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COLORADO CHILDREN'S BOOK AWARD
NOMINATIONS FOR 2014
Meets Common Core State Standards
In your classroom
Presented by Sherrie Davidson
ABOUT CCBA
The Colorado Children's Book Award was
established by Dr. Bill Curtis in 1975 to
encourage children's active involvement with
books and reading. The CCBA committee is
sponsored by Colorado Council of the
International Reading Association. The new
nominations are Colorado children's choices.
HERE IS HOW YOU CAN PARTICIPATE WITH YOUR
STUDENTS AND SCHOOL:


The 2014 CCBA winners and the new nomination list will
be announced in April 2014.
The criteria for participation are listed below:


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
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The library must have at least 10 of the nominated books.
Each child must have read, or heard, a minimum of three
books in order to vote.
Each child may vote for a picture book and a junior book if
they have read a minimum of three books in each category.
Each child's vote(s) will be tallied.
A tally sheet with ALL THE VOTES will be submitted.
Votes and nominations are due March 1, 2014
2014 NOMINEES: PICTURE BOOKS
Boot & Shoe by Marla Frazee
Charlie the Ranch Dog by Ree Drummond
Creepy Carrots! by Aaron Reynolds
Detective Blue by Steve Metzger
Exclamation Mark by Amy Krouse Rosenthal
Extra Yarn by Mac Barnett
Goldilocks and the Three Dinosaurs by Mo Willems
Kate and Pippin: An Unlikely Love Story by Martin
Springett
Return of the Library Dragon by Carmen Agra
Deedy
Rocket Writes a Story by Tad Hills
In effect in all states except: Alaska,
Nebraska, Virginia, Texas, Minnesota,
and Puerto Rico.
Although this is the 2nd grade list, the concepts are similar across the board:
Standards in this strand:
Common Core State Standards for English Language Acquisition – Literacy (fiction)
Key Ideas and Details
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.
CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure
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.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
Integration of Knowledge and Ideas
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.
(RL.2.8 not applicable to literature)
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella
stories) by different authors or from different cultures.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.2.10 By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
Standards in this strand:
Common Core State Standards for English Language Acquisition – Information text.
Key Ideas and Details
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.
CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area.
CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.
CCSS.ELA-Literacy.RI.2.9 Compare and contrast the most important points presented by two texts on
the same topic.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including
history/social studies, science, and technical texts, in the grades 2–3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Now let’s learn about applying the CCSS to the CCBA selections:
Boot and Shoe by Marla Frazee
Two little dogs, from the same litter, now live in the same house.
One likes the front porch and one the back porch, but they eat
and sleep together. One day, a squirrel chased them both around
the yard until Boot ended up on the front porch and Shoe ended
up on the back porch. This was just the opposite of their usual
places. They waited for each other, through hunger, night, a
storm, and much sadness. Finally, they each needed to use their
same tree for the bathroom and discovered their best friend and
brother. They were so tired, they decided to go to bed.
Although this is a predictable story with much picture support, there is some higher level
vocabulary that needs to be introduced to very young readers. As a great read-aloud, young
readers can relate to the story of friendship beyond family. The lesson behind this story is that
although we have habits and routines we like, sometimes we need to change to make ourselves
closer to others.
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.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
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.
More information may be located at these websites:
https://www.kirkusreviews.com/book-reviews/marla-frazee/boot-shoe/ and
http://www.barnesandnoble.com/w/boot-shoe-frazee/1109328904?ean=9781442422476 for reviews.
For information about this Caldecott honor medalist is found at: http://www.marlafrazee.com/
Charlie the Ranch Dog by Ree Drummond and Diane
deGroat
Charlie is a Basset Hound who lives on a ranch with his friend
Suzie, a Jack Russell Terrier. Charlie tell the tale of all of
his labors on the ranch. Some he comes close to doing, but
most are done by Suzie. They get up early in the morning and
chase the cows out of the yard and back to the pasture. They
help with the garden and scare small rodents away. They
round up the cattle, and fix fences. They catch fish and go
back to the ranch house for a nap. With great illustrations,
and a peek at ranch life, this story is fun and insightful,
especially for city kids to read.
This story is great for teaching sequence of events throughout the day in the life of a ranch dog.
It is also an exemplar comparison and contrast between the actions of the two dogs and their
adventures on the ranch. Adding some non-fiction texts about ranch dogs, Basset Hounds, and Jack
Russell Terriers will give more incite into the compare and contrast activities.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
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.
