bridges to reading grades 3 6 teaching reading skills with children 039 s literature

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title: Bridges to Reading. Grades 3-6 : Teaching Reading SkillsWith Children's Literature

author: Barchers, Suzanne I.publisher: Teacher Ideas Press

isbn10 | asin: 1563087596print isbn13: 9781563087592

ebook isbn13: 9780585079820language: English

subject Reading (Elementary) , Children's literature--Study andteaching (Elementary)

publication date: 1999lcc: LB1573.B3573 1999eb

ddc: 372.41subject: Reading (Elementary) , Children's literature--Study and

teaching (Elementary)

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Bridges to Reading Grades 3-6

Teaching Reading Skills with Children's Literature

Suzanne L. Barchers

1999 Teacher Ideas Press

A Division of Libraries Unlimited, Inc. Englewood, Colorado

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Dedicated to Cynthia Wysocki Selman with appreciation for our enduring friendship.

Disclaimer: This book contains characters with diacritics. When the characters can be represented using the ISO 8859-1character set (http://www.w3.org/TR/images/latin1.gif), netLibrary will represent them as they appear in theoriginal text, and most computers will be able to show the full characters correctly. In order to keep the textsearchable and readable on most computers, characters with diacritics that are not part of the ISO 8859-1 list willbe represented without their diacritical marks.

Copyright © 1999 Suzanne I. Barchers All Rights Reserved Printed in the United States of America

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by anymeans, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of thepublisher. An exception is made for individual librarians and educators, who may make copies of activity sheetsfor classroom use in a single school. Other portions of the book (up to 15 pages) may be copied for in-serviceprograms or other educational programs in a single school or library. Standard citation information should appearon each page.

TEACHER IDEAS PRESS A Division of Libraries Unlimited, Inc. P.O. Box 6633 Englewood, CO 80155-6633 1-800-237-6124 www.lu.com/tip

Library of Congress Cataloging-in-Publication Data

Barchers, Suzanne I.Bridges to reading, grades 3-6 : teaching reading skills with children's literature / Suzanne I. Barchers.vii, 179 p. 22x28 cm.Includes bibliographical references and index. Contents: [v. 1] Grades K-3 -- [v. 2] Grades 3-6. ISBN 1-56308-758-8 (v. 1). -- ISBN 1-56308-759-6 (v. 2) 1. Reading (Elementary) 2. Children's literature--Study and teaching (Elementary) I. Title. LB1573.B3573 1999 372.41--dc21

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Contents

Introduction vii

Alphabet 1

Alphabetization 3

Auditory Discrimination 5

Classification 7

Comparison 9

Comprehension: Creative 11

Comprehension: Inferential 13

Comprehension: Literal Versus Figurative 15

Figurative Language 17

Finding Details 20

Generalization 23

Genres: Biography 25

Genres: Fairy and Folktales 27

Genres: Fantasy 35

Genres: Historical Fiction 38

Genres: Informational 40

Genres: Journals and Diaries 42

Genres: Mystery 44

Genres: Poetry 46

Genres: Realistic Fiction 48

Genres: Science Fiction 50

Genres: Tall Tales 52

Idiomatic Language 54

Letter Writing 56

Literary Element and Features: Author's Purpose 58

Literary Elements and Features: Characterization 60

Literary Elements and Features: Conclusion 63

Literary Element and Features: Context Clues 65

Literary Elements and Features: Fact 67

Literary Elements and Features: Fiction 69

Literary Elements and Features: Main Idea 71

Literary Elements and Features: Narrative Order 74

Literary Elements and Features: Parody 76

Literary Elements and Features: Personification 79

Literary Elements and Features: Plot Conflict 81

Literary Elements and Features: Point of View 84

Literary Elements and Features: Realism Versus Fantasy 86

Literary Elements and Features: Setting 90

Literary Elements and Features: Spin-Offs 92

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Literary Elements and Features: Style 95

Literary Elements and Features: Subplots 97

Literary Elements and Features: Theme 99

Literary Elements and Features: Tone 101

Metaphorical Language 104

Oral Reading 105

Paraphrasing 107

Parts of Speech: Adjectives 109

Parts of Speech: Adverbs 111

Parts of Speech: Nouns 113

Parts of Speech: Prepositions 116

Parts of Speech: Verbs 118

Phrases/Sentences 120

Prediction 122

Rhyme 125

Sequence 127

Summarization 129

Text Structure: Cause/Effect 131

Text Structure: Compare/Contrast 133

Text Structure: Descriptive 135

Text Structure: Enumerative 137

Text Structure: Problem/Solution 140

Text Structure: Sequential 142

Visual Perception 144

Vocabulary: Appreciating Words 146

Vocabulary: Direct Instruction 148

Vocabulary: Etymology 151

Vocabulary: Indirect Instruction 153

Wordplay: Alliteration 155

Wordplay: Homonym s 158

Wordplay: Jokes and Riddles 160

Wordplay: Onomatopoeia 162

Word Recognition: Decoding 165

Word Recognition: Function Words 167

Word Recognition: Phonemic Awareness 169

Word Recognition: Sight Words 171

Appendix 173

Index of Authors and Titles 175

About the Author 179

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Introduction

How to Use this Book

Teaching reading requires a variety of strategies and interventions, and teachers often struggle to reconcile themandates of those who advocate direct instruction on basic skills with those who prefer teaching with children'sliterature. Bridges to Reading, Grades 3-6: Teaching Reading Skills with Children's Literature bridges thoseteaching preferences. Drawing on the skills activities found in a variety of basal readers, I compiled a list of skillsthat are usually included in the third through six grade curriculum. Using this list of basic skills, I developedactivities that use a variety of teaching strategies and discussion options. Many of the activities integrate othersubjects such as writing, geography, and oral delivery.

Each lesson is set up in a similar format. A book is identified and summarized for use in teaching a particular skill.A lesson follows that may involve creating a chart to analyze elements of the skill, leading a discussion, orpursuing further research in the library. A list of related books provides titles that may be used to replace thefeatured title or may be used for further exploration; most of the activities can be easily adapted to another book.

Every effort has been made to ensure that all featured books are still in print. Most of the books were published inthe 1990s and are award-winning titles or classics that stay in print. Use your interlibrary loan services to obtainbooks that are out of print.

The organization of the book is an arbitrary alphabetical listing of the skills. Most skills have activities for bothgrades 3-4 and grades 5-6. Teachers of remedial reading might find grades 3-4 activities ideal for older students.Conversely, teachers of younger gifted students might find activities for grades 5-6 to be appropriate.

An underlying motivation for compiling this resource is to encourage the use of children's literature for instruction.Therefore, teachers should not dissect a book so much that the beauty of it is lost for the sake of teaching a skill.Short books can stand up to repeated readings for a variety of purposes. Longer activities can be stretched out overseveral days to ensure that the students do not tire of the material.

Be absolutely certain that you are comfortable with the content of the book before you read it aloud to the class. Ihave noted a few instances where a book, such as one that includes death, may be questionable in someenvironments. Only you can determine the suitability of a selection, however.

As you use the activities, you will undoubtedly recall your own favorites that might better suit the skill lesson. Besure to record any substitutions or lesson enhancements for later use. I hope you enjoy integrating reading skillswith children's literature.

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Alphabet

Bayer, Jane. A My Name Is Alice. Illustrated by Steven Kellogg. New York: Trumpet, 1984.Grade levels: 3-4.This familiar patterned rhyme begins with Alice (an ape) and her husband Alex (an anteater) coming from Alaskaand selling ants. Each letter of the alphabet features an animal and follows the same pattern, inviting readers topredict the verses.

Activities

1. Read the book aloud, letting the students chime in with the lines as much as possible. Students enjoy chantingthe verses once they have learned them. After the first reading, reread the book and create a chart listing theelements as shown in the partial chart below.

2. Find all the locations of the characters' homes on a map. Place sticky notes with the name of the character on thecorresponding country.

3. Have the students create new verses, following the same pattern, from A to Z. Assign each student one or moreletters. Create a big book with the new verses. Read them aloud as a class.

Wife Husband Home Product

Alice/Ape Alex/Anteater Alaska Ants

Barbara/Bear Bob/Baboon Brazil Balloons

Clara/Cow Claude/Condor Calcutta Cakes

Related Books

Gustafson, Scott. Alphabet Soup: A Feast of Letters. Shelton, Conn.: The Greenwich Workshop, 1990.

Shannon, George. Tomorrow's Alphabet. Illustrated by Donald Crews. New York: Greenwillow, 1996.

Walker, John. Ridiculous Rhymes from A to Z. Illustrated by David Catrow. New York: Holt, 1995.

Yates, Gene. The Elephant Alphabet Book. Chicago: Kidsbooks, 1995.

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Shirley, Gayle Corbett. C Is for Colorado. Illustrated by Constance Rummel Bergum. Helena, Mont.: ABC Press,1989.

Grade levels: 5-6.

Accompanying each letter of the alphabet is a short poem about an aspect of Colorado. From aspen to bison toyucca to zoo, the book provides a colorful portrait of the Rocky Mountain state. A section at the end of the bookgives an additional paragraph on each of the entries.

Activities

1. Share this alphabet book or any informational alphabet book with the students. Explain that the alphabet formatserves as a way to share information on a particular topic.

2. Have the class brainstorm words related to either their city or state in preparation for creating an alphabet bookabout their state. Assign one letter to each student to research.

3. Read the acknowledgments for C Is for Colorado. Encourage the students to identify similar organizations touse as information sources.

4. Bring together the information and compile an alphabet book for your state.

5. Consider using this process when the class is studying other states or countries. Students could work in pairs orin small groups to prepare the alphabet books.

6. Use the Internet to obtain photographs, maps, or other illustrations that could be used in compiling the alphabetbooks.

7. Have the students create an alphabet book for their school. This could serve as a memory book for graduatingstudents.

Related Books

Isadora, Rachel. City Seen from A to Z. New York: Trumpet, 1983.

Musgrove, Margaret. Ashanti to Zulu: African Traditions. Illustrated by Leo and Diane Dillon. New York: Dial,1976.

Pratt, Kristin Joy. A Walk in the Rainforest. Nevada City, Calif.: Dawn, 1992.

Roache, Gordon. A Halifax ABC. Montreal, Quebec: Tundra Books, 1987.

Updike, John. A Helpful Alphabet of Friendly Objects. Photographs by David Updike. New York: Alfred A.Knopf, 1995.



Alphabetization

Henkes, Kevin. Chrysanthemum. New York: Trumpet, 1991.

Grade levels: 3-4.

Chrysanthemum, a delightful little mouse, loves her name. She loves the way it looks and sounds. But when shestarts school, the children have plain names such as Max, Kay, and Pat. They tease her until she decides her nameis dreadful. But a music teacher named Delphinium sets everything right, and Chrysanthemum once again enjoysher special name.

Activities

1. At the beginning of the year use the names of the students to teach a variety of skills, beginning withalphabetization. Print each student's name on a strip of tagboard. Place the strips in a box or hat. Have each studentdraw out a name and match it to its owner. Once each student is holding the correct name, have the studentsarrange themselves in alphabetical order.

2. Put the names back in the box or hat and repeat the process, this time having the students arrange themselves inreverse alphabetical order.

3. Create a graph that compares the frequency of beginning letters of the students' names. Place the letters of thealphabet across the top of the graph and write the names below each letter. Which letter has the most names?

4. Repeat the above steps with the students' last names.

5. Incorporate the students' names in spelling tests.

6. Take the opportunity to teach phonemic awareness using students' first and last names. Ask students with namesfrom other countries to share any information they can learn from their parents regarding the origins of the names.

Related Books

Goffstein, M. B. School of Names. New York: Harper & Row, 1986.

Henkes, Kevin. Jessica. New York: Greenwillow, 1989.




Grade levels: 5-6.

Otter has just moved into his house and decides to have a housewarming party. He asks each of his friends to bringone item for a potluck soup. Each friend arrives, from A to Z, bearing food related to the first letter of his name.For example, dragon brings delicious desserts. Alliteration is used throughout.

Activities

1. Write each of the names of Otter's 26 friends on a card. Read the book aloud. Then place the cards in a hat orbox. Have each student draw out a card. Over the course of the next few days, give the students access to the book.Each should find the corresponding page and copy the sentence about the animal. Next, each student shouldalphabetize the words from the sentence that start with the letter. For example, for D the list would be delicious,delivered, desserts, didn't, dinner, do, dozens, dragon.

2. To narrow the process further and to reinforce the meaning of nouns, consider having the students alphabetizeonly the nouns. Therefore, the list for D would be desserts, dinner, dozens, dragon.

3. Have the students create lists of additional foods that would go with their letter. For example, dragon could alsobring dates.

4. To add more variation, have the students choose cities that start with the same letter. For example, dragon couldcome from Denver with dates.

Related Books

Ehlert, Lois. Eating the Alphabet: Fruits and Vegetables from A to Z. New York: Trumpet, 1989.





Auditory Discrimination

Moss, Jeff. The Other Side of the Door. Illustrated by Chris Demarest. New York: Bantam, 1991.

Grade levels: 3-4.

This collection of poems reflects a wide variety of emotions and events, from the humor of ''The Splinter,'' inwhich a splinter when removed is used as a baseball bat, to a serious poem about crying. The style ranges fromrhythmic rhymes to prose.

Activities

1. Choose several poems containing made-up words, such as "The Skorse" and "The Twelve-Nosed Gazunk," toread aloud. Tell the students that they are to listen for unusual words. Ask the students how they think these wordswould be spelled. Then compare their ideas with those of the author.

2. Choose a particularly rhythmic poem and read it aloud several times. (Consider using "Stuart McGroo,""Another Day," or "Wally's Rhyme.") Ask the students if they can think of a tune that they could sing the poem to.Make up a simple tune, even if you aren't musically talented. Let the students sing it aloud with you.

3. Locate in the library audiocassettes of poets reading their poetry aloud. Have the students listen to a variety ofreadings. Discuss what makes the poetry interesting and what brings it alive for the listener.

4. Have each student choose one poem to memorize and act out. Let the students rehearse their poems in smallgroups, eliciting help from their classmates in adding gestures and inflection. After they have had ample time topolish their selections, have a sharing time.

Related Books

Moss, Jeff. The Butterfly Jar. Illustrated by Chris Demarest. New York: Bantam, 1989.

Nye, Naomi Shihab. This Same Sky: A Collection of Poems from around the World. New York: Macmillan, 1992.



Prelutsky, Jack. The Headless Horseman Rides Tonight: More Poems to Trouble Your Sleep. Illustrated by ArnoldLobel. New York: Greenwillow, 1980.

Grade levels: 5-6.

Older students will enjoy the gruesome nature of the poems in this collection. Choose from among poems about amummy, a spectre, a giant, a zombie, the kraken, the elves, a sorceress, the abominable snowman, and more. Theequally haunting illustrations enhance the mood of each piece.

Activities

1. This is a good collection to use during the month of October, if Halloween is observed in your school. Turndown the lights, light a few candles, and read several selections from the book. Then choose a poem, such as "TheSpectre on the Moor." Read one verse at a time, asking the students to give you examples of alliteration. Discusshow Prelutsky uses words such as tendrils, writhing, and misty moor to create a mood. Without showing them theillustration, ask them to describe the image that the poem evokes. Then show the illustration. How does it comparewith their imaginings?

2. Use "The Headless Horseman" to teach the students choral reading. Begin by writing the refrain on chart paper.Next, practice reading it aloud as a group. Then read the alternating verses aloud while the students read therefrain. Then ask for volunteers to read the other verses, perhaps assigning each verse to a different volunteer.

3. Ask the students to consider which other poems in the book might be presented as choral readings. For example,"The Poltergeist" would work well with two groups of students reading alternating verses. Encourage the studentsto be dramatic with their oral delivery. Perform the readings for other students.

Related Books

Merriam, Eve. Halloween ABC. Illustrated by Lane Smith. New York: Trumpet, 1987.

Prelutsky, Jack. Nightmares: Poems to Trouble Your Sleep. Illustrated by Arnold Lobel. New York: Greenwillow,1976.

Wallace, Daisy. Witch Poems. Illustrated by Trina Schart Hyman. New York: Holiday House, 1976.



Classification

Aliki. My Visit to the Zoo. New York: HarperCollins, 1997.

Grade levels: 3-4.

Tour a zoological conservation park in this colorful, detailed book. Beginning with a bird's-eye view of the park,the reader can sample a variety of settings, such as the primate house, rain forest, and reptile house. An abundanceof labels and a world map of the animals make this a rich resource.

Activities

1. Read the book aloud, discussing the characteristics of the animals in the various illustrations. Discuss the kindsof animals found on each of the double-page spreads, classifying them (e.g., reptiles, birds, cats). Make a chart thatlists the classifications and the animals that fit within the classification.

2. During a subsequent reading, list the countries from which the animals originate, using the information providedbelow each animal's name. Classify the animals by country. Write the animals' names on sticky notes. Then placethe sticky notes on a large world map.

3. Classify the animals found in the book by a variety of categories, for example, number of legs, land animal,water animal, meat eating. Confirm the classification through a dictionary or encyclopedia.

Related Books

Aliki. My Visit to the Aquarium. New York: HarperCollins, 1993.

Duncan, Beverly K. Explore the Wild: A Nature Search-and-Find Book. New York: HarperCollins, 1996.

George, Jean Craighead. Everglades. Illustrated by Wendell Minor. New York: HarperCollins, 1995.

Mullins, Patricia. V for Vanishing: An Alphabet of Endangered Animals. New York: HarperCollins, 1993.



Simon, Seymour. The Universe. New York: Morrow, 1998.

Grade levels: 5-6.

Beginning with the big bang theory, Simon discusses how galaxies explode and how the universe continues toexpand. He then describes the birth of the sun and the planets, other solar systems in the making, stars, and blackholes. Brilliant color photographs provide exciting opportunities to study outer space.

Activities

1. Read the book aloud, taking one or two class periods to share it in full. Set aside time to study the photographs.

2. The information in this book is quite dense. Through classification of manageable amounts of information,however, students can begin to understand the characteristics of the universe. Choose a section to analyze to createa classification chart. For example, the first paragraph on the page about galaxies could be organized as follows:

Types ofGalaxies Descriptions

Spirals Disk-shaped, older stars in the center, newer stars in the arms

EllipticalsMost common, shaped like balls or eggs, containing mostly old

stars

Barred Spirals Spirals whose central stars form a bar

Irregular Rarest form, with no known pattern

3. After creating classification charts on several small topics, work with the class to create a large classificationchart that compares a variety of features of the universe. If necessary, consult additional books to complete thechart.

Related Books

Ressmeyer, Roger. Astronaut to Zodiac: A Young Stargazer's Alphabet. New York: Crown, 1992.

Simon, Seymour. Comets, Meteors, and Asteroids. New York: Morrow, 1994.

Destination: Jupiter. New York: Morrow, 1998.



Comparison

Reiser, Lynn. Cherry Pies and Lullabies. New York: Greenwillow, 1998.

Four generations of women share how they bake a cherry pie, use flowers, make quilts, and sing lullabies.

Reiser, Lynn. Tortillas and Lullabies (Tortillas y cancioncitas). Translated by Rebecca Hart. Illustrated byCorazones Valientes. New York: Greenwillow, 1998.

Four generations of women share how they make tortillas, use flowers, wash a dress, and sing lullabies. Theillustrations come from artists in Costa Rica.

Grade levels: 3-4.

Activities

1. Read the first section of Cherry Pies and Lullabies aloud. Ask students to compare how the four generationsbake pies. How have things changed? How have they stayed the same?

2. Continue reading through each section, taking time to compare the likenesses and differences of the fourgenerations.

3. Read aloud Tortillas and Lullabies and discuss each section in the same fashion, comparing the likenesses anddifferences of the four generations.

4. Then compare the two books. Which sections are alike? How are the people alike and different in the twocultures?

5. Lynn Reiser 1 discusses how the artists from Costa Rica did not feel comfortable drawing women with smilingfaces. They believed that their portrayals were typical of a relaxed expression. Obtain the Hornbook article cited inthe "Note" section below from the library and share appropriate information from it, giving students insights intothe challenges Reiser faced as she produced these books. Find Costa Rica on a world map and compare the twocultures.

Related Books

Garza, Carmen Lomas. Family Pictures (Cuadro defamilia). San Francisco: Children's Book Press, 1990.

Paulsen, Gary. The Tortilla Factory. Illustrated by Ruth Wright Paulsen. San Diego, Calif.: Harcourt Brace, 1995.

Note

1. Reiser, Lynn. "Going from But to And: Challenges in Creating a Pair of Picture Books from Different Cultures."Hornbook (September/October 1998): 578-86.



Comparison

Fleischman, Sid. Bandit's Moon. Illustrated by Jos. A. Smith. New York: Greenwillow, 1998.

Annyrose has been left with O.O. Mary to recuperate while her brother goes on to the gold fields. When banditsarrive to avenge a wrong, O. O. Mary escapes, but Annyrose joins up with them. Annyrose discovers greatstrengths as she faces an uncertain future.

Karr, Kathleen. Gold-Rush Phoebe. New York: HarperCollins, 1998.

Phoebe, disguised as a boy, and her friend Robbie head to California to pan for gold. After many adventures, theygive up the gold fields and return to San Francisco. They use their ingenuity and energy to start a successfulrestaurant and then continue to invest. Grade levels: 5-6.

Activities

1. Read Gold-Rush Phoebe aloud, following the suggested activities on page 39. Then read aloud Bandit's Moon.In both stories, a strong girl disguises herself as a boy to survive in the difficult times of the gold rush.

2. Create a chart that compares the elements of the two novels. Use the following example as a starting point.

Bandit's Moon Gold-Rush Phoebe

Setting California California

Time period Gold rush Gold rush

Characters

Problems

Resolution

3. Consider additional categories, including relationships, emotions problem-solving strategies, successes, failures,action, events, writing style, and hisorical elements.

4. After completing the chart, discuss the similarities and differences between the two books. Which book do thestudents prefer?

Related Book

Klein, James. Gold Rush! The Young Prospector's Guide to Striking It Rich. Illustrated by Michael Rohani.Berkeley, Calif.: Tricycle Press, 1998.



Comprehension: Creative

Creech, Sharon. Pleasing the Ghost. New York: HarperCollins, 1996.

Grade levels: 3-4.

Dennis's life becomes quite unusual after his father dies and ghosts begin appearing in his room. When the ghostof Uncle Arvie arrives, demanding Dennis's help, Dennis finds that he must figure out exactly what Uncle Arviemeans by such phrases as "Pin needle a heartfoot."

Activities

1. Have the students either read this book in small groups or listen to it being read aloud. Challenge them to guesswhat the nonsense words mean as Uncle Arvie utters them. Discuss Dennis's frustration as he tries to determinewhat Uncle Arvie wants.

2. Have the students create new phrases that could be used in place of those Uncle Arvie uses. Then have themcreate their own ghost language.

3. Teach the students to speak Pig Latin. The initial consonant sound is moved to the end of the word, with thesound of ay added. For words that start with vowels, just add the ay syllable to the end of the word. For example,the words "Pig Latin" would be spoken as "Igpay Atinlay." Try reading these commonly heard sentences: "It'sayimetay otay aysay ethay Edgeplay ofay Allegianceay.'' ''Eahyay! Imetay otay ogay omehay!" "Atwhay's orfayinnerday?" ("It's time to say the Pledge of Allegiance." "Yeah! Time to go home!" "What's for dinner?")

4. Have the students create picture dictionaries using their new language. Challenge them to communicate for anhour in their language.

Related Books

Conrad, Pam. Stonewords: A Ghost Story. New York: HarperCollins, 1990.

Winthrop, Elizabeth. The Castle in the Attic. New York: Bantam Books, 1986.

Yep, Laurence. The Imp That Ate My Homework. Illustrated by Benrei Huang. New York: HarperCollins, 1998.



Ray, Delia. A Nation Torn: The Story of How the Civil War Began. New York: Penguin, 1996.

Grade levels: 5-6.

Beginning with a letter from Major Robert Anderson to his wife at Christmas, this informational book provides anintimate look at the beginnings of the Civil War. Topics include the early rumblings of war, the controversy overslavery, Lincoln's struggles with determining how best to preserve the nation, and the firing on Fort Sumter.

Activities

1. Choose one of the chapters and photocopy it for use on an overhead projector. Divide it into segments so thatthe chapter will be better understood by the students.

2. Read the segment aloud while displaying it on the overhead project. Then allow the students to ask questionsabout the segment, ideally questions beyond the literal level. Try to answer the questions as thoroughly as possible.

3. Then read another segment aloud. This time ask the students questions, modeling more creative questioning.Questions could focus on motivations of the historical figures, the meanings of unfamiliar words, and how thepeople of the North or South felt.

4. Repeat this process with more reading and questioning of text, taking turns with the questions. Work towardimproving the level of questioning to encourage creativity both in the questions and in thinking beyond theinformation stated in the text.

Related Books

Chang, Ina. A Separate Battle: Women and the Civil War. New York: Dutton, 1991.

Damon, Duane. When This Cruel War Is Over: The Civil War Home Front. Minneapolis, Minn.: Lerner, 1996.

Murphy, Jim. The Boys' War: Confederate and Union Soldiers Talk About the Civil War. New York: Clarion,1990.

Ray, Delia. Behind the Blue and Gray: The Soldier's Life in the Civil War. New York: Dutton, 1991.

Sandler, Martin W. Civil War. New York: HarperCollins, 1996.



Comprehension: Inferential

MacDonald, Margaret Read. Peace Tales: World Folktales to Talk About. Hamden, Conn.: Linnet Press, 1992.

Grade levels: 3-4.

This fascinating collection of stories is organized by themes within the broad topics of war and peace: pathways towar, the folly of fighting, one war, an end to war, pathways to peace, peacemaking techniques, peacemakers, thenever-ending work, and choices. The stories come from around the world.

Activities

1. Read aloud "Two Goats on the Bridge." What is the message for listeners? What did the goats learn from theexperience? Discuss the proverb. Does it accurately sum up the gist of the story?

2. Read aloud the proverb that accompanies "The Neighbor's Shifty Son." Discuss the meaning of the proverb.Then read aloud the story. What is its message? Did the proverb help the students understand the lesson of thestory?

3. Read aloud "Halving the Cookie" and "The Argument Sticks." Can the students think of other techniques formaking peace? Did both of these stories promote fairness? Can the students think of other stories with similarlessons? Read other examples in this section. What techniques could be used in the classroom?

4. Create a list of peacekeeping messages gained from reading the stories. Then create a list of techniques forkeeping peace that the students can agree on for use in the classroom.

Related Books

Caduto, Michael J. The Crimson Elf: Italian Tales of Wisdom. Illustrated by Tom Sarmo. Golden, Colo.: FulcrumPublishing, 1997.

Earth Tales from Around the World. Illustrated by Adelaide Murphy Tyrol. Golden, Colo.: Fulcrum Publishing,1997.

MacDonald, Margaret Read. Twenty Tellable Tales: Audience Participation Folktales for the BeginningStoryteller. Illustrated by Roxane Murphy. New York: H. W. Wilson, 1986.



Comprehension: Inferential

Flood, Bo. From the Mouth of the Monster Eel: Stories from Micronesia. Illustrated by Margo Vitarelli. Golden,Colo.: Fulcrum Publishing, 1996.

Grade levels: 5-6.

Six tales from the Pacific Rim give insights into the culture of this fascinating part of the world. Learn how Bikaroutwits the great monster eel. Discover how Debolar, an ugly child, sacrifices himself to create the coconut tree.Find out how the 10 brothers of Woja determine who will be chief of the island Jeh. These stories entertain whileteaching important lessons.

Activities

1. Read aloud "The First Coconut Tree." After reading it, return to the beginning of the story and ask the followingquestions:

Why were people so determined to kill Debolar? Why were they so superstitious?

Why do you think the mother gave in to Debolar and buried him?

What would you have done? Would you have killed him? Buried him?

What do you think the people were thinking about when they first tried eating and drinking from the coconut tree?

2. Read aloud "The Tree That Bled Fish." After reading the story, ask the following questions:

Why did Kodep's father tell him the story about the tree that bled fish?

Why did Kodep get scared and run back to the village?

Why do you think Kodep went back to cut more from the tree despite the warning?

Who was the wisest in this story?

Research the breadfruit tree and its impact on the culture of Micronesia.

Related Books

Climo, Shirley. A Serenade of Mermaids: Mermaid Tales from Around the World. Illustrated by Jen Mou-sienTseng. New York: HarperCollins, 1999.

Ness, Caroline. The Ocean of Story: Fairy Tales from India. Illustrated by Jacqueline Mair. New York: Lothrop,Lee and Shepard, 1997.

Vathanaprida, Supaporn, and Margaret Read MacDonald. Thai Tales: Folktales of Thailand. Illustrated byBoonsong Rohitasuke. Englewood, Colo.: Libraries Unlimited, 1994.



Comprehension: Literal versus Figurative

Fraser, Betty. First Things First: An Illustrated Collection of Sayings Useful and Familiar for Children. NewYork: Harper & Row, 1990.

Grade levels: 3-4.

This collection of proverbs includes advice as to how and when to use the proverb. For example, when you arefirst in line for recess, you might say, "First come, first served." The proverbs are integrated into the illustrations,making the presentation lively and humorous. This book is ideal for introducing the proverb as an example offigurative language.

Activities

1. Ask the students if they know any proverbs. If they struggle to come up with examples, give some examples ofyour own, such as "A stitch in time saves nine," "Honesty is the best policy, " and ''Don't count your chickensbefore they hatch. " Discuss the meaning of the proverbs, pointing out how phrases such as ''Don't count yourchickens before they hatch" have come to be part of our language.

2. Read the book aloud. Discuss the proverbs and what they might mean literally. If you have students who speakother languages, ask them to contribute proverbs they know. (Keep in mind, though, that some may be difficult totranslate into English.) Discuss how we come to understand these through use, even when they defy translation.

3. Create a proverb collection from the students' families. Have the students ask their parents, grandparents, orolder friends to share proverbs. Discuss the meanings of the proverbs in class and then organize them into a bookof proverbs.

Related Books

Day, Alexandra. Frank and Ernest. New York: Scholastic, 1988.

Elting, Mary, and Michael Folsom. Q is for Duck: An Alphabet Guessing Game. Illustrated by Jack Kent. NewYork: Clarion, 1980.

Juster, Norton. Otter Nonsense. Illustrated by Eric Carle. New York: Philomel, 1982.



Keller, Charles. News Breaks. Illustrated by Michael Cooper. Englewood Cliffs, N.J.: Prentice-Hall, 1980.

Grade levels: 5-6.

Keller has compiled an entertaining variety of headlines that can be interpreted both literally and figuratively.Many of them are amusing because of the use of homonyms or homophones. Some entertain because of thejuxtaposition of complementary or conflicting topics. The headlines provide excellent discussion opportunities.Anguished English (listed in the "Related books" section below) contains similar examples, plus a variety of usageerrors.

Activities

1. Read the headlines aloud. Ask the students to identify why each headline is amusing or misleading. Oftenamusing headlines occur because, although the writers knew what they meant, they didn't make clear in theirwording what they meant. Discuss how important it is to choose words carefully and either to read one's writingcritically or to have another person read it.

2. Have the students bring in newspapers, read the headlines and talk about what a literal interpretation mightmean. For example, one headline from the newspaper reads "Sour grapes spill out over Super Bowl." To illustratethis literally, one could draw a picture of a large bowl with grapes hanging over the edges.

3. Have the students illustrate a variety of headlines literally, writing the headline at the bottom of the illustration.Make photocopies of the headlines and send them to the newspaper that inspired the drawings. Explain in a letterthat your class analyzed the headlines, creating the enclosed interpretations. The newspaper may decide to print theexamples!

Related Books

Cole, Joanna, and Stephanie Calmenson. Yours Till Banana Splits: 101 Autograph Rhymes. Illustrated by AlanTiegreen. New York: Morrow, 1995.

Juster, Norton. Otter Nonsense. Illustrated by Eric Carle. New York: Philomel, 1982.

Lederer, Richard. Anguished English: An Anthology of Accidental Assaults upon Our Language. Charleston, S.C.:Wyrick and Company, 1987.



Figurative Language

Conrad, Pam. Staying Nine. Illustrated by Mike Wimmer. New York: HarperCollins, 1988.

Grade levels: 3-4.

Heather's 10th birthday is approaching, and she refuses to acknowledge it. She simply wants to stay nine years old,wearing her favorite clothes and living life as usual. She compromises by having an unbirthday party, just tosatisfy her family. But when Rosa Rita arrives, she begins to learn that she can still be herself in spite of growingolder.

Activities

1. Read aloud the first four paragraphs. Ask the students to listen for the simile, a comparison that begins with theword like or as. In this example, Heather has braced herself high in the doorway and her mother passes underneathher "like a ship... ." Ask the students if they can think of other similes that could have been used in this passage.List them on the board.

2. On page 16, find the simile in the second paragraph. Ask the students to think of other quick animals that couldbe running up a tree, for example, squirrel, blue jay, cat. Why do they think the author chose to use a woodpeckerinstead of another bird or animal?

