F O R C H I L D R E N I N G R A D E S 1 - 6

Understanding Natural DisastersUnderstanding Natural Disasters

R E A D I N G I S F U N D A M E N T A L S T O R Y S A M P L E R

Support for Reading Is Fundamental, Inc.comes from corporations, foundations,government, and other national serviceorganizations. RIF is affiliated with theSmithsonian Institution and has beenaccorded tax-exempt status under Section501 (c)(3) of the Internal Revenue Code.Contributions to RIF are tax-deductible tothe fullest extent of the law.

Reading Is Fundamental, RIF, and the logodesign showing the open book with a smiling face on it and the words Reading IsFundamental underneath it are all registeredservice marks of Reading Is Fundamental,Inc. All rights reserved.

Created and developed by Kathy Broderick,Consultant and Sara Horwitz, Reading IsFundamental, Inc.

Reading Is Fundamental, Inc.1825 Connecticut Avenue, N. W.Suite 400Washington, D.C. 20009-5726Toll free: 877-743-7323 Web site: www.rif.org

© 2001 Reading Is Fundamental, Inc.All rights reserved.

What Is a Story Sampler?A Story Sampler makes books come

alive for children. It is a book-based

thematic approach to reading designed

to engage children in the book

experience. Each Story Sampler

includes hands-on, cross-curricular

activities for books that are linked by

a common theme.

Why Use a Story Sampler?Motivational activities are an important part of every

Reading Is Fundamental program. And these motivational

activities are an easy way to excite children’s interest in

reading and help them associate books and reading with

positive experiences and that means fun! The ideas you will

find in each Story Sampler show you how to build

anticipation and excitement in your RIF programs.

Scores of studies show that students learn more and do

better in school when their parents are involved in their

education. Different types of hands-on activities enable all

children to learn in different ways. Particular questions

before, during and after read aloud activities can develop

high order thinking skills.

Family members can encourage children to become

life-long readers by reading aloud with them everyday.

Reading aloud to children is one of the most effective ways

1

IntroductionIntroduction to support language and literacy development. Children

who are read to from infancy associate reading with pleasant,

warm feelings. When you invite children to participate in

reading, ask open-ended questions that promote creative

thinking and learning, and plan activities and experiences

that allow children to expand their understanding of the

story, you help them develop a love of reading.

What Are the Standard Elements of a Story Sampler? Each section of the Story Sampler includes a featured book

plus additional titles and resources.* The activities that

accompany each section will help you develop a literacy-rich

environment that contributes significantly to a child’s

enjoyment of reading. The standard elements in the Story

Sampler include:

■ Questions to ask ■ Family involvement

■ Things to do ■ Community connections

*The ISBN listed indicates a specific edition of the book.

However, other editions may also be available through the

public library or other publishers.

Who Should Use a Story Sampler and Where?Some Story Samplers are age-specific, but most can be

adapted to a broad range of ages. Teachers, families, and

child-care providers can use them in classrooms,

community centers, homes, and in Head Start sites. And

most importantly, parents can extend the story beyond the

classroom with home-based projects and field trips.

Story Samplers can forge relationships and shared

experiences within the family and the community. Through

the family, children can be introduced to many kinds of

books. Books can explain and reinforce concepts; allow

children to build positive self-images; stimulate discussions

and thinking; increase children’s understanding of

various concepts; and expand their imagination.

The age range for a Story Sampler is indicated at the

beginning of each set of activities.

When and How Should I Use a Story Sampler?Story Samplers can be used within or as a supplement to a

curriculum or an after-school program. They can be part of

reading challenges, reading weeks, and family involvement

events. Your imagination and the interests of the children

who participate in the RIF program will help determine the

best way to use the Story Sampler. Enjoy and have fun!