More information about this book can be found at: http://thepioneerwoman.com/the-charlie-book/ and
http://www.goodreads.com/book/show/9719761-charlie-the-ranch-dog. For more on Ree Drummond, the author
visit: http://reedrummond.com/ She is a well known Pioneer Woman Cook. For more about Diane deGroat, see:
http://www.dianedegroat.com/ She has written and illustrated several books on her own as well.
Creepy Carrots! by Aaron Reynolds and Peter Brown
Jasper Rabbit loves carrots. He takes them from a free carrot field
on his way to school, to Little League Practice, and on his way home at
night. He then imagines that the carrots are creepy and following him
home. He sees them as he gets ready for bed (they are really his
washcloth, bubble bath and rubber duck), he sees them in the shed
(orange paint, and tool handles), and he sees them in his bedroom (his
toys on the floor). He dreams that they are everywhere he is. Finally,
he gets an idea! He spends his Saturday building a fence, and a moat
with alligators around the carrot field. In the end, the carrots
celebrate that Jasper cannot get to and eat them anymore.
The illustrator's choices of black, white and orange for the story creates extra
spooky visuals. This story addresses before and after events, is great for
predicting what will happen next. Teaching beginning, middle and end is easily
demonstrated in this book. Comparing and contrasting Jasper's feelings in the
beginning of the story and how they changed through the story to the end with the
"feelings" of the carrots is also a way of studying the story elements. Finally,
studying the verb endings in this story make readers aware of "ed" and "ing"
endings of verbs in different parts of the story.
Information about the illustrator of Creepy Carrots!, Peter Brown can be found at:
http://www.youtube.com/watch?v=ag0LPVYpIu4 in an insightful look into the mind of the illustrator. Book reviews
about Creepy Carrots! can be located at: http://www.discoverreads.com/book/show/13259987-creepy-carrots ,
http://www.barnesandnoble.com/w/creepy-carrots-aaron-reynolds/1111756050?ean=9781442402973, and
http://www.amazon.com/Creepy-Carrots-Aaron-Reynolds/dp/1442402970. Information about author Aaron Reynolds
is found on his website: http://www.aaron-reynolds.com/ and the illustrator, Peter Brown is found on his website:
http://www.peterbrownstudio.com/.
Rather than tell you about the standards, I would like to show you how I used them in a lesson with this text.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
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.
AM & PM Shared Reading
Week of December 16-19, 2013
Day 1 A leader can describe the overall story structure of a story from the beginning to the end. (CCSS.ELA-Literacy.RL.2.5)
Day 2 A leader can describe how the characters respond to major challenges. CCSS.ELA-Literacy.RL.2.3
Day 3 A leader can gain information from the pictures and the words to understand the plot.
Day 4 A leader can write an opinion about a text, give reasons and, use linking words to connect opinion and reasons, with a concluding statement.
Day 5 no
Key:
+ = ready to move on Day 1  = observed understanding - = additional instruction needed
Day 4
student
Day 2
Day 3
Hook/I do (1 min.) Teacher will
Hook/I do (1 min.) Teacher Hook/I do (1 min.) Teacher will . Introduction (1 min.) Teacher
share the target. Just looking at the will share the target. We share the target. On Monday, we will review the target. I can
cover of this story, I could tell it was know that Jasper loves
looked at the overall story
share my feelings about a book. I
going to be a little scary. When I read carrots. How did he respond structure from the beginning to the can give reasons for my opinion,
it, it was scary and silly at the same when the carrots gave him a end. Yesterday, we described how with words like because, & also to
time. Let's read the first page to see problem? What did he do? the characters responded to major connect opinion and reasons. i can
how it starts, and think about how it How did the carrots
events. Today, I want to look at the give a concluding statement.
might ends.
respond? How did his
pictures and word choices the
parents?
author and illustrator used to give
readers the messages. How did
they show "fear?" Happiness?
You do: Passion means a strong love
for something. How will his passion
turn into a problem?
You do: Let's reread while You do: What emotions did the
looking at how the
author and illustrator share with
characters respond and why the reader through the pictures
they respond?.
and words?
We do: Reading Library Book Book:
We do: Reading Library
We do: Reading Library Book:
Creepy Carrots
Book: Creepy Carrots
Creepy Carrots
Discussion: We know that Jasper
Discussion: Why did Jasper Discussion: Students will identify
loves carrots, but how does he solve think the carrots were
the different emotions shown
his problem? Who else has a problem? following him? Why did his through the pictures and words to
Students will describe the overall
parents think they were not? give readers the deeper message.
structure of the story from the
What did the carrots think?
beginning to the end.
