Electronic Reading File by Rachel Keown

Electronic Reading File for Dr. Dasinger's READ 3200
By: Rachel Keown

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.
	This book goes through all of the physical attractions of two friends. It talks about how beautiful people are.	Bright Eyes, Brown Skin	Cheryl Willis Hudson and Bernette G. Ford George Ford 1990	I Pre K-K R-K-1	After listening to the story or reading it, the class can discuss all the beautiful differences between each child in the class, or maybe draw a self portrait.	ELAKR6 The student gains meaning from orally presented text. The student h. Connects life experience to read-aloud text
	When visiting Aunt Flossie Sarah and Susan like going through all the old hats and hearing all the stories that go along with each. One in particular that they can help tell.	Aunt Flossie's Hats (and Crab Cake Later)	Elizabeth Fitzgerald Howard James Ransome 1991	I -2-5 R-3-5	Let the children create their own hat and create a story to go along with it. They can base it on their past or maybe America's Past	COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences.
	Tanya decides to help her grandmother make a quilt. But when her grandmother gets sick she decides to take on the task herself.	The Patchwork Quilt	Valerie Fluornoy Jerry Picknet 1985	I-1-5 R-3-5	Have students create their own patch and staple or glue them all together to make one big class quilt.	ELAKR6 The student gains meaning from orally presented text. The student h. Connects life experience to read-aloud text
	A little girl dreams of flying over her city. All of these dreams take place on top of her apartment, which is called tar beach.	Tar Beach	Faith Ringgold	I-2-5 R-3-5	Allow students to write about what they would do if they could fly all over the city.	ELA1W1 The student begins to demonstrate competency in the writing process. The student b. Describes an experience in writing.

Caldecott Winners

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	What happens when a trip to the laundry mat turns bad? See how a child learns to say her first words even after her precious bunny gets lost.	Knuffle Bunny	Mo Willems 2004	I-Pre K-2 R-1-3	Have the students go back to their desk and draw a picture of their favorite toy or stuffed animal when they were little.	ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences.
	Rabbit is always getting into trouble. But when his plane gets stuck he comes up with a wild plan to get it out.	My Friend Rabbit	Eric Rohmann 2002	I-K-2 R-1-3	Have the students draw a picture and write a sentence about their best friend.	ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences.
	Olivia is just a mischievous little pig who thinks she knows everything. Follow along as she makes quite a mess throughout her day.	Olivia	Ian Falconer 2002	I-Pre-K-5 R-1-3	Have the students go back to their desk and write a journal entry about an incident where they caused a big mess, and if time permits have them draw a corresponding picture.	ELA1W1 The student begins to demonstrate competency in the writing process. The student b. Describes an experience in writing.
	A sweet prayer from a child's eyes. This is a beautifully written prayer and has wonderful illustrations.	Prayer For A Child	Rachel Field Elizabeth Orton Jones 1941	I-Pre-K-1 R-1-2	Have students write their own prayer and have them include items amd events that appear in their own life.	ELAKLSV1 The student uses oral and visual skills to communicate. The student d. Recites short poems, rhymes, songs, and stories with repeated patterns.
	A very realistic and humorous view on when relatives come and visit for the summer.	The Relatives Came	Cynthia Rylant Stephen Gammell 1985	I-K-4 R-2-4	Have students write about a time they had family come and visit. The student can explain the events that took place during their family's stay.	ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences
	A good book with a twist. Just when you think that ole fox is going to be mean, watch out!	The Fox Went Out On A Chilly Night	An Old Song Peter Spier	I-1-5 R-2-4	As the book is being read have students predict what will happen next in the story. Write them on the board and at the end check to see how many were right.	ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles.
	Go on a snowy adventure as Peter has a day of playing in the snow. He makes a snowman, snow angels, and even makes track in the snow with his feet.	The Snowy Day	Ezra Jack Keats	I-Pre-K-3 R-1-3	Have students create a picture of a neighborhood street that is covered in snow. Use 3-D models of houses and trees and create some snow to sprinkle around.	ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student d. Recalls explicit facts and infers implicit facts. i. Identifies and infers main idea and supporting details.
	An alphabet book that has some great illustrations. Great for learning the alphabet.	Alphabatics	Suse MacDonald	I-Pre-K-K R-Pre-K-K	Have the students sing the alphabet song before and after the book is read.	ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student b. Recognizes and names all uppercase and lowercase letters of the alphabet.
	Live out a child's temper tantrum in this hilarious story about a pigeon who wants to drive the bus.He begs and pleads his way through the entire book.	Don't Let The Pigeon Drive The Bus	Mo Willems 2003	I-K-2 R-1-2	Allow children to chorally respond to the pigeons questions. Call on students to tell of a time they did not get what they wanted, and have them explain how they reacted to being told no.	COMPREHENSION ELAKR6 The student gains meaning from orally presented text. The student e. Retells familiar events and stories to include beginning, middle, and end. g. Connects life experiences to read-aloud text.
	Go on a magical journey with max as he explores a world unknown to anyone else. A place where Max is king.	Where The Wild Things Are	Maurice Sendak	I-Pre-K-4 R-2-4	Before the story is read, have students use their imagination to draw a picture of what they think the wild thing may look like and where the wild thing might live.	ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student b. Makes predictions using prior knowledge.

