Index

Alexander, Kwame. (2014). The Crossover.

Newbery Winner

Alice B. McGinty. (2013). Gandhi: A March to the Sea.

Historical fiction

Caroline Kennedy. (2013). Poems to Learn by Heart.

Poetry Collection

Cece Bell. (2014). El Deafo.

            Graphic Novel

Draper, Sharon M. (2010). Out of My Mind.

            3-4th Grade Read Aloud

Kate DiCamillo. (2013). Flora & Ulysses.

Newbery Winner

Katherine Applegate. (2012). The One and Only Ivan.

Newbery Winner

Kathleen Krull. (2008) Hillary Rodham Clinton Dreams Taking Flight.

Nonfiction

Kwame Alexander. (2014). The Crossover.

Diversity

Linda Sue Park. (2010). A Long Walk to Water: Based on a True Story

5-6th Grade Read Aloud

Malala Yousafzai with Patricia McCormick. (2014). I Am Malala: How One Girl Stood Up for Education and Changed the World (Young Readers Edition)

Choice List

Pam Pollack and Meg Belviso. (2014) Who is George Lucas?

Nonfiction

R.J. Palacio. (2012). Wonder.

            Diversity

Susan Campbell Bartoletti. (2008). The Boy Who Dared.

            Historical fiction

 

 

 

 

 

 

 

 

 

 

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George

George

Alex Gino

2015

Scholastic Press

Lexile: 790L

 

  • Key words

Transgender, middle school, inspiring, moving, acceptance, courage, LGBTQ

Suggested delivery

  • Small group, independent read

Electronic resources

 

  • Key Vocabulary
  • Ebullience– the quality of being cheerful and full of energy; exuberance
  • Feminism-the advocacy of women’s rights on the grounds of political, social and economic equality to men
  • Indignant- feeling or showing anger or annoyance at what is perceived as unfair treatment
  • Melancholy- a feeling of pensive sadness
  • Salutations- a gesture or utterance made as a greeting or acknowledgment of another’s arrival or departure
  • Transgender- a person whose self-identity does not conform unambiguous to conventional notions of male or female gender

Comprehension Reading Strategies

  • Before Reading Strategy

Inside the cover flap is “Be Who You Are.” Share this sentence with the students and have them talk about what they believe that means.

  • During Reading Strategy

While reading, the students can do CLOSE reading. Students should think about the theme, the characters, and analyze the text.

  • After Reading Strategy

After reading, the students can write about the author’s purpose, why the book was written.

  • Writing Activity

Students can write about a challenge in their life that they have overcome. They should include details about the obstacle and how they overcame it.

Who is George Lucas?

Who is George Lucas?

Pam Pollack and Meg Belviso

Illustrated by: Ted Hammond

2014

Grosset & Dunlap An Imprint of Penguin Group (USA) LLC

Lexile: 930L

 

  • Key words

Entrepreneur, Star Wars, Hollywood, Indiana Jones, film, biography

Suggested delivery

  • Independent read

Electronic resources

 

  • Key Vocabulary
  • Anthropology– the science of humans
  • Climatic– what climate and soil are
  • Conceal– to hide
  • Convert– to use something with purpose
  • Incline– some sort of slant
  • Practical– relating to something
  • Spool– a device that can be wound
  • Tempo– a pattern of rhythm

Comprehension Reading Strategies 

  • Before Reading Strategy

Students can be introduced to some of the vocabulary that they will see in the text so that their comprehension while reading will be stronger. They can do word sorts to become more familiar with the vocabulary.

  • During Reading Strategy

While reading, students write down what is included in this biography. They should note what could be included in a biography, based on this one.

  • After Reading Strategy

Students can write an autobiography similar to the book. They should include names, dates, interesting facts and accomplishments in chronological order.

  • Writing Activity

Students can watch a scene from one of George Lucas’s films and write their own short script for a film. After, students can read the script and perform for the class.

Rain, Reign

Rain, Reign

Ann M. Martin

Macmillan

2014

Lexile: AR 4.3

 

  • Key words

Dogs, autism, homonyms, resilience, pets

Suggested delivery

  • Small group, independent read

Electronic resources

 

  • Key Vocabulary
  • Deliberate– breaking a rule, doing something for a reason, on purpose
  • Geographic– relating to placement on a amp
  • Homonym– a word that agrees with another in pronunciation but differs from it in signification, origin and usually spelling.
  • Microchip– a tiny identifying piece, inserted under the skin, that carries identifying inforation
  • Palindrome– a word or verse or sentence that is the same when read backwards or forwards
  • Routines– regular more or less unvarying procedure, customary

Reading Comprehension Strategies 

  • Before Reading Strategy

Ask the students about the title of the book. Teach homonyms and provide examples.

  • During Reading Strategy

Have the teacher guide students with note taking. Students can create a graphic organizer of the plot, setting and characters.

  • After Reading Strategy

Students can talk in small groups about one of the following questions about the text. Do you agree with Rose’s decision about Rain, why or why not? What makes Rose different from other people? How does Rain help Rose?

  • Writing Activity

Students can write about a pet that they have and explain how it comforts them. They should also include a comparison between their pet and the pet from the book.