Students will describe how
the characters respond to
major challenges.
You do: What did you learn from
this text? What is your opinion of
this text?
We do: Reading Library Book:
Creepy Carrots
Discussion: I can show my
understanding by giving an opinion
and the reasons for my opinion
with a personal connection.
This is a writing CCSS: CCSS.ELALiteracy.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.
contact
Teacher
work day
Detective Blue by Steve Metzger, illustrated by Tedd Arnold
This book is a shout out to all Early Childhood Education students and everyone
who loves the "find the nursery rhyme game." Little Boy Blue has grown up and is
now Detective Blue. In this story, he encounters various Mother Goose nursery
rhyme characters and keep them in line (from getting into trouble). There is a list
of 24 Mother Goose Rhymes in the beginning of the book whose characters (or
problem) appear in the story. Blue has to solve several minor problems before he
can solve the question of what really happened to Little Miss Muffet, who is
missing. After interrogating a variety of characters, he discovers Miss Goldilocks
Muffet who ran away because she was bored with the curds and whey.
This is a great opportunity to share Mother Goose Nursery rhymes with students in
preschool through second grade or older English Language Acquisition students, and
then read this book. This provides many opportunities for comparing and contrasting
characters, events, and problems encountered by the "cast" members. Sequencing the
events in this story will also help students with inferences about characters. Why do
they show up where they do? Who is in which story with which events? And many other
relationships. Using a timeline, the story plot can be shown to be a line plot, which is
unusual for a mystery, as the characters and events end in a different situation than
they were in the beginning or middle. This would be great for older students who are
familiar with the nursery rhymes in taking them out of context and adapting the story
to a new graphic novel detective story.
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.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different
voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
Information on Tedd Arnold, the illustrator and background knowledge about the making of Detective Blue may be
found at: http://www.teddarnoldbooks.com/detectiveblue.html. Information on Steve Metzger, the author is located
at: http://www.scholastic.com/teachers/contributor/steve-metzger. There is are reviews about this book at:
http://www.goodreads.com/book/show/11346119-detective-blue and
http://readingyear.blogspot.com/2011/07/detective-blue.html.
Exclamation Mark! By Amy Krouse Rosenthal and Tom Lichtenheld
This book is about individuality! Doing what you can and know best!
Exclamation mark feels uncomfortable as he tries to fit in with all the
periods. He tries to hide his form, change his appearance, and
generally be like everyone else. Then, question mark comes along. They
get to know each other and each other's unique strengths and abilities.
Finally, exclamation mark comes into his own identity and shines as a
unique individual, not just a period or a question mark. Like their other
books, Rosenthal and Lichtenheld use their illustrations more than
words to show rather than tell the story.
This is great to model the Show vs. Tell concepts of a story. The
common core of comparison and contrast characters/characteristics is
strongly evident in this story. How and when to use the period,
question mark and exclamation mark are also demonstrated in the
story. Character's feelings and experiences are also shown in this
story. All can be used to explore the meaning of the story and the
characters in the story.
Reviews of Exclamation Mark can be found at: http://www.goodreads.com/book/show/15815400-exclamation-mark ,
http://www.barnesandnoble.com/w/exclamation-mark-amy-krouse-rosenthal/1112220582?ean=9780545436793,
and https://www.kirkusreviews.com/book-reviews/amy-krouse-rosenthal/exclamation-mark/. Information about
Amy Krouse Rosenthal is located at: http://www.whoisamy.com/ Her collaborator, Tom Lichtenheld is found at:
http://tomlichtenheld.com/ The book trailer for Exclamation Mark! is at:
http://www.youtube.com/watch?v=kWnPSLYO9aM
Again, I would like to show you how I used CCSS to teach this text! This was the first one I used
and even my administrator was intrigued by the concepts in the library book.
AM & PM Shared Reading
Day 1
Day 2
Day 3
Day 4
Key:
PD Day
Weeks of November 5 - 8, 2013
Library Book: Exclamation Mark! By Amy Rosenthall
A leader can ask and answer such questions as who, what, where, when, why, and how to show understanding of key details
in a text.
A leader can use information gained from the pictures and words in a print text to show understanding of its characters,
setting, or plot.