Tips for Reading AloudBefore You Read a Story…

■ Make sure everyone is comfortable

■ Show the cover and read the title and author of the book

■ Ask the children about the cover

■ Suggest things the children can look or listen for during the story

During a Story…

■ Change your voice to fit the mood or action

■ Move your finger under the words as you read them

■ Show the pictures and talk about the book as you read

■ Add information or change words to help kids understandmore words and explain the meaning of a new word

■ Ask children to make predictions about the plot, thecharacters, and the setting

■ Share your own thoughts about the story

■ Follow the cues of the children

After You Read a Story…

■ Ask questions about what happened in the story

■ Encourage the group to relate the story to their ownexperiences

■ Ask children how they might feel or act if they were oneof the characters

■ Encourage children to share their thoughts about thestory and pictures

■ Extend the story with an activity or another book

UnderstandingNatural DisastersA STORY SAMPLER FORCHILDREN IN GRADES 1-6

TORNADO TROUBLE

Twister by Darleen Bailey Beard with illustrations byNancy Carpenter, Farrar, 1999ISBN: 0374379777

HURRICANE HAVOC

Hurricane by David Wiesner, Clarion, 1990ISBN: 0395543827

EARTHQUAKE ENERGY

Earthquake! A Story of Old San Francisco by Kathleen V. Kudlinski with illustrations byRonald Himler, Puffin, 1993ISBN: 0140363904

VEXING VOLCANOES

Volcano: The Eruption andHealing of Mount St. Helens by Patricia Lauber, Aladdin, 1986ISBN: 0689716796

FURIOUS FLOODS

Come a Tide by George Ella Lyon with illustrations by StephenGammell, Orchard, 1990ISBN: 0531058549

▲▲

▲▲

2

▲

Twisterby Darleen Bailey Beardwith illustrations by Nancy CarpenterFarrar, 1999ISBN: 0374379777

This picture book begins with a familiar

scene: a brother and sister sit on their

porch swing licking orange Popsicles;

Mama hangs laundry out to dry on the

line; and an elderly neighbor, Mr. Lyle,

comes to visit. But the weather changes

suddenly, and Mama hurries her children

down into the cellar. The middle portion

of this book is set there, the siblings

braving the tornado together alone, while

Mama makes sure Mr. Lyle is safe. The

book ends with the children emerging

safely from the cellar (and Mama and Mr.

Lyle from under his porch), taking in the

destruction, but knowing that life—and

their community—will go on.

3

Tornado TroubleTornado Trouble

What To Do Before Reading the Story■ Hold up the cover of the book and ask the children if they can

guess what this book is about. Do they know what a twister is?

■ See if they can think of other names for twisters (tornadoes,cyclones).

■ Ask if any of the children have ever witnessed a tornado.

■ Suggest the children draw a picture of a storm or a tornado.Talk about the colors they chose for their drawings, or whatmoment of the storm (or its aftermath) they have chosen toillustrate. Write down the words they use to describe their pictures; in many books about extreme weather, the descriptivelanguage is very interesting. Point out to the children that theyshould look for these descriptions when reading the books on the Additional Titles list.

What To Talk About During the Story■ Explain the meaning of “gully washer” (or let the children guess

what it means).

■ A common detail found in books about natural disasters ishow animals behave during bad weather. In this case, the children worry about a rabbit.

■ Take time to examine the illustrations carefully, so the childrenreally see what the setting is like prior to the storm. Then, atthe end of the book, have the children point to the changes.What has happened to the clothes hanging on the line? Theporch swing? The red truck, the telephone poles, etc.?

4

Additional TitlesTornado by Betsy Byars. Illus. by Doron Ben-Ami,HarperTrophy, 1996ISBN: 0064420639

While waiting out a tornado in the storm cellar, Pete the farmhand tells stories about a tornado he experienced earlier in his life.That tornado carried a dog—in a doghouse—right to his frontyard, and he named the dog Tornado. Each chapter of this shortnovel is a different story about this very special dog.

The Bravest of Us All by Marsha Diane Arnold. Illus. by BradSneed, Dial, 2000ISBN: 0803724098

In this picture book, Ruby Jane discovers that her fearless oldersister is afraid of the storm cellar. When she refuses to enter thecellar during a tornado, Ruby Jane must calm her down and leadher to safety.