Newbery Winners

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	Winnie never thought she would love another family as much as her own, but when she discovers a secret so deep, she learns she is the only one who can save them, even if it meant risking her own life.	Tuck Everlasting	Natalie Babbitt 1985	I-2-8 R-3-8	As students read the book have them get into groups to discuss what they have read. They need to bounce ideas off of one another and help each other to understand the literature. Have students connect what they have read to their own lives.	COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences.
	How far will a friend go to help save the life of her jewish friend? A story that keeps you on the edge of your seat and makes you think about your own life.	Number The Stars	Lois Lowery 1998	I-2-8 R-3-8	As students read the book have them get into groups to discuss what they have read. They need to bounce ideas off of one another and help each other to understand the literature. Have students connect what they have read to their own lives.	COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences.

Poetry Anthologies

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	These are funny cute poems. Most do not make any sense but are fun to read. Others make plenty of sense and that is what makes them so funny and real.	Where The Sidewalks Ends	Shel Silverstein 1974	I-K-5 R-2-5	Have the children read one aloud everyday. Pick a different student each day. This will help build vocabulary and public speaking skills as well as read aloud techniques	ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Applies letter-sound knowledge to decode unknown words quickly and accurately. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade level texts.
	These help teach morals to children. Some are funny, and some are serious. They make you stop and think about things and really help you focus on what is important in life. They are uplifting and reflective.	Chicken Soup for the Teenage Soul	Authors: Many	I-3-5 R-4-5	These poems teach moral lessons. Have the children identify what that moral is and have them give examples on how to follow that moral.	ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure.
	This is a wide collection of poems. It has poems about nature, family, yourself, and even some funny poems.	Read -Aloud Poems For Young People: An Introduction to the Magic and Excitement of Poetry	Authors: Many	I-1-8 R-3-8	Read aloud a poem or poems and have children write their own version of the poem, or younger children can draw a picture. Then display them up on the wall.	ELA2W1f: Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion

Fantasy/Science Fiction

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	When Chester doesn't want to go to school his mother teaches him a little trick to show she will always be there.	The Kissing Hand	Audrey Penn Ruth E. Harper; Nancy M. Leak 1993	I-Pre-K -2 R-2-3	This is a good story to introduce nocturnal animals. Explain what they are and how they are different.	ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student Reads literary and informational texts and incorporates new words into oral and written language.
	Nathan hears a snowman singing in the middle of the night. He befriends the lonely snowman and Nathan decides to help him out in a surprising way.	The Snowman's Path	Helena Clare Raul Colon 2000	I-2-5 R-3-5	Have the students predict what may happen next. Let them write the ending before it is read to them.	ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student b. Makes predictions from text content. c. Generates questions before, during and after reading.
	Camilla was scared to eat Lima beans because people at school made fun of her, but that was nothing compared to when she got stripes.	A Bad Case of Stripes	David Shannon 1998	I- 2-5 R-3-5	Let students tell of a time when they let someone else guided what they did because it was uncool. Then have them write a few sentences and draw a picture to hang up around the room.	ELAKW1 The student begins to understand the principles of writing. The student a. Writes or dictates to describe familiar persons, places, objects, or experiences
	A rhyme that continues to build on each page. A lady wants to catch a star and finds several modes of transportation to get to the star.	There was a Bold Lady Who Wanted a Star	Charise Mericle Harper 2003	I-K-2 R-1-3	Let the students predict what mode of transportation may come next, and why she wants the star. The allow children create their favorite mode of transportation in the book.	ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles
	Cute story about a porcupine, Hedgie, who gets a wool stocking stuck on his head. Shows how he triumphs over all the ridicule he gets from friends.	The Hat	Jan Brett 1997	I-2-4 R-3-5	Have students notice the illustrations in the book and watch how the clothes line slowly has clothes disappear and have them predict what may happen, or where the clothes are going.	ELAKR6 The student gains meaning from orally presented text. The student b. Makes predictions from pictures and titles
	Tiddler fish was getting a little rowdy in the house, so his mother sends him out to play. But he is told to "watch out for the big fish."	Fidgety Fish	Ruth Galloway 2001	I-K-2 R-1-3	Teach students the difference between rhyming words and non rhyming words.	ELAKR2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words. The student a. Identifies and produces rhyming words in response to an oral prompt and distinguishes rhyming and non-rhyming words.
	Very cute book about Sammy who is going to school for the first time. When he gets excited, watch out!	Don't Eat the Teacher	Nick Ward 1998	I-K-3 R-2-3	Have students write about what they get excited about.	ELA2W1f: Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
	In this book, a nose runs away because he is tired of not being appreciated. Go on a journey to find where this nose went, and what he is up to.	The Day My Runny Nose Ran Away	Jason Eaton Ethan Long 2002	I-2-4 R-4-5	Discuss with students the difference between fiction and non fiction books.	ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student e. Distinguishes fact from fiction in a text.
	Froggy can't decide what he wants to be for Halloween. He tires many costumes but which one does he decide on?	Froggy's Halloween	Jonathan London Frank Remkiewicz	I-K-3 R-2-3	Use this story around Halloween. Allow students to tell about their own costume and allow student to draw a picture of the costume itself.	ELA1W1 The student begins to demonstrate competency in the writing process. The student b. Describes an experience in writing.

Historical Fiction

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	Almaria loves the birds, and loves their sweet music. See what happens when they birds get punished for eating the corn in the fields. This book is set in Colonial times.	The Birds of Killingworth	Robert D. San Souci Kimberly Bulcken 2002	I-2-5 R-3-5	Show how the killing of birds effected the landscape. Cause and Effect, or how the circle of life was affected.	ELA2W1f: Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion.
	Where do you put important papers? Abe puts them in his hat but what happens when he looses his hat?	Abe Lincoln's Hat		I-2-5 R-3-5	Use this story to learn about Abe Lincoln. This story was fictional but was based on truth. Abe Lincoln really did put important papers in his hat.	SS5H1 The student will explain the causes, major events, and consequences of the Civil War. d. describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson

	A look at how Noah and the animals lived on the Ark as seen through his grandchild's eyes.	On Noah's Ark	Jan Brett 2003	I-1-4 R-2-5	Use this story to learn about animals and thier classifications.	S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).
	Heart felt story about an ox-cart man who makes a living for his family by selling all his processions. But what happens when he sells his ox?	The Ox-Cart Man	Donald Hall Barbara Cooney 1979	I-2-5 R-3-5	Allow students to present to the class a time when they were unselfish and helped out somebody else either in their family or maybe a friend.	ELA1LSV1 The student uses oral and visual strategies to communicate. The student e. Communicates effectively when relating experiences and retelling stories read, heard, or viewed.

