Mapping Penny's World

Author: Loreen Leedy

Illustrator: Loreen Leedy

Genre: Contemporary Realistic Fiction

Leeds, Loreen. Mapping Penny's World. New York: Square Fish, 2012. Print.

Annotation
Lisa's class is learning how to make maps. The teacher says they can make the maps of anyplace, so Lisa starts with her bedroom. She includes everything people will need to read on the map. Her dog, Penny, helps with the map. This makes Lisa thing. Why not map Penny's world? Lisa enjoys creating maps so much that her and Penny decide to visit some of the exotic places that they have drawn.

ELA Content Standards
Integration of Knowledge and Ideas- Grade 2
7.) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

How it Connects: In the story, the reader can see the characters draw maps and create their own destinations. The pictures of the maps help the reader get a better understanding of where the characters are going in the story.

Key Ideas and Details- Grade 1
2.) Identify the main topic and retell key details of a text.

How it Connects: The students will be able to discuss what the main topic of the story is, and talk about the details in the story such as the students getting the homework assignments, and the steps it took them to complete it.

Tier 3 Vocabulary
exotic, create, project

Classroom Usage
Centers: Students can break up into different groups. Each group will be given a poster board. They will have to create their own map of anywhere in the world they would like to travel.

Differentiation
This story would be good for gifted children because it can help them open up and be creative. It gives them a chance to learn about different areas around the world, and create a map of where they would like to go. The story would also help students with comprehension.

Music for Alice

Author: Allen Say

Illustrator: Allen Say

Genre: Historical Fiction

Say, Allen. Music For Alice. Place of Publication not Identified. Picture Window, 2013. Print.

Annotation
As a girl, Alice loved to dance, but the rhythms of her life offered little opportunity for a foxtrot or a waltz. After alice got married, WW2 erupted. Alice and her husband were forced to leave their homes and report to assembly centers around the country. Alice and her husband learned to make the most out of every circumstance. Like a pair of dancers, they sidestepped adversity to land gracefully to better opportunities. They turned a barren wasteland into a field of flowers. This required a lot of effort and sacrifice, even though Alice always thought her dancing days were long behind her.

ELA Content Standards
Key Ideas and Details- Grade 2
1.) Ask and answer questions such as who, what, where, when, why and how to demonstrate understanding of key details in a text.

How it Connects: As a class students can discuss different questions such as: who are the characters, where does the story take place, when does the story take place, how do you think each of the characters feel as they go through difficulties in their life.

Integration of Knowledge and Ideas- Grade 2
Explain how specific images (e.g., a diagram showing how machines works) contribute to and clarify a text.

How it Connects: In the story, there were many illustrations that showed different areas around the world. If a student did not know what a certain setting that was talked about in the story looked like, they were able to see illustrations of it.

Tier 3 Vocabulary
sacrifice, adversity, rhythm

Classroom Usage
Small Groups: Students can get together talk about the character traits, and the hardships they went through. Then as a group, they can talk about a time that they felt like something was unfair or when they went through a big change.

Differentiation
This story would be good for ELL because it gives them variety or vocabulary. It also shows them different cultures and takes them back to history.

This is the Rope

Author: Jacqueline Woodson

Illustrator: James E. Ransome

Genre: Historical Fiction

Annotation
A little girl in South Carolina finds a rope under a tree during her family's journey north during the Great Migration. She has no idea how the rope will become a huge part of her family's history. The rope gets passed down for three generations and is used for multiple different things.

This is the Rope A Story from the Great Migration. N.p.: Turtleback, 2017. Print.

ELA Content Standards
Integration of Knowledge and Ideas- Grade 1
9.) Compare and contrast the adventures and experiences of the characters in stories.

How it Connects: Students can compare how the rope was used in the girls family, to how she uses the rope now.

Key Ideas and Details- Grade 1
3.) Describe characters, settings, and major events in a story, using key details.

How it Connects: Students will be able to talk about the traits of all of the characters. Students can also discuss how the setting has changed from when the girl's ancestors used the rope, to when she uses the rope.

