2014 Coach’s Manual Intermediate (Grades 4-6)

2014 Coach’s Manual
Intermediate
(Grades 4-6)
The Philadelphia Reading Olympics
is a core program of
PHILADELPHIA READS
and is coordinated by a partnership of:
The Archdiocese of Philadelphia
The City of Philadelphia
The Free Library of Philadelphia
The School District of Philadelphia
Grade 4-6
Coach’s Manual – Grades 4, 5, 6
We are glad you have chosen to participate in our 9th annual citywide celebration of
reading. The Reading Olympics program encourages students to share an enthusiasm for
reading, and promotes collaboration through teamwork in a citywide reading activity.
Your first task as a Reading Olympics coach is to form a team of no more than 12 students
from grades 4, 5 and 6. Your school may register no more than 2 teams. It is important to
have representation from all three grades on your team if possible because the reading
levels and interest levels of the books cover a wide range. In addition, your fourth and
fifth graders will be experienced team members next year. Once the teams are formed,
each team collectively reads all of the 20 books on the official book list.
Your team will be assigned to one of the Reading Olympics’ sites for the competition and a
site coordinator will contact you with information about the site. The location is determined
by geographic considerations and final registration numbers. An award ceremony is held
immediately after the competition. All participants are awarded ribbons. Everyone is a
winner in this academic competition!
This manual will answer many questions as well as provide several useful forms. If you should need
more information please feel free to contact Bonnie Stone at [email protected] or 215-2797450 x13.
Check
the
website
frequently
www.philadelphiareadingolympics.org
for
the
most
up-to-date
information:
The most important thing is that the Reading Olympics is fun!
Our goals are:
 to foster a love of reading; and
 to teach cooperation and teamwork.
Celebrate your students’ efforts, encourage them, model your love of reading, and
demonstrate the power of teamwork.
1
Grade 4-6
Table of Contents
The Basics
Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Philadelphia Reading Olympics General Guidelines . . . . . . . . .
Coach Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . .
3
4
4
5
Sample meeting plans
Introductory session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Subsequent sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teambuilding activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Literature activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Coaching tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
8
9
10
11
Down to the wire: preparing for the competition
Protocol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
At the Award Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Don’t Forget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
12
13
Forms/Resource Materials
Reading list tracking form . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Book Summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Book Notes form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parent Information letter . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student/Parent contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Parent book list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Release form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Publicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
15
21
22
23
24
25
26
27
2
Grade 4-6
THE BASICS
Reading Olympics Timeline
Nov./Dec.
-
Registration opens Nov. 4th and closes when all space is filled
Make plans to purchase book sets
January
-
Organize books for distribution to team
Identify team members
Set up reading list tracking form (page 14)
Hold introductory meeting (see page 8)
Duplicate, distribute and collect all forms
-
Book Notes, Parent Information letter, Student/Parent Contract, Parent booklist, Release
Form
February
-
READ, READ, READ
Check in with team members to make sure students are reading
Plan transportation to and from your site (you are responsible for permission
slips and arranging and paying for a bus)
March
-
Begin holding regular meetings
Practice holding mock competitions
Check in with your site coordinator
Plan transportation to and from your site (you are responsible for permission
slips and arranging and paying for a bus)
April
-
-
Continue holding mock competitions
Choose a team captain(s) (see page 12)
Choose a team name
Review conduct and rules
Practice Olympics protocol (see page 12)
Arrange for t-shirt pick-up (watch for email with location and time)
Send team name to your site coordinator
Reinforce rules and conduct
Collect all permission slips
Invite Parents/Families
-
Decorate t-shirts
Attend Philadelphia Reading Olympics (don’t forget your Release forms!)
Complete Coach and/or Student Surveys
Send out press release to your local paper
Have a great time – Everyone is a Winner!
-
-
May
3
Grade 4-6
Philadelphia Reading Olympics General Guidelines
Teams are made up of 6 to 12 students in grades 4 through 6. Teams are encouraged to be inclusive
and have a mix of gender, age, and reading ability.
Teams will be asked questions about each of the 20 books; team members collaborate on the
answers and one team member (the team captain or designee) responds.
Teams have only 15 seconds to answer the question.
Each team participates in three (3) rounds of twenty questions each. Each question answered
correctly earns one point for the team.
If the first team cannot answer their question in 15 seconds, the second team will have an
opportunity to do so, earning an additional point for their team (see the protocol on page 12).
Team scores are cumulative for all rounds.
Teams are awarded blue, red, or green ribbons based on the total number of points earned. Blue
ribbons are given when teams earn 50-60 points, Red ribbons 30-49 points and Green ribbons below
29 points.
Teams are encouraged to come up with a team name such as “Reading Rascals.” Teams are also
encouraged to decorate the back of their official Philadelphia Reading Olympics t-shirt with their
team name and logo to help create unity and excitement. These t-shirts must be worn to the
competition, usually over school uniforms.
Considerate and courteous behavior is expected from all participants. Your team represents their
organization or school.
Parents are welcome and encouraged to attend the competition as spectators.
Coach Responsibilities
One of the major responsibilities of the team coach is to set the appropriate tone
for the competition by reinforcing the two goals of the Philadelphia Reading
Olympics:
to instill a love of reading and
to teach cooperation and teamwork.
A team coach:
o Meets with the team periodically to coordinate the books to make sure all 20 books are being
read before the competition in May. It is the expectation that teams will practice at their
center, library, or school by using practice questions, creating their own questions, and holding
book discussions on an ongoing basis.
o Is responsible for arranging and paying for transportation to and from the event.
o Communicates with the Philadelphia Reading Olympics staff as required.
o Accompanies the team to the Olympics event and supervises the team participants.
o Encourages parents to support at-home reading, offer to serve as escorts, and to attend the
event.
o Prepares the team by practicing the competition protocol (see page 12).
4
Grade 4-6
Frequently Asked Questions
What are the goals of the Reading Olympics?
A.: To foster a love of reading and to teach cooperation and teamwork.