A leader can show differences in the points of view of characters, (speaking in a different voice for each character) when
reading aloud.
A leader can write an opinion about a book, and give reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement.
Day 1
Day 2
Day 3
Day 4
Hook/I do (1 min.) Teacher Hook/I do (1 min.)
Hook/I do (1 min.)
Hook/I do (1 min.) Introduction
will share the target. When Teacher will share the
Introduction Teacher will
Teacher will review the target. I
I first read this book, I
target. I looked at the
share the target. I wonder can share an opinion pieces about
asked myself what can you pictures and notices that
what the different
the book. State an opinion, supply
write about an exclamation the exclamation point
punctuation marks should
reasons that support the opinion,
mark? What questions would behaved differently with
sound like when I read it
use linking words (e.g.,
you ask using who. what,
the periods than he did with aloud. How does the
because, and, also) to connect
where, why, when, and how to the question mark. I
exclamation mark change it's opinion and reasons, and provide a
understand this text?
wondered why? What about feelings? What do the
concluding statement or section.
the question mark changed periods and question marks
him?
sound like?
You do: What is an
You do: How did the
You do: How does emotion, You do: What did you learn from
exclamation mark? When do exclamation mark change feelings change the voice of this text? What is your opinion of
you use it? Why? How?
his behavior? When? Why? the characters?
this text?
We do: Reading (5 minutes) We do: Reading (5
We do: Reading (5 minutes) We do: Reading (5 minutes)
Library Book: Exclamation
minutes) Library Book:
Library Book: Exclamation
Library Book: Exclamation Mark!
Mark! using shared reading Exclamation Mark! using
Mark! using shared reading using shared reading approach.
approach. Discussion (4 min) shared reading approach.
approach. Discussion (4
Discussion (4 minutes) Students
Students will ask and answer Discussion (4 min.)
minutes) Students will
will write an opinion piece about
questions based on the text. Students will use the
identify the emotions in the the text.
pictures and words to
character voices.
This is a writing CCSS: CCSS.ELAidentify changes in the
Literacy.W.2.1 Write opinion pieces in
character behavior.
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.
Extra Yarn by Mac Barnett illustrated by Jon Klassen
This is a strange story! That was my first impression. It is about a girl who finds a
box of yarn in the snow near her cold climate home. She knits a sweater for herself
and discovers that she still has extra yarn. She knits a sweater for her dog, and still
has extra yarn. She walks her dog and a boy makes fun of her sweater. She tells him
that he is jealous, so she makes a sweater for the boy and his dog, and still has
extra yarn. At school, her teacher says her sweater is a distraction. So she makes
sweaters for everyone in her class and her teacher, and still has extra yarn. She
ends up making sweaters for the entire town and many things that don't wear yarn
(barns, birdhouses and other strange buildings and animals). Everyone and everything
wears her multicolored sweaters. An archduke shows up and offers to buy her yarn.
She turns him down, so he has thieves steal the box of yarn. When he receives it,
the box is empty. He throws the box away and it "sails" back to the girl. She still has
extra yarn. Yes, this is a strange story.
Story sequence comes to mind as there is definitely a beginning, middle and end to the story line. It is also a
circle plot, as the end is exactly where the plot began. The characters are shallow, but the girl is generous in
spite of others who tease her about the colorful yarn. This is a simple story. The main plot idea that could be
addressed is that of bullying and how to deal with it. The girl is teased by a boy, disciplined by her teacher,
and threatened by the archduke; however throughout it all, she remains generous and steady in her convictions.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
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. Attempt to derive the author’s purpose. What did the girl bring to her
village? Who changed the most? Why did the people really want her to change? When did they change their minds?
Reviews of Extra Yarn, can be found at: http://www.goodreads.com/book/show/12065943-extra-yarn, and
http://www.indiebound.org/book/9780061953385/mac-barnett/extra-yarn. There is a book trailer at:
http://www.youtube.com/watch?v=8QHNzgIhbIo. Information about the author, Mac Barnett is located at:
http://macbarnett.com/ Information about illustrator Jon Classen is at his website:
http://www.publishersweekly.com/pw/by-topic/childrens/childrens-authors/article/55723-2013-caldecott-capsbusy-year-for-jon-klassen.html, and http://jonklassen.blogspot.com/.