Tier 3 Vocabulary
journey, migration, history, generations

Classroom Usage
Independent Reading: After reading the story, students can create an art piece that represents their family history.

Differentiation
This story would be helpful for all types of learners because it talks about family history and different places in the world. It introduces new vocabulary, without being too complex of a book for students to read.

Grandfather's Journey

Author: Allen Say

Illustrator: Allen Say

Genre: Historical Fiction

Say, Allen. Grandfather's Journey. Boston: Houghton, 1993. Print.

Annotation
A young man leaves his homeland in Japan to travel to America. He falls in love with the country and its beautiful sights. When he begins to miss his homeland, he decides to travel back to Japan to see all the beautiful sights he missed and to marry his sweetheart. Later he starts missing his second home in California and takes his family to America to live. When his daughter grows up, she travels to Japan and raises her own family. She loves Japan and her son grows up hearing about his grandfather who lives in America. The boy writes stories about his grandfather and eventually travels to America. When he gets there he understands how his grandfather felt about his travels.

ELA Content Standards
Key Ideas and Details- Grade 3
1.)Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answers.

How it Connects: After students read the book, the can ask questions they have about different settings that are shown in the story (Japan and America). They can ask questions about anything about the plot they were unclear of and the teacher can go back in the story and help them answer their questions.

Key Ideas and Details- Grade 3
2.) Determine the main idea of a text; recount the key details and explain how they support the main idea.

How it Connects: Students can discuss the main idea of the text, go through the story and highlight key details, and talk about how the details help make up the plot.

Vocabulary
steamship, astonished, enormous, bewildered, marveled, warblers, silvereyes

Classroom Usage
Small Groups: Students can split up into 4 groups (more or less depending on the class size) and talk about the plot. They could write about the places they would like to travel in their life and discuss facts they know about Japan and America.

Differentiation
This story would be good for ELL students because it gives them a chance to read a story about different cultures, gaining insight to new vocabulary words.

Henry's Freedom Box

Author: Ellen Levine

Illustrator: Kadir Nelson

Genre: Historical Fiction

Levine, Ellen, and Kadir Nelson. Henry's Freedom Box. Columbus, O.H.: Zaner-Bloser, 2013. Print.

Annotation
Henry Brown was born into slavery. Because of this he doesn't know his birthday because no one records anything about slaves. All the time he dreams about freedom, but his dream seems farther away than ever when he is taken from his family and put to work in a warehouse. When Henry grows up he marries, but becomes devastated again when his family is sold at the slave market. One day, as he is lifting a crate at the warehouse he gets an idea. He decides to mail himself to the North. After his long journey in the crate he finally has a birthday-- his first day of freedom.

ELA Content Standards
Key Ideas and Details- Grade 2
3.) Describe how characters in a story respond to major events and challenges.

How it Connects: Students can discuss how Henry responds to all of the challenges he is faced with while being a slave, and what he challenges with while he is trying to travel to freedom.

Integration of Knowledge and Ideas- Grade 2
7.) Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

How it Connects: Students can talk about the character traits, where the setting takes place, and the main points the author is trying to get across.

Vocabulary
 geography, history, repeat

Classroom Usage
Small Groups: Create a KWL chart-- Write what they know about the topic of slavery, want to know, and learned through reading the book.

Differentiation
ELL students can use this book to learn new vocabulary, and work on their comprehension.

Junie B. Jones and some Sneaky Peeky Spying

Author: Barbara Park

Illustrator: Denise Brunkus

Genre: Contemporary Realistic Fiction

Park, Barbara, and Denise Brunkus. Junie B. Jones and Some Sneaky Peeky Spying. New York:
           Random House, 2009. Print.

Annotation
Junie B. Jones thinks she is the best spier in the world because of her sneaky feet. And her nose doesn't whistle when she breathes. She may be very sneaky, but when she spies on Mrs., she could get into a lot of trouble.

ELA Content Standards
Key Ideas and Details- Grade 3
1.) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

How it Connects: After reading the story, the class can have a group discussion where they talk about the plot and ask questions. The teacher can show them how to refer back to the text and help them answer the questions they had.