3. On pages 22-23, Heather's brother uses several words inappropriately. Look up the words in the dictionary. Washis usage of the words really okay or was he trying to justify his misuse of them?

4. Keep a list of other examples of figurative language while reading the book. Use a notebook to record examplesof figurative language for use in future writing. Practice making up your own:

He was as quick as a _____.

She walked down the aisle like a _____.

He was as silly as a _____.

She was as slow as _____.

Related Books

Fletcher, Ralph. Fig Pudding. New York: Dell, 1995.

Juster, Norton. As Silly As Knees, As Busy As Bees: An Astounding Assortment of Similes. Illustrated by DavidSmall. New York: Morrow, 1998.

McKinley, Robin. Beauty. New York: HarperCollins, 1978.

Robinson, Barbara. The Best School Year Ever. New York: HarperCollins, 1994.



Levy, Elizabeth. My Life as a Fifth-Grade Comedian. New York: HarperCollins, 1997.

Grade levels: 5-6.

Bobby copes with life's ups and downs through humor. But his wisecracking gets him in trouble at school and athome. His brother was kicked out of school and then out of the house when his attitude became too much, andBobby worries that his antics may lead to the same outcome. Organizing a school laugh-off becomes hisopportunity to redeem himself.

Activities

1. Each chapter begins with a joke. As you read each chapter of the book aloud, discuss the use of language tocreate the joke: puns, plays on words, and so forth.

2. The characters often discuss the jokes in the book, giving ample opportunity for discussion about figurativelanguage. For example, in chapter 6 when Bobby has to be checked for head lice, his father uses the phrase "bug inyour ear" and tells Bobby not to be so literal. Take advantage of these opportunities to discuss the use of languagethroughout the book.

3. Be on the alert for similes, such as "pulsing like an obnoxious beeper" on page 45.

4. The author spent two years collecting the jokes in the book from students in schools she would visit. Considercompiling a joke book using the jokes found in the book.

5. Discuss the lessons Bobby learned by organizing the laugh-off. What are the positive and negative aspects ofusing a lot of humor? Discuss the use of humor from the perspective of adults as compared with young people.Does humor create or break down barriers?

Related Books

Burch, Robert. Christmas with Ida Early. New York: Puffin, 1983.

Ida Early Comes over the Mountain. New York: Avon, 1980.

Fleischman, Paul. A Fate Totally Worse Than Death. Cambridge, Mass.: Candlewick Press, 1995.

Lynch, Chris. The Wolf Gang. New York: HarperCollins, 1998.



Avi. Poppy and Rye. Illustrated by Brian Floca. New York: Avon, 1998.

Grade levels: 5-6.

After Ragweed dies, Poppy, a young field mouse, decides to find Ragweed's family to tell them about his death.On the way she meets Ragweed's brother, Rye, and they become attracted to each other. But problems with thebeavers must be tackled before Poppy and Rye can try to build a life together. Ereth, a porcupine who is Poppy'sdevoted though cranky friend, provides readers with colorful language to explore.

Activities

1. Allow approximately two weeks to read this book aloud. On pages 5 and 6, Caster P. Canad talks to Clover andValerian. Discuss how he uses colorful language, such as "tickled pink" and "Progress Without Pain. "

2. Beginning with chapter 2, the reader meets Ereth, the old porcupine. His first comment is "Oh, skunk whizzle."Begin to list the colorful euphemisms he uses: nose bumps, slug-brain, slop, swamp-mouth, mushroom mucus,frozen frog pips. Explain to the students that euphemisms are words people use as substitutes for unacceptablewords or phrases.

3. On page 9, Ereth says, "Head for the toilet bowl and bring two plungers!" Discuss what he means.

4. As you continue reading the book, discuss Ereth's attitude and Poppy's tolerance of it. Does Ereth really meanwhat he says? Would such name-calling be painful even if he didn't mean it? How does Ereth's languagecontribute to his character? Does he seem totally unlikable? Why does Poppy continue to rely on him? Continue todiscuss how Ereth's colorful language contributes to his character as you complete the reading.

Related Book

Avi. Poppy. Illustrated by Brian Floca. New York: Orchard, 1995.



Finding Details

Ressmeyer, Roger. Astronaut to Zodiac: A Young Stargazer's Alphabet. New York: Crown, 1992.

Grade levels: 3-4.

Captivating photographs accompany this oversize alphabet book's rich text about outer space. Beginning withastronaut, biosphere, and craters and ending with xrays, year, and zodiac, the author provides just enoughinformation to satisfy curiosity while stimulating further interest.

Activities

1. Have the students brainstorm all the words they can think of that relate to outer space. Arrange the words inalphabetical order. Try to think of words to fill in so that you have at least one word for each letter of the alphabet.

2. Discuss what the students know about each of the words, noting the details of the information they alreadypossess.

3. Beginning with the letter a, go through the alphabet and compare Ressmeyer's words with those the classgenerated. Then return to each word and have the students discuss what they know about the word in Ressmeyer'sbook. Write down at least one detail that the students know. Then compare that information with what Ressmeyerincluded. It may take several class sessions to complete this process.

4. Create a second alphabet, referring to the list generated before sharing the book. Try to find at least oneadditional word for each letter of the alphabet. Use the library and the Internet to create a new alphabet book forstargazers.

Related Books

Branley, Franklyn M. Floating in Space. Illustrated by True Kelley. New York: HarperCollins, 1998.

The Planets in Our Solar System. Illustrated by Kevin O'Malley. New York: HarperCollins, 1998.

Lauber, Patricia. You're Aboard Spaceship Earth. Illustrated by Holly Keller. New York: HarperCollins, 1996.

Simon, Seymour. Comets, Meteors, and Asteroids. New York: Morrow, 1994.



Fine, John Christopher. Big Stuff in the Ocean. Golden, Colo.: Fulcrum Publishing, 1998.

Grade levels: 3-4.

Some of the biggest inhabitants of the ocean are described through text and color photographs. Readers candiscover fascinating facts about the largest manatees, octopi, dolphins, groupers, sharks, whales, lobsters, and otheranimals of the sea.

Activities

1. Choose one of the sea creatures to discuss. Ask the students what they know about the animal and write thefacts under the heading "What I Know." Then ask students what they want to know and record that informationunder the heading "What I Want to Know."

2. Read the two pages of information aloud and share the photographs. Tell the students that you are going to readthe text again and that they are to write down at least three details while they are listening. For example, theymight write down what the sea animal eats, its length or weight, and its color.

3. Share what the students have written. Compare their details with those in the text to ensure accuracy. Add thisinformation to the chart under the heading "What I Learned."

4. Ask students what they still want to know. Write these questions under the heading "What I Still Want toKnow."

5. Use the library to find out additional information about the sea animals. Repeat the process with other animalsin the book. Alternatively, assign sea animals to small groups of students and have them continue the processindependently.

Related Books

Dokken, Kay. Will a Clownfish Make You Giggle? Answers to Some Very Fishy Questions. Illustrated by VickiMarcellan-Allen. New York: Aqua Quest, 1995.

Knapp, Toni. The Six Bridges of Humphrey the Whale. Illustrated by Craig Brown. Niwot, Colo.: RobertsRinehart, 1989.

Martin, Kim. Giants of the Sea. New York: W. H. Smith, 1988.

Pallotta, Jerry. The Underwater Alphabet Book. Illustrated by Edgar Stewart. New York: Trumpet, 1991.

Pechter, Alese, and Morton Pechter. What's in the Deep? An Underwater Adventure for Children. Washington,D.C.: Acropolis Books, 1991.

Simon, Seymour. Sharks. New York: HarperCollins, 1995.



Ballard, Robert D. Exploring the Titanic. New York: Scholastic, 1988.

Grade levels: 5-6.

This informational book describes the efforts and lengthy search to find the Titanic. Beginning in 1967 with theauthor's dreams of one day searching for the Titanic to the eventual success, this book provides a fascinatingglimpse into the process. Through the detailed text, drawings, and photographs, the reader learns how the tragiccatastrophe occurred and the devastating effect it had on hundreds of lives.

Activities

1. Read the book aloud in short sessions. After reading chapter 2 aloud, make a list of the distinctive features ofthe Titanic. For example, students might decide to record that she was 882 feet long, with nine decks. Have thestudents examine the illustrations to get a sense of the size of the ship.

2. Read aloud chapter 3 which details the night of the collision. Return to the chapter to find the appropriateinformation to create a time line of the critical events.

3. After reading aloud chapter 4 which describes the discovery of the Titanic, return to the text to study theillustration on page 31 that shows how the Titanic was found. Examine the chart on page 35 that shows the depthof the ship in comparison with various buildings. Discuss the magnitude of the challenge the divers faced.

4. In discussing chapter 5, have students who saw the movie version compare the movie's interior with what thedivers discovered. Examine the photographs and compare them with photographs of the ship when it was intact.Discuss the effects on the ship of having been submerged for years.

Related Books

Bortz, Fred. Catastrophe! Great Engineering Failureand Success. New York: W. H. Freeman, 1995.

Nicholson, Robert. Great Mysteries. Edited by Caroline Clayton and Damian Kelleher. New York: ThomsonLearning, 1994.



Generalization

Shannon, George. A Knock at the Door. Phoenix, Ariz.: Oryx Press, 1992.

Grade levels: 3-4.

In these stories, a knock at the door generally signifies trouble. From the wolf who knocks on the kids' door whentheir mother is gone (Aesop) to Taiwan's variant on "Hansel and Gretel" ("The Tiger Witch") Shannon presentsmore than 30 timeless cautionary tales.

Activities

1. Preread the stories to determine their suitability for your classroom. Then choose a variety to read to the class.After each tale, discuss the message that the story imparts. Make a list of the messages, such as "Don't open thedoor to strangers" and "Obey your parents."

2. Discuss the meaning of cautionary tales, those stories that warn of dangers. Discuss why parents might tell thesestories to their children. Brainstorm other cautionary folktales that the students remember, such as "Hansel andGretel," "Little Red Riding Hood," "Goldilocks and the Three Bears," ''The Three Little Pigs," and "TheGingerbread Boy.''

3. Find the country where each tale originated on a globe or map. Does the story tell anything about the country?Can the students generalize anything about the culture?

4. What universal features characterize the stories? Have the students list and discuss the commonalities.

5. What cautionary tale would the students write today? Consult the newspapers and discuss what children mightneed to be warned about. Have the students write short cautionary tales, using the stories in the book as models.

Related Books

Brett, Jan. Goldilocks and the Three Bears. New York: G. P. Putnam's Sons, 1987.

Egielski, Richard. The Gingerbread Boy. New York: HarperCollins, 1997.

Hyman, Trina Schart. Little Red Riding Hood. New York: Holiday House, 1983.

Lester, Julius. Sam and the Tigers. Illustrated by Julius Pinkney. New York: Dial, 1996.



Sierra, Judy. Cinderella. Phoenix, Ariz.: Oryx Press, 1992.

Grade levels: 5-6.

Thousands of versions of this favorite story exist throughout the world. Sierra has collected 25 from a variety ofEuropean countries, Russia, Africa, Iraq, India, Japan, the Philippines, Vietnam, and the United States. Usefulbackground information, plus suggested activities, is included.

Activities

1. Take one or two weeks to read this collection of stories aloud. Be sure to preread the tales and eliminate anywith themes that are inappropriate for your classroom. (For example, the father in "Allerleirauh" wants to marryhis daughter, and she therefore flees the kingdom.) Refer to the information on page 161 that discusses the fivetypes of Cinderella tales: Cinderella as the ill-treated heroine; Cat-skin, who takes flight due to the unnaturalfather; Cap o-Rushes, the outcast heroine; the indeterminate tale; and hero tales. Ask the students to classify thetales as they listen to them.

2. Discuss each type of tale. What can the students generalize about the people who told the tales? Did theyrespect or resent royalty? Did common or royal people tell the tales? Were they motivated by politics, or did theypurely seek to entertain? Were the tales teaching tales? What does each story tell about the country or culture oforigin?

3. What kind of Cinderella story might the students write today? What features would they include to indicate thecurrent political or social climate?

Related Books

Climo, Shirley. The Egyptian Cinderella. Illustrated by Ruth Heller. New York: HarperCollins, 1989.

The Irish Cinderlad. Illustrated by Loretta Krupinski. New York: HarperCollins, 1996.

The Korean Cinderella. Illustrated by Ruth Heller. New York: HarperCollins, 1993.

Ehrlich, Amy. Cinderella. Illustrated by Susan Jeffers. New York: Dial, 1985.

Martin, Rafe. The Rough-Face Girl. Illustrated by David Shannon. New York: G. P. Putnam's Sons, 1992.



Genres: Biography

Santella, Andrew. Jackie Robinson Breaks the Color Line. New York: Children's Press, 1996.

Grade levels: 34.

Jackie Robinson made history on the opening day of the 1947 baseball season, breaking a major color barrier asthe first African-American to play professional baseball. This biography recounts his early years, his days in themilitary, and the challenges he faced as one who dared to move into the professional league. Includes a glossary,time line, index, and numerous black and white photographs.

Activities

1. If possible, first read aloud Barbara Cohen's Thank You, Jackie Robinson (see page 69 and the "Related books"section below) or Bette Bao Lord's In the Year of the Boar and Jackie Robinson (see the "Related books" sectionbelow). Discuss the powerful impact Robinson had on youngsters who loved baseball in these books.

2. Write the term color line on the board. Ask the students if they know what it means. Then show the students thebook, explaining that a biography tells about the life of a person. Discuss what they already know about JackieRobinson from the book they heard read aloud.

3. Read Santella's book aloud. Discuss the key events, recording them on the board, along with the dates of theiroccurrence. Build a time line while reading the book.

4. Compare the time line with the one at the end of the book. Which one is more complete?

5. Discuss the players pictured on pages 18 and 19: Larry Doby, Roy Campanella, Minnie Minoso, Willie Mays,Ernie Banks, Henry Aaron, and Frank Robinson. Have the students work in small groups to research one of theseplayers, as well as compile a time line of events in their chosen baseball player's life. Compare the time lines inclass.

Related Books

Cohen, Barbara. Thank You, Jackie Robinson. Illustrated by Richard Cuffari. New York: Morrow, 1997.

Lord, Bette Bao. In the Year of the Boar and Jackie Robinson. New York: Harper & Row, 1984.

Sanford, William R., and Carl R. Green. Jackie Robinson. New York: Macmillan, 1992.

Shorto, Russell. Jackie Robinson and the Breaking of the Color Barrier. Brookfield, Conn.: Millbrook Press, 1991.



Fritz, Jean. You Want Women to Vote, Lizzie Stanton? Illustrated by DyAnne DiSalvo-Ryan. New York: G. P.Putnam's Sons, 1995.

Grade levels: 5-6.

Lizzie believed as a child that girls should be treated the same as boys. She grew up, married, and had sevenchildren. With her good friend Susan B. Anthony, she fought for equality for all-women, men, and minorities.Although she didn't live to see women get to vote, she is remembered for her hard work for equality.

Activities

1. Before reading this book aloud, have students research life in the early 1800s. Have them find out what womentypically did. Could they hold jobs of prominence? What did society expect of most women? What were theiramusements?

2. Many students may have read other Jean Fritz biographies. Discuss those they may have read and how Fritzuses humor and history to weave a storylike biography.

3. Begin reading the book aloud. Discuss the context Fritz provides and share the humorous illustrations. Make achart that compares the details of Stanton's life with those of today. Use the example below as a beginning point.

4. Discuss the changes that have occurred over the years. What changes still need to occur? Create a fourth columnthat lists changes that the students predict will occur.

Lizzie's Life Life Today

Dress Dresses, aprons, hoods, ruffles Jeans, dresses, shorts

Pastimes Embroidering Sports, videos, music

Legal Wife as extension of husband Wife has equal legal rights

Related Book

Swain, Gwenyth. The Road to Seneca Falls: A Story about Elizabeth Cady Stanton. Illustrated by Mary O'KeefeYoung. Minneapolis, Minn.: Carolrhoda, 1996.



Genres: Fairy and Folktales

Hallett, Martin, and Barbara Karasek, ed. Folk and Fairy Tales. New York: Broadview Press, 1996.

Grade levels: 3-4.

This collection of folktales and fairy tales includes a wide variety of favorites. The traditional tales are classifiedby topics such as loss of innocence, sleeping beauties, damsels in distress, brain over brawn, the child as hero, andvillains. Literary tales are included in the last two sections. Articles on issues with fairy tales make this anespecially useful collection. However, any good collection can be used for this activity.

Activities

1. Begin your exploration of fairy tales by photocopying and distributing to the students the "Questions" section ofthe folk literature survey on page 29. This survey may be difficult for the students to complete at first, but if youallow them to work in small groups, they will begin to prompt each other with title ideas.

2. Discuss their answers, seeing how many statements the students collectively identify. Wait until you have read avariety of tales before giving the answers. (See "Answers" section of the survey.)

3. Read aloud a variety of folktales. To familiarize the students with the genre, discuss the following elements:

Story length: Tales are generally short.

Time: Tales often begin with the phrase "Once upon a time." Time may not be indicated,or it may stand still, as in "Briar Rose."

Characters: Generally only minimal information is given. Stereotypes are common, such asthe evil stepmother or the beautiful princess. Characters may be described according totheir station in life: peasant, witch, daughter.

Setting: The setting often receives little description.

Style: The writing style is often simple, depending on action.

Action: Adventure is important, giving the tale its interest.

Theme: Themes may be journey, conquest, or rescue.

Magic: Fairy tales often feature magic, distinguishing them from folktales.

Ending: Most end happily, with a problem solved.



Related Books

Barchers, Suzanne I. Wise Women: Folk and Fairy Tales from around the World. Illustrated by Leann Mullineaux.Englewood, Colo.: Libraries Unlimited, 1990.

Hayes, Joe. Watch Out for Clever Women! Illustrated by Vicki Trego Hill. El Paso, Tex.: Cinco Puntos Press,1994.

Riordan, James. The Woman in the Moon and Other Tales of Forgotten Heroines. Illustrated by Angela Barrett.New York: Dutton, 1985.

Yolen, Jane, editor. Favorite Folktales from Around the World. New York: Random House, 1986.



Folk Literature Survey

StatementsWrite the name of the tale you think of when you read these statements.

1. A wolf gets to grandmother's house before a young girl. 2. A fairy godmother helps a girl go to the ball. 3. A wealthy man's bride opens a locked closet. 4. A girl saves her brothers from a life as water birds. 5. Everyone in the castle sleeps till the princess is rescued. 6. A girl spins straw into gold. 7. A witch comes to a fiery end. 8. The youngest son is helped by a clever cat. 9. The youngest daughter drops a golden ball into the well. 10. A girl runs away to the home of several short miners. 11. A poor man gets a black pudding stuck on his nose. 12. Knights ride up a slippery hill to get the golden apple. 13. A tiny boy has adventures while he travels the world. 14. A boy's wishes are granted by a genie. 15. A prince climbs a girl's hair to get to the tower. 16. A poor man gives his daughter to the white bear. 17. A beast becomes a handsome prince. 18. Gerda rescues Kai from an icy future. 19. A girl's visit upsets a home of furry creatures. 20. Some musically talented animals scare off some robbers.



Answers

1. Red Riding Hood 2. Cinderella 3. Bluebeard 4. The Wild Swans 5. Sleeping Beauty 6. Rumpelstiltskin 7. Hansel and Gretel 8. Puss and Boots 9. The Frog Prince 10. Snow White and the Seven Dwarfs 11. The Foolish Wishes 12. The Princess on the Glass Hill 13. Tom Thumb 14. Aladdin's Lamp 15 Rapunzel 16 East of the Sun and West of the Moon 17. Beauty and the Beast 18. The Snow Queen 19. Goldilocks and the Three Bears 20. Bremen Town Musicians

The above survey was inspired by "How Is Your F.Q. (Folklore Quotient)?" by Sister Margaret MaryNugent. Excerpted from Creating and Managing the Literate Classroom by Suzanne I. Barchers(Englewood, Colo.: Teacher Ideas Press, 1990).



Yolen, Jane, editor. Favorite Folktales from Around the World. New York: Random House, 1986.

Grade levels: 5-6.

This impressive collection of tales covers the world. In addition, it is organized into useful themes for comparison.Themes include telling tales; the very young and the very old; true loves and false; tricksters, rogues, and cheats;the fool: numbskulls and noodleheads; heroes: likely and unlikely; wonder tales, tall tales, and brag.

Activities

1. If the students have not already used the folk literature survey from the previous activity, have them complete itin small groups.

2. Share a variety of tales, discussing the elements as described in the previous lesson. Have the students create astory map of a selected tale. Use the following as an example.

Title ofStory Cinderella

Setting(s) Cinderella's home and Prince's castle.

CharactersCinderella, Stepmother, Stepsisters,

Father, Prince, Fairy GodmotherProblems

Getting Cinderella tothe ball; finding

Cinderella

Events1. Invitation to the ball arrives.

2. Everyone except Cinderella goes tothe ball.

3. Fairy godmother sends Cinderella tothe ball.

4. Cinderella meets Prince but runsaway.

ResolutionCinderella tries on slipper. Cinderella

and Prince marry.

3. Conclude the unit by using the quotations on page 33 as a matching game, a variation on charades, or a quiz.Then, have the students make up their own activity using quotations from the stories they have read.



Related Books

Barchers, Suzanne I. Wise Women: Folk and Fairy Tales from Around the World. Illustrated by Leann Mullineaux.Englewood, Colo.: Libraries Unlimited, 1990.

Hallett, Martin, and Barbara Karasek, eds. Folk and Fairy Tales. New York: Broadview Press, 1996.





Fairy Tale Quotations

StatementsWhich folktale or fairy tale character said the following?

1. ''Magic beans!'' 2. "What big teeth you have!" 3. "Don't worry, dear. I can spin the straw into gold." 4. "Not by the hair of my chinny chin chin." 5. "You must never open the closet door." 6. "This porridge is too hot!" 7. "Who's that nibbling on my house?" 8. "Let down your hair." 9. "Pay me or I will play a different tune!" 10. "We can weave some magical cloth." 11. "Dog, where is that wicked girl? Why didn't you bark?" 12. "How cold you look. Let me warm you." 13. "Who will help me plant the grain?" 14. "I tossed and turned all night." 15. "But I did what you wanted. I carried the cheese on my head." 16. "Who's that tramping over my bridge?" 17. "Hi ho, hi ho, it's off to work we go." 18. "Bring me some mice and a pumpkin." 19. "Stick, stick! Hit dog!" 20. "No thanks, cousin! I'm going back to the country where I belong!"



Answers1. Mother or Jack in "Jack and the Beanstalk" 2. Little Red Riding Hood 3. Rumpelstiltskin 4. The Pigs in "The Three Little Pigs" 5. Bluebeard 6. Goldilocks 7. Witch in "Hansel and Gretel" 8. Witch or prince in "Rapunzel" 9. Pied Piper of Hamelin 10. Weavers in "The Emperor's New Clothes'' 11. BabaYaga 12. Snow Queen 13. Little Red Hen 14. Princess in ''The Princess and the Pea" 15. Lazy Jack 16. Troll in "The Three Billy Goats Gruff' 17. Dwarfs in "Snow White" 18. Godmother in "Cinderella" 19. Old Woman in "The Old Woman and Her Pig" 20. Country Mouse in "The Town Mouse and the Country Mouse"



Genres: Fantasy

Selznick, Brian. The Robot King. New York: HarperCollins, 1995.

Grade levels: 3-4.

Ezra and Lucy build a robot. When they give the robot some parts from their mother, who died some time ago, therobot comes alive. The children discover that keeping a full-size robot in good repair and entertained takes notonly energy but also ingenuity. They embark on a fantastic journey, led by the Robot King, but realize thatreturning home is the best choice.

Activities

1. Begin reading this short chapter book aloud, allowing five to seven days to complete it.

2. At the end of each of the three chapters, take time to explore the elements that make it a fantasy. Construct achart for comparison, using the one in the example below as a beginning point.

3. Discuss how the author uses the robot as the focus of the fantasy. Would another type of toy have been assuccessful?

Chapter Realistic Elements Fantasy Elements

Chapter 1 Lucy and Ezra remember their The robot begins to breathe.

mother through storytelling. The robot shoots off sparks.

They play in the graveyard. The broken knee flies off.

They make toys with Ezra's The robot catches a fly.

collections.

They fix the robot. The robot understands the

children.

The knee comes back.

The robot flies away.

Chapter 2

Chapter 3



Related Books

Banks, Lynne Reid. The Indian in the Cupboard. New York: Doubleday, 1980.

The Return of the Indian. Illustrated by William Geldart. New York: Avon, 1986.

McEwan, Ian. The Daydreamer. Illustrated by Anthony Browne. New York: HarperCollins, 1994.





Grade levels: 5-6.

William is devastated when Mrs. Phillips tells him she is returning to her home in England. He is determined tomake her stay. Mrs. Phillips gives William a castle as a good-bye present, never dreaming that the inhabitants andcastle are magical. William embarks on a wondrous adventure and in the process discovers that he can indeed keepMrs. Phillips from returning to England. Ultimately, however, he faces the reality that he loves her enough to lether go.

Activities

1. This fantasy, a favorite of students for many years, has an intriguing setting. Introduce it by sharing DavidMacauley's Castle (see the "Related books" section below). Ask the students to imagine what it would be like tolive in a castle. Explore what life would be like as a knight, princess, lady, or other medieval character.

2. Begin reading the book aloud. At the point when William receives the castle, share the map in the front of thebook by reproducing it as an overhead transparency. While reading the book aloud, refer to the map, trackingWilliam's adventures.

3. Discuss the elements that make William's journey and adventures a fantasy. Compare the realistic events withthe fantastical events.

4. Take time to explore the conflict that William faces. Before finishing the book, have the students predict whatWilliam will choose to do about Mrs. Phillips. Take a vote to see how many think he will keep her in America.When finished with the book, discuss if the ending was satisfying.

5. Compare this book with others in which inanimate objects come alive (see titles in the "Related books" sectionbelow).

Related Books



Macauley, David. Castle. Boston: Houghton Mifflin, 1977.

Waugh, Sylvia. Mennyms in the Wilderness. New York: Avon, 1994.

Mennyms Under Siege. New York: Greenwillow, 1996.



Genres: Historical Fiction

Whelan, Gloria. Shadow of the Wolf. Illustrated by Tony Meers. New York: Random House, 1997.

Grade levels: 3-4.

Libby and her family move to northern Lake Michigan so that her father, a surveyor, can help the Ottawa Indiansbuy land back from the government. Libby and Fawn have many adventures together, including freeing a trappedwolf that later helps them find their way home in a snowstorm. Life in the 1840s gives this novel an intriguinghistorical context.

Activities

1. Before reading the book, use a map to find Saginaw, Michigan. Tell the students that the story begins inSeptember of 1841. What do they think life is like then? Write down everything they can think of that wouldcharacterize a child's life at that time.

2. While reading the book, begin a chart that compares life in the 1840s with life today. The example below willprovide a starting point.

Life in the 1840s Life in the Present

Many people live in cabins. People live in houses, apartments, etc.

People travel on horses and inwagons.

People travel in cars, buses, planes,trucks, and trains.

Papa made wooden boxes formoving. People buy cardboard boxes for moving.

3. When finished with the book, return to the chart and write down similarities between life in the 1840s and life inthe present. For example, children love to play, they have to study, and they do chores.

Related Books

Bruchac, Joseph. The Boy Who Lived with the Bears and Other Iroquois Stories. Illustrated by Murv Jacob. NewYork: HarperCollins, 1995.

Dog People: Native Dog Stories. Illustrated by Murv Jacob. Golden, Colo.: Fulcrum Publishing, 1995.

Whelan, Gloria. Farewell to the Island. New York: HarperCollins, 1998.

The Indian School. New York: HarperCollins, 1996.

Once on This Island. New York: HarperCollins, 1995.




Grade levels: 5-6.

Phoebe, disguised as a boy, and her friend Robbie head to California to pan for gold. After many adventures, theygive up the gold fields and return to San Francisco. They use their ingenuity and energy to start a successfulrestaurant and then continue to invest. Just as Phoebe realizes that she truly cares for Robbie, she decides she mustreturn home to Oregon to finish growing up.

Activities

1.This continuation of the Petticoat Party series features a gutsy young lady who wants to experience her share ofadventure. The time period is rich with detail, and the story weaves in the context seamlessly. Allow two weeks toread this aloud or for small groups to read it.

2. Trace Phoebe and Robbie's route from the homestead along the Willamette River to the Columbia. Then followthe route of the ship that took them to San Francisco. Finally, locate the likely site of their gold strike.

3. After reading the book, brainstorm areas of research for the students. Possibilities include:

Stowaways on ships Tent cities Cost of living in San Francisco Sutter's Mill Gold mining equipment

Have the students work on the research in small groups. Encourage them to find photographs to share with theclass when presenting their reports.

4. Read the author information. Discuss the research she undertook to make her book as accurate as possible.

Related Books

Karr, Kathleen. Go West, Young Women! New York: HarperCollins, 1996.

Oregon, Sweet Oregon. New York: HarperCollins, 1998.

Phoebe's Folly. New York: HarperCollins, 1996.




Genres: Informational

Erlbach, Arlene. Peanut Butter: How It's Made. Minneapolis, Minn.: Lerner, 1994.

Grade levels: 3-4.

Peanut butter, eaten by more than 20 million kids every day, was invented more than 100 years ago. Beginningwith an overview of this popular spread, this book discusses how peanuts are grown and harvested, how peanutbutter is made, and its nutritional values. Photographs, a glossary, and an index make this a useful informationalbook.

Activities

1. Bring to class the ingredients for making a peanut butter and jelly sandwich. Have the students write down thesteps for making a peanut butter and jelly sandwich. Be sure that they number the steps.

2. Demonstrate making a sandwich, using one of the sets of directions that is incorrect. Follow the directionsliterally. For example, if the first step says to put the peanut butter on the bread, put your hand in the peanut butterand then put a handful on the bread. Continue making the sandwich exactly as directed.

3. Discuss the importance of writing clear directions in the correct order. If someone has written good directions,make a sandwich following those directions. If not, create a correct set.

4. Ask the students what they know about peanut butter. Write all their contributions on the board.

5. Read the book aloud over the course of several days. Each time, record additional facts that they have learned.When finished, try some of the recipes at the back of the book.

Related Books

Erlbach, Arlene. Soda Pop: How It's Made. Minneapolis, Minn.: Lerner, 1994.

Wardlaw, Lee. Bubblemania: The Chewy History of Bubble Gum. Illustrated by Sandra Forrest. New York: Simon& Schuster, 1997.



Whitman, Sylvia. Get Up and Go! The History of American Road Travel. Minneapolis, Minn.: Lerner, 1996.

Grade levels: 5-6.

This book celebrates America's fascination with travel. From the first Native Americans who traveled on foot, tohorse travel, to stagecoaches, to wagon trains, to the railroad, to car travel, Get Up and Go! describes theadventures travelers of different eras experience. The photographs, selected bibliography, and index enhance thisresource.

Activities

1. Use this book to teach the students how to "mine" a book for information before reading the narrative. Begin byreading aloud the chapter titles in the table of contents. Ask the students to predict what the subject matter of eachchapter is, based on the title.

2. Next, begin with the first chapter, "Following in Indian Footsteps." Read the heads used throughout the chapter.What do they tell about the content?

3. Next, share the photographs and their captions. Discuss the information they provide.

4. Finally, read the entire chapter aloud to the students. Discuss how well they predicted the information based onpreviewing the table of contents, heads, photographs, and captions. Review various textbooks they regularly useand compare their structure as well.

5. Continue through the entire book, using the same strategies.

6. If possible, share the books listed in the "Related books" section below. Both of these books use ajournal formatto record information about a journey. How does this format differ from that of Get Up and Go! Is the journalformat effective?

Related Books

Buettner, Dan. Sovietrek: A Journey by Bicycle Across Russia. Minneapolis, Minn.: Lerner, 1994.

Hyatt, Patricia Rusch. Coast to Coast with Alice. Minneapolis, Minn.: Carolrhoda, 1995.



Genres: Journals and Diaries

Bowen, Gary. Stranded at Plimoth Plantation: 1626. New York: HarperCollins, 1994.

Grade levels: 3-4.

Christopher Sears, a 13-year-old indentured servant, keeps ajournal of his rescue by Indians who take him toPlimoth Plantation. His entries detail his life with the Pilgrims, as he becomes attached to his new friends and life.When his master finds him, he turns to his friends for help. Based on research from historical accounts, Bowen'swords and woodcuts provide a fascinating story.

Activities

1. Introduce the book. Discuss how the everyday events described in Christopher's journal probably did not seemremarkable to him at the time. If the students have kept journals in the past, ask them to bring them in and taketime to let them silently reread them. Discuss how they may have forgotten a variety of experiences without thebenefit of the journal.

2. Discuss how the author used historical events to develop this journal. Choose a variety of topics related to yourcurrent curriculum in social studies. Have the students choose an incident or series of incidents and create a journalas seen through the eyes of a young person their age.

3. If students have a hard time placing themselves in the specified time period, have them create a time line ofevents as a basis for their journal entries. They can write down key events and dates and use those as a beginningpoint.