Getting Started / Registration
How do I register a team?
A.: Registration opens November 4, 2013. Whether you are registering an Intermediate
Team (grades 4-6) or a Middle School Team (grades 6-8) you register on line.* Find the
link on the Reading Olympics website under the respective grade level tab. *Note
change in registration procedure for Middle School
How will I know if my registration has been received?
A.: You will receive an immediate confirmation that your registration has been
submitted successfully and a contract to be signed by the team coach and the
principal will be sent to you. The contract must be signed and returned in order for the
registration to be valid.
When does registration close?
A.: January 15th is our deadline, but registration will close when all slots are filled should
that happen sooner.
What happens if I am put on a waiting list?
A.: If a team drops out, or more space is secured you will be called in the order that
you registered.
How many teams may I register?
A.: For 2014, you may register:
Intermediate teams – 2 teams – 12 students + 2 alternates for each team.
Middle School teams – 1 team per school with 12 students + 2 alternates. No more
than 14 students per team may attend the competition in May for either age group.
If I register an Intermediate team and a Middle School team will they be competing on
the same day/place?
A.: Not necessarily, the Middle School competition is usually held on a different day or
week. The dates are determined by the colleges and universities that host the
competitions.
Why are there limitations on the number of teams and students per team?
A.: We have limited space at our host colleges and universities. We’d like as many
schools/groups to participate as possible.
The Books
How do I find the booklist?
A.: The book lists are posted at the beginning of the school year. The Intermediate
book list of 20 books, and the Middle School book list with 15 books, can be found on
this website under their respective tabs.
5
Grade 4-6
Where can I get the books?
A.: Teams are responsible for finding their own books. Both Towne Book Center
(townebc.com) and Children’s Book World (http://www.childrensbookworld.net/) are
vendors we have worked with and accept purchase orders. Often the Philadelphia
Reads book bank has some of the books; stop in on Wednesday afternoons during the
school year. (www.philareads.org)
What happens if I am unable to get one of the titles on the list?
A.: Each team is responsible for having read all the titles on the lists. Each team will be
asked questions about each of the books. There are no exceptions.
Where can I get sample questions for the books?
A.: Sample questions will be provided on the website.
How are the books chosen?
A.: A committee of librarians and educators carefully choose titles that represent a
wide range of interest and ability. The list includes books that reflect the cultures and
ethnicities of the city of Philadelphia.
Some of the books on the list are very easy/hard for my group. Why?
A.: We recommend that teams are made up of a mix of the three grades and
therefore we provide books with a range of reading levels. We hope that teams are
composed of a variety of readers and not just the “best readers” in the school.
Remember, our goal is to foster a love of reading!
The Team Coach
What is the role of the team coach?
A.: The primary task of the team coach is to “hook” your students on books. The team
coach makes sure the team is fully prepared to compete, is responsible for making the
books available to the students, arranging transportation for the team to get to and
from the competition and communicates with the Reading Olympics staff as required.
For more information on expectations see the Coach Manual.
The Competition
When will I know the date and location for the competition for my team?
A.: You will receive an email in late January or early February after registration has
closed.
What time is the competition?
A: Registration begins at about 9:30. There are 3 rounds of competition. The first round
usually begins about 10 am. The actual time depends upon the arrival of teams. Each
round lasts approximately ½ hour. The award ceremony begins as soon as the third
round is completed. We try to begin as early as possible so that we can have
everyone back on their buses no later than 12:30.
Why is the competition in May?
A.: The colleges and universities that we use to hold our competitions are able to
provide the space we need during the week between the spring semester and the first
summer session.
6
Grade 4-6
Why aren’t lunches or snacks provided?
A.: Most of the colleges and universities do not allow food in their classrooms and
auditoriums. In addition, we have no funds to purchase lunch for the students. Many
schools have lunch celebrations for their teams when they return to school.
Why don’t the questioners (moderators) read the books first?
A.: The moderators and scorekeepers are volunteers. We require about 200 volunteers
to run the Philadelphia Reading Olympics. We rely on businesses, civic groups and
retirees to serve as volunteers. We are grateful for their help and cannot require them
to read the books.
Why don’t we have one overall winner?
A.: Our goal is to foster a love of reading and to teach cooperation and teamwork.
My students and I love the Philadelphia Reading Olympics. Is there a way I can I help
support the Olympics?
A.: Yes! You can make a donation to Philadelphia READS Your generous donation
supports Reading Olympics and the other Philadelphia Reads core programs.
If I have a question who should I contact?
A.: Call or email Bonnie Stone, Philadelphia Reads, 215.279.7450 x13
[email protected]
7
Grade 4-6
SAMPLE MEETING PLANS
Introductory Session
Once you have assembled your team you will need to give an overview of the Reading
Olympics and how often you will meet, etc.
•
One of the goals of the Philadelphia Reading Olympics is to teach children to
work together cooperatively. Therefore, it is advised that you begin with a team
building activity and include these types of activities whenever you meet with the
team. Some activities are included in this manual (page 9).
•
Introduce each of the books. Prepare a short book talk for each of the books. In
this manual, you have a synopsis of each book and tips for introducing the book.
There is usually a blurb on the back of most of the books, to guide you if you are
unfamiliar with them. For more information on each book, the Free Library website:
www.library.phila.gov or Amazon www.amazon.com are good sources of
information.
You may want to read part of the first chapter of the books to your team to get
them interested. It is important to be enthusiastic about the books, and it is helpful
to refer a book to a particular student if you know their interests. There are some
suggestions for book talks in this manual (page 10). Some of the titles are more
appropriate for older readers due to more mature content and some are geared
to the younger reader on your team. There is a range of reading levels as well.
Remember that one goal of the Olympics is to foster a love of reading.
•
Introduce the Philadelphia Reading Olympics book notes form (or any system you
like) which is included in this manual (remind them that May is a long time off and
they will want to take notes now).
•
Explain your procedures for borrowing and returning the books.