Goldilocks and the Three Dinosaurs by Mo Willems
Starting with the inside cover, Willems lists and crosses out all the possible titles he
thought about for this book. This is an obvious retell of Goldilocks and the Three Bears,
with dinosaurs instead of bears. However, Willems uses his incredible imagination and
creates Dinosaurs Mama and Papa, and a visitor from Norway. These creatures set a trap
to get an unsuspecting child into their house to eat. Goldilocks is described as someone who
never listened to warnings about the dangers of barging into strange, enormous houses.
She climbs up to the high counter and eats all three bowls of chocolate pudding. She
climbs down and walks past three very high chairs (too high to climb). She thinks that the
bears that live there are nuts. She then goes into the bedroom and notices that the three
beds are also enormous and would need her to climb a ladder to get up to them. She
notices a sign that says: "Home Sweet Dinosaur Home" and realizes that she is in the
wrong house. She leaves out the back door, just as the dinosaurs return into the front
door. The moral of the story is: "If you ever find yourself in the wrong story, leave." or
"If you are a dinosaur, Lock the back door!" This reminds me very much of a segment of
the Rocky and Bullwinkle cartoon program.
The best application of this book to a classroom of second grade and up is as a model for story writing. Students can
choose a well known story, or nursery rhyme and rewrite it with some different characters, or a different setting, or
even a different twist to the plot. This will support students with their writing as the skeleton of the story is well known,
just the characters have changed. The basic idea of the story is known, and the setting changes. Or, the concept of the
story is understood, but the basic problem changes, causing different reactions from the characters. The other activity
would be to do a compare and contrast of the two different stories which is a common core standard to find similarities
and differences between two texts. Finally, isolating the facts and fiction within the story help students understand the
new text in greater depth. Using one of the suggestions on the inside covers to rewrite a new story would also be a
different application.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
Here is my sample lesson of this CCBA with CCSS included.
Reviews of this book are found at: http://www.barnesandnoble.com/w/goldilocks-and-the-three-dinosaurs-mowillems/1110856891?ean=9780062104182, http://www.goodreads.com/book/show/13617210-goldilocks-and-the-three-dinosaurs, and
http://www.harpercollinschildrens.com/books/Goldilocks-Three-Dinosaurs-Mo-Willems/. To hear another teacher's recommendation,
visit: http://www.youtube.com/watch?v=GmE2pfEiVV0. To learn about Mo Willems, go to: http://www.mowillems.com/
AM & PM Shared Reading
Day 1
Day 2
Weeks of January 8-10, 2014
Library Book: Goldilocks and the Three Dinosaurs
A leader can describe the overall structure of a story, from the beginning to the end. CCSS.ELA-Literacy.RL.2.5
A leader can show the different points of view of characters. CCSS.ELA-Literacy.RL.2.6
A leader can retell a folktale to identify the message, lesson, or moral. CCSS.ELA-Literacy.RL.2.2 and
Day 3 compare and contrast two or more versions of the same story. CCSS.ELA-Literacy.RL.2.9
Key:
Day 1
Day 2
Day 3
Hook/I do (1 min.) Teacher will share Hook/I do (1 min.) Teacher will share the Hook/I do (1 min.) Introduction
the target. I know the story of
target. Yesterday, we looked at the story Teacher will share the target. I
Goldilocks and the Three Bears, but this structure. Today, I want to look at the
understand that this story structure
version is different. Today, I want to
points of view of the characters. What does is a folktale because I have read
look at the overall structure from the Goldilocks want? Why? What do the
other versions. I also know the points
beginning to the end. I want to see if Mo dinosaurs want? Why? How did each
of view of the dinosaurs and
Willems stuck to the same story
character show and tell what they thought Goldilocks. What is the moral or
structure.
should happen in the story?
lesson of this story and how is it alike
or different from other versions?
You do: What do we already know about You do: Which characters do you see as
the story structure? TPS
problems? Why? What was Goldilock’s point
of view? Why did she think they were
bears? What did she not notice?
We do: Reading (5 minutes) Library
We do: Reading (5 minutes) Library Book:
Book: Goldilocks and the Three
Goldilocks and the Three Dinosaurs using
Dinosaurs using shared reading
shared reading approach.
approach.
Discussion (4 min.) Students will show the
Discussion (4 min) Students will
different points of view while reading and
describe the overall structure of this
be able to identify them in the end.
new version of the story from the
beginning to the end.
Bigger problem works toward solution
More characters
Plot thickens
Beginning: characters, setting, plot
End: solutions
You do: What lesson or message do
you learn from reading this? TPS How
is it different from the original?