4. Discuss how Bowen's woodcuts enhance the journal. Collaborate with your school's art teacher to createlinoleum cuts to illustrate the journals, or choose another distinctive medium to use.

Related Books





Filipovic, Zlata. Zlata's Diary: A Child's Life in Sarajevo. New York: Penguin, 1994.

Grade levels: 5-6.

When 11-year-old Zlata begins her diary, life is pleasant and peaceful in her home of Sarajevo. She enjoys school,her family, and her friends. Then the bombing begins, and her diary takes on a different tone as she details theday-to-day horrors of life in war-torn Yugoslavia. She recognizes the parallels between her diary keeping and thatof Anne Frank's, naming her diary Mimmy. Photographs further personalize this absorbing account.

Activities

1. Preread this book to determine if your class is mature enough to handle the content. Then consider whether youwish to use it as a read aloud or in small groups. Introduce the book by finding Sarajevo on a map and bringing inbackground information about the bombing.

2. Have the students keep a double-entry journal while reading this book. Using a notebook, have the studentsdraw a line down the center of the page. Have the students date each entry. On one side of the paper, have thestudents record their reactions to the reading. In the other column, have the students write what is happening intheir lives. You may want to give the students the option of folding the paper over the column to keep their writingprivate.

3. When finished with the journal, have the students think of a metaphor that describes Zlata's life. For example,one might write that those years were an unending descent into a nightmare. Then have the students think of ametaphor that describes their lives. At this age, a student might think his or her life is a roller coaster. Have themwrite about why they chose their metaphors.

Related Books


Creech, Sharon. Absolutely Normal Chaos. New York: HarperCollins, 1990.




Genres: Mystery

Van Allsburg, Chris. The Mysteries of Harris Burdick. Boston: Houghton Mifflin, 1984.

Grade levels: 3-4.

A retired children's book publisher receives a portfolio of drawings with the beginnings of a story for each. Whenthe author/illustrator doesn't return with the complete stories, the illustrations are published as a series of mysteriesto be solved. What were the stories behind the captions? Students will be inspired to write their own stories as theystudy the illustrations and captions.

Activities

1. Read the introduction aloud to the students. Discuss how they are going to take a turn at writing their ownstories.

2. Show the students the page entitled ''Mr. Linden's Library.'' Then read this short story written by a fourth grader.

"I'd like to check out this book," Laura said. Mr. Linden looked at her and frowned.

"I don't want you to check out this book," Mr. Linden said.

"Why not?" Laura asked.

"I really can't explain it, but this isn't the book for you."

Laura walked away from the desk. But a few minutes later, when Mr. Linden was busy, she slid the bookinto her backpack and walked out the door.

Late that night, Laura's mother came into her room to say goodnight. Laura looked asleep, but when hermother kissed her she realized she was dead. She screamed and then her eyes fell on the title of the book:

The Story of Laura's Life and Death3. Discuss the effectiveness of the student's eerie twist to the story. Have the students speculate on why Laura died.Use this and the story inspired by "Missing in Venice" in the appendix (see page 173) to this book to generatestudent interest in writing stories based on the illustrations.

Related Books

Van Allsburg, Chris. Jumanji. Boston: Houghton Mifflin, 1981.

The Stranger. Boston: Houghton Mifflin, 1986.

The Wretched Stone. Boston: Houghton Mifflin, 1991.



Konigsburg, E. L. From the Mixed-up Files of Mrs. Basil E. Frankweiler. New York: Dell, 1967.

Grade levels: 5-6.

In this Newbery Award-winning mystery, Claudia and her brother, Jamie, hide out in the Metropolitan Museum ofArt in New York City. They discover a statue, Angel, and Claudia is determined to discover its true maker. Theirquest becomes a fascinating story as they search the files of Mrs. Basil E. Frankweiler for answers.

Activities

1. A visit to any art museum or gallery will enrich the experience of reading this book. Alternatively, check theInternet for web sites that explore art museums.

2. Give groups of students opportunities to study this book in depth by providing the following projects as options:

Newspaper articles: Create a series of articles that detail Claudia and Jamie's adventures.

Mapping: Research the Metropolitan Museum of Art. Create a floor plan, labeling the places where key eventsoccurred.

Files: Create a series of files that represent the main elements in the story.

Court case: Imagine that Claudia and Jamie were charged with trespassing. Create a trial script and present it to theclass.

Puzzle pieces: Mrs. Frankweiler refers to the story as pieces in a puzzle. Create a puzzle to represent the story.Back it with cardboard. Cut it up and challenge other students to re-create it.

3. Share the projects or any others that the students think of as alternatives.

Related Books

George, Jean Craighead. The Case of the Missing Cutthroats: An Ecological Mystery. New York: HarperCollins,1975, 1996.

Nixon, Joan Lowery. Murdered, My Sweet. New York: Delacorte Press, 1997.

Snyder, Zilpha Keatley. The Egypt Game. New York: Dell, 1967.



Genres: Poetry

Otten, Charlotte F. January Rides the Wind: A Book of Months. Illustrated by Todd L. W. Doney.

Grade levels: 3-4.

This beautifully illustrated collection of poems provides a month-by-month description of the delights of the year.The liberal use of similes, personification, and rich description makes this an ideal resource for examining thecareful use of words while writing.

Activities

1. Begin by asking students what they think of when you say the word January. In some climates, images of coldweather may come to mind. In tropical climates, perhaps the image is of rain. Or, the month may be significant forcelebrations instead of for weather.

2. Ask students to comment on their thoughts for February, March, and so on through the year. What makescertain months stand out in a student's mind?

3. Read aloud the poem for January. Discuss how the writer has January riding and sideswiping. Ask the studentsto identify the simile. Discuss how the author perhaps used personal experiences of cold weather to shape herdescription of January.

4. Read aloud the poem for February. Discuss how she used the word gray as a repetitive focus in the poem. Wasthis effective?

5. Discuss the use of personification in March. Can a month eat? Do crocuses truly wake up?

6. Continue through the poems, discussing the various poetic devices. Pay particular attention to the current month,comparing the author's poem with the impressions the students have of that month. If desired, have the studentswrite poems to describe the current month or create a new collection of month-by-month poetry.

Related Books

Esbensen, Barbara Juster. Echoes for the Eye: Poems to Celebrate Patterns in Nature. Illustrated by Helen K.Davie. New York: HarperCollins, 1996.

Livingston, Myra Cohn. New Year's Poems. Illustrated by Margot Tomes. New York: Holiday House, 1987.



Lowe, A. Mifflin. Beasts by the Bunches: Illustrated Poems About the Strange-But-True Names for Groups ofAnimals. Illustrated by Susan J. Harrison. Garden City, N.Y.: Doubleday, 1987.

Grade levels: 5-6.

This book celebrates the many fascinating words used to describe groups of animals. From a sloth of bears, to asmack of jellyfish, to a watch of nightingales, each poem gives an amusing description of the bunch of beasts.(Note: Patricia Hooper's book, listed below in the "Related book" section, can easily be substituted for Lowe'sbook.)

Activities

1. Write the following two lists on the board:

First list: sloth, drift, knot, smack, exaltation, labor, gaggle, shrewdness, troop, parliament, pride, siege, pod,crash, murder, mission, muster, rag, leap, watch.

Second list: hogs, larks, rhinoceroses, monkeys, owls, crows, toads, jellyfish, kangaroos, bears, geese, herons,whales, moles, nightingales, apes, lions, leopards, peacocks, colts.

2. Read aloud the introductory poem, which discusses the naming of animal groups. Then ask the students tomatch the two lists of names.

3. Discuss the choices, referring to the book to locate the appropriate poem and confirm the correct match. Readthat poem aloud. Discuss how the author used rhyming words and humor in the poem. Discuss the choice of thetheme of the poem and how it relates to the word that describes the animal group.

4. Research additional animal group names: trip (goat), skein (wildfowl), bouquet (pheasants), clowder (cats),singular (boars), and cast (hawks). Have the students make up poems for the animals, collecting them into a classbook.

Related Book

Hooper, Patricia. A Bundle of Beasts. Illustrated by Mark Steele. Boston: Houghton Mifflin, 1987.



Genres: Realistic Fiction

Fowler, Susi Gregg. Albertina the Practically Perfect. New York: Greenwillow, 1998.

Grade levels: 3-4.

Molly, disgruntled by a move to a new neighborhood, feels better when she meets Albertina. They quickly becomebest friends, even building a tree house together. Molly confides that she uses a night-light, asking Albertina tokeep the secret. When Molly feels betrayed, their friendship falters. Finally, Albertina convinces her that telling thesecret was not a betrayal, and they resume their relationship.

Activities

1. This short chapter book can be read aloud in a week or two. Molly faces many challenges that youngsters facewhen they change schools or begin a new school year. Before reading the book aloud, ask the students if any havemoved or changed schools. What problems did they face? What fears did they have?

2. While reading the book, complete a problem and solution chart for the characters. Use the example below as abeginning point. Keep in mind that some solutions may not be evident immediately.

3. While working through the chapters, continue to discuss the problems each character encounters. Ask thestudents to relate how they dealt with similar problems. What can they do to help others who may be facing thesame sorts of problems because they are new to the class?

Character Problem Solution

Molly Making new friends Introduces herself to a group

Molly Violet uses karate kicks

Albertina Molly is frightened Apologizes for Violet

Related Books

Hesse, Karen. Just Juice. Illustrated by Robert Andrew Parker. New York: Scholastic, 1998.


Robinson, Barbara. The Best School Year Ever. New York: HarperCollins, 1994.



Genres: Realistic Fiction

Cre~Creech, Sharon. Bloomability. New York: HarperCollins, 1998.

Grade levels: 5-6.

Dinnie's family faces a variety of challenges as her father moves from job to job. Her aunt and uncle offer to takeDinnie to Switzerland, where her uncle will serve as headmaster at a private school. Dinnie's feelings of beingkidnapped gradually give way to a sense of belonging to a group of students from around the world. As she beginsto appreciate the beautiful country and new experiences, she grows into a wise young woman.

Activities

1. If possible, read this book aloud after reading other books by Sharon Creech. See the "Related books" sectionbelow and related lessons on pages 11, 91, and 121.

2. While reading the book, ask the students to draw parallels between events in Dinnie's life and in their own:moving to a new town, going to a new school, making new friends, traveling to unfamiliar places, having familymembers get in trouble.

3. Creech often includes unusual elements in her books. For example, she uses dreams as a running theme throughthis book. Discuss the impact the dreams have on the story. What can she say through this device that perhaps shecouldn't express in the narrative?

4. After finishing the book, discuss with the students what they think will happen next to Dinnie. Will she return toSwitzerland? What would they do in these circumstances?

5. Research information about the author. How does she get her ideas? What personal experiences does she drawon? (Check back issues of Hornbook for relevant articles.)

6. Have the students compare this book with the others Creech has written. How does she portray her maincharacters? Do they lead ordinary or extraordinary lives? What challenges do they face? How do they cope? Whatlessons can the students learn from these books?

Related Books


Chasing Redbird. New York: HarperCollins, 1997.

Walk Two Moons. New York: HarperCollins, 1994.



Genres: Science Fiction

Coville, Bruce. Aliens Ate My Homework. Illustrated by Katherine Coville. New York: Simon & Schuster, 1993.

Grade levels: 3-4.

Rod led a relatively normal life until aliens arrived. The aliens, so small they were sometimes mistaken for plasticaction figures, enlist Rod's help in their search for a notorious criminal. The aliens need a safe place to enlargetheir ship, and Rod's efforts to assist them trigger a variety of adventures. This book is ideal as an introduction toscience fiction.

Activities

1. Begin by writing various new words from the aliens' vocabulary and names on the board: Grakker, MadamePong, diplomatic module, Friskan fighter, pod, Phillogenous esk Piemondum, Flinge Iblik, Tar Gibbons, and soforth. Ask the students if they can identify the words or guess their meanings. Write their predictions on the board.

2. Discuss various genres of books. Ask them if they can guess what kind of book this is. Ask if any of thestudents have seen movies from the Star Wars Trilogy and discuss the vocabulary in the movies that is unusual.

3. Begin reading the book aloud. At the end of chapter 1, have the students predict what they think will happennext. What would they do if a spaceship landed near them?

4. Continue reading and discuss Rod's reactions. At appropriate points, take time to ask students to predict whatthey think will happen next.

5. When finished reading the book, discuss what elements make this a science fiction book. Compare the featuresthat are ordinary, such as Rod's taking care of the children and going to school, with the extraordinary, such as thealiens needing help. Does the use of the ordinary as the context make the aliens more or less believable?

Related Books

Bechard, Margaret. Star Hatchling. New York: Penguin, 1995.

Coville, Bruce. I Left My Sneakers in Dimension X. Illustrated by Katherine Coville. New York: Simon &Schuster, 1994.

Space Brat 2: Blork's Evil Twin. Illustrated by Katherine Coville. New York: Simon & Schuster, 1993.



Hesse, Karen. Phoenix Rising. New York: Penguin, 1994.

Grade levels: 5-6.

Nyle and her grandmother shelter two survivors from a nuclear disaster, a young man and his mother. Nyle, stillstruggling with the loss of her mother and grandfather, resists becoming attached to them, knowing they are dying.Against her will, Nyle discovers that she is drawn to Ezra, and through their relationship, she begins to hope forthe future. Preread the book to determine its suitability for your class.

Activities

1. This powerful story, set in the future, has universal elements with which all people can identify. This book canbe read aloud or read in small groups. Discuss the setting and the way it gives a sense of immediacy to the book.

2. Discuss the role of emotions in the story, focusing on the main characters. Create an emotions chart to comparehow they cope, using the example below as a beginning point.

Character Problem Emotions

NyleLoss of familyEzra's presence

FearResentment

Grandmother

Ezra

Muncie

3. Add characters as the story develops, adding to the list of problems and emotions for each character. Did any ofthe characters share the same emotions? Do the students feel that the emotions are justified? Normal?

Related Books

Lowry, Lois. The Giver. New York: Dell, 1993.

O'Brien, Robert C. Z for Zachariah. New York: Macmillan, 1974.



Genres: Tall Tales

Wood, Audrey. The Bunyans. Illustrated by David Shannon. New York: Scholastic, 1996.

Grade levels: 3-4.

When Paul Bunyan met Carrie McIntie, it was love at first sight. After they married they had two children. Theirescapades included the daughter getting bears tangled in her hair and the son carving Bryce Canyon. Their larger-than-life parents handled their escapades with aplomb, eventually enjoying retirement in a wilderness area.

Activities

1. Tall tales feature hyperbole with their grand exaggerations. Read the story aloud and discuss the use ofhyperbole throughout the tale. On the second reading, have the students raise their hands every time something isexaggerated beyond belief.

2. The Bunyans were larger than life. Have the students create their own examples of hyperbole by writing so bigs,for example: He was so big that when he leaned against the Empire State Building, it fell down. She was so big theStatue of Liberty looked up at her. Have the students share their so bigs in class.

3. Tall tales are usually told in a deadpan style, with the lies presented as if they were truths. Have students makeup their own whoppers: Her legs are so long she can have one foot in Illinois and the other in Nebraska. Havethem practice telling them to another student and then to small groups. Then have them prepare two whoppers andone true statement. Students can present these in small groups and challenge their fellow students to determinewhich are the whoppers and which are true. (See Alvin Schwartz's book, listed in the "Related books" sectionbelow, for inspiration.)

Related Books

Kellogg, Steven. Mike Fink. New York: Morrow, 1992.

Paul Bunyan. New York: Morrow, 1984.

Osborne, Mary Pope. American Tall Tales. Illustrated by Michael McCurdy. New York: Alfred A. Knopf, 1991.

Schwartz, Alvin. Whoppers: Tall Tales and Other Lies Collected from American Folklore. New York: Harper &Row, 1975.



Genres: Tall Tales

Osborne, Mary Pope. American Tall Tales. Illustrated by Michael McCurdy. New York: Alfred A. Knopf, 1991.

Grade levels: 5-6.

This collection of tall tales includes stories about Davy Crockett, Sally Ann Thunder Ann Whirlwind, JohnnyAppleseed, Stormalong, Mose, Febold Feboldson, Pecos Bill, John Henry, and Paul Bunyan.

Activities

1. Take several days to share the various tall tales in this collection. Discuss the writing style of each, particularlythe use of hyperbole to create the amazing male and female heroes.

2. The tales often present problems that the characters solve with ingenuity. Have students think of problems theydeal with frequently, then come up with creative solutions to them. For example, to eliminate waiting in line at thecafeteria, someone with an incredible pitching arm could pitch lunch trays to the seated students.

3. To link the tall tales to geography, distribute outline maps of the United States. Have the students note the areaswhere the various tall tale characters lived.

4. Pecos Bill's Widow Maker and Paul Bunyan's Babe played important roles in their stories. Some of thecharacters do not have animals. Discuss these characters, then have the students create animals that would behelpful to them. For example, Johnny Appleseed could have used a kangaroo to carry apple seeds in its pouch.

5. Have students create their own tall tales. These could consist of another episode in a well-known character's life,or they could focus on an entirely new character. Emphasize that the students should include exaggeration and aproblem that requires a solution.

Related Books

Kellogg, Steven. Mike Fink. New York: Morrow, 1992.

Paul Bunyan. New York: Morrow, 1984.

Schwartz, Alvin. Whoppers: Tall Tales and Other Lies Collected from American Folklore. New York: Harper &Row, 1975.

Wood, Audrey. The Bunyans. Illustrated by David Shannon. New York: Scholastic, 1996.



Idiomatic Language

Terban, Marvin. Mad As a Wet Hen! and Other Funny Idioms. Illustrated by Giulio Maestro. New York: Clarion,1987.

Grade levels: 3-4.

Terban presents a variety of idioms and their definitions on the following topics: animals, body parts, feelings,colors, food, and hats. This book provides a good introduction to understanding idiomatic language.

Activities

1. Write several examples of idioms on the board: She is blowing her top. He is flying off the handle. Dad was hotunder the collar. He is blowing his stack. Discuss what each of these means. Ask the students to contribute similaridioms they have heard.

2. Read aloud two or three of the dog idioms from the first chapter. Ask the students to think of others they knowand record them. Continue with other examples, challenging the students to think of similar ones that they know.

3. Have each student take one idiom and illustrate it literally. For example, if someone illustrated Dad was hotunder the collar, the picture might show steam or flames coming from under a man's shirt collar. Display theexamples.

4. Have the students record and bring in idioms as they hear them. For those who speak a second language, askthem to share idioms that can't be easily translated into English and to give an approximate idea of their meaning.

5. Create a class book that contains an idiom, illustration, and definition. Use Terban's book as a model.

6. Create jokes using idioms as the punch line: Why is the calendar upset? Its days are numbered.

Related Books

Cox, James A. Put Your Foot in Your Mouth and Other Silly Sayings. Illustrated by Sam Q. Weissman. New York:Random House, 1980.


Terban, Marvin. Funny You Should Ask: How to Make Up Jokes and Riddles with Wordplay. Illustrated by JohnO'Brien. New York: Clarion, 1992.

Punching the Clock: Funny Action Idioms. Illustrated by Tom Huffman. New York: Clarion, 1990.

Scholastic Dictionary of Idioms: More Than 600 Phrases, Sayings and Expressions. New York: Scholastic, 1996.



Beard, Darleen Bailey. The Flimflam Man. Illustrated by Eileen Christelow. New York: Farrar, Straus & Giroux,1998.

Grade levels: 5-6.

Inspired by a true incident in the 1950s, this chapter book describes what happens to two young girls when aflimflam man comes to town selling tickets to a nonexistent circus. Thoroughly taken in by him, the girls facedisappointment when the truth comes out, but rally by substituting a parade for the circus. ''Sucker Day'' is stillcelebrated in Wetumka, Oklahoma.

Activities

1. Introduce the book by sharing a variety of idioms: He's a fat cat. She has ants in her pants. The class is in hotwater. I feel down in the dumps. I feel a little blue today. She has a green thumb. That was a wild goose chase.He's a wolf in sheep's clothing. Discuss the meanings of the idioms, explaining that an idiom can be confusingbecause the meaning is hidden.

2. Begin reading The Flimflam Man aloud. Ask students to listen for idiomatic language and to keep a record of it.One example occurs on the first page: None of your beeswax.

3. At the end of each chapter return to the idioms that were recorded and discuss their meaning. Record themeaning next to the idiom.

4. Make a bulletin board labeled "Idioms We Have Found." Challenge the students to listen for idioms at all times.Give them half sheets of construction paper, folded in half. When they hear an idiom they should write it on theoutside of the paper and write the definition on the inside. Place the idioms on the bulletin board. Students canread the idioms, try to define them, and then look inside to see if they were right.

Related Books

Cox, James A. Put Your Foot in Your Mouth and Other Silly Sayings. Illustrated by Sam Q. Weissman. New York:Random House, 1980.


Greene, Bette. Philip Hall Likes Me. I Reckon Maybe. Illustrated by Charles Lilly. New York: Dell, 1974.

Hansen, Ron. The Shadowmaker. Illustrated by Margot Tomes. New York: Harper & Row, 1987.


Mad As a Wet Hen! and Other Funny Idioms. Illustrated by Giulio Maestro. New York: Clarion, 1987.

Scholastic Dictionary of Idioms: More Than 600 Phrases, Sayings and Expressions. New York: Scholastic, 1996.



Letter Writing

Ahlberg, Janet, and Allan Ahlberg. The Jolly Postman or Other People's Letters. Boston: Little, Brown, 1986.

Grade levels: 3-4.

The jolly postman rides his bicycle on his rounds through the neighborhood where a variety of fairy tale characterslive. He delivers mail appropriate for each character. The littlest bear receives a letter of apology from Goldilocksalong with an invitation to her birthday party. The giant receives a postcard from Jack, who is on vacation. Thisbook is a collection of envelopes that contain the various missives.

Activities

1. Read the story aloud to the students, sharing the various letters, advertisements, and so forth.

2. Read a variety of other fairy tales or folktales, using any resource or titles in the "Related books" section below.

3. Brainstorm letters that the characters could write to each other. For example, perhaps Cinderella would write toher sisters, asking them to come to a ball where they might meet their own princes.

4. Using the above idea, create one or two sample letters as a class. Discuss the correct form for the letter, showinghow the letter should begin and end. Discuss the differences based on whether the letter is a business letter or afriendly letter, using examples from the book.

5. Have the students create their own letters. Share them as a class.

6. For a more elaborate project, create a story line that involves fairy tale characters corresponding with each other.Have the students create a series of letters that carry out the story line. Assemble the letters into a book.

Related Books

Ada, Alma Flor. Dear Peter Rabbit. Illustrated by Leslie Tryon. New York: Atheneum, 1994.

Ahlberg, Janet, and Allan Ahlberg. The Jolly Christmas Postman. Boston: Little, Brown, 1991.


Scieszka, Jon. The Stinky Cheese Man and Other Fairly Stupid Tales. Illustrated by Lane Smith. New York:Viking, 1992.

Sierra, Judy, and Robert Kaminski. MultiCultural Folktales: Stories to Tell Young Children. Phoenix, Ariz.: OryxPress, 1992.



Holmes, Barbara Ware. Letters to Julia. New York: HarperCollins, 1997.

Grade levels: 5-6.

Liz lives in New Jersey with her parents. She loves to write, recording daily events in herjournal. A teacherencourages her to submit her work to an editor. Their correspondence proves to be heartwarming and rich. Liz isencouraged in her writing efforts, and the editor reaps unexpected rewards from their friendship.

Activities

1. This book is ideal for a small group to read, as opposed to a read aloud. Set up daily conversations about thebook, during which the students can discuss the course of the correspondence and the development of therelationship between Liz and the editor. Track the development of the relationship over the time period covered inthe book.

2. Guide the students to also discuss how the challenges of Liz's home life are handled through her writing, both inher journal and to Julia. Which form of writing is more effective? Do the students who write in journals prefer theprivacy to getting feedback from a correspondent such as Liz found in Julia?

3. Encourage the students to keep a journal recording their reactions to the book as they read it. Review theirjournals and write comments in the margins, if appropriate.

4. Have students write a letter each week to a family member, friend, or pen pal. Encourage the students to use theletter writing as a way to get to know the other person better, much as Julia and Liz do in the book.

Related Books

Blos, Joan W. A Gathering of Days: A New England Girl's Journal, 1830-32. New York: Charles Scribner's Sons,1979.

Cleary, Beverly. Dear Mr. Henshaw. Illustrated by Paul O. Zelinsky. New York: Morrow, 1983.

Cobb, Nancy. Letter Writer Book. Illustrated by Laura Cornell. Pleasantville, N.Y.: Reader's Digest Kids, 1994.

Turner, Ann. Nettie's Trip South. Illustrated by Ronald Himler. New York: Macmillan, 1987.



Literary Elements and Features: Author's Purpose

Demi. One Grain of Rice. New York: Scholastic, 1997.

Grade levels: 3-4.

A raja who thinks he is wise and fair insists that the farmers give him most of their rice. But when a famine comes,he will not share the rice. One day, Rani, a wise young girl, catches a bit of rice and returns it to the raja. He wantsto reward her for her good deed and grants her wish to give her one grain of rice and then double the amount everyday for 30 days. Soon Rani has received all the raja has to give, and she shares it with the hungry people. The rajalearns his lesson and shares from that day forth.

Activities

1. Before reading the book aloud, ask the students if they would rather receive $1 on the first day, with the amountdoubling each day for 30 days, or if they would rather receive $1 million immediately. Take a vote to see howmany would prefer each option.

2. Read the book aloud. Then discuss the chart at the end of the book, showing how the grains of rice multiply.

3. Bring in a box of rice. Give each student a portion of the grains of rice to count. Estimate how much spacewould be needed to store a billion grains of rice. According to David Barry's version (see the "Related books"section below), the rice would fill 64 wheelbarrows. Contact a hardware store to learn how many cubic feet onewheelbarrow holds. Then compute the amount of space the rice would take.

4. Discuss the author's purpose for writing this story. Is there more than one purpose? Some students may believethat the primary purpose is to teach a lesson about sharing. Others might believe that the primary purpose is toteach multiplication.

Related Books

Barry, David. The Rajah's Rice: A Mathematical Folktale from India. Illustrated by Donna Perrone. New York: W.H. Freeman, 1994.

Birch, David. The King's Chessboard. Illustrated by Devis Grebu. New York: Penguin, 1988.



Literary Elements and Features: Author's Purpose

Cobb, Vicki, and Kathy Darling. Don't Try This at Home! Science Fun for Kids on the Go. Illustrated by TrueKelley. New York: Morrow, 1998.

Grade levels: 5-6.

This book challenges readers to try a variety of science experiments when they are away from home. Sectionsinclude activities for outside, at school, at amusement parks, in public places, on vehicles, and with animals andinsects. Teachers, students, and parents will want to keep this book handy to enhance any excursion.

Activities

1. Browse through the book and choose a variety of activities appropriate for the class. Consider choosing some ofthe experiments that are especially suited for field trips or the playground.

2. Before doing the activities, read the directions aloud to the students. Are they clear? Do the students understandthem?

3. After doing the activities, evaluate their effectiveness. Did the authors give clear, concise directions?

4. Share a variety of sections from the book. Discuss the authors' purpose (i.e., giving kids something to do while"on the go"). Did they accomplish their purpose? How could they have improved the book?

5. Have the students brainstorm all the ideas of things they do to keep amused when they travel. The studentsshould then compile their ideas into a resource book that they can take home at the end of the school year and giveto their parents for use during vacation.

Related Books

Blakey, Nancy. More Mudpies: 101 Alternatives to Television. Berkeley, Calif.: Tricycle Press, 1994.

The Mudpies Activity Book: Recipes for Invention. Berkeley, Calif.: Tricycle Press, 1989.

Cobb, Vicki. More Science Experiments You Can Eat. New York: Harper Trophy, 1979.

Ontario Science Centre. Foodworks: Over 100 Science Activities and Fascinating Facts That Explore the Magic ofFood.Reading, Mass.: Addison-Wesley, 1987.



Literary Elements and Features: Characterization

Arkin, Alan. Some Fine Grandpa! Illustrated by Dirk Zimmer. New York: HarperCollins, 1995.

Grade levels: 3-4.

When Grandpa begins to do unusual things, his family decides he needs to come live with them. He entertains hisgranddaughter with outlandish stories about his friends and escapades. The family becomes so distraught over hisunbelievable tales that they become alienated from him. Yet when his birthday arrives, they discover that hisstories are indeed true. This is an entertaining story that deals with the difficulties of an aging parent throughhumor and understanding.

Activities

1. Read the book aloud. Take time to discuss the behaviors of the grandfather and the motivations of the family asthey try to keep him safe.

2. Discuss all the characteristics of the grandfather, writing them on the board. Distribute to each student a copy ofthe characteristics box template (see page 61) and a piece of tagboard. Have the students write Grandpa on oneside of the cube. Then have them write a characteristic that describes him on each of the other sides of the cube.Glue the box to a piece of tagboard. Then have the students cut out the box and fold it along the dotted lines tomake a box. (The box can be used to store small items.)

3. For a variation, have the students write a different character's name on each side of the cube, adding acharacteristic under the name.

4. Discuss if the events in this book could really happen. Have the students decide what is believable. Then discussthe importance of accepting people as they age, encouraging students to discuss experiences they have had withaging grandparents.

Related Books

Capote, Truman. I Remember Grandpa. Illustrated by Barry Moser. Atlanta, Ga.: Peachtree, 1985.

Fowler, Susi Gregg. Beautiful. Illustrated by Jim Fowler. New York: Greenwillow, 1998.

Littlesugar, Amy. A Portrait of Spotted Deer's Grandfather. Illustrated by Marlowe deChristopher. Morton Grove,Ill.: Whitman, 1997.

Shecter, Ben. Great-Uncle Alfred Forgets. New York: HarperCollins, 1996.



Clifford, Eth. Flatfoot Fox and the Case of the Missing Schoolhouse. Illustrated by Brian Lies. Boston: HoughtonMifflin, 1997.

Grade levels: 5-6.

The school has disappeared, and Principal Porcupine asks Flatfoot Fox to help him find it. With his assistant,Secretary Bird, Flatfoot Fox begins the search for the truth. Various characters, such as Wacky Weasel andBelievable Badger, all have their theories, but it takes a seasoned sleuth to solve the mystery.

Activities

1. This short chapter book can be read aloud relatively quickly. While reading, list the names of the variouscharacters on the board or on chart paper.

2. When finished, discuss the characters' names and their individual traits. Do the names fit their characteristics? IsWacky Weasel really wacky? Is Daffy Armadillo truly daffy?

3. Discuss why the author chose the descriptive names for the characters. What would be the result if they werejust named Weasel, Fox, or Bird? Read aloud a portion of the story without the adjectives. Does their absenceaffect the charm or interest of the story?

4 Combine a list of animals that are not included in this book. Create adjectives that could be paired with theirnames that would be descriptive of their traits (Slinky Snake, Gangly Giraffe, Dastardly Dog). Plan to use creativenames when writing future stories.

Related Books


Dahl, Roald. James and the Giant Peach. Illustrated by Nancy Ekholm Burkert. New York: Bantam Books, 1961.

Fleischman, Sid. The Whipping Boy. Illustrated by Peter Sis. Mahwah, N.J.: Troll, 1986.

Rader, Laura. Chicken Little. New York: HarperCollins, 1998.



Literary Elements and Features: Conclusion

Miller, Marvin. You Be the Jury: Courtroom II. New York: Scholastic, 1989.

Grade levels: 3-4.

This collection of 10 courtroom cases is set up so that the students can become involved in the decisions made bythe jury. Each case, from "The Case of the Flying Toy" to "The Case of the Broken Goldfish Bowl," includes anarrative of the case with information from both sides, exhibits, and the solution to the case.

Activities

1. Photocopy the exhibits of the first case onto overhead transparencies. Read the case aloud, showing theoverheads. Discuss the two sides of the case. List the pertinent points each side makes. Then ask the students whatconclusions they can draw from the evidence presented. Have the students vote on their verdict. Then share theanswer and discuss their decision.

2. Obtain two or more copies of the book. If you only have two copies, take one apart. Cover up the answers withlarge sticky notes. Divide the class into four or five small groups. Give each group one of the cases to present tothe rest of the class. Have the students study the case and take the roles of the lawyers, defendant, and plaintiff,acting out the case and presenting the evidence. Then let the class discuss the case and determine the verdict. Thenshare the jury's verdict. Was the class correct? When appropriate, discuss how people can reach incorrectconclusions depending on the presentation of the case.

3. Have the students work in small groups to create their own cases. Have them write up the case, complete withthe correct answer. Can they fool the jury?

Related Books

Simon, Seymour. The Invisible Man and Other Cases. Illustrated by S. D. Schindler. New York: Morrow, 1983,1998.

The Mysterious Lights and Other Cases. Illustrated by S. D. Schindler. New York: Morrow, 1982, 1998.

The Wings of Darkness and Other Cases. Illustrated by S. D. Schindler. New York: Morrow, 1982, 1998.



Simon, Seymour. The Invisible Man and Other Cases. Illustrated by S. D. Schindler. New York: Morrow, 1983,1998.