•
Discuss the number of books that each team member is responsible for reading (a
good teambuilding activity is to have the team decide how to divide up the list so
that each book is read by more than one person).
Subsequent Meetings
The number of meetings you hold will increase as you get closer to May. The initial
meetings will most likely be borrowing/returning meetings with students providing brief
descriptions of what they have read so far.
Included in this manual are several activities you might use at your meetings to enhance
your team’s understanding of the books.
8
Grade 4-6
Teambuilding Activities
Student Interviews: Pair up your students, have them interview each other (name, age,
favorite food, favorite type of book, etc.). Pairs introduce each other to the team.
Getting to Know You: The group sits in a circle. Each member gives their name and an
animal that describes their mood or personality. Each member repeats what the
previous person has said before adding their own information.
People Hunt: Using a list of experiences and attributes students try to find students who
match the category and sign on the line. See who can fill up the grid. Example:
Loves sports
_________
Favorite color is
blue ______
Loves science
fiction ________
Has been to New
York ________
Favorite vegetable
is carrots _______
Loves to cook
____________
Has 2 brothers
_____________
Favorite season is
winter _______
4-3-2-1: (In small groups) students take turns suggesting something they all have in
common, such as “Do we all like chocolate ice cream?” If all students do, the person
who suggested it writes it next to the 4, if only two do it is recorded next to the 2, etc.
Character Hunt: Have students work in pairs or small groups to complete a character
hunt. For example:
1. Who was frightened by a spider? ___________
2. Who tried to steal Christmas? ___________
3. Who befriended Wilbur the pig? __________
4. Who wouldn’t eat green eggs and ham? __________
5. Who had to be home by midnight before the magic wore off? ______
Build Team Identity: Teams can create team names, handshakes, cheers, and logos.
References: Cooperative Learning by Spencer Kagan
Resources:
http://www.skillsconverged.com/FreeTrainingMaterials/tabid/258/articleType/Artic
leView/articleId/606/Team-Building-Activities-for-Kids.aspx
http://www.teampedia.net/wiki/index.php?title=Main_Page
http://wilderdom.com/games/InitiativeGames.html
Coming together is a beginning. Keeping together is progress. Working together is success.
Henry Ford
9
Grade 4-6
Literature Activities
Book Talks: Tell one episode, or adopt the accent and mannerisms of a character in the book
while describing one of the other characters through his or her eyes; or evoke a mood ("Have
you ever felt as if somebody is watching you, even though there's nobody there but you?"). But
whatever aspect of the book you select, make sure it's representative of the book. For more
information about book talks visit this website: http://nancykeane.com/booktalks
Musical Books: This activity is a good way to introduce the books to your team. Have students sit
in a circle. Give each student one of the books. Play some music as the students pass the books.
Stop the music and have the students look through the book they are holding. Start up the music
again after a minute or two and have them pass the books until the music stops.
Story Webs: All you need for this game is a ball of string and a story to share. Have your students
sit in a circle on the floor. One of the students gives a hint for one of the books. Then the student
holds onto the end of a ball of string and rolls the ball to a student who can name the book. This
is repeated until the all students have contributed. You will have a web when complete.
Reader's Bingo: Brainstorm 25 to 30 words (including characters, setting, author, etc.) that are
critical to the different Reading Olympics titles. Give your students 9" x 12" newsprint and have
them fold it into nine squares. Then have the students write nine of the Olympics titles into each of
the squares on their sheet. Give them markers. Randomly call words. When a student has filled in
a vertical, horizontal, or diagonal row, he/she should call out, "Books."
Book Charades: Divide your group into two teams. Team members take turns selecting a title and
acting out the title for their team. The teacher monitors the time (2- or 3-minute maximum).
Students should follow standard charade signs and gestures.
Picture This: Have titles of books on index cards. Place the cards in a stack face down. Then
divide the group into teams. Give one of the team members a marker and ask him/her to take a
card from the top of the stack. Have the student draw pictures or figures on a flip chart to
describe the book title (words, letters, or numbers cannot be used) and ask his/her teammates to
guess what the title is.
You Be the Character: Choose one child to be "It." Tape a paper on the child's back that has the
name of a character from one of the Reading Olympics books written on it. Have the child stand
in front of the class and turn his/her back so the paper can be read by the other students. The
child who is "It" chooses children one at a time to give clues as to the identity of the character,
making a guess after each clue. After a designated number of unsuccessful guesses, reveal the
character. If the child who is "It" guesses correctly before that number is reached, his/her turn is
completed. He/she then chooses another player.
What's My Line: Have the students pick out a character from one of the books. They should know
the character well enough to be able to answer yes-or-no questions about the character. The
person who is "it" stands in front of the class and answers the yes-or-no questions given to them by
the other students. A student who thinks he/she knows who the character is can guess. If the
student guesses wrong, he/she is out for that session. Whoever guesses correctly gets to be "it."
10
Grade 4-6
Book Jeopardy: Choose four titles. Write three or four questions and answers about each book.
Assign point values to each question/answer. Have students, in teams, choose a book and an
answer. They have to come up with a question for that answer.
Book Cover: Students can create a cover or a dust jacket for a book.
Comic Frames: Students can illustrate the story in a short, concise format. Using a six-paneled
comic strip frame students can create a story map, summarizing the book that they've read.
Each panel retells a particular detail or explains a literary element (such as setting or character)
from the story.
Book Boosts: Students give one-minute raves about books they’ve read. This activity is useful at
the beginning or end of a meeting to encourage others to read the book.
Wikispace: You can create a Reading Olympics project that all your students can use.
Log onto wikispaces.com and create an account. As a manager, you can assign your readers a
username and password. (They don't even need to register for the site.)
You make pages for each book your group is reading and you give the kids in your group access
to those pages. Everyone who has access to a page can then edit and post questions and
answers on that page.