Craft and Structure- Grade 2
5.) Know and use various text features (eg., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

How it Connects: Students will be able to look over the bolded words in the text, and also look at the titles of each chapter.

Tier 3 Vocabulary
engaging, column, snuck, spying

Classroom Usage
Independent Reading: Read silently to themselves, if it is too complex for them to read to themselves they could highlight key words they know, or that they have questions about.

Small Groups: Discuss how the book is set up and the traits of the characters.

Centers: The teacher can read the class a couple chapters. After the teacher is done reading she can split the class up into four groups (more or less depending on the class size) and have each group write a list of the characters and their traits.

Differentiation
This story would be good for ELL because it is more of a complex text. It will give them a chance to see how chapter books are set up, and learn about the chapter titles, bolded words, and help with their comprehension.

Junie B. Jones and the Stupid Smelly Bus

Author: Barbara Park

Illustrator: Denise Brunkus

Genre: Contemporary Realistic Fiction

Park, Barbara, and Denise Brunkus. Junie B. Jones. Junie B. Jones and the Stupid Smelly Bus: 20th- v     
           anniversary Full-color Edition. New York: Random House, 2012. Print.

Annotation
When its your first day of school things may seem a little scary at first, especially when you don't know anything. Julie B. Jones is so scared of the school bus and the people on it that when it is time to go home, she doesn't.

ELA Content Standards
Key Ideas and Details- Kindergarten
1.) With prompting and support, ask and answer questions about key details in a text.

How it Connects: Students will be able to talk about the different emotions that each character goes through. They could also discuss Junie's experience on the bus and how she felt on the first day of school.

Key Ideas and Details- Grade 1
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

How it Connects: Students can discuss the relationship Junie has with her parents, teachers, and peers on the bus and in the classroom. They could also talk about the similarities they experience at school that Junie experiences in the book.

Tier 3 Vocabulary
hollered, screeched, grouchy, accident, polish

Classroom Usage
Independent Reading: Read silently to themselves, work on comprehension. They could also work on reading skills such as using their finger to follow the words as they ready, or highlighting key words.

Small Groups: Each student can take turns reading a page from the book. If this is too advanced for their age the teacher can read a few chapters to them, and have them discuss the character traits and ask any questions that they had.

Centers: Students can discuss the characters, settings, and events that happened in the story.

Differentiation
This book would help ELL students read more advanced texts. This book is a chapter book, so it is different from the short stories they are used to reading. The teacher can read a book like this one everyday if there is extra time at the end of class. It would help all types of learners gain a different view on chapter books.

Chicka Chicka Boom Boom

Author: Bill Martin Jr. and John Archambault

Illustrator: Lois Ehlert

Genre: Poetry

Martin, Bill, John Archambault, Lois Ehlert, and Ray Charles. Chicka Chicka Boom Boom. NY, NY:  

         Beach Lane, 2014. Print.

        Annotation

        A rhyming alphabet book, where the letters race to the top of the coconut tree. When the letters run out of room, Chicka Chicka Boom Boom they all fall down.

        

      ELA Content Standards

         

        Fluency -Grade 2

        4.) Read with sufficient accuracy and fluency to support comprehension.

             a.) Read grade-level text with purpose and understanding.

     b.) Read grade-level text orally with accuracy, appropriate rate, and expression of successive     

          readings.

     c.) Use context to confirm or self-correct word recognition and understanding, rereading as 

          necessary.

        How it Connects: This poem will help students with phonemic awareness by helping them learn the correct way to pronounce letters in the alphabet. They will also have to read other words in the text and be able to comprehend them correctly.

        Craft and Structure- Kindergarten

vs     5.) Identify the front cover, back cover, and title page of a book.

        

         How it Connects: This poem will help children focus on what authors and illustrators put on the front, back and title page of books.

Tier 3 Vocabulary

gnashed, rumpus, tumbled, tamed, mischief

Classroom Usage

Independent Reading: Read silently to themselves while saying each letter of the alphabet to themselves.

Small Groups: 

Work together to write all the letters in the alphabet

Centers: Split into four groups (more or less depending on class size). Each group will be assigned a letter and they will have to work together to draw a picture of an animal that starts with the letter they were assigned.