Grade levels: 5-6.

Each of the 10 cases presents a mystery or phenomenon. In each instance, Adam Anderson, better known asEinstein, uses his scientific knowledge to solve the mystery or outwit the perpetrator of a hoax. For example, in thefirst case, he uses his knowledge of vision to demonstrate that a man claiming to be invisible at times is lying.

Activities

1. Read the first case aloud to the students. Stop at the point where the reader is asked to solve the mystery.Review the case and make a two-column chart. In one column, list the pertinent questions or facts; in the othercolumn, list the conclusions that the reader can draw from the information given. Use the example below to start.

2. After discussing various facts and possible conclusions, speculate on the solution to the mystery. Review thequestions Einstein asked. What conclusions could be drawn from the questions? Do they lead to a possible solutionto the mystery? Accept any reasonable responses.

3. Read the rest of the chapter. Discuss the clues that led to the solution. Repeat the process with other chapters.The students will become more adept at solving the mysteries as they continue with the book.

Questions or Facts Conclusions

Can anything be invisible?Certain things, such as ultraviolet

rays, can.

Adam's kindergarten teachercalled him by the nickname of

Einstein.

Einstein was very interested inscience and must have been very

good at it.

Mr. Griffin would not show howhe could become invisible. Perhaps he had something to hide.

Einstein had questions for Mr.Griffin. Einstein didn't believe Mr. Griffin.

Related Books

Miller, Marvin. You Be the Jury: Courtroom II. New York: Scholastic, 1989.

Simon, Seymour. The Mysterious Lights and Other Cases. Illustrated by S. D. Schindler. New York: Morrow,1982, 1998.

The Wings of Darkness and Other Cases. Illustrated by S. D. Schindler. New York: Morrow, 1982, 1998.



Literary Elements and Features: Context Clues

Cassedy, Sylvia. Zoomrimes: Poems About Things That Go. Illustrated by Michele Chessare. New York:HarperCollins, 1993.

Grade levels: 3-4.

This book provides an alphabet full of poems about things that go. Beginning with ''Ark,'' it continues with"Balloon," "Camel," and so forth, concluding with "Zeppelin." The poems make excellent use of rhythm andrhyme, giving readers who are unfamiliar with the words ample opportunities to make the correct wordidentification.

Activities

1. Photocopy the poem "Ice Skates" onto an overhead transparency. Use sticky notes to cover the last word in linesfour through twelve. Then read the poem aloud, challenging the students to predict the covered words. Proceedwith their guesses, removing the sticky notes as you go. Their predictions will probably become more accurate asthey continue.

2. Photocopy the poem "Kayak" onto an overhead transparency. Use sticky notes to cover the title, the word kayakin the second line, and the picture. Read the poem aloud. Can the students guess what the poem is about from thedescription? Discuss the meaning of the word palindrome. Does this help them understand what the poem isabout? Uncover the picture of the boat. Can they identify it now? Can they spell it? As they try to determine thespelling of the word, remind them to use the fact that the word is a palindrome. Then remove the sticky note andread the poem again.

3. Photocopy the poem "Queue" onto an overhead transparency. Write the word queue on the board. Ask thestudents if they know what it means. Show and read aloud the poem. Now do they know what it means? Discusshow they could have used the context of the poem to determine the meaning of queue.

Related Books


Hopkins, Lee Bennett. Good Rhymes, Good Times. Illustrated by Frané Lessac. New York: HarperCollins, 1995.

Kuskin, Karla. The Sky Is Always in the Sky. Illustrated by Isabelle Dervaux. New York: HarperCollins, 1998.

Steig, Jeanne. Alpha Beta Chowder. Illustrated by William Steig. New York: HarperCollins, 1992.

Stevenson, James. Popcorn. New York: Greenwillow, 1998.



Erickson, Paul. Daily Life on a Southern Plantation: 1853. New York: Dutton, 1997.

Grade levels: 5-6.

This oversize book contains an abundance of information about southern life. From the slave trade to life in the bighouse to leisure time to bedtime, topics are described through fascinating text, illustrations, photographs, andartifacts. A time line, glossary, and index make this book especially useful.

Activities

1. Allow several days to explore this book. Begin by photocopying the time line on pages 44 and 45 astransparencies. Display the first page on an overhead projector. Have the students read the entries aloud. Discusshow they can use the context of the sentence to identify and interpret unknown words. Because of the brevity ofthe entries, however, the students may have little understanding of their significance.

2. Begin reading the book aloud, sharing the pictures. Discuss any unknown words, using the maps, photographs,charts, and glossary to help determine meaning.

3. When finished with the text, return to the first page of the time line. Display and read it again. Is it now easierfor the students to understand? Move on to the second page of the time line. Have the students read it aloud. Is iteasier to understand on first reading now that they have acquired some background information?

4. For entries in the time line that they still do not understand, use the library for further research.

Related Books

Erickson, Paul. Daily Life in a Covered Wagon. Washington, D.C.: Preservation Press, 1994.

Wilson, Laura. Daily Life in a Victorian House. New York: Penguin, 1993.



Literary Elements and Features: Fact

Darling, Tara, and Kathy Darling. How to Babysit an Orangutan. New York: Walker, 1996.

Grade levels: 3-4.

At Camp Leakey in Borneo, you can baby-sit an orangutan at the orangutan orphanage. The mothers of the redapes have been killed, and without baby-sitting, the red apes would die, too. Background information providesinsights into the needs of the orangutans, with the long-range goal of returning the animals to their nativeenvironment.

Activities

1. Read the book aloud. On the second reading, have the students make a list of all the facts that help someoneknow how to best take care of a baby orangutan.

2. Study the orangutan facts on page 33 of the book. Take careful note of the organization of the information.Assign small groups of students to choose an animal to research. Have them begin by creating a fact sheet such asthe one on page 33.

3. Use the Internet to obtain photographs and a map related to the chosen animal. Compile a folder of photos andfacts about each group's animal.

4. Invite a zoologist in to discuss the care of the animals the groups have chosen to research. Allow the studentstime to interview the zoologist about their animals.

5. Have each small group create a baby-sitter's guide for their chosen animal. The guide can be in narrative formsimilar to How to Babysit an Orangutan, or it can be a guidebook with lists of instructions.

6. Consider repeating this process with other topics: insects, reptiles, birds-even Martians!

7. Consider adopting an orangutan, using the information included with the book.

Related Books

Darling, Kathy. Arctic Babies. Photographed by Tara Darling. New York: Walker, 1996.

Rainforest Babies. Photographed by Tara Darling. New York: Walker, 1996.

George, Jean Craighead. Look to the North: A Wolf Pup Diary. Illustrated by Lucia Washburn. New York:HarperCollins, 1997.

Simon, Seymour. Wild Babies. New York: HarperCollins, 1997.



Gurney, James. Dinotopia. Atlanta, Ga.: Turner, 1992.

Grade levels: 5-6.

A biologist and his son disappear into the land of Dinotopia, a land where dinosaurs and people coexist. The fatherrecords their adventures, giving particular attention to descriptions of the beasts and their environment. Theillustrations are clearly labeled with informative text.

Activities

1. This book will take at least a week to share with the students. Read the preface and the section on page 9, "HowI Discovered the Sketchbook." Explain to the students that they will have to listen carefully during the reading.Their job will be to separate the fact from the fiction. Did Dinotopia really exist?

2. Create an ongoing classification chart consisting of three categories: fact, fiction, and in question. Each day asyou read the story, record information in each of these categories.

3. Confirm the facts through library research. Gather a variety of dinosaur books and have the students search forsuch information as what a Tyrannosaurus rex eats.

4. Compare current books about dinosaurs with some from the 1970s if available. Has the information changedduring the past 30 years? What new discoveries have forced scientists to rethink their assumptions?

5. Upon finishing the book, return to the classification chart and compare all the facts with what has been labeledfiction. Would you change anything in the chart? Can you move some questionable statements to either the fact orfiction classification? Finally, lead a discussion on the existence of Dinotopia. Does it truly exist?

Related Books

Conrad, Pam. My Daniel. New York: HarperCollins, 1989.

Dingus, Lowell, and Mark A. Norell. Searching for Velociraptor. New York: HarperCollins, 1996.

Horner, John R., and Don Lessem. Digging Up Tyrannosaurus Rex. New York: Crown, 1992.

Prelutsky, Jack. Tyrannosaurus Was a Beast. Illustrated by Arnold Lobel. New York: Greenwillow, 1988.



Literary Elements and Features: Fiction


Grade levels: 3-4.

Sam loved baseball and could recite the events of any game from memory. When Davy, an elderly AfricanAmerican, comes to cook for his mother's inn, they strike up a friendship based on their love of baseball. Theybegin attending games with Davy's daughter and son-in-law, often discussing what they would do if they wereever lucky enough to catch a foul ball. When Davy has a heart attack, Sam takes great risks to get Davy a specialball.

Activities

1. This is an ideal read aloud in the spring when baseball season is beginning. As you read it, begin to analyze thefacts that support the fiction in the story. Use a chart such as the one below that begins the process.

2. Discuss how the facts form the framework for this story and how fiction benefits from the research authorsconduct when they write.

3. Compare this book with In the Year of the Boar and Jackie Robinson by Bette Bao Lord (see entry in "Relatedbooks" section below). How are the main characters alike and different? What major role did Jackie Robinson playin the Lord book?

Facts Fiction

p. 8: Sam's game descriptionp. 8-9: Sam's ability to memorize

games

p. 10: The national pennant leaguerace

p. 10: Sam's twitch due tonervousness

p. 11: Usage of various terms forAfrican

Americans

p. 12: Sam's explanation of how hecame to

be friends with Davy

Related Books

Lord, Bette Bao. In the Year of the Boar and Jackie Robinson. New York: Harper & Row, 1984.

Sanford, William R., and Carl R. Green. Jackie Robinson. New York: Macmillan, 1992.

Santella, Andrew. Jackie Robinson Breaks the Color Line. New York: Children's Press, 1996.

Shorto, Russell. Jackie Robinson and the Breaking of the Color Barrier. Brookfield, Conn.: Millbrook Press, 1991.



Mazer, Anne. A Sliver of Glass and Other Uncommon Tales. New York: Hyperion, 1996.

Grade levels: 5-6.

In one story in this collection of unsettling short stories, readers learn about a girl who becomes unbearably coldafter a sliver of glass enters her eye. In a variant of King Midas, M. receives his fondest wish, the golden touch, butloses what he loves the most. In another story, a girl goes on a search for a perfect bed to sleep in. The eerie taleslinger past the reading.

Activities

1. In most of the stories, the main character deals with a strange problem. Read the first story and analyze it, usingthe chart below as a model.

2. Construct a similar chart for other stories. Compare the stories. Do some of the problems get resolved? Is thestory more disturbing when the resolution is uncertain? Discuss what components make up suspenseful fiction.

Title of Story: Glass Heart

Character(s) Setting(s)

Narrator Home, ocean, outside

Problems Events Solution

Sliver of glass in eye Doctor removed sliver

Could not get warmTried blankets, fires;

went in Felt warm in ocean

ocean

Lost sense of touch andcolor

Spent time outside inlittle

Froze? Mind becamesharp

when frosts came clothing like a knife

Related Books

Gallo, Donald R., editor. Sixteen: Short Stories by Outstanding Writers for Young Adults. New York: Dell, 1984.

Visions: Nineteen Short Stories by Outstanding Writers for Young Adults. New York: Dell, 1988.



Literary Elements and Features: Main Idea

Hausman, Gerald. How Chipmunk Got Tiny Feet: Native American Animal Origin Stories. Illustrated by AshleyWolff. New York: HarperCollins, 1995.

Grade levels: 3-4.

This collection of seven Native American stories concentrates on explaining the origin of various features ofanimals. Readers can learn from the following tales: "How Coyote Got Yellow Eyes," "How Bat Learned to Fly,"''How Lizard Got Flat," "How Hawk Stopped the Flood with His Tail Feather,'' "How Horse Got Fast," "HowPossum Lost His Tail," and "How Chipmunk Got Tiny Feet."

Activities

1. Read the first story without telling the students its title. When finished, ask them what they think the title shouldbe. What do they think the main idea is? Discuss the title of the tale. Does it convey the main idea of the story?

2. Repeat this process for each of the stories. The students will probably become adept at predicting the titlesbecause they all tell how something happened.

3. After reading all the stories, review each one individually. Discuss an alternative title that conveys the main ideaas well. For example, for the first story the students might decide that the main idea is that Coyote should do goodthings instead of bad things. What title might convey that concept?

4. Have the students create a series of main idea questions based on these stories. For example, for the first story,the students might create the following:

The main idea of "How Coyote Got Yellow Eyes" is:

a. That coyotes shouldn't believe magpies. b. That coyotes should not steal or do bad things. c. That coyotes' eyes are made of sap.

Discuss the possible answers and how to make good choices when dealing with these types of questions onstandardized tests.

Related Books

Bruchac, Joseph. The Boy Who Lived with the Bears and Other Iroquois Stories. Illustrated by Murv Jacob. NewYork: HarperCollins, 1995.

Dog People: Native Dog Stories. Illustrated by Murv Jacob. Golden, Colo.: Fulcrum Publishing, 1995.




Grade levels: 5-6.

This collection of more than 60 tales features women who take control, show bravery, solve problems, and rescue.The stories are organized by stages or roles in women's lives: daughters, sisters, maidens, attendants, wives andmothers, and mature women. The stories represent a wide variety of cultures.

Activities

1. Choose one section of tales to read aloud. For example, the section on daughters includes six tales fromGermany/Italy, China, the Ozarks, Japan, and Turkey. After reading each tale aloud, discuss the main idea of thestory. How does the female hero resolve the challenge or problem? Through intelligence? Perseverance? Strength?Courage?

2. Create a chart similar to the example below that compares a sampling of the stories.

3. Discuss how the female hero's traits contributed to the main idea of the story.

4. Compare the stories. Do they all have similar main ideas? What message do they give readers compared withfamiliar fairy tales and folktales that feature passive women?

Title Setting(s) Female Hero's Traits Main Idea

The Peasant'sClever Daughter

Farm andkingdom

Intelligent, clever,compassionate

The daughter wasdevoted and loyal.



Related Books


Phelps, Ethel Johnston. The Maid of the North: Feminist Folk Tales from Around the World. Illustrated by LloydBloom. New York: Holt, Rinehart and Winston, 1981.

Tatterhood and Other Tales. Illustrated by Pamela Baldwin Ford. New York: The Feminist Press, 1978.




Literary Elements and Features: Narrative Order

Numeroff, Laura. If You Give a Mouse a Cookie. Illustrated by Felicia Bond. New York: Harper, 1985.

Grade levels: 3-4.

When a mouse comes to visit, he is quite naturally hungry. A cookie seems appropriate, but then the mouse needsa glass of milk. This triggers a series of events that cause a great deal of chaos, with the story finally returning toits beginning. If You Give a Moose a Muffin or If You Give a Pig a Pancake (see entries in the "Related books"section below) follow the same scenario.

Activities

1. Obtain two copies of the book in paperback. Cut one of the books apart, removing the covers. Glue each pageonto a piece of tagboard. Make sure that all the pages are included. If possible, laminate the cards.

2. Read the story aloud. Then have the students sequence the mixed-up cards, discussing the order of the events inthe story. Arrange the cards in a circle on the floor so the students can see how the order moves in a circle,bringing the reader back to the beginning. Discuss how authors use separate sketches when they are creating thestory to serve as a storyboard.

3. Give one card to each student. Have them arrange themselves in order without talking to each other, based onthe card they are holding. If the order is incorrect at any one point, discuss how this would affect the story.

4. Have students read other stories and create their own storyboards by writing the major events on cards or onsticky notes. Have them challenge other students to determine the correct narrative order of the story.

5. Have students use the storyboard method to write their own stories. Have them write only one sentence on eachcard or on a sticky note. Let them arrange them in book form, polishing the sentences to create a smoothlysequenced narrative.

Related Books

Hutchins, Pat. The Doorbell Rang. New York: Greenwillow, 1987.

Rosie's Walk. New York: Macmillan, 1968.

Numeroff, Laura. If You Give a Moose a Muffin. Illustrated by Felicia Bond. New York: HarperCollins, 1991.

If You Give a Pig a Pancake. Illustrated by Felicia Bond. New York: HarperCollins, 1998.




Grade levels: 5-6.

Phoebe's father decides that he wants to go west, but he knows little about surviving on a wagon train. When themen are unable to lead the group, the women must take over. They face tragedy, hunger, and lovesick Indians withcourage and creativity, making this an entertaining novel.

Activities

1. The events in this story drive the narrative order, beginning with Phoebe's father's decision to "see the elephant."Begin reading the book aloud and have the students predict what they think will happen next after each challengeor obstacle.

2. After reading each chapter, add to a map of the narrative. Begin with the point of joining the wagon train inMissouri and use the map at the beginning of the book for the basic narrative or use a chart form such as theexample below.

Location Event Trigger

Independence,Missouri

Family joins a wagontrain.

They cross the KansasRiver.

Indian TerritoryThey struggle with

hunger.They prepare to kill

buffalo.

Campsite The men go hunting. The men are injured.

3. As the students track the narrative, consider creating a fourth column that suggests an alternative choice thesettlers could have made. For example, instead of the women taking over and continuing the journey, the wagontrain could have turned back or given up. How would those decisions have affected the order of the events and theoutcome of the plot?

Related Books

Gilson, Jamie. Wagon Train 911. New York: Lothrop, Lee and Shepard, 1996.


Oregon, Sweet Oregon. New York: HarperCollins, 1998.

Phoebe's Folly. New York: HarperCollins, 1996.



Literary Elements and Features: Parody

Lansky, Bruce. Newfangled Fairy Tales: Classic Stories with a Funny Twist. Minnetonka, Minn.: MeadowbrookPress, 1997.

Grade levels: 3-4.

This collection of 10 fairy tales offers a variety of opportunities to discuss the use of parody. Red Riding Hood notonly outwits the Big Bad Wolf but also his son. King Midas listens to his conscience and resists getting the magictouch. Jill climbs the beanstalk and befriends the giant and his wife. Each story offers a fresh perspective or adifferent ending to a classic tale.

Activities

1. Obtain four or five copies of the book for use in small groups. If you wish the entire class to work on the sametale at once, cut up the books so that each group has copies of the story with which they will be working. Let thestudents choose which fairy tale they want to analyze or have them draw names of titles out of a hat. (If you usethe example below, exclude "Little Bad Wolf and Red Riding Hood.")

2. Read the first story aloud. Then read a traditional version. Compare the two stories by completing a chart suchas the example shown below.

3. Have each group of students read their story. Then send them to the library to find examples of the traditionalversion. Have the students read the traditional versions and complete a comparison chart similar to the one shownabove.

Name of Fairy Tale

Traditional Events Examples of Parody

Little Red brings food to hergrandmother.

Little Red lets the wolfs son take thefood.

Little Red wears red cape. Little Red hates the red clothing.

Little Red asks her grandmotherquestions. Little Bad Wolf outwits his father.

Grandmother stays in her cottage. Grandmother goes to Florida.



Related Books

Cole, Joanna. Best-Loved Folk-Tales of the World. Illustrated by Jill Karla Schwarz. Garden City, N.Y.: AnchorPress/Doubleday, 1983.

Hyman, Trina Schart. Little Red Riding Hood. New York: Holiday House, 1983.

Yolen, Jane. Favorite Folktales from Around the World New York: Random House, 1986.

Zipes, Jack. The Complete Fairy Tales of the Brothers Grimm. New York: Bantam Books, 1987.



Fleischman, Paul. A Fate Totally Worse Than Death. Cambridge, Mass.: Candlewick Press, 1995.

Grade levels: 5-6.

The Huns, a clique of the most popular and beautiful teens, run Cliffside High School. Then Helga arrives andsuddenly the girls begin to age rapidly. In this parody of popular teen horror stories, the teens assume Helga is toblame and seek their revenge. Fleischman takes the reader through humorous and gory twists, without revealingthe truth until the last page. Preread this book for appropriateness for your class.

Activities

1. Before beginning the book, share the cover with the students and discuss what a parody is. Tell the students thatwhile reading the book, the class is going to keep track of all the examples of parody found. Begin a chart, such asthe example below.

2. Discuss the use of names to add humor: Charity Chase, Rainforest Collective, and so forth.

3. Document the examples of events that are difficult to believe. Does the fact that this is a parody make the storyline unbelievable?

4. A twist at the end of the book gives the story a new tone. Review the events in the examples of parody. Whatevents gave forewarning to the ending? Is the book more or less entertaining in retrospect? Discuss the role ofparody in creating the story.

Example Discussion

Clique is named Huns.Huns were warlike, Asiatic people, 4-5thcenturies.

Bleeding Ulcer is a musicgroup. Danielle watches group in nursing home.

Related Book

Banks, Lynne Reid. Angela and Diabola. New York: Avon, 1997. (Preread)



Literary Elements and Features: Personification

Mahy, Margaret. The Five Sisters. Illustrated by Patricia MacCarthy. New York: Viking, 1996.

Grade levels: 3-4.

Nana cuts out five paper dolls for Sally, but only one gets a face and dress before they are blown away on theirfirst adventure. As they meet various people who add features to each of the dolls, they profoundly influence thepeople. Finally, they end up being used as a bookmark, where they are discovered by Sally, who is now grown upwith a child of her own. The last paper doll receives her features before they depart on more adventures.

Activities

1. Begin by teaching the students how to cut out their own set of five paper dolls. Show them how to fold the dollsso that they are attached at the hands. Let the students create a face and dress for the first doll.

2. Read the first two chapters aloud. Discuss the use of personification in the story. Can paper really talk? Canpaper hold stories and songs? Discuss how the author is using this concept to create an adventure for the dolls.

3. While reading the book, create a list of the dolls' adventures. Record other examples of personification found inthe story. Use the example below as a starting place.

4. Let the students decorate the remaining dolls as the story progresses. At the end, create a paper boat for thedolls.

Adventure Examples of Personification

Chapter 3: Dolls meet the beetle. The beetle talks to them about legs.

Chapter 4: Breeze carries away the dolls. A clover plant warns them to hide.

Related Books

Waugh, Sylvia. The Mennyms. New York: Greenwillow, 1993.

Mennyms in the Wilderness. New York: Avon, 1994.




Seidler, Tor. Mean Margaret. Illustrated by Jon Agee. New York: HarperCollins, 1997.

Grade levels: 5-6.

Fred, a dapper woodchuck who is also set in his ways, wants to marry. He meets Phoebe, the ideal wife, and theyset up housekeeping. However, their quiet lifestyle is severely disrupted when a naughty toddler, Margaret, showsup. They care for her, with the help of other animals. Finally, Phoebe becomes so attached to Margaret that whenMargaret is finally reunited with her family, Fred has to reconsider his plans to live so quietly.

Activities

1. Begin reading the book aloud. Discuss the author's use of personification as he developed the characters. Howdoes he portray Fred's character? As you read more of the book, discuss how the use of personification affects thepoint of view of the story.

2. Create a chart that analyzes the use of realistic treatments versus personification. Use the following example as astarting point.

3. Discuss the development of the plot and how the events conspire to change Fred's attitudes. Is this a realistictreatment of a fanciful story? Do the students accept the personification readily?

Event Realistic or Personification?

Fred forages for food. Realistic

Fred mutters about the woodpeckers. Personification

Fred stays in tree hole during storm. Realistic

Humans complain about the rain. Realistic

Related Books

Mahy, Margaret. The Five Sisters. Illustrated by Patricia MacCarthy. New York: Viking, 1996.


Mennyms in the Wilderness. New York: Avon, 1994.




Literary Elements and Features: Plot Conflict

Haas, Jessie. Keeping Barney. New York: Greenwillow, 1982, 1998.

Grade levels: 3-4.

Sarah desperately wants a horse, but her track record for pet care hasn't been exemplary. She convinces her parentsto let her take over the care of a horse while its owner is at college, hoping to prove to them that she is nowresponsible. During the school year she works hard at Barney's care and training, but she discovers that many ofher ideas about horses were romantic notions. She struggles with Barney's return to his owner but rejoices whenher parents tell her that she soon can have her own horse.

Activities

1. Introduce the book by asking each student to make a list of all the chores associated with the pet or pets in theirhouse. Students with no pet can list what they would have to do with a pet they would like to have.

2. While reading the book, tell the students that they need to create a conflict chart, detailing all the conflicts thatoccur in the story (between Sarah and her parents, Sarah and Barney, Sarah and Missy, and so forth). One columnshould be headed conflict and the other resolution. Leave room in each column to describe the conflict and theresolution.

3. When finished with the book, have the students review the conflicts. Which was the underlying conflict for theentire story? Which conflicts were secondary to the plot? Did the students agree with the resolutions? Were theresolutions predictable? Have them discuss how the author might have decided on the resolutions.

4. Create a new column that allows students to develop new resolutions to the conflicts. How would they rewritethe story? Would it be as satisfying? Realistic? Happy?

Related Books

Byars, Betsy. Wanted ... Mud Blossom. Illustrated by Jacqueline Rogers. New York: Dell, 1991.

Graeber, Charlotte Towner. Fudge. Illustrated by Cheryl Harness. New York: Simon & Schuster, 1987.

Haas, Jessie. Uncle Daney's Way. New York: Greenwillow, 1994.

Taylor, Theodor. The Trouble with Tuck. New York: Avon, 1981.



Levine, Gail Carson. Ella Enchanted. New York: HarperCollins, 1997.

Grade levels: 5-6.

In this fascinating novel, Ella has been cursed with obedience: She cannot disobey a direct order. When her wickedstepsisters realize this, they make her life miserable. Yet, Ella works hard at circumventing the enchantment,finally finding her own way to break the spell.

Activities

1. This rich novel will have students enchanted as well. Read it aloud, stopping to discuss the conflict that occursin each chapter. Plot the level of the conflict on a chart such as the one in the example below.

2. Opinions may differ on the level of conflict. Discuss these differences and reach consensus before moving on tothe next chapter. It is important to revisit the first four or five chapters of the book and revise the chart ifnecessary. The story starts out dramatically and students will need to decide how the conflict of the curse and thedeath of her mother fit with the overall flow of the plot.

3. Compare the book with traditional versions of Cinderella. How does the book compare with other stories?



Related Books

Farjeon, Eleanor. The Glass Slipper. New York: HarperCollins, 1955, 1984.

McKinley, Robin. Beauty: A Retelling of the Story of Beauty and the Beast. New York: HarperCollins, 1978.

A Knot in the Grain and Other Stories. New York: HarperCollins, 1982, 1994.



Literary Elements and Features: Point of View

Hurwitz, Johanna. Starting School. Illustrated by Karen Dugan. New York: Morrow, 1998.

Grade levels: 3-4.

When Marius and Marcus, five-year-old twins, begin kindergarten, each thinks he has the best teacher and class.The twins are both bright and mischievous. Consequently, their teachers find them to be quite challenging. Eachteacher thinks she has the more difficult twin, so the two decide to swap classes for the day to prove their point. Atthe same time, the twins decide to swap classes to prove which class is the best.

Activities

1. Begin reading this amusing chapter book aloud. At the end of the second chapter, begin a chart that details eachteacher's point of view regarding the challenges experienced with each twin. The example below provides astarting place.

2. Continue to fill in the chart after each chapter. After chapter 3, begin a chart that compares each of the twin'spoint of view of the classroom, using the same format as the example above.

3. At the end of the book, discuss how the teachers and twins try to resolve their differences of opinions. Discusswhat they all decided about their classes. What lesson does this teach?

Mrs. Greenstein Mrs. Boscobel

Marius crawled along the floor allmorning. Marcus repeated everything she said.

Marius said there was a mouse in theroom.

Marcus played ''52 Pickup'' with hiscards.

The students were excited or scared aboutthe possibility of a mouse.

Marcus asked the principal unusualquestions about the school.

Related Books

Danziger, Paula. The Cat Ate My Gymsuit. New York: Putnam, 1974.

Getz, David. Thin Air. New York: Holt, 1990.

Hurwitz, Johanna. Faraway Summer. Illustrated by Mary Azarian. New York: Morrow, 1998.



Fleischman, Paul. Seedfolks. New York: HarperCollins, 1997.

Grade levels: 5-6.

Thirteen voices tell how they become involved in the cleanup of a city lot in Cleveland and the planting of agarden. All strangers in the beginning, they come to know and appreciate each other's cultural and generationaldifferences.

Activities

1. The 13 short chapters lend themselves to a readers theatre-style presentation. Assign parts to 13 students,allowing them to practice reading their chapter independently. Arrange the 13 readers in a semicircle, with the restof the class serving as the audience. Have each student identify his or her character and then read the assignedchapter aloud. (You may need to present the readers theatre in two sessions if it becomes too long.)

2. After the reading of the entire book, ask the readers if they understood the story when they read only theirchapter. Discuss how the different perspectives united to provide a complete story.

3. Using any version of Goldilocks and the Three Bears, involve the whole class in creating a new version toldfrom varying points of view: Goldilocks, Papa Bear, Mama Bear, Baby Bear. For a new twist, add a fifth character,Goldilocks's mother. Divide the story into five sections and decide what changes would have to be made to clearlydefine each character's point of view for that portion of the story. Write the story out and ask for volunteers to readit.

4. Have the students work in small groups to follow the same process with other folktales, such as Little RedRiding Hood, The Three Little Pigs, and Hansel and Gretel. Share the stories with the class.

Related Books

Avi. Nothing but the Truth. New York: Avon, 1991.

Blume, Judy. The Pain and the Great One. Illustrated by Irene Trivas. Scarsdale, N.Y.: Bradbury Press, 1974,1984.

Brett, Jan. Goldilocks and the Three Bears. New York: G. P. Putnam's Sons, 1987.

Fleischman, Paul. Bull Run. New York: HarperCollins, 1993.



Literary Elements and Features: Realism Versus Fantasy

Forward, Toby. Pie Magic. Illustrated by Laura Cornell. New York: Morrow, 1995.

Grade levels: 3-4.

When Bertie delivers a pie to a shop that specializes in remedies, he asks for a potion to make him lose weight. Heloses weightso much weight that he floats away unless he weights himself down. His many adventures result innew friendships and new behaviors that lead him toward a happy resolution.

Activities

1. Read this short chapter book aloud. While reading it, create a fantasy graph that relates the role of fantasy to theevents in the story. Set up the graph as in the example below.

2. After constructing the graph, enter the events at the bottom. Then rate the degree to which fantasy influencedthe plot by filling in the chart from 1 to 10.



Related Books

Brittain, Bill. Wings. New York: HarperCollins, 1991.

Brock, Betty. No Flying in the House. New York: HarperCollins, 1970, 1982.

Conrad, Pam. Zoe Rising. New York: HarperCollins, 1996.

Langton, Janet. The Fledgling. New York: Harper & Row, 1980.




Grade levels: 5-6.

When a family learns that the owner of their home is coming to visit, they struggle to decide how to keep up theirsubterfuge. For this is not an ordinary family. Indeed, it is a family of dolls, several of whom carry on relativelynormal activities in the outside world. This believable story places fantasy in the midst of realism, giving readers asuspenseful tale to enjoy.

Activities

1. Do not give the students any indication of the plot of the book. Read aloud the first chapter to the students. Askthe students to predict what the story is about. Then, before reading the second chapter aloud, ask the students tolisten carefully to the chapter. When finished, ask them if anything seems unusual about the story. They may notnotice the clues that hint that the family is dolls: the tattered left leg, purple velvet foot, and black button eyes.Finally, read the third chapter, which describes how the family of dolls came to be. Return to the second chapterand discuss the clues that may have gone unnoticed because the listeners did not expect that this was a fantasy.

2. As you read aloud the book over the course of a week or two, keep a chart of the features of the dolls. As youadd characteristics to the chart, discuss whether each is purely fantasy or realistic. See page 89 for an example.

3. While reading the book, discuss how the dolls cope in the real world while preserving their lives as dolls.Discuss the "pretends" and why the dolls engage in their own fantasies.

Related Books



McEwan, Ian. The Daydreamer. Illustrated by Anthony Browne. New York: HarperCollins, 1994.

Waugh, Sylvia. Mennyms in the Wilderness. New York: Avon, 1994.





Doll Features

Joshua tattered left leg

Magnusborn with 1,000 pearls of wisdom, purple velvet foot, black button

eyes

Tulip neat, white hair, ceaselessly active

Vinetta

Appleby

Poopey

Wimpey

Soobey

Googles

Mrs. Quigley



Literary Elements and Features: Setting

Waugh, Sylvia. Mennyms Under Siege. New York: Greenwillow, 1996.

Grade levels: 3-4.

When the family of dolls receive a letter from the real Albert Pond, the owner of their home, they face thepossibility of losing their home in Brocklehurst Grove. Albert relocates the family to a country house while thecommunity fights the proposed highway that will destroy the Brocklehurst Grove neighborhood. The familysuffers in exile, rejoicing when the crisis is averted and they are allowed to return to their home.

Activities

1. If the students have read The Mennyms, they will appreciate the new challenges faced by the dolls in this sequel.The book can also stand alone, providing readers with the necessary background information for understanding thepremise of the life-size dolls who function as humans. Allow at least two weeks to read the book aloud or to havethe students read it in small groups.

