When You Reach Me
Written by: Rebecca Stead
Published by Wendy Lamb Books in 2009.
Newbery Medal Winner in 2010.
Addictive, Futuristic, Intriguing, Memorable, Unexpected
Summary:
This story is about a girl, Miranda, who looses her best friend, Sal, after he is punched in the stomach by some kid, Marcus. She then starts to get letters sent to her. They tell her what will happen in the future, and then the things do occur. She is concerned and confused by these letters, but does not tell anyone about them. Through a long series of events with an unexpected ending, the letters make sense and Miranda and Sal become friends again.
Reading Level:
Lexile Measure: 750L
Grade Level Equivalent: 4.6
Interest Level: Grades 6-8
Electronic Resources:
Rebecca Stead Website
This link leads to Rebecca Stead's website. It tells her how to contact her, has a link to her blog, has other books she has written, gives blurbs about her books and what awards they have won, and leads to a site where you can buy educator guides. This link would be useful for students who are interested in learning about other books she has written and useful for teachers who want and are willing to buy educator guides.
Rebecca Stead Talks
This link leads to a youtube video of Rebecca Stead talking about the book. First she gives a summary, then she talks about an author she met and liked, then she talks about how she writes, then she talks about the setting and why it was set in NYC, finally she talks about her favorite places in NYC. This would be useful to students who want to learn more about the author and her thought process as she writes.
Teaching Suggestions:
Teachers can use this story to show students a writing that is not realistic fiction.
Suggested Delivery:
I would have students read this book independently. This book is an easy read with easy to understand concepts. Any difficult concepts are explained thoroughly.
Key Vocabulary:
Theories, Gagged, Unpredictable, Perspective, Teleportation, Hypnotizing
Reading Strategies:
Before Reading:
Have students talk about the quote by Albert Einstein that is in the beginning of the book. What do they think it means? How do they think it will relate to the book based on the back cover summary?
During Reading:
Have students make predictions throughout the book. Have them fix predictions as they learn new information and make new predictions as they continue to read.
After Reading:
Have students discuss the ending of the story and how it related to topic throughout the story. Did they notice the foreshadowing as they read?
Writing Activity:
Have students write about a time in there life where one event lead to a bunch of other events. Relate it back to the story and how the one punch lead to the almost death of Sal and the actual death of the laughing man.
The Dreamer
Written by: Pam Muñoz Ryan
Illustrated by: Peter Sís
Published by Scholastic Press in 2010.
The Pura Belpré Award Winner in 2011.
Diverse, Heart-Wrenching, Insightful, Intense, Thought-Provoking,
Summary:
This story is about a boy named Neftalí who lives in Chili. He has a father that has a my way or the highway attitude. He must do everything his father tells him even though his father tells him that his passions are rediculous. His father gives him harsh punishment if he does not follow his rules. Neftalí still thinks his father is a good father until he forces him and his sister into the ocean everyday to make them stronger, and everyday they almost die. After this, Neftalí is stubborn like his brother and does not care if his beliefs go against his fathers. Neftalí works with his uncle and writes articles speaking out agianst the views of his father and the view of the majority of people. He refuses to give up his writing despite his father's threats and punishments. In the end, Neftalí writes in secret.
Reading Level:
Lexile Measure: 650L
Grade Equivalent: 3.7
Interest Level: 6-8
Electronic Resources:
Pam Munoz Ryan Website
This link leads to Pam Muñoz Ryan's website. This website gives a biography of the author, other books she has written, advice for children and adults, and contact information if you would like to write her. This is a good link for both teachers and students who want to learn more about her and her writing and who would like to write to her.
The Dreamer Teaching Ideas
This link leads to a journal article about ways to reflect and extend learning of students based on this book. These strategies are for students grades five through nine. This would be extremely helpful for teachers.
Teaching Suggestions:
Teachers can use this story to show how different types of writing can fit into one story.
Teachers can use this story to show students a different kind of life and culture.
Suggested Delivery:
I would use this book as a read aloud. There is a lot of dialogue and emotion in the dialogue. This would be good in teaching students expression when reading. I would also read it aloud to discuss the poetry because it is difficult to understand.
Key Vocabulary:
Loitered, Luminescent, Sputtered, Tandem, Ransacked, Invigorating
Reading Strategies:
Before Reading:
Have students read the question on the back of the book and answer what they think it means and how they think it will relate to the story.
During Reading:
Have students discuss how the poetry in each chapter relates and enhances the story.
After Reading:
Students will discuss how Neftalí's life is different from their own.
Writing Activity:
Students will write about how Neftalí changed and the reasons why he changed and how they beileve Neftalí will continue to change. What will happen next in his life?
Because of Mr.Terupt
Written by: Rob Buyea
Published by Delacorte Books for Young Readers in 2010.
Engaging, Gripping, Realistic, Surprising, Touching
Summary:
This story is told from seven different students points of view. Jeffrey, Luke, Anna, Jessica, Danielle, Alexia, and Peter are all in Mr. Terupt's fifth grade class. Mr. Terupt touches the hearts of each of these seven students and causes them to all change for the better. When a snowball thrown by Peter puts Mr. Terupt into a coma, the students are devastated. However, through this experience they learn a lot about each other and Mr. Terupt. In the end, Mr. Terupt comes out of the coma and forgives Peter. It is a happy ending for all.