Differentiation

This poem could help students with dyslexia break down the letters of the alphabet, and work on their pronunciation. It is an easier book that they can take their time comprehending the different words and letters.

A Light in the Attic

Author: Shel Silverstein

Illustrator: Shel Silverstein

Genre: Poetry

Silverstein, Shel. A Light in the Attic. London: Particular, 2011. Print.

Annotation
There is a light on in the attic. The speaker in the story is on the outside looking in, and there is a person inside the attic looking out.

ELA Content Standards
Range of Reading and Level of Text Complexity- Grade 2
10.) By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

How it Connects: Students will be able to comprehend the words in the poem and what it is about. They will also be able to view how poetry is set up with the different stanzas.

Craft and Structure- Grade 1
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

How it Connects: This poem has a lot of repetition and suggest different moods throughout it. With this poem students will be able to discuss the different feelings and what they different stanzas mean.

Tier 3 Vocabulary
flickerin', flutter, attic, shuttered

Classroom Usage
Independent Reading: Read silently two times, write down what they think the poem is trying to tell the reader.

Small Groups: Discuss the repeated phrases. Talk about repetition and stanzas.

Centers: Students can split up into 4 groups, (more or less depending on class size) and write a poem about any topic they would like.

Differentiation
This poem could meet the needs of ELL students by showing them what different genres look like, and how to interpret them.

This is Not My Hat

Author: Jon Klassen

Illustrator: Jon Klassen

Genre: Picture book

"This is Not my Hat" by Jon Klassen. Scholastic. N.p., n.d. Web. 07 Mar. 2017.

Annotation
This story is about a small fish who steals a hat from a big sleeping fish and brags about how the big fish will never wake up and know he stole the hat. Eventually the big fish wakes up and finds out his hat is missing.

ELA Content Standards
Integrations of Knowledge and Ideas- Grade 1
7.) Use illustrations and details in the story to describe its characters, settings, or events.

How it Connects: The students can talk about the setting of the story. They could also discuss the emotions of the characters (how does the fish feel when he looses his hat) and talk about how the fish gets his hat back.

Integration of Knowledge and Ideas- Grade 1
9.) Identify basic similarities in and differences between two texts on the same topic (eg., in illustrations, descriptions, or procedures).

How it Connect: Jon Klassen also wrote and illustrated the book I Want My Hat Back. After the class has read both books, the students can discuss the similarities and differences between the plot, character, and setting of the books.

Tier 3 Vocabulary
stole, worry, belong

Classroom Usage
Independent Reading: Read quietly to themselves, work on comprehension.

Small Groups: Discuss the setting of the book. Talk about the characters, and re create characters of their own.

Centers: Split up into four centers
1.) Discuss the characters and their emotions. Talk about how it is not okay to take things that are not yours.
2.) Draw sea creatures and share with the class.
3.) Discuss how they felt when someone took something of theirs.

Differentiation
The following book could be helpful with kids who have dyslexia because it isn't too complex. Each page only has a sentence or two for them to read, so it would be a good beginner book for children who struggle with dyslexia.

Where the Wild Things Are

Author: Maurice Sendak

Illustrator: Maurice Sendak

Genre: Modern Fantasy

Sendak, M. (2015). Where the wild things are. London: Red Fox.

Annotation
A little boy named Max is sent to bed without dinner. Max falls asleep and his room turns into a forest surrounded by an ocean.

ELA Content Standards
Craft and Structure- Grade 2
6.) Acknowledge differences in the points of view in characters, including by speaking in a different voice for each character while reading dialogue aloud.

How it Connects: The story is told from the boys point of view. The students can relate to his imagination because they are still young and have big imaginations. They are able to hear the story from someone they can easily relate to.

Key Ideas and details- Grade 3
3.) Describe characters in a story (traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

How it Connects: The students can relate to the boy in the story and discuss what emotions they think all of the characters are feeling when they discover the forest in his dream. They can also discuss the traits each of the characters have.

Tier 3 Vocabulary
gnashed, rumpus, tumbled, tamed, mischief

Classroom Usage
Independent Reading: Students can read the story to themselves and work on their comprehension. They can also observe all of the pictures they see and write down all of the different animals in the story and learn about them.