2. Have students create a story circle while reading the book. Give each student a large piece of paper, along with apattern so that they can draw a large circle on the paper. Outside the circle and at the top, begin by writing the firstsetting: 5 Brocklehurst Grove. Then tell the students that they are going to add the various settings to the outside ofthe circle as they read the story.

3. Continue adding the settings throughout the reading of the book. The final setting in the book is 5 BrocklehurstGrove, where they began. Return to the story circle and revise it to show proportionate time periods at the differentsettings. Discuss the important role the settings played, particularly in the family's discomfort with the country.

Related Books






Creech, Sharon. Walk Two Moons. New York: HarperCollins, 1994.

Grade levels: 5-6.

Sal longs to be reunited with her missing mother. Left by her father with her grandparents, she finds herself on across-country car trip with them. During the trip she entertains her grandparents with the story of Phoebe. Sal's lifebecomes inextricably entwined in the story as she and her grandparents travel on their journeys.

Activities

1. Begin reading the book aloud, allowing at least two weeks to complete it. Explain to the students that while youare reading, they are going to construct a story stairway that illustrates the relationship between the setting and theevents of the story.

2. Begin by drawing the profile of a simple stairway on a chart or on a board where it can be saved. Label the firststep with the first setting that is mentioned: Bybanks, Kentucky. Read the next few chapters. Should Bybanks beon the first step of the stairway, or should another setting be chosen? Let the students decide based on theirinterpretation of the beginning of the book.

3. While adding settings on one side of the stairway, ask the students to summarize the key related events to writeon the other side of the stairway. This allows the students to track the interplay of the events with the settings.

4. After completing the book, discuss the importance of the settings. Did the journey play a key factor in the story,or did it serve merely as a vehicle for moving the plot forward? Could the car trip have taken place anywhere andserved the same purpose? Discuss the author's possible motivations for structuring the novel as she did.

Related Books

Dygard, Thomas J. River Danger. New York: Morrow, 1998.

Lindbergh, Anne. Bailey's Window. Illustrated by Kinuko Craft. San Diego, Calif.: Harcourt Brace Jovanovich,1984.

Porter, Tracey. Treasures in the Dust. New York: HarperCollins, 1997.



Literary Elements and Features: Spin-Offs

Lobel, Arnold. Fables. New York: Harper & Row, 1980.

Grade levels: 3-4.

Lobel has created and illustrated 20 amusing new fables. Each one offers a new twist on a traditional fable,resulting in an amusing version enjoyed by all ages of readers. For example, everyone will enjoy reading abouthow the principal visits the home of the bad kangaroo only to discover that the parents are just as mischievous.

Activities

1. Discuss the elements of fables: a problem or conflict, usually among animals, followed by a solution and astatement of a moral or lesson. Read aloud several traditional fables drawn from one of the books listed in the"Related books" section below or from any collection.

2. Next, choose 10 short fables to read aloud. Write their morals on the board in random order. As you read aloudeach fable, challenge the class to determine the moral.

3. On another day, read aloud several of Lobel's fables. Make a chart such as that shown below. Have the studentsfill in the blanks as you read and discuss each fable.

4. Choose several fables that could become the basis for a wordless book. (Good possibilities include "TheGrasshopper and the Ant," "The Town Mouse and the Country Mouse," and "The Lion and the Mouse.'') Have thestudents work individually or in pairs to illustrate wordless versions of the fables.

FABLE Problem Solution Moral

Related Books

Barchers, Suzanne I. Fifty Fabulous Fables: Beginning Readers Theatre. Englewood, Colo.: Teacher Ideas Press,1997.

Calmenson, Stephanie. The Children's Aesop. Illustrated by Robert Byrd. Honesdale, Penn.: Boyds Mill Press,1992.

French, Vivian, and Korky Paul. Aesop's Funky Fables. New York: Viking, 1997.

Heins, Ethel. The Cat and the Cook and Other Fables of Krylov. Illustrated by Anita Lobel. New York:Greenwillow, 1995.



Scieszka, Jon. The Frog Prince Continued. Illustrated by Steve Johnson. New York: Viking, 1991.

Grade levels: 5-6.

The Prince and Princess are not living happily ever after. The Princess nags the Prince to stop sticking out histongue. The Prince wishes that the Princess would go to the pond with him. In desperation, the Prince goes insearch of a witch who could turn him back into a frog. After several encounters with familiar witches who haveother plans for him, he happily returns home, kisses his wife, and they both turn into happy frogs.

Activities

1. Remind the students of the story The Frog Prince, reading aloud a version if necessary. Read aloud The FrogPrince Continued and discuss how the author created this spin-off.

2. Have the students create a story map for The Frog Prince Continued, as shown below.

3. Brainstorm traditional stories that could have spin-offs. For example, after Hansel and Gretel return home, theymight start a mapmaking company. Goldilocks might start a runaway hot line. Cinderella might become a partyconsultant, and her stepsisters might become caterers. Have the students write their own spin-offs.

Title: The Frog Prince ContinuedSetting(s): The castle and the forest

Characters: Prince, Princess, witches, fairy godmother

Problem: Getting turned back into a frog

Events: 1. Prince and Princess are unhappy.

2. Prince leaves in search of a witch.

3. Prince visits first witch.

4. [Continue with appropriate number of events.]

Resolution:



Related Books

French, Fiona. Snow White in New York. Oxford: Oxford University Press, 1986.

McNaughton, Colin. Oops! San Diego, Calif.: Harcourt Brace & Company, 1996.

Minters, Frances. Cinder-Elly. Illustrated by G. Brian Karas. New York: Viking, 1994.

Scieszka, Jon. The Stinky Cheese Man and Other Fairly Stupid Tales. Illustrated by Lane Smith. New York:Viking, 1992.

The True Story of the 3 Little Pigs. Illustrated by Lane Smith. New York: Viking, 1989.

Stanley, Diane. Rumpelstiltskin's Daughter. New York: Morrow, 1997.



Literary Elements and Features: Style

Rosen, Michael J. Food Fight. San Diego, Calif.: Harcourt Brace & Company, 1996.

Grade levels: 3-4.

Contrary to the title, this book is not about a food fight in a school cafeteria. Rather, it celebrates the contributionfood makes to everyday life and to special days. Thirty-three poets have contributed delightful poems, withproceeds from the book going to an antihunger organization.

Activities

1. The wide variety of poetry offers an abundance of opportunities to discuss different writing styles. Begin with''A Word about Good Food" by J. Patrick Lewis. Read the poem aloud and discuss his use of language such asdown the hatch and spill the beans.

2. Read aloud "Sunday O Sunday" by Mimi Brodsky Chenfeld. Discuss the use of repetition and alliteration.

3. "Soft-Boiled Eggs with Boats" by Gardner McFall invites listeners to use mental imagery. Read aloud the titleand ask students to imagine what it means. Then read the poem, sharing the picture at the end. Discuss other foodsthat can be used to represent images, such as a happy face with a pancake for the head, bacon for the mouth, andraisins for the eyes and nose.

4. With "Roast Beast Battle" by Anne LeMieux, discuss the use of personification.

5. "Mussels in April" by Peter Neumeyer offers the opportunity to discuss how he makes you hear, see, and smellthrough his words.

6. Continue through the collection, discussing the varying styles and their effects on the poetry.

Related Books

Goldstein, Bobbye S. What's on the Menu? Illustrated by Chris L. Demarest. New York: Puffin, 1992.


Munsterberg, Peggy. Beastly Banquet. Illustrated by Tracy Gallup. New York: Dial, 1997.



Robinson, Barbara. The Best School Year Ever. New York: Harper Collins, 1994.

Grade levels: 5-6.

In this follow-up to The Best Christmas Pageant Ever, the Herdmans continue to make trouble for everyone withindistance. The school year begins with a yearlong project, "Compliments for Classmates," a special challenge whenit comes to describing any Herdman. Their many hijinks make for an entertaining year.

Activities

1. Introduce this book by asking students to recall the writing style of The Best Christmas Pageant Ever. Thestudents will probably discuss how the author used humor and a conversational style.

2. Begin reading the book aloud. After reading the introduction aloud, discuss its varying sentence lengths and howthat makes the book easy to read. Ask the students to identify other characteristics of the style, such as the casualtone, the emphasis through the use of italics, and the use of exaggeration.

3. Continue reading the book. Note the use of humor throughout. Keep a chart of the Herdmans' Hijinks, includingentries such as in the example below.

4. When finished reading the book, discuss how the use of the Herdmans' behaviors provided the basis for ahumorous book. Compare it with other books that are written in a humorous style.

Herdmans' Hijinks

Kidnapping Howard and selling tickets to see his tattoos

Putting frogs on the water bubbler

Putting school pictures up with the "Wanted" posters

Getting Claude stuck in the gas station bathroom

Related Books

Robinson, Barbara. The Best Christmas Pageant Ever. Illustrated by Judith Gwyn Brown. New York: Avon, 1972.

My Brother Louis Measures Worms And Other Louis Stories. New York: HarperCollins, 1988.



Literary Elements and Features: Subplots

Hesse, Karen. Just Juice. Illustrated by Robert Andrew Parker. New York: Scholastic Press, 1998.

Grade levels: 3-4.

Juice hates going to school. She has trouble reading and prefers staying home to keep her unemployed fathercompany. During one of their walks she learns that they are about to lose their home because they didn't pay theirproperty taxes. On another walk, they discover an abandoned building ideal for setting up a machine shop. Slowlythe family works through the many problems associated with having a large family while facing poverty.

Activities

1. Read the book aloud to the class. At the end of each chapter ask the students if the characters faced anychallenges or problems. List them on the board or on chart paper under the heading "Problems."

2. Create a second heading, "Possible Solutions." As you continue reading, ask the students to identify any possiblesolutions that have developed. For example, when Juice and her father set up the machine shop, this is a possiblesolution to the payment of back taxes.

3. When finished with the book, add a third heading, "Resolutions." Decide which events resolved the story. Somestudents may feel that some possible solutions are now resolutions of the plot.

4. Return to the list and discuss how the various problems make up subplots of the story, each needing its ownresolution or potential solution. Have the students identify the various subplots, such as Juice's playing hooky, theback taxes being due, Juice's reading problems, and so forth. Discuss how the author brings together the subplotsat the end of the book, projecting a hopeful future for the family.

Related Books

Cleary, Beverly. Strider. Illustrated by Paul O. Zelinsky. New York: Morrow, 1991.

Gilson, Jamie. Can't Catch Me, I'm the Gingerbread Man. New York: Morrow, 1981.

Gritz-Gilbert, On a. Starfish Summer. Illustrated by Yong Chen. New York: HarperCollins, 1998.

Lawlor, Laurie. Addie's Forever Friend. Illustrated by Helen Cogancherry. Morton Grove, Ill.: Whitman, 1997.



Levin, Betty. Fire in the Wind. New York: Morrow, 1995.

Grade levels: 5-6.

A series of fires forces Meg's family to abandon their home in the mid-1940s. Meg's cousin Orin helps her andPaul, her younger brother, escape to safety. But Meg sees that Orin, considered to be "slow" and known to have afascination with fire, actually set a fire by their barn. Not realizing that he had set a backfire, which saved theirbarn, she is afraid of the repercussions should others find out about Orin's actions.

Activities

1. This book requires two or more weeks to read aloud. Several subplots work together throughout the story. Themain story is about the escape from the fire. Subplots include: the relationship between Orin and his parents,clouded by the death of his brother; Meg's efforts to protect Orin and Paul at school and the resulting problems;the suspicious activity at Miss Trilling's home. The students may identify additional subplots.

2. Create a plot schematic for each of the subplots. Consider using the example below as a model.

3. Add other columns to show the development of the other subplots. Discuss how they intertwine to create themain plot.

Setting School Fire

Maincharacter Meg Orin

ProblemsProtecting Paul, fighting,

misunderstanding Orin's actionsFighting fire, setting backfire,

leading escape

Catalyst Reporter inquires about escape. Orin feels at fault for losses.

Resolution Meg tells about the backfire. Orin receives award.

Related Books

Bauer, Marion Dane. A Question of Trust. New York: Scholastic, 1994.

Crofford, Emily. A Place to Belong. Minneapolis, Minn.: Carolrhoda, 1994.

Ruckman, Ivy. Night of the Twisters. New York: Harper & Row, 1984.

No Way Out. New York: HarperCollins, 1988.



Literary Elements and Features: Theme

Cowley, Joy. Singing Down the Rain. Illustrated by Jan Spivey Gilchrist. New York: HarperCollins, 1997.

Grade levels: 3-4.

The terrible drought in Brianna's town has created great suffering and loss of faith. One day a mysterious womanarrives and inspires the children to sing down the rain with her, ending the drought.

Activities

1. Ask the students what they think the title means. Read the book aloud. Then discuss the key elements that madethe rain come. Did the woman do it by herself? Were the children's songs necessary? What effect did their beliefhave on the rain? Can wanting something so much make it happen?

2. Ask the students to share other events in which they felt that believing in something helped make it happen.Discuss how the author used the theme of belief or faith as the turning point in this story. At what point did itbecome pivotal?

3. Compare this story with the related book The Pied Piper of Hamelin. How did the woman in Singing Down theRain differ from the Piper? How did the community differ? Do the two stories have the same theme?

4. Singing Down the Rain uses nonsense words to create songs. Create a tune to go with the words or create newrain songs.

Related Books

Browning, Robert. The Pied Piper of Hamelin. Illustrated by Kate Greenaway. London: Bracken Books, 1985.

Corrin, Sara, and Stephen Corrin. The Pied Piper of Hamelin. Illustrated by Errol Le Cain. San Diego, Calif.:Harcourt Brace Jovanovich, 1988.

Skurzynski, Gloria. What Happened in Hamelin. New York: Four Winds Press, 1979.



Dygard, Thomas J. River Danger. New York: Morrow, 1998.

Grade levels: 5-6.

When two brothers embark on a canoe trip, Eric finds he has to teach his rather annoying younger brother, Robbie,many basics. They inadvertently stumble on a car theft ring, and suddenly Eric finds that he must depend onRobbie to save his life. The fast pace keeps readers and listeners engaged as the boys struggle to survive theirordeal.

Activities

1. Share the title of the story. Can the students guess the theme of the story from the title? Discuss how the worddanger indicates that they are going to face adversity.

2. Have the students brainstorm the qualities of a hero. Would they include bravery, intelligence, kindness,compassion, creativity, strength, decisiveness?

3. Begin reading the book aloud, or have the students read it in small groups. While they read, have them list thekey events for each chapter. What actions occurred? How did they reflect the themes of heroism and survival?

4. Conclude by reviewing the choices that Robbie and Eric made and how they contributed to the theme ofsurvival.

Key Event Robbie's Actions Eric's Actions

1. Men dynamitefish in the river.

Robbie watches andwants to turn them in.

Eric insists they ignorethe men's actions.

2.

3.

4.

Related Books

Paulsen, Gary. Hatchet. New York: Penguin, 1987.

Ruckman, Ivy. Night of the Twisters. New York: Harper & Row, 1984.

No Way Out. New York: HarperCollins, 1988.

White, Robb. Deathwatch. New York: Dell, 1972.



Literary Elements and Features: Tone

Park, Barbara. Mick Harte Was Here. New York: Random House, 1995.

Grade levels: 3-4.

Phoebe's brother Mick dies in a bicycle accident. In this alternately humorous and poignant novel, Phoebe recalls avariety of experiences she had with Mick, giving the reader an in-depth feel for his character. The family strugglesto adjust to their loss throughout the story. An underlying and potent message is the importance of wearing abicycle helmet.

Activities

1. Read the book aloud, allowing one to two weeks to complete it. (Be sure to preread it so that you are preparedfor the more powerful episodes.)

2. While reading the book aloud, discuss the tone of the book and how the author achieves it. For each chapter,have the students complete the five senses box shown below.

3. Then discuss how all these factors help develop the mood or tone of the story. How does the author achieve abalanced tone with a story that deals with death?

Describe what you could see:

Describe what you could hear:

Describe what you could smell:

Describe what you could touch:

Describe what you could taste:



Related Books

Armstrong, William H. Sounder. Illustrated by James Barkley. New York: Harper & Row, 1969.

Bauer, Marion Dane. On My Honor. New York: Dell, 1987.

Coman, Carolyn. What Jamie Saw. New York: Penguin, 1995.

Paulsen, Gary. Nightjohn. New York: Dell, 1993.



Henkes, Kevin. Sun and Spoon. New York: Greenwillow, 1997.

Grade levels: 5-6.

After Spoon's grandmother dies, he wants something of hers to remember her by. He takes the cards they playedwith without permission and then struggles with his deception. Finally, he takes steps to set things right, gainingsupport from his grandfather.

Activities

1. Tone refers to the mood of the story. Read aloud the first three paragraphs of the book. Ask the students howthese paragraphs make them feel. What do they say about what is coming in the book? Will it be a happy story?Exciting? Thoughtful? Sad?

2. Read the book aloud to the class over the course of several days. While reading the book, identify items thatcontribute to the tone of the story. For example, list the characteristics of Spoon's sister Joanie and discuss howthey affect Spoon. Describe the setting and the role it plays. What behaviors and thoughts of Spoon's affect thetone? Does the story have a lot of action? Consider the pace of the story and how it is organized with both chaptersand parts, indicating a more measured pace.

3. Have the students create a memory box to remember someone who has died or moved away. Include items thatserve as reminders of special times. Write a short narrative or poem about a special time with the person to includein the box.

Related Books

Crofford, Emily. A Place to Belong. Minneapolis, Minn.: Carolrhoda, 1994.

Mathis, Sharon Bell. The Hundred Penny Box. Illustrated by Leo and Diane Dillon. New York: Viking Penguin,1975.

Shannon, George. Heart to Heart. Illustrated by Steve Björkman. Boston: Houghton Mifflin, 1995.



Metaphorical Language

Juster, Norton. As Silly As Knees, As Busy As Bees: An Astounding Assortment of Similes. Illustrated by DavidSmall. New York: Morrow, 1998.

Grade levels: 3-4.

Both unfamiliar and familiar similes, such as as fresh as a daisy, are presented in a rhyming text. The black andwhite line drawings add interest to the topic. The page that gives several similes starting with as dark as should geta writer's creativity flowing.

Activities

1. This book should be sampled, rather than read straight through. Because it contains so many similes, it couldotherwise be overwhelming. Choose a variety to share and then discuss how a writer can use them.

2. Discuss how similes are most useful when used sparingly to enliven creative writing.

3. Create a chart of similes that the students find during their reading. They should be on the alert for commonones as well as uncommon ones.

4. Spur creativity by sharing the page with the as dark as similes. Then generate as many for the following similestarters:

as bright as as white as as happy as as sad as5. Encourage the students to use similes in their creative writing, adding the students' similes to the chart.

Related Books

Sommer, Elyse. Falser Than a Weeping Crocodile and Other Similes. Detroit: Visible Ink, 1991.

Wright, Larry. Happy As a Clam and 9,990 Other Similes. New York: Prentice-Hall, 1994.



Oral Reading

Bryan, Ashley. Sing to the Sun. New York: HarperCollins, 1992.

Grade levels: 3-4.

In this collection of poems, Bryan celebrates life: the sun, moon, rain, conversation, birds, animals, the forces ofnature, and especially family. The poems lend themselves to choral reading through their presentation and lyricism.

Activities

1. Read the poems aloud to the class. Discuss the features Bryan employs to give the poems life: alliteration,rhyme, rhythm, repetition, vivid imagery, and so forth.

2. Discuss the interplay of the brilliant illustrations with each poem. How do the illustrations enhance the poems?Are the illustrations necessary to an appreciation of the poetry, or can the poems be enjoyed without theillustrations?

3. Have each student choose a poem to prepare and share. Offer the opportunity for some students to work in pairs.For example, two people can read ''The Blackbird Party'' as if it were a conversation. With "The Hurricane," onestudent can take on the role of the narrator, and the other can read the part of the hurricane. For students workingalone, encourage them to work with a partner to rehearse and critique the delivery of the poem.

4. Research other work by Ashley Bryan (see entries in the "Related books" section below). Compare hisillustrations and other poems with this collection. Consider learning some of his other poems. Find out about hislife on a small island off the coast of Maine.

5. Have an Ashley Bryan day. Read his poems and enjoy his illustrations.

Related Books

Bryan, Ashley. All Night, All Day: A Child's First Book of African-American Spirituals. New York: Macmillan,1991.

Ashley Bryan's ABC of African American Poetry. New York: Atheneum, 1997.


Otten, Charlotte F. January Rides the Wind: A Book of Months. Illustrated by Todd L. W. Doney. New York:Morrow, 1997.



Fleischman, Paul. Joyful Noise: Poems for Two Voices. Illustrated by Eric Beddows. New York: Harper & Row,1988.

Grade levels: 5-6.

This collection of poems about insects is structured so that two readers read the poem together. Partners read somelines individually and some together. The insects featured include grasshoppers, water striders, mayflies, book lice,moths, and others.

Activities

1. Arrange for a student to practice with you to read a poem aloud together. "Book Lice" provides good modelingopportunities. Review the pronunciation of some of the more difficult words, such as Roget's Thesaurus, ConanDoyle, and Spillane. Work on some gestures, such as nodding to each other on the joint line about each of the licesnoring.

2. Allow the students to choose poems to prepare as partners. Have the students read the poems aloud to the rest ofthe class.

3. Brainstorm animals that the students could write poems about in the same structure. Have the students work aspartners to create their own poems for two voices. The following poem was created by two fifth-grade students.

Horseflies

We're horseflies. We're horseflies.

We eat your skin and

chew on your hair.

We fly around and

make you scared.

We're tiny butpowerful.

We're tiny butpowerful.

We're furry, but you

can't see it because

we're so small.

We suck out yourblood

and leave a little hole.

We're horseflies. We're horseflies.

Related Books

Bryan, Ashley. Sing to the Sun. New York: HarperCollins, 1992.

Fleischman, Paul. I Am Phoenix: Poems for Two Voices. Illustrated by Ken Nutt. New York: Harper & Row, 1985.



Paraphrasing

Silver, Donald M. One Small Square: Cactus Desert. Illustrated by Patricia J. Wynne. New York: W. H. Freeman,1995.

Grade levels: 3-4.

Investigate the desert with this informative book. Through diagrams, illustrations, and detailed text, the authortakes readers on a tour that emphasizes safe exploration. Topics include the saguaro cactus, the extremes oftemperatures, birds and animals, daytime and nighttime activities of animals, and the changing seasons.

Activities

1. Brainstorm everything the students know about deserts. Write the information on the board.

2. Read the book aloud, sharing the illustrations and sidebars. Allow several sessions to read the book through.

3. Return to the section about the saguaro cactus, "The Giant." Tell the students that as you reread the text youwant them to write down one key piece of information, using their own words. Have the students share theirresponses. Repeat this for one or two other sections.

4. If possible, share one or more of the books in the One Very Small Square series (see entries in the "Relatedbooks" section below). Tell the students that they are going to create a book entitled One Very Small Square,which investigates a habitat. Brainstorm possibilities: a spider web, a goldfish pond, an anthill. Work with thelibrarian to gather resources for their research.

5. Model with additional resources how to investigate the topic and paraphrase the information. Assign students aminimum number of facts, perhaps 10 or 12, for their books. Have them include illustrations or charts.

Related Books

Silver, Donald M. One Very Small Square: Busy Beaver Pond. Illustrated by Patricia J. Wynne. New York: W. H.Freeman, 1995.

One Very Small Square: Lion Cubs at Home. Illustrated by Patricia J. Wynne. New York: W. H. Freeman, 1995.

One Very Small Square: Nighttime in my Backyard. Illustrated by Patricia J. Wynne. New York: W. H. Freeman,1994.

Wallace, Marianne D. America's Deserts: Guide to Plants and Animals. Golden, Colo.: Fulcrum Publishing, 1996.



Simon, Seymour. Bones: Our Skeletal System. New York: Morrow, 1998.

Grade levels: 5-6.

Simon describes the function of bones, how they develop, what they consist of, how they work with muscles andjoints, how they move, and so forth. The large color photographs enhance the detailed text. In particular, the use ofX-rays adds to the discussion of fractures and joint replacements.

Activities

1. Ask the students to tell you everything they know about their skeletal system. Write all the facts on the board.

2. Begin reading the book aloud. After reading the first page, stop and discuss the content. Tell the students thatyou are going to write down a few key words so that you can remember some new facts. You might write downthe following words: framework, protect, living.

3. Then model how you would paraphrase the text by writing a sentence such as the following: Bones are a livingframework that provide support to the body.

4. Have the students follow this same process while you read the next section. Discuss the key words they writedown and then have them share the sentences they create.

5. For the next page of information, model the process again. Continue through the book, taking turns withparaphrasing key points of the book. Remind the students that this process will be useful for note-takingthroughout all their years of school. Be sure to take time to share the excellent photographs.

Related Books

Barner, Bob. Dem Bones. San Francisco: Chronicle, 1996.

Culbertson, Roger, and Robert Margulies. 3-D Kid: A Life-Size, Pop-Up Guide to Your Body and How It Works.Illustrated by Robert Margulies. New York: W. H. Freeman, 1995.

Simon, Seymour. Muscles: Our Muscular System. New York: Morrow, 1998.



Parts of Speech: Adjectives

Heller, Ruth. Many Luscious Lollipops: A Book About Adjectives. New York: Putnam, 1989.

Grade levels: 3-4.

Learning about adjectives becomes fun when reading this colorful book. Heller discusses how adjectives identifynumber, color, and size. She gives examples of how adjectives describe a thought, idea, or emotion. Other topicsinclude predicate adjectives, demonstratives, possessives, articles, comparatives, and adjectives containingsuffixes.

Activities

1. Share the book with the students. Ask them to identify their most favorite page, noting that they are using acertain kind of adjective when they identify the most favorite. Once they have identified a favorite, ask foradjectives that describe its appeal; perhaps it's the use of color, patterns, or topic.

2. Have the students create alphabet acrostic poems, using only adjectives. To create an acrostic poem, the studentsshould write a word vertically. Each word in the poem should then begin with that letter. The following examplesshow the process.

CleverSlithery

LittleLumpy

Open-heartedUgly

WinsomeGreedy

Nimble

Related Book

Boynton, Sandra. A is for Angry: An Animal and Adjective Alphabet. New York: Workman, 1983, 1987.



Nye, Naomi Shihab. This Same Sky: A Collection of Poems from around the World. New York: Macmillan, 1992.

Grade levels: 5-6.

This extensive collection of poetry brings together more than 100 poems from 68 countries. The wide variety oftopics and cultures gives readers and listeners richness in content and beautiful imagery.

Activities

1. Read through the collection. Choose a sampling of poems that contain especially good use of adjectives. Aparticularly evocative poem is "A Headstrong Boy" on page 34.

2. Discuss the role of adjectives and how they enrich any writing by allowing for more specificity and description.Share a sampling of poems with the students.

3. Discuss the use of adjectives in each poem, asking the students to explore how different the poems would soundif adjectives were not used or used sparingly. Consider contrasting the simple use of a few adjectives in "The Pen"on page 14 with "A Headstrong Boy."

4. To have some fun with adjectives, choose some simple nursery rhymes. Tell the students to elaborate on therhymes by adding adjectives. Share the following examples:

Jaunty Jack and jovial Jill went up the endless hill to fetch a huge pail of sparkling water. Clumsy Jackfell down and broke his fragile crown and foolish Jill came tumbling after. Pretty Mary had a tiny little lamb. Its fluffy fleece was white as pristine snow. Everywhere that pretty Mary went, That silly little lamb was sure to go.

Related Books

Boynton, Sandra. A is for Angry: An Animal and Adjective Alphabet. New York: Workman, 1983, 1987.

Heller, Ruth. Many Luscious Lollipops: A Book About Adjectives. New York: Putnam, 1989.



Parts of Speech: Adverbs

Grossman, Virginia. Ten Little Rabbits. Illustrated by Sylvia Long. New York: Trumpet, 1991.

Grade levels: 3-4.

In this counting book, the rabbits ask for rain, send up smoke signals, track clues, and tell stories. Each set ofrabbits is dressed to represent a different tribe. The end of the book gives information about the various tribes andtheir customs. Samples of their weavings are also provided.

Activities

1. Discuss how adverbs tell how, how often, when, and where. They often have endings of ly, er, or est.2. Read Ten Little Rabbits aloud. Then refer to Safari Grammar (see the entry in the "Related books" sectionbelow) and the discussion on adverbs.

3. Explain to the students that they are going to create an adverb machine, such as that discussed in SafariGrammar, to translate adjectives into adverbs. For example, in this sentence an adjective is used: The quiet girlread her book. The adverb machine adds an ly to quiet and changes the sentence to the following: The girl readher book quietly. Share the examples in Safari Grammar or use the following.

The greedy boy ate the ice cream. The boy ate the ice cream greedily. The sneaky cat swiped the fish. The cat swiped the fish sneakily. The happy baby squealed. The baby squealed happily.

4. Return to Ten Little Rabbits. Change as many adjectives as possible to adverbs. Rewrite the story using theadverbs. Which form do the students prefer?

Related Books

Heller, Ruth. Up, Up and Away: A Book About Adverbs. New York: Putnam, 1991.

Risso, Mario. Safari Grammar. Lincolnwood, Ill.: NTC Publishing Group, 1989.



Heller, Ruth. Up, Up and Away: A Book About Adverbs. New York: Putnam, 1991.

Grade levels: 5-6.

Heller provides a rich description of the function of adverbs: words that answer how, how often, when, and where.She provides examples of words that tell to what extent, such as rather, very, and quite. Word endings are alsodiscussed: ly, ward, and wise. Discussions of irregular adverbs, comparative form, and superlative form completethe book.

Activities

1. Share the book with the students, taking time to enjoy the applications of the adverbs to the illustrations.

2. Declare an adverb day. Keep track of all the adverbs people use throughout the day. Write the adverbs on smallpieces of paper and place them in an adverb box or jar.

3. Create a list of verbs, such as whisper, run, hop, talk, sing, draw, dance, and write. Write each verb on a smallpiece of paper. Create another list of adverbs that will work with the verbs, such as slowly, backward, dreamily.Write each adverb on a small piece of paper. Put the verb slips in a verb box and the adverb slips in an adverb box.

4. Have the students draw out one adverb and one verb. Then they should pantomime the words on the two piecesof paper while others try to guess the words being portrayed. For example, they might draw out the words walkand backward.

5. Have students work in small groups to create pairs of adverbs and verbs to stump other students. Play avariation of charades, timing the students to see how quickly they can identify the sets of words.

Related Books

Heller, Ruth. Kites Sail High: A Book About Verbs. New York: Putnam, 1989.

Risso, Mario. Safari Grammar. Lincolnwood, Ill.: NTC Publishing Group, 1989.



Parts of Speech: Nouns

Kuskin, Karla. The Sky Is Always in the Sky. Illustrated by Isabelle Dervaux. New York: HarperCollins, 1998.

Grade levels: 3-4.

This playful collection of poems focuses on topics of interest to youngsters: animals, such as a cow, worm, hog,bear, and dragon; birds; eating; and growing up. The poems are short and humorous. Most use a variety of nounseffectively, making the collection useful for introducing or reinforcing the meaning of a noun.

Activities

1. Read a variety of poems aloud, perhaps sharing all the animal poems or all the food poems. Talk about the useof nouns as names of persons, places, or things. Identify them in the poems.

2. Have pairs or small groups of students make word splashes of related nouns. A word splash is made by simplyarranging related words on a piece of paper in random order with the central concept in the middle of the page. Forexample, a word splash about spiders might include the following words: web, legs, silk, fly. Consider topics suchas weather, desserts, snacks, books, reptiles, vehicles, and music.

3. Have the students create poems that use the nouns generated with the word splashes. Share the poetry with theclass.

4. Repeat the process when studying topics in social studies or science, using the word splashes to generate interestin content-related vocabulary words.

Related Books

Adoff, Arnold. Street Music: City Poems. Illustrated by Karen Barbour. New York: HarperCollins, 1995.

Esbensen, Barbara Juster. Words with Wrinkled Knees. Illustrated by John Stadler. New York: Thomas Y.Crowell, 1986.

Heller, Ruth. Merry-Go-Round: A Book About Nouns. New York: Putnam/Grosset, 1990. Stevenson, James.Popcorn. New York: Greenwillow, 1998.

Terban, Marvin. Your Foot's on My Feet! And Other Tricky Nouns. Illustrated by Giulio Maestro. New York:Clarion, 1986.

Yolen, Jane. Once Upon Ice And Other Frozen Poems. Photographs by Jason Stemple. Honesdale, Penn.: BoydsMill Press, 1997.

Water Music. Photographs by Jason Stemple. Honesdale, Penn.: Boyds Mill Press, 1995.



Esbensen, Barbara Juster. Words with Wrinkled Knees. Illustrated by John Stadler. New York: Thomas Y.Crowell, 1986.

Grade levels: 5-6.

Each of these clever and complex poems combines wordplay with the unique characteristics of the featuredanimal. For example, the word that flies out of dark libraries and hangs upside down is bat. The black and whiteillustrations enhance each poem.