One Lucky Girl by George Ella Lyon. Illus. by Irene Trivas,DK Publishing, 2000 ISBN: 0789426137

When a tornado hits a trailer park, young Nick relates how hisbaby sister landed across the field unharmed, and still in her baby carriage. Lyon’s straightforward text (“in the roar I couldhear metal being torn apart” . . . “parts of our trailer made a lineacross the field like a road of crumpled tinfoil”) doesn’t downplay the power of a tornado, despite the happy ending ofthis picture book.

Tornadoes by Seymour Simon, HarperTrophy, 1999ISBN: 0064437914

This nonfiction book holds amazing photographs of real tornadoes, which contrast remarkably with illustrations in thepicture books on this list. It also shows photographs of the type of damage a tornado can do. Simon explains why tornado seasonoccurs in the spring, where “tornado alley” is, and what the F-Scale is. He also exposes some myths about tornadoes.

Tornado Alert by Franklyn M. Branley. Illus. by Giulio Maestro,HarperTrophy, 1988ISBN: 0064450945

One of the “Let’s-Read-and-Find-Out Science” books for youngchildren, this nonfiction title states how tornadoes form andexplores how scientists keep track of weather systems to help warn people of approaching tornadoes. The author also explains how to find a safe spot during a tornado—whether youare in a house with a basement, a mobile home, in school, or outin the country.

What You Can Do When You FinishReading the Story■ “. . . the sky looks green, like Mama’s guacamole.” Hail “bounces

in the grass like popcorn popping.” “Hailstones sparkle like glittering diamonds.” The language in these descriptions makesthe storm sound beautiful. Why is that? Ask the children todescribe something beautiful about a storm they have experienced.

■ Ask the children to draw another picture of a tornado. Then letthem take a second look at the drawings they made earlier.Compare the two pictures to see if the drawings have becomemore detailed.

■ Talk about how different illustrators draw stormy skies andhow they capture the energy of a tornado.

■ Read one of the nonfiction titles from the Additional Titles list tointroduce the science behind tornadoes. Talk with the childrenabout how tornadoes appear to be too big (too powerful) tounderstand, but really the natural process which causes them toform is simple.

■ Talk about how in olden days, there was no way to warn peoplewhen a storm was coming. Nowadays, scientists have sensitiveequipment that helps alert people.

■ Hold a tornado drill, so the children understand where it is safeto go in the case of a tornado.

Family Involvement■ Suggest that the children ask their parents to rent the movies

The Wizard of Oz or Twister to see how moviemakers use special effects to replicate a tornado. Keep in mind that Twisterwas made more than 50 years after The Wizard of Oz, and sothe visual effects are much more realistic.

■ Have the children organize a tornado drill at home, so thattheir families know how to be safe.

■ Make a tornado: Fill a small jar with water. Dab your fingerinto a bit of liquid soap. Then dip your finger into the water inthe jar. Screw the lid on the jar tightly. Hold the jar upsidedown in the palm of your hand and swirl the jar in small, tightcircles. A tornado will appear. (Remember though, that realtornadoes are made of swirling wind, not water.)

Community Connection■ Seek out eyewitness accounts of tornadoes. Ask the children to

find out if there is anyone in their neighborhoods or widercommunity that has experienced a tornado first hand. Then,ask to listen to their story.

■ Find out if a tornado ever hit your community.

■ Check the library for photographs of various places takenbefore and after a tornado. In many parts of the country,tornadoes have done huge amounts of damage.

■ Invite a meteorologist to come talk about tornado warningsand tornado safety.

What To Do Before Reading the Story■ Show the cover of this book. Ask the children what they think

the boys are waiting for.

■ Have the children think of some other names for hurricanes(typhoons, cyclones, willy-willies).

■ Ask the children if they know what a hurricane is, or if theyhave ever experienced one first hand.

■ On the first page of the book is a cat. When you turn the page,the children can see one of the boys in the backyard wearing a yellow rain jacket. What is he looking for? Carefully examinethis scene—this is how things look before the storm. Notice thetwo tall elm trees at the left.