We do: Reading (5 minutes) Library
Book: Goldilocks and the Three
Dinosaurs using shared reading
approach.
Discussion (4 minutes) Students will
identify the real moral or lesson and
compare /contrast the characters,
setting and problem of the two
different stories.
Kate & Pippin: an unlikely Love Story by Martin Springett photographs
by Isobel Springett
Kate is a Great Dane. Pippin is a white tailed fawn. Isobel discovered her
abandoned by her mother in the forest near their farm. Isobel tells the story
through her photographs and Martin writes the words to tell how Kate and Isobel
nurtured Pippin back to health and supported her into adulthood. Pippin has
returned to the forest to live and survive as a wild animal, but she still returns to
the Springett farm to visit with Kate, her "mother" and even comes into the house
on occasion.
This story for 2nd grade and up tells about two different animals
and the humans who put them together. Comparing the life cycle
of the dog and fawn are an obvious character compare and
contrast. Looking at the development of the story as the
beginning, middle, and end and how the animals change as they
travel the story timeline, growing and caring for each other is
another lesson. Finally, comparing the domesticated dog with the
wild deer is a third way of looking at the story. This story might
be a springboard for research into the life of a deer, and that of
a Great Dane to study the factual accuracy of the book and learn
more about the two diverse animals.
CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or
describe.
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.
CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text. In this case, it is animal relationships between a “mother” and her “child.”
CCSS.ELA-Literacy.RI.2.8 Describe how reasons support specific points the author makes in a text.
Reviews on Kate & Pippin: an unlikely Love Story are found at: http://www.barnesandnoble.com/w/katepippin-martin-springett/1110914123?ean=9780805094879, http://www.cbc.ca/books/2012/03/kkate-pippinthe-story-of-an-unlikely-pair.html, and http://www.goodreads.com/book/show/12696982-kate-pippin. Their
website is: http://kateandpippin.com/. Martin Springett's website is http://www.martinspringett.com/.
Isobel Springett's online presence is: http://www.youtube.com/user/isobelspringett.
The Return of the Library Dragon by Carmen Agra Deedy illustrated by Michael P.
White
This second book about the Library Dragon occurs twenty years in time after the first
book. Ms Lotta Scales is about to retire from her beloved Sunrise Elementary School.
She has encouraged students to love reading and enjoy all aspects of books. The day
before her retirement, she comes into the school and is approached by Milo, a reading
student who is appalled that all the books have been removed and replaced by
technology, Mebooks, Mepods, computers, and "the Book-Be-Gone 5000 that will kindle
your fire." She meets the cybrary technologist, Mike Krochip. Ms Scales becomes the
Library Dragon again and insists that he and all the technology leave. As all leave, she
consumes all the technology. She even tries to eat Milo. Then she hears another
woman. She discovers that her real replacement as a librarian is Molly Brickmeyer, the
child who caused her to shed her scales the first time and become a kinder librarian.
Molly again causes Ms Scales to drop her scales and become a happy person that Molly
is now her replacement librarian, not a media-library-cyber-book-specialist.
WOW! This is an awesome book to share with students from first grade and up. Comparing the two stories is a great way to look
at the sequences of events from Ms Scale's earlier days to the present. Also, comparing how Molly Brickmeyer has grown and
changed. Finally, telling the advantages and disadvantages of print vs. technology would add the digital awareness component from
the Common Core standards. Media resources are all valuable, but some have advantages over others for certain types of reading
(entertainment vs. information). What types of events cause you to get hot under the collar? A great prompt for an individual
persuasive writing topic for older students. This book is for all ages due to the high-charged current topic.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures. Sequels are always great for this type of comparison as well.
Review of Return of the Library Dragon can be found at: http://www.goodreads.com/book/show/12461406-return-of-thelibrary-dragon, and http://www.barnesandnoble.com/w/the-return-of-the-library-dragon-carmen-agradeedy/1105496848?ean=9781561456215. Information about Carmen Agra Deedy is found on her website:
http://carmenagradeedy.com/ Illustrator Michael P. White has a website at: http://www.michaelpwhite.com/
Rocket Writes a Story by Tad Hills
Rocket the dog loved books and loved to read. His teacher, the yellow bird, asked him
to learn some new words, and he collected many new words. Then, his teacher
suggested that he use the new words to write a story. He needed inspiration, so he
looked at the words, then he went to talk to a tree, watched the stars, and spoke to an
owl. Finally, Rocket told the owl that he was writing a story about the owl. Rocket drew
pictures, walked round for inspiration, and talked to the yellow bird. Then, he stopped
to talk to the owl. Now, he was ready to tell the story of owl and wrote it down. This is
a great model for how to write a story.