Activities

1. Read aloud a variety of the poems, noting the noun that each poem features. Then challenge the class to create apoem with you. One fifth-grade class wrote the following:

This mousetrap comes in all colors and sizes, complete with its own fur coat. CAT will be your personal piper with paws and claws instead of a flute.

2. Then discuss how the students can choose a noun and create their own poem, combining wordplay with thepoem. Compile the poems into a collection. Christine, a fifth grader, wrote the following poem:

Big, fat, pink PIGS Dancing in your dictionary. Keep it closed or Beware your pages will be ruined running here, running there, splatting mud everywhere!

Related Books

Adoff, Arnold. Street Music: City Poems. Illustrated by Karen Barbour. New York: HarperCollins, 1995.

Heller, Ruth. Merry-Go-Round: A Book About Nouns. New York: Putnam/Grosset, 1990.



Stevenson, James. Popcorn. New York: Greenwillow, 1998.

Yolen, Jane. Once Upon Ice And Other Frozen Poems. Photographs by Jason Stemple. Honesdale, Penn.: BoydsMill Press, 1997.

Water Music. Photographs by Jason Stemple. Honesdale, Penn.: Boyds Mill Press, 1995.



Parts of Speech: Prepositions

Heller, Ruth. Behind the Mask. New York: Grosset & Dunlap, 1995.

Grade levels: 3-4.

Through vivid illustrations and clever text, Heller discusses prepositions and how they work. Some of the finerpoints of using prepositions, such as when to use between rather than among, are explained. Prepositional phrasesare also discussed. Adults as well as students will find this a good refresher course.

Activities

1. Begin by asking students if they recall what a preposition is. Ask them to give you several examples. Discusshow they are used in phrases to explain relationships.

2. Read Behind the Mask aloud. Discuss the prepositions. Then tell the students they are going to play apreposition game. Their challenge is to follow the directions exactly as you give them. Begin by giving each of thestudents a 9 x 12 inch piece of construction paper. Then read the following directions.

1. Fold the paper twice so that you have four rectangles. 2. Draw a large circle in the upper left rectangle. 3. Place an X anywhere outside the circle, but inside the rectangle. 4. Draw another circle inside the large circle. 5. Draw a small square inside the upper left rectangle. Place it in the middle. 6. Place an X next to the right side of the square. 7. Draw a triangle in the bottom left rectangle so that the bottom of the triangle is resting on the bottom of the rectangle. Draw a line through the middle of the triangle. 8. Draw a line across the middle of the bottom right rectangle. Draw a circle over the line.

3. Review the papers. Did students generally follow the directions? Review the use of prepositions for this activity.

Related Books

Aardema, Verna. This for That. Illustrated by Victoria Chess. New York: Penguin, 1997.

Heiligman, Deborah. On the Move. Illustrated by Lizzy Rockwell. New York: HarperCollins, 1996.

Hoban, Tana. All About Where. New York: Greenwillow, 1991.



Wood, Audrey. Bright and Early Thursday Evening: A Tangled Tale. Illustrated by Don Wood. San Diego, Calif.:Harcourt Brace & Company, 1996.

Grade levels: 5-6.

Everything is topsy-turvy in this dream tale. The narrator wakes up dreaming she is dead. A rooster lays an egg.The narrator goes to her gala funeral. She falls in love with a potato from Idaho, whom she later eats. Although abizarre story, students will enjoy the vivid illustrations and unusual text.

Activities

1. Read the book aloud. Discuss the inconsistent concepts throughout. Discuss why many of them don't makesense, such as beginning again at the ending.

2. Reread the book and have the students watch for prepositional phrases. Because the book is short, you may readit more than once to find all of them. List them on the board.

3. Discuss the function of prepositions and prepositional phrases, referring to Behind the Mask (see the entry in the''Related books'' section below) for detailed information.

4. Return to the book and discuss possible alternative phrases for each of the prepositional phrases. For example,what could be substituted for out of bed or to my funeral? How would such changes affect the feel of the book orthe sense of the story?

5. Brainstorm additional contrary statements, for example, "We all stood up to rest." Challenge the students tocreate a similar story using fanciful images.

6. Compare Bright and Early Thursday Evening with Maurice Sendak's Outside Over There (see the entry in the"Related books" section below). How does Sendak use prepositional phrases?

Related Books

Heller, Ruth. Behind the Mask. New York: Grosset & Dunlap, 1995.

Hoban, Tana. All About Where. New York: Greenwillow, 1991.

Sendak, Maurice. Outside Over There. New York: Harper & Row, 1981.



Parts of Speech: Verbs

Gomi, Taro. Seeing, Saying, Doing, Playing: A Big Book of Action Words. San Francisco: Chronicle Books, 1991.

Grade levels: 3-4.

Each double-page spread depicts dozens of children actively portraying a verb. For example, at a birthday party,children are opening, waiting, browsing, pouring, telling, listening, surprising, and scratching. The many settings-school, a city corner, the farm, a swimming pool, a campsite, the zoo-give students a context for the hundreds ofaction words used.

Activities

1. Choose just a few pages of the book to share with the students, excluding the one in the schoolroom. Read allthe action labels and discuss how sometimes the action wouldn't be obvious to someone without the label.

2. After sharing a portion of the book, assign a routine activity to the students. Then ask three or four students tojoin you at your desk or someplace where you can talk with them without being overheard. Explain to thesestudents that they are to take a notebook and become observers of the classroom. Instead of participating in theother students' routine activity, their task is to write down every action that they see happening in the class. Allowapproximately 15 minutes for this activity.

3. Collect their lists of words. At a later time, share them with the students. Discuss how active we are even whenwe are doing routine things.

4. Have the students choose a site to observe: the playground, the mall, the grocery store, their home. Give them aspecified length of time, perhaps a week, to complete their observations, making lists of all the verbs they seebeing acted out. Compare the lists at school and complete the reading of Gomi's book.

Related Books

Heller, Ruth. Kites Sail High: A Book About Verbs. New York: Grosset & Dunlap, 1988.

Rotner, Shelley. Action Alphabet. New York: Simon & Schuster, 1996.

Schneider, R. M. Add It Dip It Fix It: A Book of Verbs. Boston: Houghton Mifflin, 1995.

Shaw, Nancy. Sheep on a Ship. Illustrated by Margot Apple. Boston: Houghton Mifflin, 1989.

Sheep Out to Eat. Illustrated by Margot Apple. Boston: Houghton Mifflin, 1992.



Heller, Ruth. Kites Sail High: A Book About Verbs. New York: Grosset & Dunlap, 1988.

Grade levels: 5-6.

In this colorful book, Heller provides an abundance of information about verbs. She discusses vigorous verbs,linking verbs, helping verbs, verb phrases, verb tenses, imperative mood, indicative mood, subjunctive mood,passive and active voice, and contractions.

Activities

1. Read the book aloud to the class, taking time to enjoy the colorful illustrations.

2. Have the students create a list of at least 50 verbs. Write each word on a small card. Divide the class into groupsof three. Have each group of students choose three verb cards from the collection of verbs.

3. Tell the groups that they must act out the three verbs, with each student acting out one verb. Give the studentstime to plan their action.

4. Have the students act out their three verbs. The rest of the class should then guess what the verbs are.

5. To vary the activity, have the students make a list of nouns of items that can perform an action. Have them workin pairs, with one student choosing a noun and the other choosing a verb. Have them pantomime the noun andverb, with the rest of the class guessing the words. For another variation, add adverbs, such as softly, slowly,quickly, and loudly. Have three students work together to perform the noun, verb, and adverb while the rest of theclass guesses.

Related Books

Gomi, Taro. Seeing, Saying, Doing, Playing: A Big Book of Action Words. San Francisco: Chronicle, 1991.

Rotner, Shelley. Action Alphabet. New York: Simon & Schuster, 1996.

Schneider, R. M. Add It Dip It Fix It: A Book of Verbs. Boston: Houghton Mifflin, 1995.



Phrases/Sentences

Mullins, Patricia. V for Vanishing: An Alphabet of Endangered Animals. New York: HarperCollins, 1993.

Grade levels: 3-4.

All the animals in this book are at risk of becoming extinct in the near future. From armadillo to condor to pandato zebra, the author provides brilliant illustrations, the scientific name, the common name, and the location of theanimal.

Activities

1. Share the book with the students, taking time to enjoy the illustrations.

2. Return to the book and find the location of each of the animals on a world map or on a globe.

3. Discuss how the information is presented. Ask the students how the information could be turned into phrases.For example, for the letter a, a phrase might be the following:

Pink Fairy Armadillo from Argentina. Work through the alphabet creating a phrase for each of the letters.

4. During another session, begin the book again, determining how to use the information to make a completesentence. For example, for the letter b, a sentence might be the following:

The Queen Alexandra's Birdwing butterfly, ornithoptera alexandris, can be found in Papua, New Guinea.

5. Work with the students to vary the sentences so that they are not all identical.

6. Choose one of the alphabet books from the "Related books" list or any alphabet book that does not have phrasesor sentences and have the students expand on the book in the same fashion.

Related Books

Duke, Kate. The Guinea Pig ABC. New York: Trumpet, 1983.


MacDonald, Suse. Alphabatics. New York: Trumpet, 1986.




Grade levels: 5-6.

Mary Lou Finney has to keep a journal over the summer for a school assignment. She faithfully records thesummer's events, including the arrival of a cousin, Carl Ray. The summer rolls along, punctuated by a variety ofoutrageous events that keep the reader entertained. Mary Lou completes herjournal, only to find out that a newteacher will be reading it!

Activities

1. Prepare an overhead transparency of pages 22 and 23, the journal entry for Sunday, June 17. Have a variety ofcolored transparency pens handy. Read aloud the first six paragraphs. Ask the students to find the completesentences. Underline them in green. Find the phrases and underline them in blue. Find the fragments, and underlinethem in red. Find the run-on sentence, and underline it in black.

2. Discuss why the author would break traditional grammar rules in her writing. What is her purpose in usingsentence fragments and phrases? Rewrite the fragments and phrases as complete sentences. How does doing soaffect the tone of the story? Is the writing more stiff?

3. Browse through other books, looking for those that use fragments and phrases to create a certain style.

4. Keep a journal for a specified period of time. Some people will want to write very carefully. Others will prefer amore casual style. Discuss with the students their preferred writing style.

Related Books

Fine, Anne. Flour Babies. Boston: Little, Brown, 1992.


Lord, Bette Bao. In the Year of the Boar and Jackie Robinson. Illustrated by Marc Simont. New York: Harper &Row, 1984.



Prediction

Spinelli, Jerry. Blue Ribbon Blues. Illustrated by Donna Nelson. New York: Random House, 1998.

Grade levels: 3-4.

Tooter and her family move to Aunt Sally's farm. When Tooter's efforts to get a chicken to follow commands likea dog fail, her aunt decides she needs a friend and a project. Tooter decides to train a goat to compete in the fair,but her brother paints blue stripes on it. When Tooter saves a neighbor's goat from a coyote she shares in her newfriend's success at the fair.

Activities

1. Show the students the cover and title of the book. What predictions can they make about the story?

2. The story opens with the mother waving good-bye to a police officer. Read page 1, stopping at the end. Ask thestudents to predict why Tooter is in trouble. Continue reading, confirming their prediction.

3. On page 11, the father takes everyone upstairs to see Tooter. Ask the students what they think Tooter is doing.Finish reading the chapter, sharing the illustration.

4. Continue reading through the book, taking advantage of the many opportunities for the students to predict whatmight happen next. Be sure to discuss what might happen after Tooter finds her brother painting eggs and whenshe goes to Jack's house to have her brother paint Jack's goat.

5. When finished, return to examining the cover. Did the students predict correctly what the book was about?Would they have illustrated Tooter looking so happy as she tried to scrub the paint off the goat? Discuss what analternative illustration might look like.

Related Books

Haas, Jessie. Keeping Barney. New York: Greenwillow, 1982, 1998.

Spinelli, Jerry. Tooter Pepperday. Illustrated by Donna Nelson. New York: Random House, 1995.



Babbitt, Natalie. Tuck Everlasting. New York: Farrar, Straus & Giroux, 1975.

Grade levels: 5-6.

When Winnie Foster happens upon a spring that gives eternal life, the Tuck family kidnaps her before she canunwittingly ensure that she will never age. After spending time with the family, Winnie learns the secret and facesa difficult choice: Does she drink the water when she is older, or does she live out her limited, though normal, lifespan.

Activities

1. This beautifully crafted novel gives listeners a lot to think about. Read it aloud, taking time at the end of everychapter to discuss what the students think will happen next. The 25 chapters, plus a prologue and epilogue, areshort, but students will find it hard to stop at one chapter a day.

2. Take time throughout the book to note the imagery Babbitt uses so well.

3. While reading the book, construct a story map. Use the example on page 124 as a starting place, but keep inmind that this complex plot may prompt revisions to the map during the reading of the story. As you completeeach "events" section, discuss what might happen next in the story.

4. When finished with the book, discuss if the ending proves satisfying. What would the students have done if theyhad had Winnie's opportunity? Would they change the ending of the book?

Related Books

Caduto, Michael J. "The Land of Eternal Life." In The Crimson Elf: Italian Tales of Wisdom. Illustrated by TomSarmo. Golden, Colo.: Fulcrum Publishing, 1997.


Thompson, Colin. How to Live Forever. New York: Alfred A. Knopf, 1995.



Rhyme

Lansky, Bruce. Poetry Party! Illustrated by Stephen Carpenter. Deephaven, Minn.: Meadowbrook Press, 1996.

Grade levels: 3-6.

This collection of humorous poems covers a variety of topics students will love: parents, brothers and sisters, pets,school, disasters, all mixed up, and advice. Ideal for reading aloud during spare moments in class or forindependent enjoyment.

Activities

1. Most of the poems in this collection rhyme. Discuss patterns of rhyming poetry, such as when every other linerhymes or when the second and fourth lines rhyme. Read aloud a poem that has a pattern. In many such cases youcan pause at the end of the rhyming line and the students will accurately predict the missing words. Have thestudents identify the rhyming pattern. Write the rhyming words on the board. Read several poems aloud from onechapter, discussing the patterns.

2. Have the class choose a topic and write two or three group poems, using Lansky's poems as a model. Then havethe students use these poems as a model to write their own rhyming poems on one of the topics.

3. Plan a poetry party. Have the students prepare by practicing their own poem or one from Poetry Party! Thestudents can copy their poems onto a 5 x 7 inch card for easy reading aloud. Invite another class in to listen to thepoems.

4. Return to Poetry Party! and discuss the humorous pictures that accompany the poems. Have the studentsillustrate their poems and create a book of the poems for the classroom library.

Related Books

Janeczko, Paul B. Poetry from A to Z: A Guide for Young Writers. New York: Macmillan, 1994.

Lansky, Bruce. Kids Pick the Funniest Poems. Illustrated by Stephen Carpenter. Deephaven, Minn.: MeadowbrookPress, 1991.

Prelutsky, Jack. The New Kid on the Block. Illustrated by James Stevenson. New York: Scholastic, 1984.

Silverstein, Shel. Where the Sidewalk Ends. New York: Harper & Row, 1974.

Young, Sue. The Scholastic Rhyming Dictionary. New York: Scholastic, 1994.




Grade levels: 5-6.

Each double-page spread focuses on one letter of the alphabet. For each letter Walker provides a variety ofrhyming poems. The poems tie together a variety of words featuring that letter, providing a loosely connected storywithin each letter's poem. Though often silly, students will enjoy the whimsy.

Activities

1. Read through the book, perhaps taking two sessions to get through all the pages. Discuss how the words relateto each other.

2. Discuss Walker's use of rhyme. Do the rhymes always make sense? Discuss how the poems can be fancifulbecause of the variety of words used with each featured letter.

3. Collect a variety of alphabet books from the library. Choose books such as those listed in the "Related books"section with a minimum of text.

4. Have the students work individually or in pairs to create rhymes inspired by the library alphabet books to gowith the letters.

5. For an alternative project, have the students study other alphabet books and create a new one complete withrhymes and illustrations.

Related Books


Fain, Kathleen. Handsigns: A Sign Language Alphabet. San Francisco: Chronicle, 1993.

Kitamura, Satoshi. From Acorn to Zoo and Everything in Between in Alphabetical Order. New York: Trumpet,1992.



Sequence

Krupinski, Loretta. Bluewater Journal: The Voyage of the Sea Tiger. New York: HarperCollins, 1995.

Grade levels: 3-4.

In April of 1860, the Sea Tiger departed Boston on its first voyage. Benjamin, the captain's son, records hisadventure as the family races another ship around Cape Horn and on to Hawaii. Benjamin cares for the animals,plays family games, survives storms, watches sea life, and learns about sailing. The family wins the race and thenenjoys exploring Honolulu.

Activities

1. Begin reading the book aloud. Write the first date of the journal on the board. After reading that entry, have thestudents summarize the entry, writing the summary on the board.

2. Continue reading through the book, summarizing each entry.

3. When finished, return to the beginning of the book. Using a world map, trace the route of the ship from Bostonto Hawaii. Using sticky notes, place a note with the date of the journal entry on the approximate location at thatpoint in time. For example, a note with ''April 8, 1860'' on it would be placed near Boston Harbor.

4. Review the main events of each journal entry. What other things might have been happening at the same time inAmerica? Consult history books, old newspapers, time lines, and the Internet, for information. Create a time lineusing the dates of the journal, adding other events.

5. It takes a cruise ship approximately 14 days to travel from Florida to California through the Panama Canal. Howwould the existence of the Panama Canal have affected the race?

Related Books

Major, John S. The Silk Route: 7,000 Miles of History. Illustrated by Stephen Fieser. New York: HarperCollins,1995.

Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis and Clark. Washington, D.C.: NationalGeographic Society, 1997.

Willard, Nancy. The Voyage of the Ludgate Hill: Travels with Robert Louis Stevenson. San Diego, Calif.:Harcourt, 1987.



Lowry, Lois. The Giver. New York: Dell, 1993.

Grade levels: 5-6.

Jonas lives in a perfect world. But when he turns 12, he begins training with the Giver, who divulges memories ofa not-so-perfect world. When Jonas realizes true pain and pleasure, he has a difficult choice to make. Does heabandon the only world he has known? Finally he realizes he must save a baby and himself, and he sets out on adaring journey.

Activities

1. Allow two or more weeks to read this absorbing and powerful book aloud. Take time to discuss the manyfeatures of this society, such as not knowing what animals are and the many rules for behavior.

2. At the end of each chapter, have the students briefly summarize what they have learned about the community.

3. When Jonas begins going to the Giver, emphasize the sequence of his learning. Begin making a list of all thethings he learns about: snow, sun, sunburn. Discuss the cumulative effect of Jonas's receiving throughout thechapters.

4. At what point does the accumulated knowledge that Jonas receives begin to affect him? Have the students beginto predict what he might do next as you continue to document the sequence of his learning.

5. When finished with the book, review it briefly from the beginning. Discuss the main points and the carefullayering of events and knowledge that the author provides. Discuss how this sequencing added to the tension of theplot.

Related Books

Hughes, Monica. Devil on My Back. New York: Atheneum, 1985.

O'Brien, Robert C. Z for Zachariah. New York: Macmillan, 1974, 1987.

Roberts, Willo Davis. The Girl with the Silver Eyes. New York: Macmillan, 1980.

Selznick, Brian. The Robot King. New York: HarperCollins, 1995.



Summarization

Leverich, Kathleen. Best Enemies Forever. New York: Greenwillow, 1995.

Grade levels: 3-4.

In this sequel to Best Enemies, Priscilla continues to struggle with Felicity's devious nature. Priscilla begins avolunteer service club, while Felicity concentrates on being the only "star." In spite of Felicity's efforts to sabotagethe club, Priscilla perseveres and proves that being involved is more rewarding than being a "star."

Activities

1. Read the first chapter aloud without telling the students its title. When finished, ask the students to summarizethe chapter in a few sentences. If they have trouble, ask a few leading questions such as: "What did Priscilla wantto do in this chapter?" "What problems did Felicity present?" "How did Priscilla succeed?"

2. Ask the students to try to think of a short title for the chapter that captures its main idea. Accept all reasonablesuggestions. Then share the author's chapter title. Ask the students if it summarizes the chapter adequately.

3. Continue through the four chapters, repeating this process.

4. When finished, tell the students that they are now going to summarize Priscilla's and Felicity's characters.Brainstorm all the adjectives the students might use to describe Priscilla. They might volunteer adjectives such ashard working, thoughtful, and kind. The students should be encouraged to think of adjectives that might notnecessarily be positive, such as gullible. Then repeat the process for Felicity. When finished, have each studentcreate one sentence that summarizes each girl's character.

Related Books


Leverich, Kathleen. Best Enemies. New York: HarperCollins, 1989.



Cooper, Ilene. Buddy Love: Now on Video. New York: HarperCollins, 1995.

Grade levels: 5-6.

Buddy Love finds life routine and just a little boring. Everything is just too "average" until his father wins acamcorder. Buddy decides to use it to tape his family and friends as they tell about Buddy's life. As he learnssurprising things about his family members, they all become closer. While he learns that he is not so average afterall, he also learns about standing up for friends and himself.

Activities

1. Purchase 12 copies of the book or separate the book into chapters. (The last page of some chapters may need tobe photocopied if you separate the chapters.) Choose 12 students for this activity. Other class members may do thesame activity with another book such as those on the list of Related books.

2. Have each student read one chapter only. If you use multiple copies of the book, emphasize that it is veryimportant that they read only the assigned chapter. Either allow time in class for the reading or let the students takethe chapter home overnight.

3. Gather the group together during the next reading period. Beginning with the first chapter, have that studentbriefly summarize what happened in the chapter. It may be difficult for the students to give brief summarizations.If they have not tried something like this before, suggest that they write down two or three sentences that describethe chapter and read those to the group. This strategy also helps students who are uncomfortable speaking in agroup.

4. Have each student summarize each chapter in turn. This process reconstructs the story chapter by chapter. Youwill find that students are fascinated with hearing what happened in the story. Some students, however, will findthis very frustrating, wanting to know what the entire story is about. Reluctant readers who wish to read the entirestory will find this process provides a good base for independent reading.

Related Books



DeGross, Monalisa. Donovan's Word Jar. Illustrated by Cheryl Hanna. New York: HarperCollins, 1994.



Text Structure: Cause/Effect

Smith, Janice Lee. Wizard and Wart in Trouble. Illustrated by Paul Meisel. New York: HarperCollins, 1998.

Grade levels: 3-4.

When Zounds, the vulture, tells Wizard and Wart that trouble is on the way, Wizard prepares by cleaning out hismagic closet. They handle several challenges including spark ants, a flood, and a cold snap. Finally, Trouble reallyarrives, in the form of a female vulture just for Zounds.

Activities

1. Begin reading this short chapter book aloud. After the first chapter, discuss what caused Wizard and Wart toprepare for trouble. Begin making a cause and effect chart, such as the one in the example below, adding to it foreach chapter. Some chapters will have several examples.

Cause Effect

Chapter 1Zounds predicts trouble. Wizard and Wart prepare.

Chapter 2A rabbit yells a

warning. Wizard sees the spark ants coming.

The spark antsapproach.

Wizard changes them intobutterflies.

Chapter 3 The rabbit returns. Wizard sees the flood.

Chapter 3 The rabbit returns. Wizard sees the flood.

2. After finishing the chart, review the story. How could the plot have changed if Wizard continued to haveproblems with his spells as he did in chapter 3? Add another column that describes alternatives to the plot.

3. Discuss what kind of trouble might happen now that Trouble has arrived. Create a sequel entitled Zounds inTrouble. Use the same characters of Wizard and Wart, with Wizard's magic solving the problems that Troublecauses.

Related Books

Byars, Betsy. The Golly Sisters Ride Again. Illustrated by Sue Truesdell. New York: HarperCollins, 1994.

The Seven Treasure Hunts. New York: HarperCollins, 1991.

Levinson, Nancy Smiler. Snowshoe Thompson. Illustrated by Joan Sandin. New York: HarperCollins, 1992.



Sandler, Martin W. Inventors. New York: HarperCollins, 1996.

Grade levels: 5-6.

In this resource, Sandler celebrates the inventive spirit found in America. Liberally sprinkled with photographs andart from the Library of Congress, the easy text provides a fascinating glimpse into U. S. history. Learn about thetelegraph, sewing machine, phonograph, and many more inventions.

Activities

1. First, read the introductory sections of the book. Then begin sampling the sections on the various inventions,exploring the relationship between cause and effect with each one. For example, Samuel F. B. Morse developedthe telegraph and then wanted to make it easy to use. Through the Morse code, people could easily communicate.The effect of this revolutionary achievement was a "communications revolution." Even the armies fighting in theCivil War erected telegraph poles to facilitate communications.

2. After reading and discussing several inventions, choose an invention and describe it to the students. Forexample, the photographic invention of the halftone made it possible to print photographs in newspapers andmagazines. Have the students speculate on the impact of this invention before sharing the discussion in the book.As a case in point, many students may remember seeing the photograph of the firefighter carrying the body of thechild after the Oklahoma City federal building bombing. Such a memorable moment would not have beenpreserved were it not for the invention of the halftone. What other photographs have the students seen that standout in their minds?

3. Discuss any recent inventions not covered in the book and their potential impact. For example, what impact hasthe Internet had? What inventions might become reality in the future?

Related Book

Richards, Norman. Dreamers and Doers: Inventors Who Changed Our World. New York: Atheneum, 1984.



Text Structure: Compare/Contrast

Erickson, Paul. Daily Life in a Covered Wagon. Washington, D.C.: Preservation Press, 1994.

Grade levels: 3-4.

This informational book provides readers with an in-depth look at the lives of pioneers on the Oregon Trail.Colored illustrations, maps, photographs, and photographs of artifacts give the book authenticity. More than 20topics, plus a glossary and index, make this a useful resource.

Activities

1. Share the information about the children's activities on page 28 with the students. Discuss the activities that thestudents did at home in Indiana. Compare them with their activities while traveling in the covered wagon. Discussthose activities that are the same.

2. Create a Venn diagram. Label one section "Indiana Activities." Label the other section "Wagon TrainActivities." Write those activities that are different in the appropriate section. In the overlapping section, list thoseactivities that the students did in both places.

3. Have the students create another Venn diagram. Have them list activities from when they were five years old inone section. Have them list current, different activities in the other section. List activities from both ages in theoverlapping section.

4. Research foods that the pioneer children may have eaten on their journey. Examples include sun-dried fruits,sourdough pancakes, and sourdough biscuits. Prepare and share some of the foods in class.

Related Books

Barchers, Suzanne I., and Patricia C. Marden. Cooking Up U.S. History: Recipes and Research to Share withChildren. 2nd edition. Englewood, Colo.: Teacher Ideas Press, 1999.

Bloch, Louis M., Jr. Overland to California in 1859: A Guide for Wagon Train Travelers. Cleveland, Ohio: Bloch,1990.

Carlson, Laurie. Westward Ho! An Activity Guide to the Wild West. Chicago: Chicago Review Press, 1996.

Patent, Dorothy Hinshaw. West by Covered Wagon: Retracing the Pioneer Trails. Photographs by William Muñoz.New York: Walker, 1995.

Van Leeuwen, Jean. Going West. Illustrated by Thomas B. Allen. New York: Dial, 1992.



Lawlor, Veronica. I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project.New York: Penguin, 1995.

Grade levels: 5-6.

In 1973, the Ellis Island Oral History Project began with an informal collection of interviews of people who hadimmigrated to the United States through Ellis Island. This sampling of stories reflects the incredible hope for thefuture Ellis Island represented. Many of the memories were collected from immigrants who were children at thetime, making this a particularly fascinating resource.

Activities

1. Find Ellis Island on a map, using a state map of New York if necessary. Discuss the Statue of Liberty, itssymbolism, and the role that Ellis Island played for newcomers to the United States. Read the introductoryinformation about Ellis Island and the Oral History Project.

2. Begin reading the entries aloud. Compare and contrast the information in each entry. For example, in somecases, contrast the person's experience in coming to America with what he or she left behind. Compare theimmigrant's homeland with America. Contrast how immigrants travel to America today. Compare the languages,the economies, the foods they ate. Take particular note of the entry on page 32, where Lazarus Salamon discusseshow he felt like he had two lives.

3. Discuss how some people are so desperate to come to America that they try to enter the country illegally.Consider using the library to research the immigration issue further.

Related Books

Freedman, Russell. Immigrant Kids. New York: Penguin, 1996.

Izuki, Steven. Believers in America: Poems About Americans of Asian and Pacific Islander Descent. Illustrated byBill Fukuda McCoy. Chicago: Childrens Press, 1994.

Lawrence, Jacob. The Great Migration. New York: HarperCollins, 1993.

Sandler, Martin W. Immigrants. New York: HarperCollins, 1995.

Ziefert, Harriet. When I First Came to This Land. Illustrated by Simms Taback. New York: G. P. Putnam's Sons,1998.



Text Structure: Descriptive

Penner, Lucille Recht. Eating the Plates: A Pilgrim Book of Food and Manners. New York: Macmillan, 1991.

Grade levels: 3-4.

Putting food on the table proved to be a challenge for the Pilgrims. The food available to them in America wasunfamiliar and therefore unpalatable. This fascinating book describes the challenges they faced, how they gatheredfood, their favorite foods, and how they prepared it. A sampling of recipes complete the book.

Activities

1. Allow the students to read portions of the book during a study of Colonial times. Have each student use a stickynote to indicate a passage he or she wants to share during a Read-Around. Make sure the students choose passagesthat include descriptive text.

2. Allow the students time to rehearse their reading before sharing it during the ReadAround. Tell the students thatthey should be prepared to discuss why they believe the text is descriptive.

3. Begin the Read-Around by having the students read their selected passage in turn. Then have them share whythey found the text descriptive.

4. Consider having the Read-Around on a day when you sample foods made from the recipes in the book or fromthose found in Barchers and Marden's Cooking Up U.S. History: Recipes and Research to Share with Children(see the "Related books" section below). If cooking items in the classroom, assign students to bring neededingredients a day or two before the day you plan to cook, supplying as necessary missing items. Alternatively, askthe students to prepare dishes or work as partners to prepare items at home.

Related Books

Barchers, Suzanne I., and Patricia C. Marden. Cooking Up U.S. History: Recipes and Research to Share withChildren. 2nd edition. Englewood, Colo.: Teacher Ideas Press, 1999.

Giblin, James Cross. From Hand to Mouth: Or, How We Invented Knives, Forks, Spoons, and Chopsticks and theTable Manners to Go with Them. New York: Thomas Y. Crowell, 1987.

Johnson, Sylvia. Tomatoes, Potatoes, Corn, and Beans: How the Foods of the Americas Changed Eating Aroundthe World. New York: Atheneum, 1997.

Perl, Lila. Slumps, Grunts, and Snickerdoodles: What Colonial America Ate and Why. Illustrated by RichardCuffari. Boston: Houghton Mifflin, 1975.



Sandler, Martin W. Civil War. New York: HarperCollins, 1996.

Grade levels: 5-6.

Sandler draws on the resources of the Library of Congress to develop this rich volume about the Civil War. Liberaluse of photographs and art makes this an informative, yet relatively easy, book for students to read. Excellent forany unit on the Civil War.

Activities

1. This book contains many descriptive passages. Choose one, for example the passage found on page 55. Read thepassage aloud. Then reread it, listing all the descriptive words used on the board. Repeat the process with two orthree other descriptive passages. Discuss why the passages are particularly descriptive of the topic.

2. Photocopy a variety of photos from the book, cutting out or covering the accompanying text. Give the copies tostudents individually or in small groups. Have the students write descriptive passages about the photographs.Compare them with Sandler's descriptions.

3. Using what they have written and what Sandler wrote, have the students write newspaper articles about eachphoto used. Emphasize that the article should be descriptive enough that a photograph is not necessary tounderstand what the photograph represents. Create a newspaper that combines everyone's articles. Try to have avariety of topics so that the newspaper gives a broad background of the Civil War.

Related Books

Chang, Ina. A Separate Battle: Women and the Civil War. New York: Dutton, 1991.

Damon, Duane. When This Cruel War Is Over: The Civil War Home Front. Minneapolis, Minn.: Lerner, 1996.

Murphy, Jim. The Boys' War: Confederate and Union Soldiers Talk About the Civil War. New York: Clarion,1990.

Ray, Delia. Behind the Blue and Gray: The Soldier's Life in the Civil War. New York: Dutton, 1991.

A Nation Torn: The Story of How the Civil War Began. New York: Penguin, 1996.



Text Structure: Enumerative

Lankford, Mary D. Dominoes Around the World. Illustrated by Karen Dugan. New York: Morrow, 1998.

Grade levels: 3-4.

Beginning with the fundamentals of dominoes, readers learn about the game as it is played in Cuba, France, Malta,the Netherlands, Spain, the Ukraine, the United States, and Vietnam. Dominoes for one player, domino puzzles, arecipe for edible dominoes, a domino dictionary, bibliography, and index complete this entertaining book.

Activities

1. Have the students work in pairs and write down the directions for a simple card game, such as Crazy Eights orOld Maid.