5

Hurricaneby David WiesnerClarion, 1990ISBN: 0395543827

In this picture book by a

Caldecott-winning illustrator,

David, George, and their parents

ride out a hurricane together

inside their home. The next day,

the family realizes one of their

giant elm trees has been knocked

down during the storm. The boys

accept the damage, and then

spend many hours playing in this

new landscape, until a work crew

comes to chop up the tree and

carry it away. This non-threatening

treatment about experiencing a

hurricane shows that children

understand the natural world and

can adapt to its whims.

Hurricane Havoc

Hurricane Havoc

Additional TitlesHurricanes: Earth’s Mightiest Storms by Patricia Lauber,Scholastic, 1996ISBN: 0590474065

This nonfiction title shows amazing photographs of hurricanestorms and the damage they’ve made. It describes in detail howhurricanes begin and how they move across great distances. It alsodiscusses how science and technology help alert people that hurricanes are coming.

The Magic School Bus Inside a Hurricane by Joanna Cole. Illus.by Bruce Degen, Scholastic, 1995 ISBN: 059044686X

Inside the familiar format of this series, readers will find Ms.Frizzle and her class flying the Magic School Bus into the eye of ahurricane, while Arnold experiences the storm from land.

Sergio and the Hurricane by Alexandra Wallner, Holt, 2000ISBN: 0805062033

This picture book tells of Sergio, who lives in San Juan, PuertoRico, and anticipates his first experience of a hurricane. Only whenhe sees the destruction and helps clean up does he understandthat life will go on and that things will return to normal.

6

What To Talk About During the Story■ Carefully examine Wiesner’s illustrations. They contain many

details that are not in the text of the book. Notice the groceriesMom brings into the kitchen (batteries for the flashlight).Why is the father “securing everything in the yard”? What things could be secured? What things could not?

■ Why is the door taped? Ask the children what they notice about the tape.

■ The boys seem to always be near a window or door lookingout. Ask the children if they think David and George arescared. Do they think this is something the boys have beenthrough before?

■ The brothers use their imaginations to create new worlds within the fallen tree. Ask the children how they would use the fallen tree.

What You Can Do When You FinishReading the Story■ Introduce the word “evacuate”. Some people leave when a

hurricane comes. But some people stay put. Write down on achalkboard or on a piece of paper what the pros and conswould be for leaving or staying.

■ Read one of the nonfiction titles from the Additional Titles list.Ask the children if they have ever heard of the phrase “the eye of the storm”? What is the eye of a hurricane? Why does thestorm seem to hit, stop, and then hit again?

■ Construct a chart or graph that compares the speeds oftornado and hurricane winds to the speeds of cars, airplanes,and rocket ships.

Family Involvement■ Find out what time of year hurricanes come.

■ Keep track of all the hurricane names in the current hurricaneseason.

■ As a family, watch news stories about hurricanes. Or, haveyounger children ask their parents to read them news storiesabout hurricanes.

Community Connection■ Ask a local librarian to help determine the name of the

hurricane that came closest to your community.

■ Invite a meterologist in your community to come talk abouthurricanes.

■ Organize a hurricane relief site to collect books or money forhurricane victims.

Earthquake! A Story of Old San Franciscoby Kathleen V. Kudlinskiwith illustrations by Ronald HimlerPuffin, 1993ISBN: 0140363904

In this historical novel, Phillip

tends the horses while his father

takes the rest of the family to a

safe place during the great San

Francisco Earthquake of 1906.

The author recreates what that

day must have been like, back

before people could be warned,

and before earthquake-proof

buildings had been invented.

This is also a horse story—in

which Phillip’s way with horses

helps them to survive the

disaster.

What To Do Before Reading the Story■ Point out San Francisco on a map. Also, show the children

where the San Andreas Fault lies.

■ Ask if any of the children have been to San Francisco.

■ Ask if any of the children have spent a lot of time around horses.

■ Try to put the year 1906 into perspective (the Golden GateBridge was not built yet, few automobiles existed, etc.).