Resources:
Scholastic: http://www.scholastic.com/
Read Write Think: http://www.readwritethink.org/
Coach Tips: Veteran coaches have offered these ideas …
Wikispace Ideas
I had the kids initial their posts so I could keep track of
everyone's contributions. When we met to discuss the books
each week at lunch, we opened the Wikispace to the book we
were reading and used the kids' questions and answers to
guide our discussions.
As the competition drew closer the kids were able to go back
and study the questions and answers to prepare.
Stacy Schwab – Hancock School
We set up a Wikispace for the students to share book reviews,
view book trailers and discuss books together.
Kristen Fleming – Calvary Christian Academy
During meetings, students who had read the
same book paired up to create and present
a quick (2 minute) skit retelling the book.
That had SO much fun preparing, and
performing their skits for each other. It
helps them focus on the main characters
and plot points.
Cecelia Osowski,
After children finish their book they
work on a poster. We suggest filling
it up with lots of stuff: main ideas,
main characters and lots of little
details. We try to have at least one
“expert” for each book. That way
everyone can feel involved.
Peggy Kaplan,
Christopher Columbus Charter School
JoAnn Yaworski-Usher from
Richard Allen Prep. Charter
School uses Response
Journals. The students
summarize chapters, express a
feeling and substantiate the
feeling with a quote from the
book. “The students really
liked this format because it
gave them a vehicle from
which to discuss the books.”
Logan Hope School
11
Grade 4-6
Down to the wire – preparing for the competition
As you get closer to the competition you will want to teach your team the protocol for
answering the questions as a team. One team member is designated as the team captain
(you may have one captain per round or use the same student for all three rounds).
Protocol
•
The team sits in a circle. The team captain is the only one allowed to
answer a question for the team.* When the moderator asks your team a
question, the team huddles up and all students who have read that
book and know the answer indicate by a signal (putting their hands in
the center of the circle, thumbs up, etc). The captain hears each
response and comes to a consensus on the correct answer. The captain
responds by saying, “_______ team says the answer is _______.”
*A captain may designate a particular student to give the answer for
him or her, saying “I designate ____ to answer.”
•
Your team will need to practice answering in 15 seconds. Students need to
know they can’t waste time. If they don’t know the answer they should not
signal the captain, even if they have read the book.
•
Your team will also need to practice answering the other team’s questions
using the “quiet huddle.” If the other team gives a wrong answer or cannot
give an answer, your team can earn an extra point by answering the
question correctly immediately after the other team has been ruled
incorrect. The “quiet huddle” prepares your team to answer without giving
away any information.
At the Award Ceremony
 After the 3rd round (approximately 11:30) you will be directed to the auditorium for
the Award Ceremony. Please seat your students as quickly as possible. Space is
usually at a premium so help us out by using all the seats in your section.
 School/Organizations will be announced in alphabetical order.
 A representative from the team will be asked to come up and receive the
certificates and ribbons for the team. It would be helpful to have that person
sitting in an aisle seat.
 To ease congestion at the end of the ceremony please wait to be dismissed from
the auditorium.
12
Grade 4-6
Don’t forget…
•
Logistics: to plan for getting to the site on time, any
school required trip slips, to bring the release forms (page
25)
•
Comportment: to act courteously and considerately at our
host sites. We need to leave the rooms as we found them!
Follow the rules; most sites do not permit food in the
rooms or auditoriums.
•
Release Forms (p.25): one must be signed for each
student. Collect and give them to your site coordinator
when you arrive at the Olympics. You are responsible for
making sure that any student without a signed form is not
photographed.
•
Dress: to have students wear their official Philadelphia
Reading Olympics t-shirts (usually over their school
uniforms)
•
Sportsmanship: the moderator has the final word, no
arguing! Remember that the moderators are volunteers,
without whom we would not be able to hold this event.
Most likely they have not read the book. Coaches may
quietly approach the moderator if she/he feels an answer
may indeed be correct.
•
Surveys: be prepared to complete a coach and/or student
survey.
Have fun!
13
Grade 4-6
Team
member
Title
Belly Up Capture the Flag Darnell Rock Reporting The Fingertips of Duncan Dorfman The Genius Files: Mission Unstoppable The Great Gilly Hopkins Jake and Lily Love That Dog Lunch Lady and the Cyborg Substitute #1 Philadelphia Reading Olympics 2014
4-6 Reading List Tracking form
Dear Austin: Letters from the Underground Railroad Milo Sticky Notes and Brain Freeze The Other Half of My Heart Pie Saving Audie: A Pit Bull Puppy Gets a 2nd Chance Sidekicks Wild Girl Wings of Fire Book One: The Dragonet Prophecy Winners Take All Wonder The Year of the Book 14
Grade 4-6
Philadelphia Reading Olympics 2014
Grades 4-6 Book Summaries
These synopses are not meant to be read aloud to students but are provided to help you, the coach,
introduce the books to your students in order to help them choose books appropriate to their interests, age,
and reading level. We recommend doing a book talk to introduce each book and we have provided a link to
prepared book talks for some of the titles. For more information about book talks visit this website
(additional books are added each month): http://nancykeane.com/booktalks It is our expectation that you
will preview all resources before you use them with your students to be sure that they are appropriate for
your particular group.
Belly Up
Reading Level 5.6
Stuart Gibbs
307 pages
Mystery/Adventure
Teddy Fitzroy, 12, yearns for a little excitement at FunJungle, an animal theme park in Texas where
his parents work. When star attraction Henry the Hippo dies under mysterious circumstances, Teddy
is convinced that it was murder. Teddy teams up with Summer, the 13-year-old daughter of the zoo’s
fantastically wealthy owner, J.J. McCracken, to ferret out the culprit even as animal-related accidents
begin to threaten his safety.
Tip: Dense with animal trivia, Belly Up will suit attentive readers who love mystery and random facts.
