Martin's Big Words: The Life of Dr. Martin Luther King, Jr. (Biography)

This biography was written by Doreen Rappaport and illustrated by Bryan Collier. It was published by Scholastic Inc. in 2001 and is recommended for third grade. This biography has been given many awards.

 

Rappaport wrote Dr. Martin Luther King Jr.'s biography as a narrative. Even though it was written as a story, it had justifiable factual content including specific dates, events, and quotes. The historical era and geographical place was mentioned along with the general aspects of his life such as his childhood and family. An "important dates" page was also included in the back for additional reference. As for the author of this biography, she is definitely qualified to have written about this subject. In her author's note in the front of the book, she told readers about her actual experiences in this time period. She was very involved with the civil rights movement and even participated in the March on Washington in 1963. She is very researched in the subject of MLK Jr.

Collier's illustrations made a big impact on this biography. His pictures were pieced together in collage form and were very detailed. The expressionist style of his illustrations really came across beautifully. Every picture enhanced the story and harmonized perfectly with the text. You won't find a biography with better pictures than these.

After reading this book to the class, quiz them with these discussion questions:

1. What does the author mean by Dr. King's big words?
2. Who was Dr. Martin Luther King Jr.?
3. What did he do?
4. Why did he need to do this?
5. What time period was this?
6. How did Dr. King and his people "fight back?"
7. Explain the meaning of segregation.
8. Explain the meaning of discrimination.
9. Explain the meaning of a "sit-in."
10. Why did Dr. King not want people to fight with their fists?

CCSS.ELA-Literacy.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Thomas Edison (Biography)

This book was written by Greg Linder and published by Bridgestone Books in 1999. The consultants involved in the writing of this book were Douglas Tarr and the Edison National Historic Site.  It's recommended for fifth grade.

This biography was written about Thomas Edison. It includes his childhood, his young adult life, his family, his inventions, and ultimately his death. The inventions are talked about in detail and quotes are included as well.

Gred Linder's biography of Thomas Edison is good children's literature because Edison's life is presented in a narrative form where the reader learns about him from his birth to his death. It is rich in factual content and includes every significant date throughout Edison's life. The dates are included in the back of the book as well. The historical period and geographical places that Edison lived in are also in the book. Along with Edison's achievements and strengths, the negative aspects of his personality and career were mentioned too, giving the reader an unbiased perspective of Thomas. Words that may be unknown to readers are included in the back with definitions along with explanations throughout the book. Real photographs of Edison and his family and co-workers are included to reflect the information also. Overall, I think this is a great biography for children. Greg Linder is a very popular writer of biographies and has written various others if this one interests you.

After the student reads this book, they should be able to name and describe at least three of Edison's most popular inventions mentioned in the biography. They should write about each one in a separate paragraph with an introduction and conclusion paragraph as well. They must describe each invention and explain how Edison made them. They should also include how the three inventions relate in the closing paragraph.

CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Why Why Why are Orang-utans so hairy? (Informational)

This book was written by Camilla de la Bedoyere and published by Miles Kelly Publishing in 2005. It's recommended for third grade.


This informational book is about mammals. It includes almost every mammal you can think of with a small description and picture. Easy activities for children are included along with a quiz at the end.


Why Why Why are Orang-utans so hairy? would be a good source to use when teaching mammals. The text is clear and interesting with appropriate vocabulary for children, and the information is accurate. There isn't however a glossary, but this book doesn't have words that would be unfamiliar to a child's normal vocabulary; although, a table of contents, an index, and a quiz were included. The pictures in this book varied from realistic style to cartoon style. Each page was full of pictures to match the text, and the tone of the book was reflected perfectly.

After reading this book as a class, assign one mammal that was included to each student. They should take the information from the book and information from the internet to learn more about their mammal. They should write a description of their animal and make a habitat with the animal included inside to present to the class.

CCSS.ELA-Literacy.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Gracias: The Thanksgiving Turkey (Culturally Diverse)

Gracias: The Thanksgiving Turkey was written by Joy Cowley and illustrated by Joe Cepeda. It was published by Scholastic Inc. in 1998 and is recommended for second grade.