7

Earthquake Energy

Earthquake Energy

8

What To Talk About During the Story■ Phillip is very aware of how animals are behaving in the first

chapter. Dogs are barking, mice are running away, and the horses are skittish. Ask the children what they think Phillip is feeling.

■ How does Phillip know that something truly horrible has happened? (The comment by Phillip’s father to “never mind the horses” shocks Phillip. In 1906 horses would not only bevaluable, but they would be a way of life for families, especiallyfamilies in the livery business.)

■ Why does Phillip have to stay?

■ The black-and-white drawings give a good impression of whatit must have been like in 1906 during the earthquake. Whatdetails make these pictures convincing?

What You Can Do When You FinishReading the Story■ Folk wisdom says animals are able to predict earthquakes, and

there are reports of wildlife and pets acting strangely before atremor. Discuss with the children whether or not this is a reliable predictor of earthquakes.

■ Talk about the other earthquake in San Francisco in 1989 during the World Series. If you can remember watching that ontelevision, tell the children what you saw, or what you felt as itwas happening.

■ Earthquakes happen all over the world, of course (not just inCalifornia), but on a smaller scale. Find out how close yourcommunity is to a fault line.

Family Involvement■ Visit San Francisco, if possible. Or, as a family, look at a travel

guide to San Francisco together. Why do so many people wantto live there, despite its location along the San Andreas Fault?

■ Have the children ask their parents to talk about the 1989 SanFrancisco earthquake, if they remember it.

■ Suggest that the children ask their parents to rent Supermanwith Christopher Reeve. The premise of the movie is that LexLuthor wants to blow off all the land west of the San AndreasFault so that his property will be the new, very valuable beachfront. Is this a realistic premise?

■ Do some of the experiments in Earthquakes, Franklyn M.Branley’s book on the Additional Titles list.

Community Connection■ Invite a structural engineer or an architect in to discuss how

earthquake-proof buildings are constructed.

■ Contact a university to see if a seismologist (a geologist whostudies earthquakes) can come to talk with your group.

Additional TitlesEarthquakes by Franklyn M. Branley. Illus. by RichardRosenblum, HarperTrophy, 1990ISBN: 0064451356

This “Lets-Read-and-Find-Out Science” book discusses howgigantic plates underneath the Earth’s surface are slowly but constantly moving. It introduces the Richter scale and offers acouple of experiments. It also talks about the San Andreas Fault(through San Francisco) and what to do in case of an earthquake.

Earthquakes by Sally M. Walker, Carolrhoda, 1996ISBN: 0876148887

This nonfiction title starts with an actual photograph from SanFrancisco’s famous 1906 earthquake. It also includes interestingmaps, and discussions of different types of seismic waves, amongother topics.

Earthquakes by Seymour Simon, Morrow, 1991ISBN: 068814022X

With high-quality photographs and a fluid text, Simon showswhat happens to manmade structures during an earthquake. Buthe also comforts the reader by stating that one’s chance of beinghurt is slight.

Earthquake in the Early Morning by Mary Pope Osborne,Random House, 2001ISBN: 067989070X

This title is number 24 in the popular Magic Tree House series, inwhich siblings Jack and Annie travel back in time to the great SanFrancisco Earthquake.

Volcano: TheEruption andHealing of Mount St. Helensby Patricia LauberAladdin, 1986ISBN: 0689716796

The title of this book says it all. Mount St.

Helens, a beautiful green mountain, becomes

a burned, charred mess after it erupts.

Awesome photographs show the mountain

before it blows and then immediately

afterward. But this is not the whole story:

scientists come to see the mountain heal

itself, and find that animals survived. Soon,

plants grow back and provide shelter for

other animals. The book includes a map

of “the Ring of Fire,” a circle of active

volcanoes that surrounds the Pacific Ocean,

and discusses this phenomenon. But

ultimately, this book demonstrates

dramatically that nature causes great

destruction—and that it can heal itself.

What To Do Before Reading the Story■ Ask the children if they can name any famous volcanoes

(such as Mount Vesuvius).

■ Can they think of any places that were made by volcanoes (such as the Hawaiian Islands)?

