louisville, KY, is known as the most famous heavyweight boxing champion in the history of the sport. This book gives some of the highlights of Ali’s life, from his beginnings as a boxer, to his win over Sonny Liston to become the heavyweight champion of the world, to his appearance at the Atlanta Olympics in 1996.
 * 3) This book offers great biographical information about Muhammad Ali. However, there are many biographies that, to me, are more interesting for children to read. This biography is very informational, but not very engaging for young readers. Listening to this book on TumbleBooks was interesting because the reader offered different inflection than a child might have if he or she were to read it out loud. The reader also used a bit of dialect, which adds to the reading of the story. I would suggest reading this book as an eBook because of the benefit of listening to the information.
 * 4) __ Curriculum Connection __ : 4th grade
 * 5) While reading this book, students should think about: other biographies they have read, the format of biographies, the purpose of biographies, and the interest level of various biographies.
 * 1) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably.
 * 2) __ Genre __ : biography
 * 3) __ Classroom Activity __ : Strategy 29: Connect It!
 * 4) This classroom activity is designed to give students a graphic organizer in which to organize information that they already know with information that they learn from a particular book. Students make connections between the new concept and their prior knowledge.
 * 5) A teacher can use this strategy in the classroom with the eBook //Champion: The Story of Muhammad Ali// with the new concept of biographies. Students will make connections between what they know about biographies and what they learn about the genre of biography from reading this book.

__

//eBook from TumbleBooks//
 * Always**

i. CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively as well as in words. ii. Standard: 7
 * 1) __Citation:__ McGhee, Alison. (2009). //Always//. Illus. Pascal Lemaitre. New York, NY: Simon and Schuster. (ISBN: 978-1416974819)
 * 2) __ Summary: __ This book is narrated by a small dog, who proves to be very loyal to his owner. The dog promises to protect “this castle” from any and all harm that he can imagine coming to the “castle,” which is really a simple house. He wants to protect it always because his owner is so precious to him. The book is a sweet story of love, loyalty and the simplistic devotion that a dog feels to its owner. Children who have pets or who want pets will appreciate the book because of the connection that it shows between a child and a dog.
 * 3) This book is simple and adorable! It’s easy to read and creative, a perfect independent reading book for students who are becoming comfortable reading on their own. I enjoyed the inflection of the reader when I viewed it online because it really added to the emotion of the story. A young child would probably enjoy the story because the catastrophes that the dog wants to save the “castle” from are imaginative and sometimes unexpected. Children love the possibility of disaster, and heading it off can be just as fun!
 * 4) __ Curriculum Connection __ : 2nd grade
 * 5) While reading this book, students should think about the other ways in which the dog can protect his castle.
 * 1) Use information gained from the illustrations and words used in a print or digital text to demonstrate understanding of its characters, setting, or plot.
 * 2) __ Genre __ : picture book, fiction
 * 3) __ Classroom Activity __ : Strategy 22: Story Retelling
 * 4) The story retelling strategy encourages students to predict before reading, read to confirm predictions, and then retell the story in their own words.
 * 5) Teachers could use the story retelling strategy with the book //Almost// as a way to encourage students to pay attention to plot and sequencing. Partners will retell the story to each other, focusing on plot and the meaning behind the events in the story.

___

//International Book/eBook (Accessed [|www.childrenslibrary.org/icdl])//
 * In Jamaica Where I Live and Other Stories**

i. CCR: Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas. ii. Standard: 2 ___
 * 1) __Citation:__ Philpotts, Karl. (2002). //In Jamaica Where I Live and Other Stories.// Illus: Errol Stennett. Kingston, Jamaica: Ian Randle Publishers. (ISBN: 976-637-089-3)
 * 2) __Summary:__ This book is a collection of short stories from Jamaica as well as a letter written by a Jamaican boy to an American friend. In the letter, the boy describes his hometown of Kingston to his American pen pal. The boy also asks questions of his American friend about life in the United States. The short stories are set in Jamaica, and seem to be typical stories of life on the island. In the first story, a boy disobeys his mother and is almost swept away by the river. The second story is about a boy described as a “know-it-all” who gets lost in the forest because of his own cockiness. The third story is about a boy who learns about taking care of a pet by making many mistakes. All three stories teach life lessons to children.
 * 3) This book gives some interesting insight into life in Jamaica. I think young children would appreciate seeing that Jamaica is so similar to the United States in relation to the lessons learned and the things that children enjoy. It would be fun to have young children write a response letter, acting as the boy’s American pen pal.
 * 4) __ Curriculum Connection __ : 2nd grade
 * 5) While reading this book, students should think about the similarities and differences between life in Jamaica and life in their hometown.
 * 1) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.
 * 2) __ Genre __ : fiction, international, fable
 * 3) __ Classroom Activity __ : Strategy 43: Collaborative Writing
 * 4) In the collaborative writing strategy, students are given instruction based on their assessment data. Often, the teacher will conference with students as they are writing.
 * 5) There are a few options for how a teacher could have his or her students write about this book. One would be to write a response letter to the boy who has an American pen pal. This activity could be used to write collaboratively; the whole class could write the first sentence together, then all the students could continue the writing independently. Another option for writing in response to this book would be to write about the lessons learned by the three boys in the other stories in the book. Students can make text-self connections in their writing.

//International Book/eBook (Accessed [|www.childrenslibrary.org/icdl])//
 * A Movie in My Pillow-- ** **Una película en mi almohada**

i. CCR: Assess how point of view or purpose shapes the content and style of a text. ii. Standard: 6
 * 1) __ Citation: __ Argueta, Jorge. (2001). // A Movie in My Pillow-- // //Una película en mi almohada// // . // Illus: Elizabeth Gomez. United States: Children’s Book Press. (ISBN: 976-637-089-3)
 * 2) This book of poetry was engaging and inspiring for me because of the life situation of the author at the time of writing the poems. I can see how students would be fascinated by the illustrations and the bilingual nature of the book. I think the title of this book is very creative; the author says that the title refers to his dreams when he first moved to San Francisco. His dreams are like movies in his pillow.
 * 3) __ Curriculum Connection __ : 4th grade
 * 4) While reading this book, students should consider how the poems are written differently based on the author’s perspective on each poem. Was the author in his home country of El Salvador or his new American home when each memory was recalled? Does this make the poem “feel” different to the reader?
 * 5) __ Summary: __ This book is a collection of poems, all written by the same author at the time when he moved from El Salvador to the United States. The poems are about his memories from El Salvador as a child and how grateful he found himself to be living safely in San Francisco. The poems cover topics from friendship to family, the war to the new neighborhood in San Francisco. Heartfelt and authentic, these poems are written in the author’s native Spanish as well as English. For bilingual students, this book would help students practice both languages. For students learning one language or the other, the book would certainly help with vocabulary and grammar acquisition. The illustrations in the book are bright and colorful, which reflect the cultures of both El Salvador and San Francisco.
 * 1) Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
 * 2) __ Genre __ : poetry, international
 * 3) __ Promotional Activity __ : bulletin board
 * 4) In order to promote international books, create a bulletin board encouraging student interest in bilingual picture books. Post pictures, sample pages from various bilingual books, author biographies, etc.