Reading Level:
Lexile Measure: 560L
Grade Level Equivalent: 3.2
Interest Level: Grades 4-6
Electronic Resources:
Rob Buyea Official Website
This link leads to Rob Buyea's Official Website. This is about his book, Because of Mr. Terupt and Mr. Terupt falls again. It gives blurbs about what each book is about, an about the author section, and frequently asked questions. It tells how Buyea came up with the characters. It also has an educators guide for teachers. This would be a good website for both teachers and students who want to learn more about the writing of the stories.
Because of Mr. Terupt Teachers Guide
This link leads to a website that rates the book, says the best way for it to be read, gives a brief overview of what the students will learn from this book to help teachers decide if they want it to be read, gives an in depth summary of the book that includes the emotions children should feel as they read this book, and has a list of discussion questions. This site would be extremely helpful for students.
Teaching Suggestions:
Teachers can use this story to show how characters and people change over time.
Teachers can use this story to show how students can connect to a book using text-to-self connections.
Suggested Delivery:
I would have students read this book independently. It is not a difficult read so students should have no problem reading this book on there own.
Key Vocabulary:
Puttered, Organisms, Looming, Anxiously, Hyperventilating, Patient
Reading Strategies:
Before Reading:
Have students read the back cover and then flip through the story. Talk about how the story will be told. Who are the narrators?
During Reading:
Have students make predictions about what they think will happen in the story. Throughout their reading have them change their predictions and make new ones.
After Reading:
Have students get into seven groups. Each group will be a different character. Have each group discuss how their character changed throughout the book. Then have each group share with the class.
Writing Activity:
Have students write about which character they think they are most like and why. At what points in the story are they most like their character. Give specific examples.
Heart and Soul: The Story of America and African Americans
Writen and Illustrated by: Kadir Nelson
Published by Harper Collins Publishers in 2011.
The Coretta Scott King Author Award Winner in 2012.
Educational, Engaging, Evolving, Historical, Informative
Summary:
This story is about American history told from the perspective of African Americans. It beings with the Declaration of Independence and slavery and goes through the Civil Right Movement. This book is told from a different perspective than most history books are told from. The African American perspective is important for children to hear.
Reading Level:
Lexile Measure: 1050L
Grade Level Equivalent: 6.0
Interest Level: Grades 3-6
Electronic Resources:
Nelson talking about Heart and Soul
This link leads to a youtube video of Nelson talking about why he wrote Heart and Soul, how he created the pictures, and his inspirations for writing the book.
This will help students in understanding the importance of reading this book.
Interview with Nelson
This link leads to an interview with Nelson about the Coretta Scott King Award his book received. Nelson talks about all the work he does when creating a book. He also talks about other books he has written. This is good for students who like Kadir Nelson's writing.
Teaching Suggestions:
Teachers can use this story for social studies to show history from an African American point of view.
Suggested Delivery:
I would use this book as a read aloud. Therefore, class discussion can be had while the book is being read. Also, students may have many questions about the concepts motioned in this book.
Key Vocabulary:
Mason-Dixon Line, Emancipation Proclamation, House of Representatives, Reconstruction, Strike, Jim Crow
Reading Strategies:
Before Reading:
Have students complete the K and W of a KWL chart on American history and African American history. This will get students thinking about the topic This will also help students relate what they are about to learn to their prior knowledge.
During Reading:
Students will have discussions after each chapter. They will talk about their reactions to this new information, what is similar to what they already know, and if anything contradicts what they have already learned.
After Reading:
Have students complete the L section of the KWL chart. This will help students to reflect back on the story and what they learned from it.
Writing Activity:
Have pairs of students pick one picture to write about. They will research the concept that the picture is depicting. They will then write, without plagiarising, a paper with additional information that the book did not give.
To Dance: A Ballerina's Graphic Novel
Memoir by: Siena Cherson Siegel
Artwork by: Mark Sigel
Published by Atheneum Books for Young Readers in 2006.
Insightful, Realistic, Simple, Unexpected, Relatable
Summary:
This story is about a girl who follows her dream to become a ballerina. She worked hard and spent many hours practicing. She got into prestigious schools. Meanwhile, her parents marriage was ending. She focused even more on dancing so that she did not have to deal with her parents failing marriage. In the end, she got injured and decided to go to college instead of becoming a ballerina. However, she still danced for fun.
Reading Level:
Lexile Measure: 610L
Grade Equivalent: 3.5
Interest Level: Grades 6-8
Electronic Resources:
School of American Ballet
This link leads to the School of American Ballet website. This school is the main settings in the book. This link will help children to understand where she went and how prestigious the program was that she was in.
Graphic Novels
This link leads to information of on genre of graphic novels. It also gives titles and summaries about other graphic novels that are out there. This link will be helpful for students who are interested in reading more graphic novels.