■ Point out these places on a map. Locate Mount St. Helens,as well.

■ Have the children call out any words that come to mind whenthey think of volcanoes (lava, magma, molten, ash, crater).

What To Talk About During the Story■ For younger readers, read the captions to the photographs if

the text of the book seems too long.

■ Ask the children why people were not afraid of Mount St.Helens, even though they knew it was a volcano.

■ When Mount St. Helens erupted, it triggered an avalanche.Ask the children if they are familiar with that term.

■ Reinforce why volcanoes are good for our planet.

9

Vexing VolcanoesVexing Volcanoes

10

What You Can Do When You FinishReading the Story■ Find out what Mount St. Helens looks like today, 21 years later.

■ Learn about what scientists are doing in Naples, a populatedcity in Italy, to warn people if Mt. Vesuvius erupts again.

■ Make an acrostic with the word “volcano”. Suggest the childrenuse the most forceful, energetic words they can think of. Or,introduce them to a thesaurus to help.

Family Involvement■ Visit Mount St. Helens, if possible, or some other volcano that’s

closer to your home.

■ Talk about how volcanoes are shaped, and why they are shapedthat way.

■ Build a volcano that erupts. It’s best to do this activity outsidebecause of the mess. Mound up dirt or sand to make a volcanoshape. Press a can into the top of the volcano. Leave it uncovered,but build up the dirt around the can so it is hidden. Place 1/4c.of baking soda into the can. In a pitcher mix 1/2c. water, 1/2c.vinegar, 1/4c. dishwashing liquid, and a few drops of red foodcoloring. When you are ready for the eruption, pour the vinegar mixture into the can and watch the “lava” flow.

■ Visit a natural science museum, many of which have exhibitsabout volcanoes. They may have a piece of lava in the museum, too.

Additional TitlesWhy Do Volcanoes Blow Their Tops? by Melvin and GildaBerger. 2000, Scholastic ReferenceISBN: 0439148782

From Scholastic’s Question & Answer series, this nonfiction bookoffers accessible language and style while providing brief answersto questions about natural disasters.

Volcanoes by Franklyn M. Branley. Illus. by Marc Simont,HarperTrophy, 1985ISBN: 0064450597

This “Let’s-Read-and-Find-Out Science” book provides a look at the magma flowing underneath the crust of the Earth and reassures children that a volcano probably won’t blow up close to home.

How Mountains Are Made by Kathleen Weidner Zoehfeld. Illus.by James Graham Hale, HarperTrophy, 1995ISBN: 0064451283

In another “Let’s-Read-and-Find-Out Science” title, the authorexplores how the Earth’s surface is built up and worn down gradually, over millions and millions of years.

The Volcano Goddess Will See You Now by Dan Greenberg,Puffin, 1997ISBN: 0448415593

This title from the Zack Files series is set in Hawaii, where Zackfinds himself under the curse of a grouchy volcano goddess.

Come a Tideby George Ella Lyonwith illustrations by Stephen GammellOrchard, 1990ISBN: 0531058549

“Last March it snowed and then it rained for

four days and nights.” When the flooding

comes, the family in this picture book heads

for Grandma’s house on top of the hill.

Then after the rains subside, the family

heads back to see the damage, dig out

their “buried treasure,” and clean up. The

community helps each other, shares meals

at the rescue wagon, and celebrates their

connections when it’s all over. Gammell’s

colored-pencil illustrations show how these

people adapt to their surroundings and

make peace with nature.

What To Do Before Reading the Story■ Ask the children if they have ever experienced flooding (even

a small basement flood). What did it make them feel like? Did anyone lose a special possession in the flood?

■ Ask the children if they can think of rivers that flood in the U.S. (such as the Mississippi River) or somewhere else on the planet (such as the Yangtze River in China or the Nile River in Egypt). Point out these places on a map.

■ This book is set in Appalachia. Show the children where theAppalachian Mountains are and talk for a few minutes about life there.

What To Talk About During the Story■ Point out how the father asks his neighbors if they need help.