Capture the Flag
Reading Level 4.5
Kate Messner
240 pages
Mystery/Adventure
Anna, José, and Henry have never met, but they have more in common than they realize. Snowed in
together at a chaotic Washington, DC, airport, they encounter a mysterious tattooed man, a
flamboyant politician, and a rambunctious poodle named for an ancient king. Even stranger, news
stations everywhere have just announced that the famous flag that inspired "The Star-Spangled
Banner" has been stolen! Anna, certain that the culprits must be snowed in, too, recruits Henry and
José to help find the thieves and bring them to justice. Will the trio solve the heist before the flag is
lost forever?
Tip: Discuss some of the women who sewed the flag as well as Betsy Ross. Visit the Betsy Ross
House.
Darnell Rock Reporting
Walter Dean Myers
Reading Level 4.5
Realistic Fiction
135 pages
Darnell Rock is not the kind of kid who volunteers to write for the newspaper—it sounds too much like
homework. But this is Darnell’s last chance to pull himself together and make a positive contribution
to his school. At first, Darnell would rather be hanging out with his sister and his friends. But soon he
gets interested in his school newspaper, the Oakdale Gazette. He has a chance encounter with a
homeless man and ends up writing an article that advocates turning over a piece of school property to
the homeless so that they can grow vegetables there. This proposal fosters debate within the school
and, after the city's daily paper picks up the story, the whole community. Much to his surprise, Darnell
discovers that people pay attention to the words he writes. Before he knows it, Darnell changes from
a kid who can’t do anything right to a person who can make a difference. This experience helps
Darnell grow, and he begins to look at the world around him in a different way.
15
Grade 4-6
Dear Austin: Letters from the Underground
Elvira Woodruff
Reading Level 5.3
Historical Fiction
144 pages
Set in 1853, this historical novel consists of letters written by 11-year-old Levi Ives to his older
brother Austin. Remaining with his guardian, Miss Amelia, until he is able to join Austin on the family
claim in Oregon, Levi describes his escapades in the Pennsylvania countryside with his friend, Jupiter,
the son of a former slave. When Jupiter's sister is captured by slave traders, the two boys undertake a
dangerous journey south to try and free her. While hiding in the woods, they meet Harriet Tubman,
and Levi realizes that Miss Amelia and some of his neighbors are part of the Underground Railroad.
Rich in adventure, mystery, and suspense, the succinctly written narrative depicts Levi's struggle to
understand the prejudicial attitudes of others. The boy's life of freedom is beautifully juxtaposed
against Jupiter's life and his constant fear of capture.
Tip: Discuss the Underground Railroad and the risks that were taken helping the slaves escape.
Learn about Harriet Tubman and her journey. Vocabulary: narcolepsy - a medical condition in which
someone suddenly falls into a deep sleep while talking, working, etc.
Booktalk: http://nancykeane.com/booktalks/woodruff_dear.htm
The Fingertips of Duncan Dorfman
Meg Wolitzer
Reading Level 5.2
Realistic Fiction
140 pages
Duncan Dorfman discovers he has a power: his fingers can read words just by touching written
letters. When a competitive classmate notices Duncan has something special, he drafts Duncan for
the school Scrabble team. Meanwhile, April Blunt wishes her sports-obsessed family would
acknowledge the importance of Scrabble and wonders if she will ever again see a boy she met years
ago. On the other side of the country, Nate Saviano’s father has pulled him out of school, presumably
to home-school him, but in actuality to work with Nate on perfecting his Scrabble skills. The three
stories intersect at the national Youth Scrabble tournament, where the children forge friendships that
go beyond the game and ultimately help each navigate through life’s larger challenges.
Tip: Give students the opportunity to play Scrabble and get to know the rules to give them the
knowledge of what the characters in the book are experiencing.
The Genius Files: Mission Unstoppable
Dan Gutman
Reading Level 4.8
Mystery/Adventure
304 pages
Twin 12-year-olds, Coke and Pepsi McDonald on their cross-county vacation uncover a secret
government plot to use “YAGs,” or Young American Geniuses, to solve the complex problems of the
nation, and find that they are on the list. Suddenly, their 3,000-mile road trip becomes a lot more
exciting. The McDonalds’ trek across the U.S. includes stops at the Donner Party Memorial, a museum
of PEZ memorabilia, and the world’s largest ball of twine; all while being pursued by their insane
health teacher and two guys in bowler hats.
The Great Gilly Hopkins
Katherine Paterson
Reading Level 5.3
Realistic Fiction
160 pages
Eleven-year-old Gilly has been stuck in more foster families than she can remember, and she's disliked them all. She
has a county-wide reputation for being brash, brilliant, and completely unmanageable. So when she's sent to live with
the Trotters -- by far the strangest family yet -- Gilly decides to put her sharp mind to work. Before long she's devised
an elaborate scheme to get her real mother to come rescue her. But the rescue doesn't work out, and the great Gilly
Hopkins is left thinking that maybe life with the Trotters wasn't so bad.
Booktalk: http://nancykeane.com/booktalks/paterson_great.htm
16
Grade 4-6
Jake and Lily
Reading Level 3.2
Jerry Spinelli
352 pages
Realistic Fiction
Jake and Lily are twins. Despite their slightly different interests and temperaments, they feel exactly
the same—like two halves of one person. Every year on their birthday, they sleepwalk and wake up in
the middle of the night at the train station without knowing how they got there; they can never play
hide and seek because each can sense where the other is; without being told, they know when
something is wrong with the other. But the year they turn eleven, everything changes. Jake starts
hanging out with a pack of boys on the block. And Lily is devastated, not to mention angry. Lily can't
understand how Jake can abandon their close relationship so easily. Who is she without Jake? And as
her brother falls under the influence of the neighborhood bully, he also must ask himself—who is the
real Jake? In alternating chapters -- and occasionally alternating sentences -- each twin narrates the
events of the summer that lead them to realize nothing can ever stay the same, and that's OK.