Rocket models how to writing for children. How to write a story with words,
background knowledge and feelings. Rocket also demonstrated his growth as a
character who learns to read and write. The use of details, adjectives, and
questioning also improves Rocket's writing. When the yellow bird approves of
the story, Rocket then takes it to the owl and reads it to her. It is the story of
the part of her life when she became friends with Rocket. Owl helps Rocked
write the ending to his story.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
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. Students are looking for emotions and feelings
intrinsic to the characters’ traits of the story.
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. Students make self to text connections with their own writing and Rocket’s
process of writing.
Information about this book is found at: http://tadhills.com/rocket/rocket-writes-a-story where Tad Hills
shares his information about the history behind Rocket including a video. Book reviews about this text are
located at: http://www.goodreads.com/book/show/13154232-rocket-writes-a-story and
http://suzyred.com/pbks2013_Rocket_Writes_A_Story.html. One teacher's suggestions for classroom
applications with this book are found at: http://adayinbcasfirstgrade.blogspot.com/2013/04/nailed-it.html.
2014 Nominees: Junior Books
Almost Home by Joan Bauer
Bad Kitty School Daze by Nick Bruel
Candymakers, The by Wendy Mass
Legend of Diamond Lil: A J.J. Tully Mystery
by Doreen Cronin & Kevin Cornell
One For the Murphys by Lynda Mullaly Hunt
Out of My Mind by Sharon M. Draper
Spy School by Stuart Gibbs
Wild Life by Cynthia DeFelice
Wings of Fire #1: The Dragonet Prophecy by Tui T. Sutherland
Wonder by R. J. Palacio
Common Core State Standards for Grade 5 to apply to the junior books (novels)
English Language Arts Standards » Reading: Literature » Grade 5 (fiction)
Standards in this strand:
Key Ideas and Details
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of
a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
(RL.5.8 not applicable to literature)
CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories)
on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
IF this is not a group discussion, I would present these concepts in a format to be
answered in a book presentation to either the teacher (written) or class (oral).
Common Core State Standards for grade 5 to apply to the non-fiction junior books
Standards in this strand:
Key Ideas and Details
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
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.
Craft and Structure
CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
IF this is not a group discussion, I would present these concepts in a format to be
answered in a book presentation to either the teacher (written) or class (oral).
The Candymakers by Wendy Mass
This story for grades 4 and above includes four distinct characters, Logan, Miles,
Phillip, and Daisy, with four distinct backgrounds. Although the author provides
detailed descriptions in the first 50 pages, and uses vocabulary related to the
content; she leaves out very important information about each character and how
they weave together until near the end. This book was a pretty slow start in the
beginning. There are actually five parts to the book, one for each character, and
two (one in the beginning and one at the end for Logan, who is the Candymaker's
son. The story unfolds with many red herrings in the beginning, but the mystery
and outcomes are solved very predictably. There are really no surprises as the
"good characters" win and the "bad characters" seem to dissolve into the
background in the end. Everyone wins by the time the story ends. The children
solve all the problems with very little support from the adults in the book.
Although very "Disneyish," the story has some great prediction of characters and motivations. The hero in the end is
not who you would predict in the beginning. Character analysis is readily available to the readers as is inference. Why
would characters behave the way they do? Who is better schooled? Two characters are home schooled (Logan and
Daisy) and two have serious personality quirks due to their own background experiences. The results is a great
opportunity for readers to dig deep into the character's and their real motivating factors.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing
on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
More information is located at: http://www.candymakersbook.com/ including a video detailing her research in
creating the reality behind the story. How is candy made? Where do the ingredients come from? Who works in a
candy factory, and what are the jobs they do?
Reviews of the book are located at: http://www.goodreads.com/book/show/8112318-the-candymakers and
https://www.kirkusreviews.com/book-reviews/wendy-mass/candymakers/. For more about the author and her other
books, visit: http://wendymass.com/
Almost Home by Joan Bauer
POWERFUL! The beginning of this book was all about persuasion and persuasive writing. The
teacher, Mr. B. provides a model lesson for his students. This impacts young Sugar, who writes
her persuasive essay in the form of a poem. Sugar Mae Cole lives in Missouri with Reba, her
mother. She is mourning the loss of her grandfather, King Cole, and trying to understand Mr.