This culturally diverse book is about a boy named Miguel getting a turkey as a present from his father to fatten up for Thanksgiving. Miguel names the turkey Gracias, and they become good friends. Instead of becoming Thanksgiving dinner, Gracias becomes Miguel's pet, and the family ends up eating chicken for dinner. Miguel also gets another surprise at the end.

Gracias The Thanksgiving Turkey is good multicultural literature because there is no stereotyping of the Hispanic family in this story. The main character could have been traded out with a Caucasian boy, and the story would've been exactly the same. However, there are Spanish words used throughout the book that are authentic to their heritage. A glossary in the back of the book translates those words into English. All of the cultural details, including their language and talk of moving to America, are naturally integrated within the story using a modern perspective. This book will help children of this heritage feel included in literature, and it will help children with other backgrounds understand other heritages.

Cepeda's oil paintings enhance the story and reflect the tone of the story with a folk art feel.

Gracias, the pet turkey in the story, becomes Miguel's best friend and does some pretty crazy things to be a turkey. He went to church with Miguel and went for walks on a leash. Have the students write about their pet or imaginary pet and some crazy things that they have done. They should include details, describe actions, thoughts, and feelings, and use temporal words to put events in order.

CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Life in the Tundra (Informational)

 
This book was written by Christine A. Caputo and published by Scholastic Inc. in 2013. It's recommended for fourth grade.


Life in the Tundra is one of many Caputo's children's informational books. It describes the many characteristics of the tundra and all that abides there. Included are the types of tundra, the tundra's seasons, and the animals that are biologically designed to survive there.


This is an excellent representation of a children's informational book. All information is accurate and updated including global warming and the greenhouse effect. The content is written in an interesting and organized way, and the vocabulary included is appropriate and focused on in an effective way. The vocabulary words are mentioned once in the text, once in boxes on the page, and once in the glossary as well. There are also short quizzes throughout the book refreshing readers of the previously mentioned vocabulary. Appropriate reference aids like headings, an index, a table of contents, and extra informational boxes were included as well. The pictures included also gave references to the text and enhanced the overall impact of the book.

After the students read this book, have them take a cumulative vocabulary quiz of all the vocabulary from the book. This includes twenty words. They should also answer the three discussion questions below in short answer form.

1. What is the tundra like in the summer, and what is the tundra like in the winter?
2. List and describe the two types of tundra.
3. Describe how the animals in the tundra have adapted to survive.

CCSS.ELA-Literacy.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Earthquakes (Informational)

This book was written by Seymour Simon and published by Morrow Junior Books in 1991. It's recommended for fourth grade.


This informational book describes the phenomenon of earthquakes, how they happen, how much damage cane result from them, and informs readers on how earthquakes can be predicted. The most memorable earthquakes of all time are also included.


Earthquakes by Seymour Simon is a good choice in informational books for children because the text is clear and interesting with appropriate vocabulary. The content is sequenced in order by date, and Simon takes readers from familiar information to new, maybe unknown information about earthquakes. Many historical earthquakes were included with great detail along with real photographs from the damage. Simon has great reviews from Publishers Weekly, the School Library Journal, and Booklist.

After reading this book, quiz the students on these discussion questions:

1. How many times a year does our earth have an earthquake?
2. What part of the earth is where most earthquakes take place?
3. What holds rocks in place for years before they break?
4. What is a dip-slip fault?
5. Where are the major earthquake zones in the United States?
6. What is the San Andreas Fault?
7. What instrument do scientists use to measure earthquake shocks?
8. What do scientists use to measure an earthquakes magnitude?
9. How big must an earthquake register on the Richter Scale to be considered a major quake?
10. What are you supposed to do if an earthquake comes?

CCSS.ELA-Literacy.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Polar Bear, Arctic Hare: Poems of the Frozen North (Poetry)

This poetry book was written by Eileen Spinelli, and the illustrations were created by Eugenie Fernandes. It was published by Boyd Mills Press Inc. in 2007 and is recommended for second grade.


Polar Bear, Arctic Hare is a poetry book about the various animals in the icy North. There are also a few poems describing landscapes and weather. Each poem gives the reader a little information about its subject.


