Electronic Reading File by Jenny Williams

Electronic Reading File for Dr. Dasinger's READ 3200
By Jenny Williams

boy books

Multicultural

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	When Grace is told by classmates that she can't be Peter Pan in the class play because she's black and a girl, she proves otherwise.	Amazing Grace	Mary Hoffman Caroline Binch 1991	I-1-3 R-2-3	After listening to the story, students can write an Amazing You Poem in Diamante Style.	ELA2W1f: Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
	A book that celebrates uniqueness and how great it is that all people are different.	People	Peter Spier 1980	I- K- 6 R- 3-4	Celebrate uniqueness by having each student construct and decorate a self- portrait. Have students tell something unique about themselves.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read- aloud text.
	A young Native American boy faces the invasion of the "white people" as they take over his home land.	Broken Feather	Author- Verla Kay Illus.- Stephen Alcorn 2002	I- K-2 R- 2	Students will rewrite their own version of the story in the form of a poem.	ELA2R4 m. Recognizes the basic elements of a variety of genres (e.g. poetry, fables, folktales)
	Muhamad, a young Tuareg boy, is learning the responsibilities of manhood. He is put in charge of keeping the goats which proves to be a night in the desert he will never forget.	One Night- A Story From the Desert	Author- Christina Kessler Illus.- Ian Schroenherr 1995	I- 2-4 R- 3-4	Students can draw a picture to illustrate something he or she learned from the story about the Middle Eastern culture. They will then try to phonetically spell a short sentence describing their picture.	ELAKW1 b. Uses drawings, letters, and phonetically spelled words to create meaning.
	Twenty- six African tribes' cultures and traditions from A to Z that have been passed down over the years.	Ashanti to Zulu: African Traditions	Author- Margaret Musgrove Illus.- Leo and Diane Dillon 1976	I- 2-4 R- 3	Each student can write a story about a part of our American culture that begins with a different letter of the alphabet. Make a class book with all the different A- Z stories.	ELA2W1 f. Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.

Modern Fantasy

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	It is time for Piglet to do his spring cleaning. With such a big mess, Piglet enlists the help of his friends to come up with a way to organize all of his stuff.	My Favorite Season	Author- K. Emily Hutta Illus.- Atelier P. Harchy 2003	I- PreK- 3 R- 3	After reviewing the different seasons, have students create a paper plate wheel. On the bottom plate they will draw a picture representing each season, and on the top plate they will draw what they do during their favorite season.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.
	A raccoon does not want to go to school, so his mother convinces him to go.	The Kissing Hand	Author- Audrey Penn Illus.- Ruth Harper; Nancy M. Leak 1993	I- PreK- 2 R- 2-3	Students can draw a journal entry about how they felt when they were first beginning school. For instance: Were they happy, sad, or scared? Did they make new friends?	ELAKR6 g. Connects life experiences to read- aloud text
	A boy is sent to his room and he imagines traveling to an island and living with the wild things.	Where the Wild Things Are	Maurice Sendak 1963	I- PreK- 1 R- 3	Students can draw a journal entry including a picture of an imaginary place that they would like to visit when they just want to escape.	ELAKR6 d. Begins to distinguish fact from fiction in a read- aloud text.
	A hungry crocodile is taken from his home in Egypt and taken to Paris by an emperor. Initially, the crocodile is taken to be a display, but then the emperor changes his mind.	I, Crocodile	Fred Marcellino 1999	I- K-4 R- 3	Have students write in complete sentences their predicted ending to the story of how crocodile could be saved from the emperor.	ELA2W1 l. Consistently writes in complete sentences with correct subject/ verb agreement.
	Sassafras is a shy little skunk who does not want to play with his friends because he is afraid he may make a stinky smell. However, his smell just may save the day.	Sassafras	Author- Audrey Penn Illus.- Ruth E. Harper 1995	I- PreK- 2 R- 2	While studying the letter "S," have students create a skunk puppet on a popsicle stick. Make the bushy tail in the shape of an "S."	ELAKR3 b. recognizes and names all uppercase and lowercase letters of the alphabet.