Information/Biography

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	Holly's father is a firefighter, and she gets to go and learn all about being a fireman. She goes through her family's fire escape plan, and fire safety.	I'm Going to Be a Fire Fighter	Edith Kunhardt 1989	I-2-5 R-4-5	Have your class develop their own fire plan, and show how they would get out of the house if a fire occurred. Take a field trip to the local fire department.	SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher).
	Learn the famous song "My Country Tis Of Thee." And see pictures of the beautiful country we live in, as well as some historical milestones	My County Tis Of Thee	No Author	I-K-2 R-1-2	Practice singing the National Anthem, and go over the Bill of Rights, The Liberty Bell, and other artifacts found in the book.	SSKK2 The student will identify important American symbols and explain their meaning. a. the national and state flags (United States and Georgia flags) b. the bald eagle c. the Statue of Liberty d. Lincoln Memorial e. Washington Monument f. White House g. Pledge of Allegiance h. Star Spangled Banner
	This book is about the alphabet. All of the letters climb up in a coconut tree and when they all get up there the tree falls over, dropping all of the letters.	Chicka Chikca Boom Boom!	Bill Martin Jr and John Archambault Lois Ehlert	I-Pre-K -1 R-1-3	This book could be used to teach the alphabet.	ELAKR3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student b. Recognizes and names all uppercase and lowercase letters of the alphabet
	This book tells the story of a caterpillar who is very hungry and decides he will eat everything in sight, but when he gets a stomachache and goes to sleep, something happens!.	The Very Hungary Caterpillar	Bill Martin Jr Eric Carle	I-1-5 R-2-5	Teachers could use this book to teach about the life cycle of a butterfly.	Students will investigate the life cycles of different living organisms. a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
	This book is about animals who are all different colors. Explore what each color is.	Brown Bear, Brown Bear What Do You See?	Bill Martin Jr Eric Carle	I-Pre-K-K R-1-2	Use this book to teach about colors.	ELAKR1 The student demonstrates knowledge of concepts of print. The student b. Demonstrates that print has meaning and represents spoken language in written form.

Contemporary Realistic Fiction

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	Alexander wakes up one morning with gum in his hair, and things go down hill from that. He learns that everyone has a bad say every once in a while, even in Australia.	Alexander and the Terrible, Horrible, No Good, Very Bad Day	Judith Viorst Ray Cruz 1972	I-K-4 R-3-5	Let students write a story about their own experiences having a bad day, then let them share with their classmates.	COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences.
	A sweet story about a mother and her son. The mother sings every night to the son, and in the end you see the son singing to his daughter. The circle gets completed.	I Love You Forever	Robert Munsch Sheila McGraw 1986	I-Pre-K-3 R-1-3	Teach children the song and have them sing it back to you. Maybe draw a picture that relates to the song.	The student uses oral and visual skills to communicate. The student d. Recites short poems, rhymes, songs, and stories with repeated patterns.
	A story of telling thanks for everything.	Thank You, Thanksgiving	David Milgrim 2003	I-Pre K-K R-K-1	Practice giving thanks for everything we come in contact with everyday. Let the children tell what they are thankful for. Good use for Thanksgiving	The student uses oral and visual skills to communicate. The student e. Describes people, places, things, locations, and actions.
	What do you do when your cousins come to visit? Well read all about ways to have fun with cousins, and lift up the flaps for more secrets.	Cousins are for Holiday Visits	Harriet Ziefert Emily Bolam 2002	I-Pre K-3 R-1-4	Have students write about a time they had family come and visit. The student can explain the events that took place during their family's stay.	COMPREHENSION ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Makes connections between texts and/or personal experiences
	Thanksgiving is a time to give thanks and gather with family. But most of all it is a time to eat turkey, but what do you do when uh oh something happens to the turkey?	This Is The Turkey	Abby Levine Paige Billin Frye 2000	I-Pre-K-3 R-1-3	Use this book around thanksgiving. Create a Venn diagram and have students compare the first Thanksgiving to their own Thanksgiving. This book is good to compare the types of food eaten during Thanksgiving.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student m. Recognizes and uses graphic features and graphic organizers to understand text.