Love That Dog
Reading Level 4.1
Sharon Creech
128 pages
Narrative Poetry
This short novel written in free verse, is narrated by Jack who doesn’t care much for poetry, writing it
or reading it. With the prodding of his teacher, though, he begins to write poems of his own — about
a mysterious blue car, about a lovable dog. Slowly, he realizes that his brain isn’t “empty” and that he
can write poems. After meeting one of his favorite writers, Walter Dean Meyers, Jack writes a special
poem about a painful experience in his life, the death of his dog. By the end of the book, Jack realizes
that writing and reading poetry is not only pleasurable, but that writing can be a way of dealing with
painful memories. Instead of trying to forget those difficult experiences, he can make something
creative out of them.
Tip: Jack's comments about the poems he is assigned to study are further illuminated by the inclusion
of the full works at the back of the book. Note that Olympics’ book, Darnell Rock Reporting is written
by Walter Dean Myers.
Booktalk: http://nancykeane.com/booktalks/creech_love.htm
Lunch Lady and Cyborg Substitute
Jarrett J. Krosoczka
Reading Level 2.2
Graphic Novel
96 pages
Lunch Lady and Betty, her assistant in both the cafeteria and her role of wrong--righting super sleuth,
investigate the strange case of an absent teacher, his creepy substitute, and a plan to grab the
Teacher of the Year Award by truly foul means. Students, Hector, Terrence, and Dee have always
wondered about their school lunch lady. What does she do when she isn’t dishing out the daily
special? Lunch Lady, equipped with a variety of high-tech kitchen gadgets like a spatu-copter and a
lunch-tray laptop, tracks a cleverly disguised robot to his maker’s lab, where a whole army of cyborgs
require kicking, stomping, and the wielding of fish-stick nunchucks.
Tip: Filled with silly puns and hilarious hijinx this is a great choice for the reluctant reader.
Milo Sticky Notes and Brain Freeze
Alan Silberberg
Reading Level 5.5
Realistic Fiction
128 pages
Milo Cruikshank is a 13 year-old new kid who finds reasons for frustration at every turn, from the
annoying habits of his neighbors to his futile efforts to get Summer Goodman to realize his existence.
The truth is, ever since Milo’s mother died, nothing has gone right. Now instead of the kitchen being
full of music, his whole house has been filled with Fog. Nothing’s the same. In love with the girl he
sneezed on the first day of school and best pals with Marshall, the "One-Eyed Jack" of friends, Milo
struggles to survive a school year that is filled with reminders of what his life "used to be".
Tip: the book handles the question of how a kid comes to terms with the death of his mom with great
skill.
17
Grade 4-6
The Other Half of My Heart
Sundee T. Frazier
Reading Level 4.9
Realistic Fiction
304 pages
Twins Keira and Minni, 11, are used to the funny looks their chessboard family receives: Keira takes
after their black mother and Minni resembles their white father. In spite of differences in appearance
and personality, the girls share a bond that they are convinced is unbreakable. When their maternal
grandmother invites them to fly from their coastal Washington town to North Carolina and enroll in
the Miss Black Pearl of America Program, their mother is hesitant, but finally agrees. Keira is ecstatic
to enter, but introverted Minni is not happy. Her reservations seem well founded when they arrive:
Grandmother Johnson is as persnickety as ever, and the program's president questions whether Minni
qualifies to participate in an event for black girls. Minni learns what it feels like to be the odd person
out in terms of appearance, and Keira is resentful that, up until now, Minni really hasn't understood
what her sister was going through in their white Seattle suburb. The girls mature and learn a few
things about their grandmother's struggle to be seen as an equal by the white community.
Pie
Reading Level 5.6
Sarah Weeks
192 pages
Magical Realism
Polly Portman owned a pie shop called "Pie" in the very small town of Ipswitch, Pennsylvania. Alice
spent many happy hours with her Aunt Polly at the shop, keeping her company, being an extra pair of
hands, and learning a lot about the art and science of pie making in the process. What was most
unusual about the shop was that Polly never charged for her pies. She just could not bring herself to
accept money for doing what she loved to do --- bake delicious pies and give them away to anyone
who wanted one. The good townspeople (and pie lovers) of Ipswitch made it work by leaving Polly
groceries for which to make new pies. When Polly suddenly dies, she leaves the recipe to her
extraordinarily fat, remarkably disagreeable cat, Lardo . . . and then leaves Lardo in the care of Alice.
A thief comes into the Pie Shop trying to find the secret recipe and ends up stealing Lardo too! By
solving a few mysteries Alice and her friend Charlie catch the thief and discover the secret recipe.
Tip: Real pie recipes at the beginning of each chapter.
Saving Audie:
A Pit Bull Puppy Gets a Second Chance
Dorothy Hinshaw Patent & William Munoz
Reading Level 5.9
Non-Fiction
48 pages
When Michael Vick's dog fighting ring was discovered, more than forty dogs were rescued. But their
struggle still wasn't over. Most animal advocates believed rescued fighting dogs were too damaged to
adopt, but Audie and his kennel mates would prove them wrong when the public outcry and the
publicity surrounding Michael Vick's punishment won them a chance at a happy life. Teaming up once
again with William Muñoz, photo-essay veteran Dorothy Hinshaw Patent gives a powerful account of
how Audie and his fellow Vick dogs were rescued, rehabilitated, and adopted.
Sidekicks
Reading Level 4.8
Dan Santat
224 pages
Graphic Novel
In this graphic novel, Captain Amazing, superhero and savior of Metro City, is getting old. He's out all
hours battling arch-villains, catching thieves, and helping little old ladies cross the street. He doesn't
even have time for his house full of pets. He needs - a SIDEKICK! Captain Amazing's four pets agree.
But each one of them thinks HE should get the sidekick spot - and a chance for one-on-one time with
the Captain. Get ready for sibling rivalry royale as pets with superpowers duke it out for the one thing
they all want - a super family.
18
Grade 4-6
Wild Girl
Reading Level 4.3
Patricia Reilly Giff
160 pages
Realistic Fiction
Twelve-year-old Lidie must leave her beloved home in Brazil for a new life in New York. Since her
mother died long ago, Lidie has lived with relatives. Now she is going to live with her father, Pai, and
older brother, Rafael. Pai runs a stable at a famous race track and trains racehorses for a wealthy
benefactor. Meanwhile, a filly is born and begins her journey to a new home. As Lidie's story unfolds,
so does the filly's.