2. Bring in several sets of cards. Have the students play the games exactly as they wrote down the directions.

3. Monitor the playing of the card games. Did the students write out all the rules? Were they able to play the gamesuccessfully?

4. Ask the students if they know how to play dominoes. Try to create the directions for playing together. Comparethe results with the directions in the book. Choose a game from one of the countries described in the book.Photocopy the directions onto an overhead transparency. Discuss the directions, then have the students play thegame. Repeat with other versions of dominoes.

5. Photocopy page 37 onto an overhead transparency. Have the students help you number the steps. Then make theDelectable Disappearing Dominoes with the class and enjoy eating them.

Related Books

Cole, Joanna, and Stephanie Calmenson. With Michael Street. Marbles: 101 Ways to Play. Illustrated by AlanTiegreen. New York: Morrow, 1998.

Greenaway, Kate. Kate Greenaway's Book of Games. London: Grange Books, 1993.

Petricic, Dusan. Let's Play: Traditional Games of Childhood. Illustrated by Camilla Gryski. Toronto: Kids CanPress, 1995.



Text Structure: Enumerative

Tomecek, Steve. Simple Attractions. Illustrated by Arnie Ten. New York: W. H. Freeman, 1995.

Grade levels: 5-6.

In a light, lively style, Steve Tomecek examines static electricity, magnetism, the law of poles, and Earth as amagnet. Each chapter includes general information, a spotlight on a key scientist, and a variety of experiments.Colorful illustrations and line drawings add to the book's readability.

Activities

1. Either obtain four copies of the book, separate the book into four chapters, or have groups of students rotatethrough the project over several days. Divide the class into four groups.

2. Assign a chapter to each of the four groups. Explain that each group will be responsible for organizing theinformation for presentation to the class. Emphasize that they will be required to work together to decide the bestorder for their presentation. Emphasize also that you expect them to enumerate their information as they present it.

3. The following outline for a report was drawn from chapter 2 of Steve Tomecek's Bouncing and Bending Light(see the ''Related books'' section on page 139) and can be used as a model for the students. Point out to the studentsthat the information was rearranged for the presentations.

1. Present information on Isaac Newton and the reflecting telescope

A. Discuss Newton's childhood

B. Demonstrate Newton's work with curved mirrors using a flashlight

C. Describe Newton's work with telescopes

2. Demonstrate the effect of multiple mirrors

3. Demonstrate making a kaleidoscope

4. Demonstrate making a periscope

5. Demonstrate convex mirrors with spoons



Related Books

Cobb, Vicki, and Kathy Darling. Don't Try This at Home! Science Fun for Kids on the Go. Illustrated by TrueKelley. New York: Morrow, 1998.

More Science Experiments You Can Eat. New York: Harper Trophy, 1979.

Ontario Science Centre. Foodworks: Over 100 Science Activities and Fascinating Facts That Explore the Magic ofFood. Reading, Mass.: Addison-Wesley, 1987.

Tomecek, Steve. Bouncing and Bending Light. Illustrated by Arnie Ten. New York: W. H. Freeman, 1995.



Text Structure: Problem/Solution

Shannon, George. Stories to Solve: Folktales from Around the World. Illustrated by Peter Sis. New York:Greenwillow, 1985.

Grade levels: 3-4.

Shannon retells 14 folktales in the form of problems to solve. For example, the fable about the thirsty crow thatdrops pebbles into a pitcher to raise the water level is told in part, letting the reader puzzle over how the crowquenched its thirst. The following page gives the solution to the story.

Activities

1. The focus for using context clues in this lesson will be to use them to solve a problem, rather than to identify anunknown word. Read "A Drink for a Crow" aloud. Often one or more of the students will be familiar with this taleand will be able to tell how the crow got to the water.

2. Choose one of the other tales to read aloud. After the first reading, tell the students that you are going to rereadthe tale and that they are to listen for clues to the correct solution. For example, in the first story about two fathersand two sons that go fishing, the story very clearly states that only three fish were caught, yet each fisherman had afish. List the facts on the board as they are given in the story. Then challenge the students to think of creative waysthat could account for two fathers and two sons having three fish. You will discover that the students become adeptat problem solving with this process. (A high school math teacher began his classes with one of these stories eachday and found that his students' math performance increased markedly.)

3. If time allows, let your students search for other folktales that they can turn into similar problems. Let them tryto stump the class with their versions.

Related Books

Shannon, George. More Stories to Solve: Fifteen Folktales from Around the World. Illustrated by Peter Sis. NewYork: Greenwillow, 1990.

True Lies: 18 Tales for You to Judge. Illustrated by John O'Brien. New York: Greenwillow, 1997.



Gilson, Jamie. Wagon Train 911. New York: Lothrop, Lee and Shepard, 1996.

Grade levels: 5-6.

Dinah is horrified when she must partake in a mock wedding ceremony with the shortest boy in the class. Alongwith her fifth-grade classmates, she embarks on a simulated wagon train journey along the Oregon Trail. Thestudents face a variety of challenges and find that even a simulation can be revealing. This book is ideal to usewith a social studies unit on Westward Expansion.

Activities

1. Read this book aloud, allowing one or two weeks for its completion. Using a long roll of butcher paper, begin a"trail" of Dinah's journey. Draw a boulder and write in the nature of the problem for each challenge a characterfaces. Underneath each boulder write the solution that is chosen. Some solutions may not become evident until theend of the book.

2. After finishing the book, discuss Dinah's choices. Were they all wise? Were the listeners sympathetic to herfeelings? Could they understand why she made some choices that seemed foolish? Have they ever done things outof embarrassment like Dinah did? How could Dinah have handled some of her problems differently?

3. Review the story again, discussing the main problem that the students faced, getting their wagon train toOregon. Was it fair for some not to make it based on chance? Did staying in character help the students come upwith solutions? Was Meg a help or a hindrance?

4. Have students list in small groups what they would take to Oregon in their wagon, based on what they havelearned from their reading.

Related Books

Bloch, Louis M., Jr. Overland to California in 1859: A Guide for Wagon Train Travelers. Cleveland, Ohio: Bloch,1990.

Carlson, Laurie. Westward Ho! An Activity Guide to the Wild West. Chicago: Chicago Review Press, 1996.

Erickson, Paul. Daily Life In A Covered Wagon. Washington, D.C.: Preservation Press, 1994.




Text Structure: Sequential

Morley, Jacqueline. How Would You Survive as an Ancient Egyptian? Illustrated by John James. New York:Franklin Watts, 1995.

Grade levels: 3-4.

This highly illustrated book provides fascinating information about life as an Egyptian. Topics include the family,housing, food and drink, clothing, the town, the river, farming, workshops, careers, pharaohs and laws, women,gods, entertainment, sickness and health, superstitions, and mummification.

Activities

1. Show the students the time spiral. Discuss how this begins with 100,000 B.C. Explore various key dates,discussing how ancient time is compressed on this model.

2. For many of the topics, information is presented sequentially down and across the side of the page. Chooseseveral of these topics, such as marriage, making bread, making linen, and mummification. Photocopy the text andthen cut it up so that each paragraph is separate. Place each paragraph in an envelope, marking the outside with thename of the topic.

3. Give small groups of students an envelope. Have them organize the paragraphs into the correct sequence. Thenhave the students check their organization against the book.

4. Some of the topics, such as "A Pharaoh's Day," feature word cues, such as first, in the morning, in theafternoon. Share examples and discuss how these words help organize text into a logical sequence.

5. Have the students go to the library and find additional information on various topics. Write paragraphs on thetopic that have a definite sequence.

Related Books

Macdonald, Fiona. How Would You Survive as an Aztec? Illustrated by Mark Bergin. New York: Franklin Watts,1995.

Morley, Jacqueline. How Would You Survive in the American West? Illustrated by David Antram. New York:Franklin Watts, 1995.




Grade levels: 5-6.

This informational book provides a thorough discussion of the gold rush. Beginning with facts about gold andcontinuing with the history of the gold rush, the book also gives detailed tips for panning for gold. Concludingwith a chapter on talking like a miner, this is an entertaining resource for anyone hoping to strike it rich!

Activities

1. Make overhead transparencies of pages 55, 56, and 57. Make a master copy of the pages, whiting out thenumbers for the steps. Make four or five copies of the master without the numbers for use in small groups. Cut upthe text of each copy so that each step is on a separate slip of paper. Place the mixed-up steps for each copy in anenvelope and give it to the group. Have the students work in their groups to reconstruct the steps for panning forgold. When they are finished, use the overhead projector to show them the steps in their correct order. Discusswhy the process is described sequentially.

2. Have the students plan how they would spend an eight-ounce gold nugget they have discovered. What researchsteps must they take to find out the value of the gold? What research steps must they take to sell it? Create aflowchart that describes all the steps involved in using the gold they have discovered.

3. Use a collection of folktales to identify several tales that have a definite sequence. Photocopy or retype the talesonto a piece of paper. Cut up copies of the story. Have the small groups re-create the story in the correct sequence.Challenge the students to find stories that can be cut up. Can they stump another group with their story sequence?

Related Books

Cushman, Karen. The Ballad of Lucy Whipple. New York: HarperCollins, 1996.


Krensky, Stephen. Striking It Rich: The Story of the California Gold Rush. Illustrated by Anna DiVito. New York:Simon & Schuster, 1996.

Levitin, Sonia. Boom Town. Illustrated by Cat Bowman Smith. New York: Orchard, 1998.

Wade, Linda R. California: The Rush for Gold. Vero Beach, Fla.: Rourke, 1991.



Visual Perception

Hoban, Tana. Look Book. New York: Greenwillow, 1997.

Grade levels: 3-4.

When you begin this book, you see a cutout with a photograph of something showing through. The reader canguess what the photograph is and then turn the page to discover what the image truly is. The other side of the pageshows the item, such as a sunflower or cabbage, within the context of other items. This book is ideal for fosteringcareful viewing and creative thinking.

Activities

1. Page through the book, allowing the students to guess what each image is. You will probably find that theybecome more skilled as you near the end of the book.

2. Bring in a variety of magazines. Have the students search through the magazines for images that could be usedin a similar fashion. Create a class book or individual books that use the same process. Have the students sharethem with another class and see if they can stump the new readers.

3. Take the class on a walk around the playground and neighborhood. Have the students help decide what youshould photograph for another "Look Book." When the photos have been developed, use a color photocopymachine to create the new book.

4. If cameras are available, let students repeat this process on their own.

Related Books

Hoban, Tana. So Many Circles, So Many Squares. New York: Greenwillow, 1998.

Take Another Look. New York: Greenwillow, 1981.

Lauber, Patricia. What Do You See and How Do You See It? Photographs by Leonard Lessin. New York: Crown,1994.

Wilson, April. Look Again! New York: Dial, 1992.



Duncan, Beverly K. Explore the Wild: A Nature Search-and-Find Book. New York: HarperCollins, 1996.

Grade levels: 5-6.

In this informational book, Duncan explores seven diverse environmental regions, from the deserts of thesouthwest to the cold shores of Alaska to the marshes of the southeast. Several pages of information about theanimals and plants of each habitat are followed by a wordless double-page spread that invites the reader todiscover the inhabitants therein.

Activities

1. Choose one habitat and read about the various animals and plants found there. List them on the board. Then turnto the double-page spread of the habitat and find all the animals and plants described by the text. Are any missing?Are there additional plants or animals not mentioned in the preceding pages?

2. Research additional plants and animals that could be found in the chosen habitat. Create a picture or collage thatincludes these.

3. Order seven copies of the book through interlibrary loan. Divide the class into seven groups. Have each groupresearch one of the habitats, finding information not provided in the book. Each group should choose anappropriate way to share what they have learned, for example, a mural, diorama, play, television report, or video.

Related Books

Aliki. My Visit to the Zoo. New York: HarperCollins, 1997.

Fredericks, Anthony D. Exploring the Oceans. Golden, Colo.: Fulcrum Publishing, 1998.

George, Jean Craighead. Everglades. Illustrated by Wendell Minor. New York: HarperCollins, 1995.

Wallace, Marianne D. America's Deserts. Golden, Colo.: Fulcrum Publishing, 1996.

America's Mountains. Golden, Colo.: Fulcrum Publishing, 1999.



Vocabulary: Appreciating Words

DeGross, Monalisa. Donavan's Word Jar. Illustrated by Cheryl Hanna. New York: HarperCollins, 1994.

Grade levels: 3-4.

Donavan loves to collect words, placing them in a word jar. He puzzles over what to do when his jar is full of thewords he has saved. Finally, he learns that giving away the words is more powerful than keeping them.

Activities

1. Read this short chapter book aloud. Then have students begin their own word jars and keep a class word jar.After the jars are full, decide what to do with the words. Perhaps some students will want to record their words ina notebook; others might want to give them away like Donavan. Share the results during class time.

2. Fill the word jar with words from content area themes, such as medieval times. Keep adding to the word jar.Use the words for special reports, spelling activities, flash cards, or personal dictionaries.

3. For a month with an important celebration, such as Valentine's Day, use the word jar to collect words for poetryand letter writing.

4. Have students reread the book in small groups. Allow students to meet in small conversation groups after eachchapter to discuss the progress of the story and the use of the various words placed in the word jar.

Related Books

Grover, Max. Max's Wacky Taxi Day. San Diego, Calif.: Harcourt Brace, 1997.

Levitte, Paul M., Douglas A. Burger, and Elissa S. Guralnick. The Weighty Word Book. Illustrated by JanetStevens. Longmont, Colo.: Bookmakers Guild, 1985.

Schotter, Roni. Nothing Ever Happens on 90th Street. Illustrated by Kyrsten Brooker. New York: Orchard, 1997.



Tomecek, Steve. Bouncing and Bending Light. Illustrated by Arnie Ten. New York: W. H. Freeman, 1995.

Grade levels: 5-6.

The chapters in this informational book include explanations on how light bounces, how mirrors can change animage, how light bends, how lenses work, how lenses magnify, and where color comes from. Students can read thetext and perform the experiments. A section on further reading completes the book.

Activities

1. Choose a variety of words from the text that are related to the content. For example, from the first chapter,consider including reflection, bouncing, beam, regular reflection, perfect, diffuse, smooth, rough, energy,electricity, nuclear power, sensors, pulses, waves, angle, strike, Leonardo da Vinci, Justus von Liebig,Renaissance, symmetrical, and Florence, Italy. Write the words on the board or on chart paper.

2. Explain to the students that they are going to learn about light but that before you read the text and perform theexperiments, they need to explore the words. Show the students words you have selected. Then tell them they aregoing to play a game called "Connect Two" before reading the text. Have the students take turns choosing pairs ofwords that they would connect. The students have to justify why the words should be connected. As each pair isconnected, draw a line between them.

3. Read the text aloud and perform the experiments. Then return to the words. Would the students connect thesame words? Repeat the process, discussing the meaning of the words in the context of the reading.

4. For a variation, play "Connect Three," choosing three words that are related.

Related Books

Branley, Franklyn M. Day Light, Night Light: Where Light Comes From. Illustrated by Stacey Schuett. New York:HarperCollins, 1975, 1998.

Lauber, Patricia. What Do You See and How Do You See It? Exploring Light, Color and Vision. Photographs byLeonard Lessin. New York: Crown, 1994.



Vocabulary: Direct Instruction

Yep, Laurence. The Dragon Prince: A Chinese Beauty and the Beast Tale. Illustrated by Kam Mak. New York:HarperCollins, 1997.

Grade levels: 3-4.

A poor farmer has seven daughters. The youngest, Seven, was a wonderful seamstress. A jealous sister, Three,tries to kill a serpent, but Seven rescues it. The serpent changes into a dragon and demands that the farmer givehim a daughter in exchange for his life. Thus begins a tale of treachery and deceit, with parallels to the traditionalstory. The illustrations make this a must-read book.

Activities

1. Use vocabulary to explore the characters in this story. Read the story aloud. Then list the characters andbrainstorm a variety of characteristics displayed by them.

2. Create a semantic feature analysis similar to the example below.

3. Have the students place a plus sign (+) in the box if the character displays the feature. If the character does not,have them place a minus sign (-) in the box. If the character exhibits both features, have them place both in thebox. Occasionally, readers won't be certain. When this occurs, have them place a question mark in the box.

4. After completing the semantic feature analysis for this story, allow the students the opportunity to create one fora different story.



Related Books

Apy, Deborah. Beauty and the Beast. Illustrated by Michael Hague. New York: Holt, Rinehart and Winston, 1980,1983.

Hearne, Betsy. Beauties and Beasts. Illustrated by Joanne Caroselli. Phoenix, Ariz.: Oryx Press, 1993.

Mayer, Marianna. Beauty and the Beast. Illustrated by Mercer Mayer. New York: Scholastic, 1978.

Tunnell, Michael O. Beauty and the Beastly Children. Illustrated by John Emil Cymerman. New York: Morrow,1993.



Simon, Seymour. Sharks. New York: HarperCollins, 1995.

Grade levels: 5-6.

Sharks provide fascinating reading for all ages. Simon's text describes the skeleton, swimming patterns, jaws andteeth, body temperature, traveling patterns, hearing ability, sense of touch, and reproduction process of thisamazing mammal. The book concludes with several pages on varieties of sharks. The color photographs willcaptivate readers.

Activities

1. The process of creating ''possible sentences'' involves using target words and familiar words to make sentencesthat might be appropriate in the context of the reading. For this activity, review the reading and make a list of eightto ten key concept words that may be unfamiliar to students. For example, for sharks the list of key concept wordsmight include chondros, ichthyus, denticles, tapetum lucidum, electroreception, oviparous, ovoviviparous, andsolitary. Familiar words are paired with the key concept words: cartilage, fish, skin-teeth, mirrorlike surface of theeyes, sixth sense, egg-laying, birthing live young, and alone.

2. Discuss the key concept words and their paired familiar words that help with understanding the definitions. Askthe students to create sentences that contain at least two of the words. For example, "sharks are solitary mammals,preferring to travel alone."

3. Read the book aloud to the students. Discuss if the sentences were accurate or if they need to be revised. Revisethe possible sentences as necessary. Confirm them by rereading the related sections of the book.

4. At another time, have the students create their own word lists to share with a partner. Have the pairs of studentsgo through the process outlined above, with one confirming the meanings while the other reads. (This activityworks well with any content area reading.)

Related Books

Dokken, Kay. Will a Clownfish Make You Giggle? Answers to Some Very Fishy Questions. Illustrated by VickiMarcellan-Allen. New York: Aqua Quest, 1995.

Fine, John Christopher. Big Stuff in the Ocean. Golden, Colo.: Fulcrum Publishing, 1998.

Knapp, Toni. The Six Bridges of Humphrey the Whale. Illustrated by Craig Brown. Niwot, Colo.: RobertsRinehart, 1989.

Martin, Kim. Giants of the Sea. New York: W. H. Smith, 1988.

Pallotta, Jerry. The Underwater Alphabet Book. Illustrated by Edgar Stewart. New York: Trumpet, 1991.

Pechter, Alese, and Morton Pechter. What's in the Deep? An Underwater Adventure for Children. Washington,D.C.: Acropolis Books, 1991.



Vocabulary: Etymology

Cumpián, Carlos. Latino Rainbow: Poems About Latino Americans. Illustrated by Richard Leonard. Chicago:Childrens Press, 1994.

Grade levels: 3-4.

This rich collection of poetry demonstrates the contributions of a wide variety of Latino Americans. Beginningwith the California Rancheros, listeners can learn about such notables as Nobel Prize Winner Luis Alvarez, singerand activist Joan Baez, artist and poet Carlos A. Cortez, and U.S. Surgeon General Antonia Coelho Novello.

Activities

1. Use the poem "The Neorican Poets/Nuyorican Poets" to introduce the idea of etymology. Ask students if theycan guess how the word Neorican was created? Accept all reasonable ideas.

2. Read the poem aloud. Ask the students if they have any other ideas about the origination of the word Neorican.Accept all ideas. Then tell them that the prefix neo means new and that rican comes from the term Puerto Rican.(This word is also related to Nuyorican, which means New York Puerto Rican, a term commonly used in PuertoRico to refer to Americanized Puerto Ricans.)

3. Compare Neorican poetry with rap. New words often show up in rap. Can the students give examples of rapwords and explain their origin?

4. Discuss the concept of poetry ideas coming on the brain phone. Encourage students to create their own poetry,developing new words to explore concepts or feelings. If they struggle with ideas, suggest that they talk to theirparents about words they made up as children. These often serve as inspiration for poetry or trigger new words.

Related Books

Altman, Susan, and Susan Lechner. Followers of the North Star: Rhymes about African American Heroes,Heroines, and Historical Times. Illustrated by Byron Wooden. Chicago: Childrens Press, 1993.


Joseph, Lynn. Coconut Kind of Day: Island Poems. Illustrated by Sandra Speidel. New York: Penguin, 1990.

Sarnoff, Jane, and Reynold Ruffins. Words: A Book About the Origins of Everyday Words and Phrases. NewYork: Charles Scribner's Sons, 1981.



Terban, Marvin. Guppies in Tuxedos: Funny Eponyms. Illustrated by Giulio Maestro. New York: Clarion, 1988.

Grade levels: 5-6.

When a name becomes a word used in another fashion, the word is called an eponym. For example, the wordcandy came from Prince Charles de Condé, who loved sweets so much that his name, Condé, became candy. Inthis often humorous book, Terban explores more than 100 eponyms.

Activities

1. List the words from the first chapter on the board: bologna, frankfurter, hamburger, limburger, Roquefort,cheddar, pickles, sandwich, graham cracker, candy, pasteurized milk, Charlotte russe, Melba toast, peach Melba,beef stroganoff beef Wellington, and napoleon. Ask the students if any of them know how the words originated.Put their ideas or guesses next to the words.

2. Read the paragraphs that discuss how the words originated. Most of the origins relate to a specific country.Write the eponyms on sticky notes and affix them on a world map, showing where the words came from.

3. When studying the United States, refer to chapter 4, which discusses the related eponyms. Write the originalwords on sticky notes and place them on a United States map.

4. The Weighty Word Book (see the entry in the "Related books" section below) contains amusing stories thatexplain in a fanciful way how words originated. Although the explanations are facetious, they provide a model forcreating imaginative stories about words. Use the information in Terban's book to create original stories such asthose in The Weighty Word Book.

Related Books

Graham-Barber, Lynda. Mushy!: The Complete Book of Valentine Words. Illustrated by Betsy Lewin. New York:Avon, 1991.

Levitt, Paul M., Douglas A. Burger, and Elissa S. Guralnick. The Weighty Word Book. Illustrated by Janet Stevens.Longmont, Colo.: Bookmakers Guild, 1985.

Sarnoff, Jane, and Reynold Ruffins. Words: A Book About the Origins of Everyday Words and Phrases. NewYork: Charles Scribner's Sons, 1981.

Terban, Marvin. Superdupers!: Really Funny Real Words. Illustrated by Giulio Maestro. New York: Clarion,1989.



Vocabulary: Indirect Instruction

Altman, Susan, and Susan Lechner. Followers of the North Star: Rhymes about African American Heroes,Heroines, and Historical Times. Illustrated by Byron Wooden. Chicago: Childrens Press, 1993.

Grade levels: 34.

More than 25 poems describe the accomplishments of a wide variety of African American heroes: Crispus Attucks,Buffalo Soldiers, Rosa Parks, Jackie Robinson, Thurgood Marshall, and Leontyne Price, among others. Topics,such as sit-ins, are also included.

Activities

1. Assign a poem to each student in the class. Have the students practice reading their poem aloud. Explain thateach student must be fully responsible for understanding the content of the poem in case their classmates havequestions about it. Some poems are very short but contain many words that may be unfamiliar to the students. Forexample, the poem about Leontyne Price contains only 16 words, but some of the words are symphonic, harmonic,and lyrical.2. Encourage the students to research the subject of the poem further to fully understand it. Obtain additionalinformation from the library or on the Internet.

3. Share the poems over several days. Have the student read aloud the poem twice. Then allow the students to askquestions about the meaning of the poem or about the subject. Encourage the students to be thoughtful in theirquestions; the purpose is to understand the content, not to stump the student. In the process, the meanings of manywords will be clarified for the students.

Related Books

Cumpián, Carlos. Latino Rainbow: Poems About Latino Americans. Illustrated by Richard Leonard. Chicago:Childrens Press, 1994.


Joseph, Lynn. Coconut Kind of Day: Island Poems. Illustrated by Sandra Speidel. New York: Penguin, 1990.



Freedman, Russell. Immigrant Kids. New York: Penguin, 1996.

Grade levels: 5-6.

This informational book gives an overview of the lives of children who came to the United States during thegreatest period of migration, the late 1800s and the early 1900s. The chapters discuss the process of coming to theUnited States and life at home, school, work, and play. Includes compelling photographs.

Activities

1. Choose a chapter to read aloud with the students. Before reading it aloud, identify a variety of words to write onthe board. From the first chapter, "Coming Over," you might include immigration, ship, steerage, penniless, port,Statue of Liberty, Ellis Island, Manhattan, Heartbreak Island, inspection, and medical examination.

2. Next, choose a variety of words that do not specifically relate to the chapter, for example, first class, airplanes,bon voyage parties, sightseeing, privacy, and ball gowns.

3. Before reading aloud the chapter, explain to the students that instead of brainstorming words related to the topicof immigration, they are going to do "exclusion brainstorming." Tell them that some of the words listed on theboard don't fit the topic. As they identify the words that may not fit, circle them. Do not discuss why they may ormay not fit the topic.

4. Read the first chapter aloud. Then return to the list. What words would they now include and exclude?

5. Before reading any textbook or informational material, assign portions of the reading to various students. Havethem create their own word lists to use for exclusion brainstorming with the class or in small groups. Having theclass participate in exclusion brainstorming could also be used as a book report idea.

Related Books


Lawrence, Jacob. The Great Migration. New York: HarperCollins, 1993.

Sandler, Martin W. Immigrants. New York: HarperCollins, 1995.

Stanley, Jerry. Children of the Dust Bowl: The True Story of the School at Weedpatch Camp. New York: Crown,1992.



Wordplay: Alliteration

Prelutsky, Jack. Ride a Purple Pelican. Illustrated by Garth Williams. New York: Greenwillow, 1986.

Grade levels: 3-4.

Many of Prelutsky's rhymes, such as "Poor Potatoes" and "Timble Tamble Turkey," feature alliteration. Studentswill enjoy the humor and strong rhythm of the 28 poems.

Activities

1. Read aloud a variety of poems that feature alliteration. Consider reading "Rumpitty Tumpitty," "Poor Potatoes,"''Grandfather Gander," ''Timmy Tatt," "Parrot with a Pomegranate," "Jilliky Jolliky," "Bullfrogs," "Timble TambleTurkey," "Betty Ate a Butternut," and "I'm a Yellow-Bill Duck." Discuss the use of alliteration and the impact ithas on the rhythm of the poem.

2. Discuss Prelutsky's use of nonsense words, such as jilliky, jolliky. Reread "Jilliky Jolliky" and use it as a modelto inspire the creation of new nonsense words. Create two or three poems with the class that use nonsense words.

3. Have the students look through a variety of collections of poetry to identify poems that contain alliteration. Usethe books listed in the "Related books" section below plus others from the library. Copy the favorite examples ontochart paper and display them in the classroom.

Related Books

Bayer, Jane. A My Name Is Alice. Illustrated by Steven Kellogg. New York: Trumpet, 1984.

Gustafson, Scott. Alphabet Soup: A Feast of Letters. Shelton, Conn.: Greenwich Workshop, 1990, 1994.







Grade levels: 5-6.

Beginning with "An Appetizer for Alexander" and ending with "Blizzard Zaps Zelda," this collection of poemsfeatures an abundance of alliteration. The poems often contain challenging vocabulary, such as ''abhorrent axolotl,"making this an excellent collection for improving vocabulary.

Activities

1. Share one or two of the poems with the class, using a dictionary to determine the meanings of unknown words.Then assign one poem to each student or pairs of students. Have them look up the unfamiliar words and record themeanings. Have each student or pair read aloud the poem to the class, challenging the class to determine themeaning of selected words.

2. Discuss the use of alliteration throughout the poems. Show the students the following example of a poem byPhilip McGrath that uses alliteration and the pattern of a noun, verb, adverb. Then have them write their ownalliterative poems.

Alphabet Animals

Aardvarks ate anxiously

Newfoundlanders nodnervously

Bears bite badlyOctopi ogle oddly

Cats climb carefullyPeacocks parade proudly

Dogs dig desperatelyQuails quake quietly

Elephants eat earlierRaccoons race rapidly

Ferrets fight fiercelySnakes slither silently

Goats gobble grosslyTurtles toil tiresomely

Hippos hitchhikehurriedly

Unicorns unite unanimously

Ibex improviseimpulsively

Vipers violate violently

Jellyfish jiggle joyfullyWhales whistle wildly

Koalas kiss kindlyYaks yodel yearly

Leopards leap lethallyZebras zap zealously

Monkeys meddle menacingly



Related Books

Bayer, Jane. A My Name Is Alice. Illustrated by Steven Kellogg. New York: Trumpet, 1984.

Gustafson, Scott. Alphabet Soup: A Feast of Letters. Shelton, Conn.: Greenwich Workshop, 1990, 1994.





Wordplay: Homonyms

Gwynne, Fred. A Chocolate Moose for Dinner. New York: Simon & Schuster, 1976.

Grade levels: 3-4.

In this clever use of homonyms, mother has chocolate moose for dinner and toasts daddy. Daddy has trees for hisshoes and the best fishing tackle. Seen through the eyes of a child, the illustrations show the interpretation basedon words having a different meaning while having the same sound.

Activities

1. Read the book aloud. Discuss the correct spelling of each of the words. If the word is spelled the same way,discuss the various meanings for that word. For example, pen can be a writing implement or a shortened version ofthe word penitentiary. Discuss other meanings not implied by the story, such as pen a letter.

2. Using The New Reading Teacher's Book of Lists (see the entry in the "Related books" section below), create alist of homonyms. Discuss the meanings of the words. Then have the students work in small groups to compileadditional examples that could be used to create a book similar to A Chocolate Moose for Dinner.

3. Have the students write out one of their examples and illustrate it. Compile all the examples into a book to sharewith the class.

4. Create a chart that lists homonyms and their meanings. Encourage the students to come up with a clever title forthe chart, such as Which Witch? or There or Their? Add to the chart throughout the year. Encourage the students toconsult it to help them use the correct words in their writing.

Related Books

Bourke, Linda. Eye Count: A Book of Counting Puzzles. San Francisco: Chronicle, 1995.

Eye Spy: A Mysterious Alphabet. New York: Trumpet, 1991.

Fry, Edward Bernard, Dona Lee Fountoukidis, and Jacqueline Kress Polk. The New Reading Teacher's Book ofLists. Englewood Cliffs, N.J.: Prentice-Hall, 1985.


Gwynne, Fred. The King Who Rained. New York: Simon & Schuster, 1970.

Klasky, Charles. Rugs Have Naps (But Never Take Them). Illustrated by Mike Venezia. Chicago: Childrens Press,1984.



Bourke, Linda. Eye Count: A Book of Counting Puzzles. San Francisco: Chronicle Books, 1995.

Grade levels: 5-6.

This book of riddles uses related pictures that are homophones or homonyms to develop a relationship. Forexample, one picture shows a baseball diamond and a diamond ring. Another picture, that of a card of a Jack ofdiamonds, predicts the relationship depicted on the next set of pages. Students can solve the relationship, predictwhat is coming next, and then count the number of homophone or homonym examples.

Activities

1. Work through the book, solving the homonyms or homophones on each double-page spread. Then search thepictures for clues to the next set of pages.

2. When finished, consult the list of words at the end of the book to see how accurate the interpretation was.

3. Using a resource for homonyms and homophones, such as Fry's The New Reading Teacher's Book of Lists (seethe entry in the "Related books" section below), create a new book. Brainstorm possibilities on the board first.Divide the class into ten groups of two or three. Let each group draw a number between 1 and 10.

4. Give the group that drew number 1 first choice. Their challenge is to create the first page of the book, decidingon what will come next. Then they should pass the project on to the second group.

5. Alternatively, start with the group that drew number 10, allowing them first choice of the words because theyhave to generate 10 examples. Then have them pass the project on to the group that drew number 9, and so forth.

Related Books

Bourke, Linda. Eye Spy: A Mysterious Alphabet. New York: Trumpet, 1991.




The King Who Rained. New York: Simon & Schuster, 1970.


Terban, Marvin. Hey, Hay! A Wagonful of Funny Homonym Riddles. Illustrated by Kevin Hawkes. New York:Clarion, 1991.



Wordplay: Jokes and Riddles

Bennett, Artie. The Dinosaur Joke Book: A Compendium of PreHysteric Puns. Illustrated by Nate Evans. NewYork: Random House, 1998.

Grade levels: 3-4.

This silly collection of jokes about dinosaurs will tickle the funny bones of many students. You probably didn'tknow that the dinosaur that is always on time is the Pronto-saurus. Did you know that the dinosaur that appeared inrodeos was the Bronco-saurus? You'll learn much more, plus enjoy the outrageous illustrations.