Traditional Literature

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	A story about tricks and misguidance that leads to a village filled with happiness. See how one man gains all the stories of the world just by outsmarting his opponent.	A Story A Story	Retold and Illustrated by: Gail E. Haley1970	I-2-5 R-4-5	This story can be used to show how the custom of telling tales got passed down from generation to generation by story tellers.	SS7G4 The student will describe the cultural characteristic of different people who live in Africa a. describe the religions, customs, and traditions of the Arab, Ashanti, Bedouin, Khoikhoi and the San, Ibo, and Swahili ethnic groups
	The traditional tale of the three little pigs who built their houses to keep away the big bad wolf.	The Three Little Pigs	Retold by Patricia Seibert Horacio Elena 2002	I-Pre-K-2 R-1-3	Use this book along with a few more other versions and compare and contrast the differences. Use a graphic organizer to aid in visualizing the differences and similarities.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student m. Recognizes and uses graphic features and graphic organizers to understand text
	Peter Rabbit knows better than to eat the carrots, but he does it anyway, and he gets punished.	The Tale of Peter Rabbit	Based on the original tales by Beatrix Potter 2000	I-K-5 R-2-5	Allow students to react the story. Have students play the parts of the following: Peter, Cotton Tail, Mopsy, Flopsy, Mrs. Rabbit, and Mr. Mc Gregor.	ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Summarizes text content. m. Recalls explicit facts and infers implicit facts.
	A twist on the traditional story of Cinderella, Pear Blossom is mistreated and is forced to be a slave to her step mother. In this story magical creatures as well as a god mother come to Pear Blossom's rescue.	The Korean Cinderella	Shirley Climo Ruth Heller 1996	I-4-8 R-6-8	Use this book along with a few more other versions and compare and contrast the differences. Use a graphic organizer to aid in visualizing the differences and similarities.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student m. Recognizes and uses graphic features and graphic organizers to understand text
	"What big ears you have grandma." Enjoy the classic story of a girl who is outsmarted by a wolf.	Little Red Riding Hood	Candice Ransom Tammie Lyon 2002	I-Pre-K-1 R-1-2	Use this book along with a few more other versions and compare and contrast the differences. Use a graphic organizer to aid in visualizing the differences and similarities.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student m. Recognizes and uses graphic features and graphic organizers to understand text

Same Author

Picture of Book	Brief Description	Title	Author/ Illustrator/ Copyright	Recommended Reading/ Interest Level	Ideas for Classroom	Georgia Performance Standards
	What happens if you give a mouse a cookie? Read to see what events take place after a mouse receives a cookie.	If You Give A Mouse A Cookie	Laura Joffe Numeroff/ Felicia Bond	I-K-3 R-1-5	Use this book to teach cause and effect. Use examples of cause and effect to illustrate the point. For example set up dominoes and watch as they all crash down, or knee reflex, flinching, etc.	COMPREHENSION ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Identifies and infers cause-and-effect relationships and draws conclusions.
	This is a holiday story about taking that silly ole mouse to the movies. When he gets to the movies he asks for some popcorn and when he sees the popcorn that reminds him of making popcorn strands for his own Christmas tree, and so on.	If You Take A Mouse to the Movies	Laura Numeroff/ Felicia Bond	I-K-3 R-1-5	Use this book to teach cause and effect. Use examples of cause and effect to illustrate the point. For example set up dominoes and watch as they all crash down, or knee reflex, flinching, etc.	COMPREHENSION ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Identifies and infers cause-and-effect relationships and draws conclusions.
	What happens when a mouse decides to come to school? A lot of havoc that is for sure! See what mischief this mouse gets into as he spends the day at school.	If You Take A Mouse To School	Laura Joffe Numeroff/ Felicia Bond	I-K-3 R-1-5	Use this book to teach cause and effect. Use examples of cause and effect to illustrate the point. For example set up dominoes and watch as they all crash down, or knee reflex, flinching, etc.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student i. Recognizes cause-and-effect relationships in text.
	This book is about a pig who wants a pancake, and when he gets his pancake, he needs everything to go with it.	If You Give A Pig A Pancake	Laura Joffe Numeroff/ Felicia Bond	I-K-3 R-1-5	Use this book to teach cause and effect. Use examples of cause and effect to illustrate the point. For example set up dominoes and watch as they all crash down, or knee reflex, flinching, etc.	COMPREHENSION ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Identifies and infers cause-and-effect relationships and draws conclusions.
	Based on the book if you five a mouse a cookie, this moose seems to want everything his way. See what happens after you give a moose a muffin.	If You Give A Moose A Muffin	Laura Joffe Numeroff/ Felicia Bond	I-K-3 R-1-5	Use this book to teach cause and effect. Use examples of cause and effect to illustrate the point. For example set up dominoes and watch as they all crash down, or knee reflex, flinching, etc.	COMPREHENSION ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student i. Recognizes cause-and-effect relationships in text.