In New York, Lidie finds that moving to another country is a big challenge. And Pai and Rafael still
think of her as the little girl they left behind. But she's determined to befriend, and ride, the spirited
filly her father has just bought: Wild Girl. The horse's story parallels hers, as they are both plunked
down into an unfamiliar, sometimes harsh environment. But when at last Lidie rides Wild Girl, it is as
if their spunky, spirited souls gloriously merge.
Wings of Fire Book 1:
The Dragonet Prophecy
Tui T. Sutherland
Reading Level 5.0
Science Fiction/Fantasy
336 pages
Five dragonets are hatched under a mountain, in the care of a group of rebel dragons, the Talons of
Peace. They are key to a prophecy that will end the war raging among the dragon tribes. They clearly
have a destiny, but no one is sure about the role of Glory, a beautiful Rainwing. She was not one of
the original five, but a replacement for an egg that was cruelly smashed in an attempt by powerhungry dragons to thwart the fulfillment of the prophecy. When her life is threatened, the dragonets
stage a daring escape from the mountain but are captured by the Skywing queen, Scarlet. She forces
them to participate in gladiator-like competitions for her amusement. Each one is eventually forced to
fight Peril, her champion, whose very touch is made of fire. A fight with Peril is certain death, and she
instills fear in all who meet her-all but the Mudwing dragonet Clay. The two develop a cautious and
unlikely friendship. As the dragonets fight to survive, and Clay's relationship with Peril deepens,
thrilling secrets of their pasts are revealed.
Winners Take All
Reading Level 4.3
Fred Bowen
112 pages
Realistic Fiction
In order to win an important baseball game, twelve-year-old Kyle claims to have made a difficult
catch which he actually dropped. The unearned win gives his team, the Reds, an unfair advantage in
the championship series against the Cubs, and everyone--from his teammates to his parents-considers him the hero of the game.
But the heady excitement of the praise and attention he receives is not enough to silence his
conscience, which starts getting to get the better of him. He is afraid of disappointing his family and
teammates if he tells the truth, but he is increasingly uneasy in his deception. He even considers
deliberately throwing the next game in the series to try to offset the damage. Then his sports-crazed
grandmother tells him about Hall of Famer Christy Mathewson, a pitcher whose reputation for honesty
was so great that umpires would ask him to make calls during games. Mathewson made the calls--and
sometimes against his own team! In the end Kyle learns a valuable lesson about sportsmanship and
realizes that being a hero is only worthwhile if you have earned it.
19
Grade 4-6
Wonder
Reading Level 4.8
R. J. Palacio
320 pages
Realistic Fiction
August Pullman is a fifth-grade boy with a severe facial deformity. His loving parents and sister have
shielded him from many outside influences (he has been homeschooled up until that point, for
example). But at the start of the book, his mother has decided that it's time for Auggie to brave a
real school experience. Auggie is upset and afraid to face the kids' reactions to his appearance, but
there's also part of him that wants to do "normal" things. The director of his new school, Mr.
Tushman, introduces Auggie to a small group of students before school starts, thinking this will help
ease the transition. Whereas some of the students Auggie meets are accepting and kind, others are a
bit put off by him, and still others are downright cruel. The novel follows Auggie's first year of middle
school from beginning to end. It's a year in which Auggie experiences the best and the worst of
human nature and a year of tremendous emotional growth for him. The narrative is told from the
perspectives of Auggie, his new friends, his sister, and her boyfriend.
The Year of the Book
Andrea Cheng
Reading Level 3.6
Realistic Fiction
160 pages
Fourth-grader Anna Wang wishes she didn't have to go to school. Not only does school interrupt from
her favorite activity --- reading --- her friendships have gotten incredibly complicated, as Anna's best
friend, Laura, now spends all her time with a mean girl named Allison. Standing with the crossing
guard Ray, Anna wishes she could stay with him rather than "go to the fourth grade playground where
Laura and Allison stand so close that there's no space left for me." Instead, Anna turns to books.
Books never reject her. The stories they tell contain scope for the imagination, whether it's the
survival tips of Jean Craighead George's My Side of the Mountain (about a boy living in the wilderness
with a hawk) or the inter-dimensional adventures of Meg and Charles Wallace in Madeleine L'Engle's A
Wrinkle in Time. What they don't tell her is how to stop being embarrassed or how to make people
like her.
20
Grade 4-6
Name ______________________________________
Philadelphia Reading Olympics Book Notes
Fill out this form for each book you read so you can remember the details for the competition!
Title: ______________________________________________________________
Author: _____________________________________________________________
Characters: ___________________________________________________________
____________________________________________________________________
Setting: ______________________________________________________________
____________________________________________________________________
Summary: _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Question: _____________________________________________________________
____________________________________________________________________
Answer: ______________________________________________________________
____________________________________________________________________
Page number where answer can be found _____
Question: _____________________________________________________________
____________________________________________________________________
Answer: ______________________________________________________________
____________________________________________________________________
Page number where answer can be found _____
21
Grade 4-6
[Insert your school/organization letterhead here]
Dear Parent,
This year we will be involved in a wonderful activity called the Philadelphia Reading
Olympics. The goal of this activity is to increase students’ reading for enjoyment.
Students collaborate with their teammates to read twenty books that have been selected
by a committee of reading specialists, librarians, and classroom teachers. Teams from all
over Philadelphia will meet in May to take part in the Olympics event. The Philadelphia
Reading Olympics is primarily a celebration of reading. All participants are awarded ribbons
and because the teams generate much excitement about this event the experience is
rewarding for everyone involved.
A team of 12 students will divide up the list of books and start reading. The more
children who have read each book the better! Attached is a contract and a list of the
books.