Activities

1. Brainstorm a list of dinosaur names. Write them on the board for the students to refer to as you read the bookaloud.

2. Begin reading the questions, sharing the answers and illustrations after the students have tried to guess theanswers. They will begin to catch on to the author's thinking and make good guesses.

3. Discuss the use of puns and how they are used to make these jokes. Ask the students if they can think of otherjokes that use puns.

4. Choose another topic, such as the names of sea creatures, and brainstorm a list of names: dolphins, eels, hermitcrabs, jellyfish, seals, manatee, otters, penguins, rays, sharks, turtles, viperfish, walrus, zebrafish. Think ofconnections to the words that might inspire a joke. For example, jellyfish could be part of a sea sandwich.Zebrafish could be in a sea zoo. After brainstorming a variety of connections, let the students create as many jokesas possible using puns. Compile them into a class book.

Related Books



The King Who Rained. New York: Simon & Schuster, 1970.




Lewis, Patrick. Riddle-icious. Illustrated by Debbie Tilley. New York: Alfred A. Knopf, 1996.

Grade levels: 5-6.

This collection of riddles in verse form features amusing illustrations. Each poem gives a variety of clues while theillustrations provide additional clues. The answers are provided at the bottom of the page, printed backwards.

Activities

1. Because the riddles are descriptive in nature, they provide an excellent opportunity for students to create theirown riddles in poem form. First, read aloud the poems without showing the illustrations. Then have the studentsguess the answers to the riddles.

2. Next, show the illustrations, either keeping your finger over the answer or covering the answers with a stickynote. Then have the students examine the illustrations for additional clues.

3. After finishing the book, discuss how the author chose a wide variety of topics for his riddles, everything from aturtle to belly dancers to a deck of cards. Have the students spend a few minutes looking around the classroom.What items might they use as a source for a rhyming riddle? Suggest that they also think of everything in theirbedrooms. Perhaps a pet would inspire a riddle. The following is about a goldfish:

Its color may be precious, but it isn't in the ground. Sleek and quick and shiny, It's swimming round and round.

Related Books

Adler, David A. Calculator Riddles. Illustrated by Cynthia Fisher. New York: Holiday House, 1995.

Phillips, Louis. Monster Riddles. Illustrated by Arlene Dubanevich. New York: Putnam, 1998.


Too Hot to Hoot: Funny Palindrome Riddles. Illustrated by Giulio Maestro. New York: Clarion, 1985.



Wordplay: Onomatopoeia


Grade levels: 3-4.

This collection of whimsical poems about food begins with poems about breakfast and ends with a section abouteating under the stars and the sun. The poems are short and humorous, sure to spice up any class.

Activities

1. Onomatopoeia occurs when the sound of a word gives the meaning of the word, such as bang! The poem onpage 5, "Breakfast Talk," provides many examples of onomatopoeia. Read the poem aloud and discuss theexamples. Read additional poems from the collection, noting the use of onomatopoeia when it occurs.

2. Brainstorm a list of words from A to Z. The following list will help get you started: argh, beep, chug, drip, eek,fizz, grind, hiss, icky, jiggle, konk, lisp, moo, neigh, ouch, plop, quack, roar, slurp, thump, ugh, vamoose, whack,yawn, zip.

3. Take a listening walk. Write down sounds that you hear. Create new words for sounds that do not have anassociated word. Add them to your list.

4. Create a group poem, using some of the words from the list. Encourage the students to use dictionaries to findadditional words to write their own poems.

Related Books

Conrad, Pam. Animal Lullabies. Illustrated by Richard Cowdrey. New York: HarperCollins, 1997.

Esbensen, Barbara Juster. Dance With Me. Illustrated by Megan Lloyd. New York: HarperCollins, 1995.

Merriam, Eve. A Sky Full of Poems. Illustrated by Walter Gaffney-Kessell. New York: Dell, 1986.



Merriam, Eve. A Sky Full of Poems. Illustrated by Walter Gaffney-Kessell. New York: Dell, 1986.

Grade levels: 5-6.

This book should be required for every classroom. It is full of poetry that celebrates wordplay. Many of the poemshave visual components that can be shared using an overhead projector. This is an ideal collection for teaching avariety of concepts, such as clichés, metaphor, and various points of grammar.

Activities

1. Share the poems "Onomatopoeia and Onomatopoeia II" on page 38, using an overhead transparency of thepoems. Discuss how the various words all relate to the rusty spigot's sounds. Then show the other poem on page39 and discuss how the poet shifts the words around to make a visual impact.

2. Use an overhead transparency to share "The Clock Ticks" on pages 82 and 83. Brainstorm a variety of topicsthat would work for a similar poem that uses onomatopoeia.

Consider the following:

The Bicycle The Train The Helicopter The Jet The Blender Jello The Concrete Mixer Various animals: snake, elephant, sloth, anteater, cat, dog

3. Have students create a diamente (diamond-shaped) poem that uses onomatopoeia. The form and an examplefollow:

Line 1: nounSnake

Line 2: 2 adjectivesSoft, shiny

Line 3: 3 participlesSlinking, slipping, hissing

Line 4: 4 word phraseAlways looking for dinner

Line 5: 3 participlesRustling, smacking, slurping

Line 6: 2 adjectivesElusive, elegant

Line 7: synonymReptile



Related Books

Conrad, Pam. Animal Lullabies. Illustrated by Richard Cowdrey. New York: HarperCollins, 1997.

Esbensen, Barbara Juster. Dance With Me. Illustrated by Megan Lloyd. New York: HarperCollins, 1995.




Word Recognition: Decoding

Gershator, Phyllis. Tukama Tootles the Flute: A Tale from the Antilles. Illustrated by Synthia Saint James. NewYork: Orchard, 1994.

Grade levels: 3-4.

Tukama would rather tootle his flute than help his grandmother. One day the two-headed giant catches him andtakes him home to be fattened up by his wife and then eaten. But Tukama uses his flute playing to outwit thegiant's wife and escape. He continues to play his flute but stays close to home.

Activities

1. Before reading the book aloud, write the words to the tunes Tukama plays on the board. One chant occurs at thebeginning of the story and the other near the end. Decide as a class how the words should be pronounced, based onwhat they know about phonics. Practice the chants together.

2. Read the book aloud, having the students chime in with the chants. Read the author's note about the use ofnonsense words to create her adaptation. Find St. Thomas on a world map. Use the library to find out what theclimate and geology are like on the island.

3. Have the students examine the cover of the book. Can they see what is wrong with the illustration? (The flute isbeing held the wrong way. A flute extends to the player's right.)

4. The early settlers of the United States also ate johnnycake, which was sometimes called journeycake. Makejohnnycakes, using the following recipe.



Related Books

Clément, Claude. Musician from the Darkness. Illustrated by John Howe. Boston: Little, Brown, 1989.

Eversole, Robyn. The Flute Player/La Flautista. Illustrated by G. Brian Karas. New York: Orchard, 1995.

Lacapa, Michael. The Flute Player: An Apache Folktale. Flagstaff, Ariz.: Northland, 1990.



Word Recognition: Function Words

Longfellow, Layne. Imaginary Menagerie. Illustrated by Woodleigh Marx Hubbard. San Francisco: Chronicle,1997.

Grade levels: 3-4.

In this delightful book the author begins each sentence with the word if. The reader sees the opening part of thesentence, If I had a ..., and can look through the cutout to predict the object behind the page. Once the reader turnsthe page and lifts the flap, the rest of the rhyme is revealed.

Activities

1. Read the book aloud, allowing time to appreciate the rhythmic rhyme, lively illustrations, and imaginativestructure. Encourage the students to predict the remainder of each sentence.

2. Brainstorm a list of other function words that could inspire a similar project. Suggested words include after,before, by, even, from, if only, once, sometimes, when, and with.

3. Create a variety of sentences to model patterns that could be the basis for a book. Examples might include:

After I ate a steak, I had a shake, shake, shake. Sometimes I sing, and I have a fling, fling, fling. When I drove my jeep, I would beep, beep, beep.

4. Have the students work in small groups, choosing one of the function words to create their examples. Constructa book with illustrations, using the same format as Longfellow's book. Encourage the students to use theirimaginations, just as he did.

Related Books

Hoban, Tana. Look Book. New York: Greenwillow, 1997.

Take Another Look. New York: Greenwillow, 1981.

Perry, Sarah. If... Malibu, Calif.: J. Paul Getty Museum/Children's Library Press, 1995.



Word Recognition: Function Words

Miller, Mary Beth, and George Ancona. Handtalk School. New York: Four Winds Press, 1991.

Grade levels: 5-6.

Summary: Bright photographs illustrate this book of events and sign language related to a student's day at school.Beginning with the signs for getting up, getting dressed, and eating breakfast, the book then moves through astudent's typical day. Basic words are printed under the photograph of the person signing the word.

Activities

1. This book provides an innovative way to introduce students to sign language while reinforcing function words.Read through the book. Discuss what is happening in each picture and read the basic words aloud.

2. Reread the book. This time, have the students try imitating those signs that can be easily replicated from thephotographs. (Some require motion that may be difficult to interpret.)

3. If possible, share a video that uses sign language (see the video entry in the ''Related books'' section below).Discuss how fluid the signs and motions are. Alternatively, have someone who signs visit your class and teach thestudents some basic signs.

4. Discuss the function words that are easy to sign and that are used frequently, for example, my, for, your, what's,I, and our.

5. Select a number of books from the "Related books" section below. Let the students choose a variety of simplewords to sign. Use the function words to make simple sentences. Have the students sign easy sentences to eachother.

Related Books

Ancona, George. Handtalk Zoo. New York: Macmillan, 1989.

Charlip, Remy, and Mary Beth Charlip. Handtalk Birthday: A Number and Story Book in Sign Language.Photographed by George Ancona. New York: Macmillan, 1987.

Fain, Kathleen. Handsigns: A Sign Language Alphabet. San Francisco: Chronicle, 1993.

Rankin, Laura. The Handmade Alphabet. New York: Dial, 1991.

Seago, Billy. The Greedy Cat. Seattle, Wash.: Sign A Vision Institute, 1987. Video.

Wheeler, Cindy. More Simple Signs. New York: Viking, 1998.



Word Recognition: Phonemic Awareness

Lobel, Arnold. The Rose in My Garden. Illustrated by Anita Lobel. New York: Scholastic, 1984.

Grade levels: 3-4.

A bee is sleeping on a rose in the garden. The reader learns about all the flowers in the garden: hollyhocks,peonies, pansies, tulips, and so forth. The reader also learns what happens when the bee awakens. This cumulativetale contains wonderful imagery conveyed through adjectives and metaphorical language.

Activities

1. Read the book aloud, letting the students join in as they learn the repeating phrases.

2. Next, go through the book and list all the plants in the garden: sunflowers, tulips, pansies, peonies, lilies,bluebells, daisies, zinnias, marigolds, and hollyhocks. Then add the phrases that describe the plants. Note the useof rhymes as they occur. Have the students identify the use of alliteration. Can they think of other words thatwould have rhymed or provided alliteration? Following the same pattern, create a few parallel phrases that describethe plants.

3. Turn to the third to last double-page spread in the book. Write the first two words of each line on the board:That shudders; That shivers; and so forth. Have the students find those that rhyme and those that almost rhyme.Discuss the use of these sounds of words to make the reading rhythmic.

4. Have the students explore other books with cumulative verses (see entries in the "Related books" sectionbelow). Then have them make up their own stories containing cumulative verses. Challenge them to includealliteration, rhyme, and rhythm to make the story sing.

Related Books

Aardema, Verna. This for That. Illustrated by Victoria Chess. New York: Dial, 1997.

Egielski, Richard. The Gingerbread Boy. New York: HarperCollins, 1997.

Kimmel, Eric A. The Gingerbread Man. Illustrated by Megan Lloyd. New York: Holiday House, 1993.

Rader, Laura. Chicken Little. New York: HarperCollins, 1998.



Birchman, David F. A Green Horn Blowing. Illustrated by Thomas B. Allen. New York: Lothrop, Lee andShepard, 1997.

Grade levels: 5-6.

During the Depression, John Potts, a trumpet player, befriends a youngster. The young boy desperately wants toplay a horn like Potts, but he can't afford one. Potts shows him how to create a horn from a gourd, which Pottscalls a trombolia. The young boy learns to play it, enjoying it until the gourd dries out and cracks. Crushed by hisloss, he is eventually heartened when he discovers that John Potts has left his trumpet behind.

Activities

1. This story contains many words that may be new to the students: tallow, riff, haberdasher, trombolia, crawdads,puckered, syncopation. Before reading the story, write all unusual words on the board and discuss theirpronunciations and meanings. Encourage the students to use what they know about phonics to decode the unknownwords. Ask the students if they think trombolia is a real word.

2. After reading the story, look up trombolia in the dictionary. Ask the students how they think John Potts came upwith this word. Generate a list of words for musical instruments: flute, piccolo, trombone, trumpet, oboe, Englishhorn, clarinet, harp, violin, viola, cello, bass, French horn, and so forth. Is trombolia a good choice for the gourdinstrument?

3. When the trombolia dried up, the boy said it was going to seed and that the tone was becoming brittle. He alsocompared its sound to that of a death rattle. Discuss what a death rattle is. Why is this a good image for what hashappened to the trombolia? Discuss how an author chooses powerful words that have both strong images andsounds. Begin to keep a log of strong words and phrases that aptly describe objects or actions.

Related Books

Clément, Claude. Musician from the Darkness. Illustrated by John Howe. Boston: Little, Brown, 1989.

Eversole, Robyn. The Flute Player/La Flautista. Illustrated by G. Brian Karas. New York: Orchard, 1995.

Gershator, Phyllis. Tukama Tootles the Flute: A Tale from the Antilles. Illustrated by Synthia Saint James. NewYork: Orchard, 1994.

Lacapa, Michael. The Flute Player: An Apache Folktale. Flagstaff, Ariz.: Northland, 1990.

Orgill, Roxanne. If I Only Had a Horn: Young Louis Armstrong. Illustrated by Leonard Jenkins. Boston: HoughtonMifflin, 1997.



Word Recognition: Sight Words

Viorst, Judith. The Alphabet from Z to A (With Much Confusion on the Way). Illustrated by Richard Hull. NewYork: Atheneum, 1994.

Grade levels: 3-4.

In this clever alphabet book, Viorst begins with the letter z, pondering the perplexities of the language as shemoves forward to a. For example, she notes that zip, zap, and zero begin with z but wonders why xylophonedoesn't. The peculiarities of the English language are exposed in a humorous fashion.

Activities

1. Read this book aloud after working with homonyms, alliteration, and other wordplay activities.

2. On each page, discuss the elements at work. For example, what do the students know about yew and you?

3. Study the illustrations. Make a list of all the words related to the featured letter found in the illustrations. Whenfinished, consult the list at the back of the book to check your responses.

4. Create additional lists of words that start with the featured letter. How many of these words present difficultiesin terms of their spellings or usage?

5. Use Sue Young's rhyming dictionary (see the entry in the "Related books" section below) to create new sets ofwords that rhyme. Consult The New Reading Teacher's Book of Lists (see the entry in the "Related books" sectionbelow) for lists of homophones and homographs. Create a new alphabet story, using the same format as Viorst's, toidentify other words that present problems. Use this activity to reinforce the correct identification and spelling ofsight words.

Related Books


Samoyault, Tiphaine. Alphabetical Order: How the Alphabet Began. New York: Viking, 1998.

Young, Sue. The Scholastic Rhyming Dictionary. New York: Scholastic, 1994.



Samoyault, Tiphaine. Alphabetical Order: How the Alphabet Began. New York: Viking, 1998.

Grade levels: 5-6.

In her book, Tiphaine Samoyault explains the function of an alphabet. Particularly of interest for this lesson will bethe first section, in which she discusses how the variations in the English language evolved. The balance of thebook provides discussions and illustrations of a variety of alphabets from around the world, plus Braille, Morsecode, semaphores, and sign language.

Activities

1. Read the first section aloud to the class. Discuss the challenges presented by the English language when readingwords that cannot be sounded out with phonics. Examine the chart that shows the sounds of the English language.Compare the chart to a dictionary and how pronunciation guides words when looking up unknown words.

2. Share the remainder of the book, showing the different sections on the various alphabets. Discuss how thedifferent cultures use the alphabets.

3. Return to the section on hieroglyphs (unpaged). Reproduce the alphabet on an overhead transparency. Have thestudents create their name using the hieroglyphs.

4. Allow the students to choose other alphabets to create common sight words. Unless you can obtain multiplecopies of the book, put the book on reserve, allowing students to work with it over the course of a week or two tofinish the assignment. (See also the "Related books" section below for other sources.) Compare the students'efforts when everyone is finished.

Related Books

Fisher, Leonard Everett. Alphabet Art: Thirteen ABCs from around the World. New York: Macmillan, 1978.


Rowe, Julian, and Peggy Burns. Legacies: Language and Writing. New York: Thomson Learning, 1995.

Vinton, Ken. Alphabet Antics: Hundreds of Activities to Challenge and Enrich Letter Learners of All Ages.Minneapolis, Minn.: Free Spirit, 1996.

Viorst, Judith. The Alphabet from Z to A (With Much Confusion on the Way). Illustrated by Richard Hull. NewYork: Atheneum, 1994.



Appendix

Missing in Venice*

This is one of many stories of 1998, and it is unique only to me. I'm sure many of you reading this account haveheard or read of other, more devastating, experiences. I'll leave it to you to judge if my tale is one worth sharing.At least it will help pass the time on my flight to whatever home now is.

I suppose we all knew that a catastrophe was inevitable. Many countries had acquired enough nuclear devices by1998 for several wars by this time. Clinton never did admit that the missile strikes in the Sudan and Afghanistanwere wrong. But looking back, that trade seemed to be the first of a series of political maneuversor mistakesthatspilled us into this time of darkness.

Even though we knew about the terrorist activities of Bin Laden, the starvation in Africa, and the effects of ElNiño, we really didn't worry consciously. The newspapers warned us, but by this time we were quite used toignoring problems we couldn't solve: pollution, AIDS, political scandals. We could rage against the unfairness ofother world systems that contributed to these problems. After all, we knew that a democracy was the best way.The ideals were loftyand we were "the people." We had voted for our leaders, right? The control belonged to thepeople with our voting powers. But we conveniently would forget that a four-year term is a long time.

Still, we were healthy. We were mostly affluent. The problems were all "over there," not on our doorstep, so notour problems. We were so very complacent, both in general and personally, that my wife and I proceeded with ourplans to celebrate our 25th wedding anniversary with a cruise to the Mediterranean and Adriatic Seas. That feelingof immortalityit is addictive, isn't it?

We had the start of a great trip. Our children and grandchildren gave us a gala bon voyage party. The flight overwas smooth and relatively trouble-free. Our cruise was three weeks long and involved stopping at several ports,allowing us plenty of time to shop the European marts. We took plenty of money instead of luggage, planning toacquire our shipboard wardrobes en route. It was delightful to travel with virtually no baggage.

Once on the ship, we settled into our spacious, airy cabin. Expensive, yet comfortable, furnishings made the littletime we spent in our room quite relaxing and refreshing. Each night our bed was turned down and a pink rose lefton the pillowthe same flower of our wedding.

We spent the bulk of our time leisurely walking on deck, playing cards and shuffleboard, sunbathing, and reading.Even the meals were a delight to the senses. There was variety, and every table was graced with lovely linens andfresh flowers.

*Note: This story was written by Suzanne I. Barchers in conjunction with a lesson from Chris VanAllsburg's The Mysteries of Harris Burdick (see page 44) to demonstrate to students how to use currentevents as a context for a short story.



By the end of the second week, we were approaching Venice. I had read a lot about this city of canals and waslooking forward to transferring from our ocean liner to a romantic and more mobile gondola. We joined our manyother shipmates on deck to get our first glimpse of the canals as we approached the berth where we were never toset anchor.

As we were able to later reconstruct, it was at that very moment that, unknown to us, Bin Laden retaliated with aseries of nuclear devices. Strike areas were not only in the United States, but also in Europe. We realizedsomething was different, even though there were no visible effects. But somehow the air changed. There was anelectricity. We all felt it but assumed it was excitement at approaching this historic city.

In an amazingly rapid series of events, the United States responded with European-based missiles, and theMediterranean became a maelstrom. As the earth strained to adjust to the onslaught, the sea heaved, beginning ourdisastrous detour. I know that the crew did their best, thrusting the engines in reverse, frantically trying to alter theship's crazed course, but who could know that the holocaust would destroy the guidance systems. We watched inawe as the sea pushed our now helpless ship into its murderous route through a Venice canal.

It took only moments for the ship to wreak devastation on the buildings lining the narrow waterway. Thecombination of the force of the sea, plus the intermittent earthquakes, meant death and destruction for nearlyeveryone unfortunate enough to be in our ship's path.

I survived. But my beloved wife of 25 years fell victim to falling debris. In a way I was luckyat least I had a bodyto bring home with me. Many people were counted simply as missing. I understand that in much of the UnitedStates nothing remains. No cities. No bodies. No mourners to care.

How I managed to get this flight for my wife's cremated remains and me is another story, one I'm too weary to tell.Suffice it to say, it wasn't easy. At times I feel like I can't face my return. But I have to see for myself if mychildren and grandchildren survived. And I want to lay my wife to rest on our country's soil at least, if not at ourold home.

Strange, but when I left I was so smug at being able to travel light. Now I'm coming home with so much less.

My plane is landing. I wonder if roses can still be purchased. I'd like to leave one last pink rose with my wife atour final good-bye.



Index of Authors and Titles

A

A My Name Is Alice, 1

Absolutely Normal Chaos, 121

Ahlberg, Janet and Allan, 56

Albertina the Practically Perfect, 48

Aliens Ate My Homework, 50

Aliki, 7Alpha Beta Chowder, 156

Alphabet from Z to A (With Much Confusion on the Way), The, 171

Alphabet Soup: A Feast of Letters, 4

Alphabetical Order: How the Alphabet Began, 172

Altman, Susan, 153

American Tall Tales, 53

Ancona, George, 168

Arkin, Alan, 60

As Silly As Knees, As Busy As Bees: An Astounding Assortment of Similes, 104

Astronaut to Zodiac: A Young Stargazer's Alphabet, 20

Avi, 19

B

Babbitt, Natalie, 123

Ballard, Robert D., 22

Bandit's Moon, 10

Barchers, Suzanne I., 72

Bayer, Jane, 1

Beard, Darleen Bailey, 55

Beasts by the Bunches: Illustrated Poems about the Strange-But-True Names for Groups of Animals, 47

Behind the Mask, 116

Bennett, Artie, 160

Best Enemies Forever, 129

Best School Year Ever, The, 96

Big Stuff in the Ocean, 21

Birchman, David F., 170

Bloomability, 49

Blue Ribbon Blues, 122

Bluewater Journal: The Voyage of the Sea Tiger, 127

Bones: Our Skeletal System, 108

Bouncing and Bending Light, 147

Bourke, Linda, 159

Bowen, Gary, 42

Bright and Early Thursday Evening: A Tangled Tale, 117

Bryan, Ashley, 105

Buddy Love: Now on Video, 130

Bunyans, The, 52

C

C Is for Colorado, 2

Cassedy, Sylvia, 65

Castle in the Attic, The, 37

Cherry Pies and Lullabies, 9

Chocolate Moose for Dinner, A, 158

Chrysanthemum, 3

Cinderella, 24

Civil War, 136

Clifford, Eth, 62

Cobb, Vicki, 59

Cohen, Barbara, 69

Conrad, Pam, 17

Cooper, Ilene, 130

Coville, Bruce, 50

Cowley, Joy, 99

Creech, Sharon, 11, 49, 91, 121

Cumpián, Carlos, 151

D

Daily Life in a Covered Wagon, 133

Daily Life on a Southern Plantation: 1853, 66

Darling, Kathy, 59, 67

Darling, Tara, 67

DeGross, Monalisa, 146

Demi, 58

Dinosaur Joke Book, The: A Compendium of Pre-Hysteric Puns, 160

Dinotopia, 68

Dominoes Around the World, 137

Donovan's Word Jar, 146

Don't Try This at Home! Science Fun for Kids on the Go, 59

Dragon Prince, The: A Chinese Beauty and the Beast Tale, 148

Duncan, Beverly K., 145

Dygard, Thomas J., 100



E

Eating the Plates: A Pilgrim Book of Food and Manners, 135

Ella Enchanted, 82

Erickson, Paul, 66, 133

Erlbach, Arlene, 40

Esbensen, Barbara Juster, 114

Eye Count: A Book of Counting Puzzles, 159

Explore the Wild: A Nature Search-and-Find Book, 145

Exploring the Titanic, 22

F

Fables, 92

Fate Totally Worse Than Death, A, 78

Favorite Folktalesfrom around the World, 31

Filipovic, Zlata, 43

Fine, John Christopher, 21

Fire in the Wind, 98

First Things First: An Illustrated Collection of Sayings Useful and Familiar for Children, 15

Five Sisters, The, 79

Flatfoot Fox and the Case of the Missing Schoolhouse, 62

Fleischman, Paul, 78, 85, 106

Fleischman, Sid, 10

Flimflam Man, The, 55

Flood, Bo, 14

Folk and Fairy Tales, 27

Followers of the North Star: Rhymes about African American Heroes, Heroines, and Historical Times, 153

Food Fight, 95

Forward, Toby, 86

Fowler, Susi Gregg, 48

Fraser, Betty, 15

Freedman, Russell, 154

Fritz, Jean, 26

Frog Prince Continued, The, 93

From the Mixed-up Files of Mrs. Basil E. Frankweiler, 45

From the Mouth of the Monster Eel, 14

G

Gershator, Phyllis, 165

Get Up and Go! The History of American Road Travel, 41

Gilson, Jamie, 141

Giver, The, 128

Go West, Young Women!, 75

Gold Rush! The Young Prospector's Guide to Striking It Rich, 143

Gold-Rush Phoebe, 10, 39

Goldstein, Bobbye S., 162

Gomi, Taro, 118

Green Horn Blowing, A, 170

Grossman, Virginia, 111

Guppies in Tuxedos: Funny Eponyms, 152

Gurney, James, 68

Gustafson, Scott, 4

Gwynne, Fred, 158

H

Haas, Jessie, 81

Hallett, Martin, 27

Handtalk School, 168

Hausman, Gerald, 71

Headless Horseman Rides Tonight, The: More Poems to Trouble Your Sleep, 6

Heller, Ruth, 109, 112, 116, 119

Henkes, Kevin, 3, 103

Hesse, Karen, 51, 97

Hoban, Tana, 144

Holmes, Barbara Ware, 57

How Chipmunk Got Tiny Feet: Native American Animal Origin Stories, 71

How to Babysit an Orangutan, 67

How Would You Survive as an Ancient Egyptian?, 142

Hurwitz, Johanna, 84

I

I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project, 134

If You Give a Mouse a Cookie, 74

Imaginary Menagerie, 167

Immigrant Kids, 154

Inventors, 132

Invisible Man and Other Cases, The, 64



J

Jackie Robinson Breaks the Color Line, 25

January Rides the Wind: A Book of Months, 46

Jolly Postman or Other People's Letters, The, 56

Joyful Noise: Poems for Two Voices, 106

Just Juice, 97

Juster, Norton, 104

K

Karr, Kathleen, 10, 39, 75

Keeping Barney, 81

Keller, Charles, 16

Kites Sail High: A Book About Verbs, 119

Klein, James, 143

Knock at the Door, A, 23

Konigsburg, E. L., 45

Krasek, Barbara, 27

Krupinski, Loretta, 127

Kuskin, Karla, 113

L

Lankford, Mary D., 137

Lansky, Bruce, 76, 125

Latino Rainbow: Poems About Latino Americans, 151

Lawlor, Veronica, 134

Lechner, Susan, 153

Letters to Julia, 57

Leverich, Kathleen, 129

Levin, Betty, 98

Levine, Gail Carson, 82

Levy, Elizabeth, 18

Lewis, Patrick, 161

Lobel, Arnold, 92, 169

Longfellow, Layne, 167

Look Book, 144

Lowe, A. Mifflin, 47

Lowry, Lois, 128

M

MacDonald, Margaret Read, 13

Mad As A Wet Hen! And Other Funny Idioms, 54

Mahy, Margaret, 79

Many Luscious Lollipops: A Book About Adjectives, 109

Mazer, Anne, 70

Mean Margaret, 80

Mennyms, The, 88

Mennyms Under Siege, 90

Merriam, Eve, 163

Mick Harte Was Here, 101

Miller, Marvin, 63

Miller, Mary Beth, 168

Morley, Jacqueline, 142

Moss, Jeff, 5

Mullins, Patricia, 120

My Life as a Fifth-Grade Comedian, 18

My Visit to the Zoo, 7

Mysteries of Harris Burdick, The, 44

N

Nation Torn, A: The Story of How the Civil War Began, 12

Newfangled Fairy Tales: Classic Stories with a Funny Twist, 76

News Breaks, 16

Numeroff, Laura, 74

Nye, Naomi Shihab, 110

O

One Grain of Rice, 58

One Small Square: Cactus Desert, 107

Osborne, Mary Pope, 53

Other Side of the Door, The, 5

Otten, Charlotte F., 46

P

Park, Barbara, 101

Peace Tales: World Folktales to Talk About, 13

Peanut Butter: How It's Made, 40

Penner, Lucille Recht, 135

Phoenix Rising, 51

Pie Magic, 86

Pleasing the Ghost, 11

Poetry Party!, 125

Poppy and Rye, 19

Prelutsky, Jack, 6, 155

R

Ray, Delia, 12

Reiser, Lynn, 9

Ressmeyer, Roger, 20

Ride a Purple Pelican, 155

Riddle-icious, 161


Ridiculous Rhymes from A to Z, 126

River Danger, 100

Robinson, Barbara, 96

Robot King, The, 35

Rose in My Garden, The, 169

Rosen, Michael J., 95

S

Samoyault, Tiphaine, 172

Sandler, Martin W., 132, 136

Santella, Andrew, 25

Scieszka, Jon, 93

Seedfolks, 85

Seeing, Saying, Doing, Playing: A Big Book of Action Words, 118

Seidler, Tor, 80

Selznick, Brian, 35

Shadow of the Wolf, 38

Shannon, George, 23, 140

Sharks, 150

Shirley, Gayle Corbett, 2

Sierra, Judy, 24

Silver, Donald M., 107

Simon, Seymour, 8, 64, 108, 150

Simple Attractions, 138

Sing to the Sun, 105

Singing Down the Rain, 99

Sky Full of Poems, A, 163

Sky Is Always in the Sky, The, 113

Sliver of Glass and Other Uncommon Tales, A, 70

Smith, Janice Lee, 131

Some Fine Grandpa!, 60

Spinelli, Jerry, 122

Starting School, 84

Staying Nine, 17

Steig, Jeanne, 156

Stories to Solve: Folktales from Around the World, 140

Stranded at Plimoth Plantation: 1626, 42

Sun and Spoon, 103

T

Ten Little Rabbits, 111

Terban, Marvin, 54, 152

Thank You, Jackie Robinson, 69

This Same Sky: A Collection of Poems from around the World, 110

Tomecek, Steve, 138, 147

Tortillas and Lullabies (Tortillas y cancioncitas), 9

Tuck Everlasting, 123

Tukama Tootles the Flute: A Tale from the Antilles, 165

U

Universe, The, 8

Up, Up and Away: A Book About Adverbs, 112

V

V for Vanishing: An Alphabet of Endangered Animals, 120

Van Allsburg, Chris, 44

Viorst, Judith, 171

W

Wagon Train 911, 141

Walk Two Moons, 91

Walker, John, 126

Waugh, Sylvia, 88, 90

What's on the Menu?, 162

Whelan, Gloria, 38

Whitman, Sylvia, 41

Winthrop, Elizabeth, 37

Wise Women: Folk and Fairy Tales from Around the World, 72

Wizard and Wart in Trouble, 131

Wood, Audrey, 52, 117

Words with Wrinkled Knees, 114

Y

Yep, Laurence, 148

Yolen, Jane, 31

You Be the Jury: Courtroom II, 63

You Want Women to Vote, Lizzie Stanton?, 26

Z

Zlata's Diary: A Child's Life in Sarajevo, 43Zoomrimes: Poems About Things That Go, 65


< previous page page_179

Page 179Suzanne I. Barchers received her bachelor of science degree in elementary education from Eastern IllinoisUniversity, her master's degree in education in reading from Oregon State University, and her doctor of educationdegree in curriculum and instruction from the University of Colorado, Boulder.

After 15 years as a teacher and administrator in public and private schools, Suzanne began a writing and editingcareer. She has published more than 15 books, including college textbooks and the award-winning Wise Women:Folk and Fairy Tales from Around the World (Libraries Unlimited). She also co-authored Cooking Up WorldHistory, 2d ed. (Teacher Ideas Press, 1999).

Suzanne has two adult sons and currently resides in Arvada, Colorado, with her husband, Dan. She teacheschildren's literature at the University of Colorado, Denver, and continues her writing and editing career.

< previous page page_179

bridges to reading grades 3 6 teaching reading skills with children 039 s literature

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