Contemporary Realistic Fiction

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A little boy is invited to a sleep over but is torn deciding if he should take his teddy bear or not.	Ira Sleeps Over	Bernard Waber 1972	I- K- 3 R- 2-3	After reading the story, students can draw a picture about a time that they were afraid of what other people would think about them.	ELAKR6 g. Connects life experiences to read- aloud text.
	There is a new kid in Ellie's class this year. After everyone picks on him because he is different, Ellie decides to be his friend.	The Brand New Kid	Author- Katie Couric Illus.- Marjorie Priceman 2002	I- PreK- 2 R- 2	Students can make self- portrait puppets and re-enact the story of how they would treat someone that was a new kid.	ELAKR6 g. Connects life experiences to read- aloud text. h. Retells important facts in the student's own words.
	Relatives from Virginia come to visit their family members for the summer.	The Relatives Came	Author- Cynthia Rylant Illus.- Stephen Gammell 1985	I- K-3 R- 2	Students will practice creative writing as they write about an experience they have had when people came visit them or they have gone to visit others.	ELA1W1 b. Describes an experience in writing.
	Sarie despises going to school because she has trouble reading. Her auntie helps Sarie discover a book that eventually changes Sarie's outlook on reading.	Once Upon a Time	Niki Daly 2003	I- 2-5 R- 3-4	The students will write a personal "once upon a time" story based on the students' choice.	ELA2W1 a. Writes text of a length appropriate to address a topic and tell the story.
	Each spring a little girl looks forward to going fishing at her grandpa's farm. Grandpa gets her a special present that helps her to make the catch of her life.	The Biggest Fish in the Lake	Author- Margaret Carney Illus.- Janet Wilson	I- 1-4 R- 3-4	Students can creatively write and illustrate a story about something fun that they do with someone who is special to them.	ELA3R4 i. Makes connections between texts and/ or personal experience

Historical Fiction

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	Set in the 1800's, Zoe and her family leave their home behind and move to the Nebraska Territory. This story brings the reader into their lives and the adjustments they are making by living on the prairie.	Dandelions	Author- Eve Bunting Illus.- Greg Shed 1995	I- K-4 R- 3	Students may draw a picture based on the story in order to depict what life was like in the Nebraska Territory.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.
	When birds are accused of destroying all the crops, hunters are called to kill all the birds in Killingworth. Once the community realizes the importance the birds actually played in helping the crops, something must be done.	The Birds of Killingworth	Author- Robert D. San Souci Illus.- Kimberly Bulken Root 2002	I- 2-5 R- 4	Students can write a persuasive story to the community of Killingworth to convince them that the birds are important to them.	ELA4W2 b. States a clear position. c. Supports a position with relevant evidence.
	This is a story of two brothers whose lives were changed by World War I. Casey went off to fight in the war while his younger brother Aubrey had to stay behind. After receiving no word from Casey, Aubrey decides to write a letter to Uncle Sam.	Casey Over There	Author- Staton Rabin Illus.- Greg Shed 1994	I- PreK- 2 R- 2	Students can write a letter from one brother to the other while they are separated during the war.	ELA2W1 e.Begins to use appropriate formatting conventions for letter writing (e.g.date, salutation, body, closing).
	Based on the Boston Tea Party, this story is set during the time of the Revolutionary war. When a greedy merchant continues to charge outrageous prices for coffee, two young sisters team up with other Boston women to get what they deserve.	The Boston Coffee Party	Author- Doreen Rappaport Illus.- Emily A. McCully 1988	I- K-2 R- 2	Students can create puppets of various characters throughout the story and re-enact the plot of the story.	ELAKR6 e. Retells familiar events and stories to include beginning, middle, and end.
	After Anna and Caleb's mother dies, their father is lonely without the companionship so he puts in an ad for a mail- order bride. The family bonds with Sarah, but will she stay with them?	Sarah, Plain and Tall	Author- Patricia MacLachan 1985	I- 2-5 R- 3	The students will use information from the story to write a personal ad that the dad may have placed for his mail-order bride.	ELA3W k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment.