Small Groups: When the students split up into small groups they can share different dreams they have had and talk about what they think the dreams meant. They can also talk about their imagination or if they have ever visited a place where they were able to see a lot of animals or plants.

Centers: Students can split into four groups
1.) Draw an animal in a forest that they know about- share with the group any facts they know, and show their drawing. The students could also create their own character in the story and share with their group.
2.) As a group, create a forest on a big poster board. Everyone in the group can add whatever they like to it.
3.) Talk about the plot of the book. Discuss what they thought about each of the characters.
4.) Take turns reading pages in the book. Use different voices for each character to see how each student in the group thinks the characters should sound like.

Differentiation
Gifted students can use this story to talk about their imaginations, and feel comfortable doing so. After discussing the characters emotions in the story, they can talk about their emotions, what they thought of the story.

The Giving Tree

Author: Shel Silverstein

Illustrator: Shel Silverstein

Genre: Picture book

Silverstein, Shel. The Giving Tree. New York, NY: HarperCollins, 2014. Print.

Annotation
The Giving Tree is a children's picture book about a tree that loved a little boy. Everyday the boy would come to the tree to eat her apples, swing from her branches, or slide down her trunk. The tree was happy. As the boy grew older he began to want more and more from the tree, until the tree had nothing left to give.

ELA Content Standards
Craft and Structure- Grade 1
5.) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

How it Connects: Talk about the story the book tells and the message the author is trying to get across. 

Comprehension and Collaboration- Grade 1
1.) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

How it Connects: The teacher could use this story to talk about the different stages of life everyone goes through. Some kids may not understand why the boy in the story is getting older and less active.

Vocabulary
gather, stump, branches, trunk

Classroom Usage
Independent Reading: Read the story silently then draw a picture of someone they are close to in their life that has always been there for them.

Small Groups: Discuss the different stages of life for humans and discuss the life cycle of a tree.

Centers: Split into four groups
1.) Discuss the life cycle of trees and humans
2.) Draw a tree and label the parts
3.) Write down different ways trees are helpful to our environment
4.) Talk about different ways we can help the environment

Differentiation
ELL students will be able to learn about different life cycles. This book may help with students comprehension and learn more about our environment.

The Night Dad Went to Jail

Author: Melissa Higgins

Illustrator: Wednesday Kirwan

Genre: Contemporary Realistic Fiction

Higgins, Melissa. Night Dad Went to Jail: What to Expect When Someone You Love Goes to Jail. 
          Place of Publication Not Identified: Picture Window, 2013. Print.

Annotation
The Night Dad Went to Jail is about a boy who had to go through school with his father in jail. No matter who your loved one is, this story can help you through the tough times.

ELA Content Standards
Key Ideas and Details- Grade 2
3.) Describe how characters in a story respond to major events and challenges

How it Connects: Students can discuss how the boy felt when he found out his dad had to go to jail, when everyone at school found out, and how he felt living without his dad. Students could also discuss how they think the dad and mom felt in this situation.

Craft and Structure- Grade 2
6.) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

How it Connects: Students can discuss how each characters life in the story is going to change after the dad is sent to jail. The boy will have to adjust to coming home without seeing his father everyday, the mother will have to raise the son on her own, the father has to adjust to living in jail without his family.

Tier 3 Vocabulary
arrest, law, station

Classroom Usage
Independent Reading: Students can read the story to themselves and write about how it made them feel, or if they know anyone who has gone through a similar situation. 

Small Groups: Students can discuss the plot of the story and talk about the different emotions each character in the story feels. They could also discuss different ways they could be there for people who go through similar situations.

Centers: Split up into four centers
1.) Discuss different emotions people go through
2.) Discuss the importance of following the law, and ask students if they could list some
3.) Write a letter to someone they know who could be going through a hard time
4.) Discuss the plot of the book

Differentiation
Some ELL students will be able to relate to the story, others will be able to get a new perspective on situations similar to the one in the book. The story will show a variety of learners that everyone goes through hard times and they can get through them.