This is a good source of children's poetry because the topic is suitable and interesting for children. These are lyric poems that are free of didacticism. The rhyme schemes are natural and have rhythm. Metaphors and many examples of personification are used in this book as well.


Fernandes' acrylic illustrations fit each poem perfectly, and the realistic style is beautiful and very detailed. The illustrations enhanced the story and gave readers a visual to connect with while reading.

Before the activity, explain to the students what alliteration, rhymes, and the other concepts of poetry are. There are twenty-four poems in this book, so I would give each student a copy of one poem each; then they would label alliteration, rhymes, repeated lines, etc. in the poem to share with the class. They could also draw a picture to go with the poem like Fernandes' in the book.

CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Stopping by The Woods on a Snowy Evening (Poetry)

This copy of Robert Frost's Stopping by The Woods on a Snowy Evening was illustrated by Susan Jeffers and published by Dutton Children's Books in 2001. It's recommended for first grade.

Stopping by The Woods on a Snowy Evening is a very popular Robert Frost poem. It's about a man stopping by some snowy woods to enjoy the peacefulness and beauty. He couldn't stay long though because he has a long way to go and "promises to keep."

This poem is a good source of literature for children because it's an enjoyable narrative poem that reminds us how beautiful snow can be. Frost describes it perfectly I think, and reading this could change the way children normally view snow. The rhyme scheme flowed naturally, but there were no examples of similes or metaphors. This poem has a light-hearted tone and was free of didacticism and patronizing language. Every child should read this short poem at some point.

Jeffers' illustrations in this book are personally some of my favorites ever. I could not find anything that says what Jeffers used, but most of the pictures look like they were done in pencil. The tone of the story was reflected by each illustration, and all pictures and details were in harmony with the text. The illustrations enhanced the poem greatly.

While reading this story, pause after each page and talk with the class as a group about how each line makes them feel. For example, when it says, "The only other sound's the sweep of easy wind," ask them how the man must feel in the poem. They should agree that he is probably cold, and the wind is the only thing he can hear. When it says, "The woods are lovely, dark, and deep," have them talk about a time they've experienced the snowy woods too. This will familiarize them with poetry and the poem itself.

CCSS.ELA-Literacy.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

The Surrender Tree (Poetry)

The Surrender Tree was written by Margarita Engle and published by Henry Holt and Company, LLC in 1866. It is recommended for seventh grade and above. This book has received a Newbery Award and a Pura Belpre award for writing.

The Surrender Tree is a five part book of narrative poetry about Cuba's struggle for freedom. A girl named Rosa grows from a young girl to an older woman throughout the book. She is a very famous healer. Everyone during the wars wants to find her, even Spain's soldiers, the enemies.

These poems let readers get to know Rosa's thoughts and feelings along with her husband's, a girl named Silva, and Lieutenant Death's. Lieutenant Death is the enemy which gives us a different point of view during the wars.

The Surrender Tree is recommended by me as a good source of poetry for children because it's a great example of narrative poetry. The story draws readers in and is captured by different points of view. Along with the entertainment of these characters' story, it's also educational. Many historical events mentioned in the poems actually happened.

The poems are free of didacticism and patronizing language, and children will be able to pick out many examples of personification, metaphors, and rhythm. I think The Surrender Tree will help students view the Cuban wars differently after reading these victims' stories.

After the students read this book, go over the types of poetry and their forms: lyric, haiku, narrative, sonnet, etc.; then explain why this book was narrative. They should then be able to answer these discussion questions:

1. What type of poetry is The Surrender Tree and what does that type of poetry mean?
2. What is one example of personification in this book?
3. What is one example of a metaphor in this book?
4. Who is the main character?
5. Who was the Cuban war against?
6. Why did Rosa help heal the enemies?
7. Who was Silvia?
8. Why did Lieutenant Death want to kill Rosa?
9. Why did the author write this book with many different points of view?
10. Did the story flow from one character to another as the story went along, or were different characters repeating the same part of the story in their points of view?
11. Which characters were on Rosa's side?
12. Which characters were on Lieutenant Death's side?
13. Who was Rosa to Lieutenant Death at the beginning of the story?
14. Did Lieutenant Death ever kill Rosa?
15. Why are they "free to dream" at the end of the story?

CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

CCSS.ELA-Literacy.RL.7.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Apple Pie 4th of July (Culturally Diverse)

Apple Pie 4th of July was written by Janet S. Wong and illustrated by Margaret Chodos- Irvine. It was published by Harcourt Inc. in 2002 and is recommended for second grade.

A Chinese-American girl thinks that no one will buy her parents' Chinese food because it's the 4th of July. She is later proven wrong and many people buy the food.

Apple Pie 4th of July is a great example of good culturally diverse literature. The girl in this story assumes that no Americans eat Chinese food on the 4th. She is later proven wrong, so that stereotype is diminished. Her Chinese family ate apple pie that day also proving that Chinese people don't always eat Chinese food. In the story, Laura, a Chinese family member, makes apple pie, and their family watches the fireworks that night making them multidimensional characters. All cultural details were authentic and naturally incorporated into the story. This book helps children understand that all people are different, and stereotypes are not accurate.

Chodos- Irvine's illustrations were created using a variety of printmaking techniques that enhanced the story perfectly. They reflected the text and tone of the story with their folk art style.

 

 

The students should be able to answer these discussion questions after reading Apple Pie 4th of July:

 

1. What is the ethnicity of the girl in this story?
2. What is the ethnicity of the girl's parents in this story?
3. What business does her family have?
4. What is this only day they close?
5. What day is it in the story?
6. Why doesn't the girl think her parents will sell any Chinese food today?
7. What is Laura making upstairs?
8. Does anyone buy the Chinese food?
9. Were the girl's parents right?
10. What did the girl and her family do that night?

 

 



CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

 



Secret Place (Realistic Fiction)

Secret Place was written by Eve Bunting and illustrated by Ted Rand. It was published by Clarion Books in 1996 and is recommended for second grade.

A little boy and a few of his friends that live near-by found a place in their bustling city where wildlife has made its way. It is really odd because everything around them is city-like, and it doesn't fit. The little boy is amazed at all of the animals he sees that live there, and after being told that someone may change this area, he decides to keep it his "secret place."

Secret Place is a good recommendation of realistic fiction for children because it brings to light something children don't hear about much. Wildlife is destroyed all the time by cities, and animals are left to survive on what's left. This animal-themed story is enjoyable and suitable for young children. Bunting also avoided any possible stereotyping by including various ethnicities. The plot is credible and the characters come across very convincing. Any group of city people would be intrigued by the "secret place" described in the story.

However, without Rand's beautiful illustrations, this story wouldn't have been as wonderful. His watercolor paintings flowed well with the text and enhanced it greatly.

Before reading the book, take the students outside to look at the nature around them. This should prepare them to observe the animals more closely in the story later. When you read the book to them, they should listen carefully to the descriptions of the animals and use the illustrations as a prompt to create opinions or predictions. Have them write a response about what they think will happen to the animals in the story and why.

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Night Tree (Realistic Fiction)

Night Tree was written by Eve Bunting and illustrated by Ted Rand. It was published by Scholastic Inc. in 1991 and is recommended for second grade.

A boy and his family go out to the woods every year for Christmas and find the same tree. They decorate the tree with bread, apples, and other foods for the animals; then they sit beside it and sing Christmas songs.

Night Tree is good realistic fiction because it's a family-themed story that shows a happy family spending time together for the holiday. Even though they seem to be a perfect family, the little sister in the story "doesn't like to be left out," and the big brother makes fun of his sister's song choice just like any real siblings would. The characters were very convincing. This story is enjoyable and suitable for young children, and I recommend it to anyone looking for a good Christmas story.

Ted Rand's illustrations enhanced Night Tree with beautiful watercolor pictures that harmonized with the text of the story. Along with watercolors, chalk and grease pencil were used making the perfect combination to create the visuals. The dark greens and reds really gave the story the "Christmasy" feel it needed.

 

The best time to read this book to a class would be at Christmas! After reading it aloud, I'd read a short story about what my family does as a Christmas tradition; then after they'd seen my example, they'd write their own. Actions, thoughts, and feelings about their specific tradition should be included, and they should use words like "first," "next," and "finally" to move through their story smoothly.

CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.