Informational Books
Biography

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	The Declaration of Independence has traveled quite a bit since it was written in 1776. This is a true story of the incredible journey of the Declaration of Independence.	The Journey of the One and Only Declaration of Independence	Author- Judith St. George Illus.- Will Hillenbrand 2005	I- 2-5 R- 4	After reading America's Declaration of Independence, students will then create their own paraphrased version of the Declaration on a scroll.	ELA3R4 g. Summarizes text content.
	Two siblings are getting prepared to celebrate their favorite holiday- Halloween! They must plant a pumpkin in order to make a jack-o-lantern.	It's Pumpkin Time	Author- Zoe Hall Illus.- Shari Halpern 1994	I- PreK-1 R- 1-2	Students can draw and color a sequencing activity to show the growth of a pumpkin seed into a Halloween jack-o-lantern.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.
	A book about Buzz Aldrin's experiences before he became an astronaut and what led him to actually become an astronaut. He talks about his experience on the moon.	Buzz Aldrin: Reaching For The Moon	Author- Buzz Aldrin Illus.- Wendell Minor 2005	I- 2-5 R- 4	Students will write a short autobiography of a few complete sentences. They will tell about one of their personal dreams and how that goal may be reached.	ELA1W1 g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
	The narrative story of what Helen Keller was like as a young girl growing up deaf and blind and how she developed into a couragous young woman.	Helen Keller	Author- Stewart and Polly Anne Graff 1965	I- 1-4 R- 4	Students can move around the room pretending to be "deaf and blind." They can draw a picture and write about how they feel during their experience.	ELA1W1 b. Describes an experience in writing.
	What would it be like to live with the Cherokee Indians 200 years ago. This book lets you live in the past and grow up with a Cherokee Indian family.	If You Lived... With the Cherokee	Author- Peter and Connie Roop Illus.- Kevin Smith 1998	I- 2-5 R- 3-4	Students will make an Indian vest out of a brown grocery bag and decorate it to resemble the Cherokee. They will then stand up and say two things they learned about the Cherokee.	ELAKR6 h. Retells important facts in the student's own words.
	A tour of the nation's capitol's monuments, museums, and other famous places in Washington D.C.	Washington D.C Board Book	Designer- Miesha Tate Editor- Madeline Farbman 2004	I- 2-5 R- 3-4	Students can create a travel brochure by drawing pictures of some of the important places to visit in Washington D.C.	ELA4W2 c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details.

Traditional Fantasy

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A young prince did not want to be king so he came into his own by being a turkey.	The Turkey Prince	Izzi Tooinsky/ Edwina White 2001	I- 1-3 R- 2-4	After reading the story, have students draw a picture of what they would turn themselves into in order to escape something they were afraid of.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text. g. Connects life experiences to read- aloud text.
	A Cinderella story set in the Carribean. When Cendrillon's godmother uses her magic, it shows that good prevails over evil, and goodness and kindness are rewarded.	Cendrillon	Author- Robert D. San Souci Illus.- Brian Pinkney 1998	I- 1-5 R- 4-5	After listening to the story, divide students into groups and assign each group a story element. Have a class discussion where each group presents their assigned element.	ELA1R6 c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
	An Algonquin version of the Cinderella story. The rough- face girl has been scarred due to a fire, and her two sisters take her for granted. But will the rough- face girl be the one to capture the heart of the Invisible Boy?	The Rough- Face Girl	Author- Rafe Martin Illus.- David Shannon 1992	I- K- 4 R- 3-4	Students will create a chart to compare the story elements (plot, setting, etc.) of The Rough-Face Girl to the traditional fairy tale they know of as Cinderella.	ELA3R4 l. Recognizes plot, setting, and character within texts, and compares and contrasts these elements among texts.
	As Little Red Riding Hood travels to visit her grandmother, she notices something oddly strange about her. She realizes she looks like the wolf she met on the way.	Little Red Riding Hood	Retold by- Candice Ransom Illus.- Tammie Lyon 2001	I- PreK- 2 R- 2	Before reading the story, students can predict what will happen by looking at the illustrations on each page.	ELAKR6 b. Makes predictions from pictures and titles.
	The three little pigs are in their house cooking waffles when the big bad wolf decides to come visit them. However, the wolf wants more than waffles to eat.	The Three Little Pigs	Retold and Illustrated by Steven Kellogg 1997	I- PreK-3 R- 3	Students will use a Venn diagram to compare this version of The Three Little Pigs with what the students know of other versions of the traditional tale.	ELA2W1 d. Begins to create graphic features (charts, tables, graphs).