Crossover

The Crossover

Kwame Alexander

2014

Houghton Mifflin Harcourt

Lexile: 70750L

 

  • Key words

Basketball, poetry, family, relationships, rhythm

Suggested delivery

  • Independent read

Electronic resources

 

  • Key Vocabulary
  • Calamity- an event causing great and often sudden damage or distress; a disaster
  • Churlish- rude in a mean-spirited and surly way
  • Crossover- a point or place of crossing from one side to the other. The process of achieving success in a different field or style
  • Estranged- no longer close or affectionate to someone; alienated
  • Hypertension- abnormally high blood pressure
  • Profusely-excessive
  • Starless– an of the heavenly bodies

Comprehension Reading Strategies 

  • Before Reading Strategy

Students can do a think aloud prior to starting the book. The teacher should assign students to small groups.

  • During Reading Strategy

Students can take notes while reading. They can do split-page note taking. They should think about the character’s relationships (Josh, Jordan, Jordan’s girlfriend and their parents).

  • After Reading Strategy

Students can write a two word poems. Students can choose what they want to write their poem about based off their interests. Students can use twitter to share their tweets with one another because the poems will be under 140 characters. Twitter is a social media outlet that the students are familiar with so it should increase motivation.

  • Writing Activity

Students can write vocabulary poems like Josh. Students can choose their own topic to write their vocabulary poem about.

Wonder

Diversity

Wonder

R.J. Palacio

2012

Random House Children’s

Lexile: 790L

 

Key words

Courage, bullying, friendship, family, growing up, differences

Suggested delivery

  • Read aloud, small group

Electronic resources

  • http://rjpalacio.com is the author’s website where there is information on her books, faqs, annotations, about the author and guides for teachers. There is also a wonderful book trailer that will interest students prior or after reading the book.
  • http://www.stopbullying.gov/kids/what-you-can-do/ is a website students can go to after reading the book. Here they can learn what to do if you’re bullied, protecting yourself from cyber bullying, how to stand up for others and how to get involved. Because the students go to school in an environment where bullying can take place, it is important for them to be able to feel safe to discuss this issue and learn more about it.
  • Key Vocabulary
  • Accommodate- have room for; hold without crowding
  • Catastrophe- a state of extreme ruin and misfortune
  • Contagious- capable of being transmitted by infection
  • Deed- something that people do or cause to happen
  • Forewarn– notify of danger in advance or beforehand
  • Jagged- having a sharply uneven surface or outline
  • Ordinary- the expected or commonplace condition or situation
  • Precept- rule of personal conduct
  • Verge– come close to

Comprehension Reading Strategies

  • Before Reading Strategy

One topic of discussion for this book is bullying. Prior to reading the book, the teacher can have a discussion about bullying. Characteristics, impacts of bullying, and what to do about bullying should be discussed. This can be done with the whole class and as the teacher asks questions to scaffold for this discussion, students can turn to a partner to share their thoughts.

  • During Reading Strategy

Students can participate in reciprocal teaching. The teacher will model then students should be put into groups of four. Each group member has a role that assumes the role of a teacher, summarizer, questioner, clarifier and predictor. The students should read the assigned text with their role in mind. They should take notes to prepare them for their role during the discussion and it will allow them to monitor their comprehension. The summarizer should highlight key ideas from the reading. The questioner should ask questions based on the text. The clarifier should address confusing parts and try to answer the questioner’s questions. The predictor should propose predictions. The roles of the group members can switch throughout the reading of the book.

  • After Reading Strategy

Students can select a major character from the text to write about. Students should include answers to questions such as, what did you think of ___ as a character? Did the character grow or change at all throughout the story, if so then how? What changed the character? What was the relationship between your character and the others?

  • Writing Activity

At the end of the book there are list of precepts (rules to live by). Students can choose the one most inspiring to them and write about what they think it means. They should include how it relates to the characters in the book, or how the characters exhibit the precept.

I Am Malala

Choice List

 I Am Malala: How One Girl Stood Up for Education and Changed the World (Young Readers Edition)

Malala Yousafzai with Patricia McCormick

2014

Little, Brown and Company

Lexile: 830L

 

  • Key words

Courage, girls, education, change,

Suggested delivery

  • Read aloud

Electronic resources

Key Vocabulary

  • Banter- light teasing repartee
  • Blasphemy- the act of depriving something of its sacred character
  • Chaos- a state of extreme confusion and disorder
  • Console- give moral or emotional strength to
  • Fickle- marked by erratic changeableness in affections
  • Hospitality- kindness in welcoming guests or strangers
  • Illiterate- not able to read or write
  • Inspire- fill with revolutionary ideas
  • Melancholy- characterized by or causing or expressing sadness
  • Opportunity- a possibility from a favorable combination of circumstances
  • Pacifist- someone opposed to violence as a means of settling disputes

Comprehension Reading Strategies

  • Before Reading Strategy

Introduce students to the country Pakistan. The teacher should explore the recent history of the country and use a map to show the students the location.

  • During Reading Strategy

While reading students can create an inquiry chart for questions they have. Asking questions and clearing up any confusion will help the students to better enjoy and comprehend the story.

  • After Reading Strategy

Once the book is read, students can write a persuasive essay on why education is a human right. Students can refer back to the text and include quotes from the book to support their arguments. Students can also do research. Some places they can look are The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), The United Nations Declaration of Human Rights and The Millennium Development Goals

  • Writing Activity

After finishing the book, students can write a reflection paper. They should write how they feel about Malala and the actions she took. They should also think about what if they were in her shoes, what would they think or do.