Teaching Suggestions:
Teachers can use this story to show students a different types of book and a different style of writing.
Suggested Delivery:
Students should read this book independently. This book is a short, and easy read.
Key Vocabulary:
Performance, Leotards, Audition, Administrators, Rehearsals, Composition
Reading Strategies:
Before Reading:
Have students look at the front cover and flip through the story and look at the pictures. What do they think the story will be about? What do they think will happen in the story?
During Reading:
Have students look at the pictures as they read. How do the pictures help move the story along? Could the text stand alone, without the pictures there as a guide?
After Reading:
Have students discuss one thing that they could relate to that happened in the main character's life.
Writing Activity:
Have students create their own mini graphic novel about an ambition they have and the steps they have taken to achieve it. Did they achieve what they set out to?
Everything for a Dog
Written by: Ann M. Martin
Published by Feiwel and Friends in 2009.
Addictive, Believable, Emotional, Heart-Wrenching, Tragic
Summary:
Everything for a Dog is about a boy named Henry who really wants a dog, but his parents won't let him get one. He doesn't understand why until he learns about the death of his dad's dog. Henry understands why his dad does not want him to have dog, but when a stray dog comes into town he can't help but fall in love with him. Through a series of events, Henry and his family fall in love with the stray dog and end up giving him a home.
Reading Level:
Lexile Measure: 890L
Grade Level Equivalent: 5.7
Interest Level: Grades 3-5
Electronic Resources:
Ann Martin Interview
This link leads to an interview with Ann Martin about her book. She talks about how she came up with the idea for writing the book and what her inspirations were. She also talks about her writing process and what difficulties she had in writing Everything for a Dog.
Timeline
This link leads to an interactive timeline. You can click on the dots on the timeline and a description of what happened at that time pops up. This is helpful in sequencing the events in the story.
Teaching Suggestions:
Teachers can use this story to teach students how to compare and contrast characters.
Teachers can use this story to teach students that there are many different points of view.
Suggested Delivery:
Students will read independently. This book has easy concepts and is an easy read. Also, reading independently allows students to think for themselves before they share their ideas.
Key Vocabulary:
Nuisance, Humiliation, Cautiously, Tentatively, Companion, Atmosphere
Reading Strategies:
Before Reading:
Students will read the back cover of the book. From the back cover, they will write down questions that they have about the book. These questions should be able to be answered as the students read.
During Reading:
Students will answer the questions that they made in the before reading. They will also make five discussion questions for their literary groups about the book. The questions will have to evoke thought. They should be inferential questions.
After Reading:
Students will have a literacy discussion based on their discussion questions. The conversation should flow naturally, not just a question then an answer.
Writing Activity:
Students will compare and contrast the events the three main characters went through and the feelings the characters had throughout the book.
Balloons Over Broadway
Written and Illustrated by Melissa Sweet
Published by Houghton Mifflin Books for Children in 2011
Robert F. Sibert Informational Book Medal Winner in 2012
Educational, Fascinating, Informative, Insightful, Inspiring
Summary:
This book is about Tony Sarg and how he invented the balloons that fly over Broadway every year during the Macy's Thanksgiving Day Parade. Tony had always been good at making inventions and marionettes. This was the perfect combination and he was just the person to call when Macy's had the idea for a parade. Throughout the years, Tony improved his inventions until he came up with the balloons we still see today. This book is inspiring. It shows students to never give up and improvements can always be made.
Reading Level:
Lexile Measure: 1000L
Grade Level Equivalent: 5.4
Interest Level: Grades 1-4
Electronic Resources:
Interview with Melissa Sweet
This link leads to an interview with the author of the story. The interviewer asks her questions such as why she was interested in Tony Sarg and how did she make the illustrations for her book.
Photographs of Early Balloons
This link leads to some photographs of the first balloons created by Tony Sarg. One of these pictures are in the book, but the others are not.
Teaching Suggestions:
Teachers can use this story for social studies as a history lesson about the Macy's Thanksgivig Day Parade.
Suggested Delivery:
Students will read in small groups because there is some difficult vocabulary in the story. Students will understand the concepts of the vocabulary words by looking at the pictures. The students in the groups can help each other to understand the concepts and talk through what they are learning from the pictures.
Key Vocabulary:
Marionette, Department Store, Pulleys, Immigrants, Helium
Reading Strategies:
Before Reading:
Have students complete the K and W sections of a KWL chart about the Macy's Thanksgiving Day Parade. This will help students to relate what they are about to learn to their prior knowledge. It will also get students to think about what they do not already know, but would like to know.
During Reading:
Students will look at the pictures for a better understanding of the text. They will discuss the pictures and how it relates to the text throughout the reading.
After Reading:
Students will complete the L of their KWL charts. This will help students to recall what they have learned from the reading. Their L should answer questions they had in their W. Have them correct any information that they thought they knew in their K, but
was actually a misconception.
Writing Activity:
Students will write about a time when they did not give up and they kept trying to improve what they were working on just like Tony Sarg did. They will relate their story to Tony Sarg. How did they feel throughout the process of improving their work? How do they think Tony Sarg felt?