Same Author

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A grouchy ladybug is looking for a fight regardless of how big or strong his competition is.	The Grouchy Ladybug	Eric Carle 1977	I- K- 3 R- 2-4	The students can write a story based on the format of The Grouchy Ladybug using the element of time. The story will consist of different things happening at each different hour.	ELA3W d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).
	A lonely firefly is looking for someone like him so he can belong. He encounters lots of things that are not like him.	The Very Lonely Firefly	Eric Carle 1995	I- PreK- 2 R- 2-3	Students will use scraps of colored paper to make a dragonfly. As they hold up their finished product, they will tell the class about a time when they felt lonely.	ELA1R6 f. Makes connections between texts and/or personal experiences.
	A little spider got so busy working on her web that she had no time to play with her friends. However, she spun a beautiful surprise in the end.	The Very Busy Spider	Eric Carle 1984	I- PreK - 2 R- 2-3	Students will create a spider web using pipe cleaners to be used as a prewriting activity to brainstorm ideas for a story.	ELA2W1 h. Prewrites to generate ideas orally i. Uses planning ideas to produce a rough draft.
	A hungry caterpillar hatched and ate lots of food. He finally made himself a cocoon and became a beautiful butterfly.	The Very Hungry Caterpillar	Eric Carle 1969	I- PreK- 2 R- 2-3	Using various body movements, students can act out the life cycle of the caterpillar as it transforms into a beautiful butterfly.	ELAKR6 e. Retells familiar events and stories to include beginning, middle, and end.
	A young click beetle gets flipped over onto his back and cannot turn back over. An older, wise click beetle tries to teach him to get back on his feet.	The Very Clumsy Click Beetle	Eric Carle 1999	I- PreK- 3 R- 2-3	Using appropriate capitalization and punctuation, students can write a story about a time when they had to continue trying something over and over in order to be successful.	ELA2W1 r. Uses appropriate capitalization and punctuation (periods, question and exclamation marks) at the end of sentences (declarative, interrogative, and exclamatory/ simple and compound).

Poetry

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A collection of over fifty energetic and active rhymes and songs.	Heads, Shoulders, Knees, and Toes and Other Action Rhymes	Zita Newcome 2002	I- PreK-2 R- 2	Read aloud a poem, and have the students do corresponding motions to act out or retell the poems.	ELAKR6 e. Retells familiar events and stories to include beginning, middle, and end.
	A collection of poems that depicts a child's world.	A Family of Poems	Author- Caroline Kennedy Illus.- Jon J. Muth 2005	I- PreK- 5 R- 3-4	After reading a silly rhyming poem, have students draw pictures of the words in the poem that rhymed.	ELAKR2 a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words.
	Readers enter into the attic of Shel Silverstein and are introduced to various silly characters in poetry.	A Light in the Attic	Shel Silverstein 1981	I- K-5 R- 3-4	Students will pick one of their favorite poems and draw a picture of what they think the illustration in the book should look like.	ELAKR6 f. uses prior knowledge, graphic features (illustrations), and graphic organizers to understand text.