■ Keep track of who is staying (and why) and who is leaving.

■ How do Gammell’s rainbow-colored illustrations affect themood of this story?

What You Can Do When You FinishReading the Story■ Look for signs of flooding in the basements of buildings or on

the exteriors of buildings.

■ Research global warming. Many scientists are now concernedthat in the next 100 years, because of global warming, the glacier melt will cause flooding all over the world. Discuss with the children which populations will be most affected ifthis should occur.

11

Furious FloodsFurious Floods

12

Family Involvement■ Have the children set up a rain gauge in their back yards to

measure how much rain falls during the rainy season. Comparethat amount to the rainfall in areas that have flooded.

■ Suggest the children ask people in their families about a floodthey have experienced. Ask if they have ever lost something special in a flood.

Community Connection■ If there is flooding in your area, volunteer to help sandbag.

■ Contact FEMA (the Federal Emergency Management Agency)for any information they can pass on. Of, ask if they have anyone who could come talk to your group.

Additional TitlesRiver Friendly, River Wild by Jane Kurtz. Illus. by Neil Brennan,Simon & Schuster, 2000ISBN: 0689820496

The author wrote many of these poems in the days immediatelyfollowing the 1997 flooding of her home in Grand Forks, NorthDakota. Her poetry captures the intensity of sandbagging, fleeing tohigher ground, and then moving higher still. The strong emotionsof returning home are also included. In her introduction, shesalutes “anyone who has done the amazing job of picking up lifeafter a flood, tornado, hurricane, fire, or other natural disaster.”

Nature’s Fury: Eyewitness Reports of Natural Disasters byCarole G. Vogel, 2000, ScholasticISBN: 0590115022

This book of nonfiction is full of historical eyewitness accounts ofnatural disasters. Vogel interviews survivors, some of whom werechildren at the time the disasters occurred.

Ben’s Dream by Chris Van Allsburg, Houghton, 1982ISBN: 039587470X

While studying for a geography test, Ben dreams that flood waterscarry his house around the world, past such historic monumentsas the Great Wall of China, the Leaning Tower of Pisa, the TajMahal, and the Sphinx. A very interesting book by a Caldecott-winning artist.

Flood: Wrestling with the Mississippi by Patricia Lauber,National Geographic Society, 1996ISBN: 079224141X

As Lauber has done in her other nonfiction titles, she blends science with news. With photographs and a gripping text, she captures the inevitable conflict between uncontrollable nature and the people who want to control it.

R I F ’ S M I S S I O NReading Is Fundamental, Inc. (RIF) develops and delivers

children’s and family literacy programs that help prepare

young children for reading and motivate older children

to read. Through a national network of teachers, parents,

and community volunteers, RIF programs provide books

and other essential literacy resources to children at no

cost to them or their families. RIF’s highest priority is the

nation’s neediest children, from infancy to age 11.

A B O U T R I FFounded in 1966 in Washington, D.C., RIF is the

nation’s oldest and largest nonprofit children’s literacy

organization, with programs operating nationwide in

18,000 schools, child-care centers, libraries, hospitals,

clinics, migrant worker camps, Head Start and Even Start

programs, homeless shelters, and detention centers.

RIF serves more than 4.3 million children through a

network of more than 310,000 volunteers. Two-thirds of

the children served by RIF have economic or learning

needs that put them at risk of failing to achieve basic

educational goals.

Through a contract with the U.S. Department of

Education, RIF provides federal matching funds to

thousands of school and community-based organizations

that sponsor RIF programs. RIF also receives private

support from hundreds of corporations and foundations,

thousands of local organizations and businesses, and

countless individuals.

RIF distributes about 14 million books a year. This

year, RIF is celebrating its 35th anniversary and the

milestone of placing more than 200 million books in the

hands and homes of America’s children.

Reading Is Fundamental, Inc.1825 Connecticut Avenue, N. W., Suite 400Washington, D.C. 20009-5726Toll free: 877-743-7323 Web site: www.rif.org

©2001 Reading Is Fundamental, Inc.All rights reserved.