If your child is interested in participating, please return the attached form with your
child as soon as possible. Meetings will be held: ___________________
Sincerely,
Philadelphia Reading Olympics Coach
22
Grade 4-6
Reading Olympics Contract
2014
I understand that as a member of the ___________________________ Reading
Olympics Team I am expected to read
books by May, 2014.
By meeting this goal I will have met the Reading Olympics challenge and will be able to
participate in the Olympics in May.
~~~~~~~~~~~
I have read the Reading Olympics contract and pledge to fulfill it to the best of my ability.
______________________________
________________________________
Student’s Name (printed)
Student’s Name (signature)
_____________________________
________________________________
Reading Olympics Coach
Parent’s Signature
23
Grade 4-6
2014 Philadelphia Reading Olympics Booklist
Grades 4-6
Title
Author
Belly Up
Stuart Gibbs
Capture the Flag
Kate Messner
Darnell Rock Reporting
Walter Dean Myers
Dear Austin: Letters from the Underground Railroad
Elvira Woodruff
The Fingertips of Duncan Dorfman
Meg Wolitzer
The Genius Files: Mission Unstoppable
Dan Gutman
The Great Gilly Hopkins
Katherine Paterson
Jake and Lily
Jerry Spinelli
Love That Dog
Sharon Creech
Lunch Lady and the Cyborg Substitute #1
Jarrett J. Krosoczka
Milo Sticky Notes and Brain Freeze
Alan Silberberg
The Other Half of My Heart
Sundee T. Frazier
Pie
Saving Audie: A Pit Bull Puppy Gets a Second Chance
Sarah Weeks
Dorothy Hinshaw Patent & William
Munoz
Sidekicks
Dan Santat
Wild Girl
Patricia Reilly Giff
Wings of Fire Book One: The Dragonet Prophecy
Tui T. Sutherland
Winners Take All (All-Star Sports Story)
Fred Bowen
Wonder
R. J. Palacio
The Year of the Book (An Anna Wong novel)
Andrea Cheng
24
Grade 4-6
My child ________________________________________________ from
(Print Student’s Name)
(School / Organization Name)
has my permission to take part in the Philadelphia Reading Olympics Event on
May _____, 2014
While participating in the Reading Olympics, PHILADELPHIA READS, the School District
of Philadelphia, the Free Library of Philadelphia, the City of Philadelphia and the
Archdiocese of Philadelphia, its sponsors, and collaborating organizations have
permission to use photos and digital images of my child and/or any drawings or
written material produced by my child for any public purpose.
___________________________________________ Parent/Guardian signature
___________________________________________ Print parent/guardian name
___________________________________________ Date
***Please note that parental and family attendance at the event
is welcomed and encouraged. We look forward to seeing you
there!
25
Grade 4-6
Sample Questions
You may find questions to use for practice on the internet. Another source for questions is
the Accelerated Reader or Reading Counts programs if they are in your school.
The questions asked at the competition are very straightforward, factual questions. They
usually relate to the plot, characters or setting and the answers are easily provable.
The sample questions are meant to give you an idea of the type of question that will be
asked. All questions begin: “In the book,” followed by the book title.
Find
sample questions on
our website
in 2014.
26
Grade 4-6
Publicity
The Philadelphia Reading Olympics (P.R.O.) committee encourages you to celebrate the success of
your teams by seeking out publicity in the local papers. In the past, schools have submitted team
photos, with students wearing their official P.R.O. t-shirts, to their neighborhood newspapers. While
we think this event is a wonderful opportunity for you to showcase the talents of Philadelphia children,
we want to ensure that the same information is being used with every photo submitted and article
written. Our sponsors and partners have been very generous with their time and money and deserve
recognition. Please share any articles that are published about your participation in the Philadelphia
Reading Olympics. In any contact you have with the press you must include the following
information:
The Philadelphia Reading Olympics is one of PHILADELPHIA READS four core programs.
For the 9th year, the Reading Olympics program is partnering with the Archdiocese of
Philadelphia, the Free Library of Philadelphia, the School District of Philadelphia and the
City of Philadelphia to run this wonderful celebration of reading. This year the sponsors for
the Philadelphia Reading Olympics are _____. (The names of our sponsors are available
on our website and are listed on the t-shirts). For the 2014 Philadelphia Reading Olympics
approximately 1,800 4th-8th grade students from public, parochial, private and charter
school competed at events throughout the city.
PHILADELPHIA READS provides opportunities for individuals, community groups,
corporations and foundations to help students build strong literacy skills by Grade 4. By
volunteering with PHILADELPHIA READS, volunteers and stakeholders can inspire a
lifelong love of reading and help put a child on the path to academic success.
PHILADELPHIA READS four core programs -- The Book Bank, Power Partners, Reading
Olympics and Summer Reads -- serve students in Philadelphia’s most under resourced
schools. For additional information about our programs, which are directed by educational
professionals, call 215.279.7450 or visit our website PhilaReads.org
Before you contact the press, please make sure to follow the chain of commands within your
organization. If you have any questions please don’t hesitate to contact us at 215-279-7450.
Sample submission to a local paper:
Team picture with students wearing their Philadelphia Reading Olympics T-shirts
Sample School Scores at the Philadelphia Reading Olympics
The Sample School Rapid Readers Team was awarded a blue ribbon at the 2014 Philadelphia Reading
Olympics when they competed at _______ University on ____day, May ___. This event was one in a
series of competitions in which over 1,800 students, from grades 4-8, competed regionally to answer
questions about the Reading Olympic books. This city-wide event, which drew teams from public,
parochial, private and charter schools, was a wonderful example of Philadelphia students working hard to
showcase their talents. The Philadelphia Reading Olympics is a core program of PHILADELPHIA READS
in partnership with the Archdiocese of Philadelphia, the Free Library of Philadelphia, the School District of
Philadelphia, and the City of Philadelphia. Joining the lead sponsor, _____, in supporting the event were
(insert the names of this year’s sponsors). The Sample School team spent several months reading the 20
books and practicing answering questions with their coach, (insert your name). Among their favorite books
were: ______ by ________, ______ by ______, and ______ by __________.
27