Caldecott Winners

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A little girl and her father go owling late one night in hopes of seeing an owl. She realizes that sometimes the things you cannot see are more important than the things you find.	Owl Moon	Author- Jane Yolen Illus.- John Schoenherr 1987	I- PreK- 2 R- 1-2	The soft illustrations help set the mood for this story. Students can create a watercolor painting to represent the setting or mood of the story.	ELA1R6 c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
	Joseph had a little overcoat that was old and worn, so he continued to make new outfits out of it.	Joseph Had a Little Overcoat	Simms Taback 1999	I- PreK- 1 R- 1-2	Students will think of a common object and write and illustrate their own story creating different ways the object can be transformed and re-used.	ELA4W2 c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character.
	Olivia is a very busy little pig- always on the go. The author lets readers spend the day with Olivia as she gets ready, plays, and goes to bed.	Olivia	Ian Falconer 2000	I- PreK- 1 R- 1	Students will create a mask of Olivia and retell the events of the story by acting out Olivia's actions as the story is reread to them	ELA1LSV1 e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.
	Philippe Petit is a street performer who decides that he wants to walk and dance on a tight rope between the two tallest towers in New York.	The Man Who Walked Between the Towers	Mordicai Gerstein 2003	I- PreK- 3 R- 2-3	After discussing the story, have students research the World Trade Center on the Internet. They can draw a picture relating to the WTC on the computer's Paint program.	ELA3W j. Uses a variety of resources to research and share information on a topic.
	A Pueblo Indian tale about a boy who is looking for his real father. A wise man helps the boy reunite with his father.	Arrow to the Sun	Adapted and Illus. by Gerald McDermott 1974	I- PreK- 2 R- 1-3	Students will use scraps of construction paper and tissue paper to create an Indian collage that resembles the illustrations presented in the story. They will present their collage to the class and tell about it.	ELAKLSV1 h. Uses complete sentences when speaking
	Sylvester finds a magic pebble that makes wishes come true. When a lion frightens him on the way home, he makes a wish that leads to very unexpected results.	Sylvester and the Magic Pebble	William Steig 1969	I- K- 4 R- 3	Students can use their imagination to draw their own magic object and create its magic powers. They will write a sentence about their magic object.	ELAKW1 b. Uses drawings, letters, and phonetically spelled words to create meaning.
	Peter and Judy were bored and looking for something to do. They began playing a board game not knowing they were in for the adventure of their lifetime.	Jumanji	Chris Van Allsburg 1981	I- 2-4 R- 3-4	Students will extend the story of the book by creating their own additional move in the game. They will make up and write what will happen on the next turn.	ELA3W f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
	A hermit turns a small, frightened mouse into strong tiger, but when the tiger becomes too prideful he is turned back in to a mouse.	Once a Mouse...	Marcia Brown 1961	I- PreK- 2 R- 2	After reading the story, have students retell the story by acting out the animals as the mouse gradually transforms into the arrogant tiger.	ELAKR6 e. Retells familiar events and stories to include beginning, middle, and end.
	A small boy is invited to the king and queen's castle for tea, and he always asks if he can bring a friend.	May I Bring A Friend?	Author- Beatrice Schenkde Regniers Illus.- Beni Montresor 1964	I- PreK- 3 R- 2	Students can make a decorated invitation list of who they would like to carry with them and what they would need to do to prepare if they went somewhere special like the castle.	ELA3W Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
	A West African tale- A mosquito was bothering an iguana which led to a sequence of events and misunderstandings. The mosquito continues to ask, "Is everyone still angry at me?"	Why Mosquitoes Buzz in People's Ears	Retold by Verna Aardema Illus.- Leo and Diane Dillon 1975	I- K- 4 R- 2-3	Students will create and write their very own version of a "Why..." story.	ELA4W2 b. Establishes a plot, setting, and conflict, and/or the significance of events.

Newberry Winners

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	When the Nazis took over Denmark, the lives of Annemarie and her best friend Ellen were drastically changed. Ellen's family must be relocated, so it is up to Annemarie's bravery to save her best friend.	Number the Stars	Lois Lowry 1989	I- 2-5 R- 4	Students will retell the story in their own words by writing a descriptive summary of the book. They must make the book come alive to those who have not read the story.	ELA3W h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.
	While walking through the woods one day, young Marty stumbles upon an abused beagle. Although he knows who the dog belongs to, he will stop at nothing to save the dog and call him his own.	Shiloh	Phyllis Reynolds Naylor 2000	I- 2-5 R- 4	Students will write a persuasive story from Marty's point of view explaining to his parents why he believes he should be able to keep Shiloh.	ELA3W k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position.