Leeland (her father) who comes in and out of their life, but mostly out. Sugar is a positive
preteen with more gratitude than attitude. This serves her well as her life suddenly becomes
a rollercoaster of emotions and events resulting in her becoming homeless, in a different state
(Illinois), and out of school, her comfort zone, and with a small puppy that was handed to her in
Missouri just before they left. Reba has an emotional breakdown and ends up in a hospital.
With that, Sugar goes from the streets to a homeless shelter, and finally confronts her social
worker and asks for a better "home" assignment. In this story, the teens become the more
mature people with the adults finally listening to their advice and becoming the "adults." Mr.
Leeland comes in and out of the story again, but Reba finally stands up to him and his drunken,
gambling behaviors, and starts her new life toward getting Sugar back into her life. THIS IS
GREAT FOR READERS IN GRADE 4 and above. Some serious adult descriptions are sprinkled
throughout the story.
Teachers can use the first 24 pages to model persuasive writing, and the impacts of bullying on a school. Both aspects
are given great details from both perspectives. For more mature students, this provides many deep character
descriptions with details into the gamut of dysfunctional adults and the behaviors that they exhibit. There is also
some emotional poetry within the story written by the main character, Sugar. Both elements can be taken out of
context for teaching purposes.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes. Citations from Sugar’s poem give her point of view and set the plot.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Additional information on the author Joan Bauer can be located at: http://joanbauer.com/ Reviews of the book Almost
Home are located at: http://www.barnesandnoble.com/w/almost-home-joan-bauer/1109230146?ean=9780670012893 and
http://www.nytimes.com/2012/09/16/books/review/almost-home-by-joan-bauer-and-more.html?_r=0. Use caution in
entering only the title, as there are many titles about homelessness entitled Almost Home. Look for the puppy on the
cover.
Bad Kitty: School Daze by Nick Bruel
In this story from the Scholastic series, Kitty finds himself in a school for misbehaving pets
after an incident with the puppy. Interspersed in the book are some Fun Facts from Uncle
Murray about why dogs chase cats, a comparison of why dogs and cats dislike each other, and
can dogs and cats ever become friends? The story is heavily illustrated, however there are
some rather large vocabulary words thrown in that need to be introduced before a student
younger than grade 3 could read with true comprehension. (instinct, compelled, Lagomorph,
diabolical, pulchritude, exquisite, grandeur, and mutant among others). The story also includes
some humor that requires a greater background knowledge than the average primary reader my
have. Although Kitty does not graduate along with the other "students," he has developed some
really redeeming qualities that the other animals have not, such as sharing, caring, and
celebrating the success of others.
This story lends itself to deep character / behavior analysis of each of the animals as well as the baby and adults in the
story for what they feel, do, and how they respond to others. A characterization spreadsheet may evolve from this to
teach students how to write an in-depth character in their own stories. Comparing and contrasting the two dogs with the
facts stated by Uncle Murray may also provide some insights.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Although technically, you are not encouraged to use information CCSS with a fiction book, with the mount of
information in this text, asking students to explain the author’s purpose for including information in a fiction text is
reasonable and activates their sense of fact vs. fiction to use in their own information writing.
Information on Nick Bruel may be found at: http://nickbruel.com/ which is his very interactive site. To watch a
book trailer and read a review, locate: http://us.macmillan.com/badkittyschooldaze/NickBruel. Another review
is found at: http://www.goodreads.com/book/show/15792855-bad-kitty-school-daze.
The Legend of Diamond Lil; a J. J. Tully Mystery by Doreen Cronin and Kevin Cornell
This is the second book in the J. J. Tully Mystery series of books; the first was The Trouble
with Chickens. In this book, J. J. the retired search and rescue dog appears with his chicken
friends, that he guards from the possum, and other predators. One night, he notices a
strange dog next door and presumes that she has been adopted by the now empty-nesters
who live next door. It takes him a while to realize that she is not adopted, but lives under
their house and has never been inside the house. She "plays" with the chickens during the day
and unbeknownst to J. J., has befriended the possum. In the end, Diamond Lil admits to being
a run-away, championship Samoyed who hides during the day under the house because she
thinks her owner is going to sell her as she is no longer winning in dog shows. She also
understands why the possum is going after the chickens, (her baby is inside the hen house),
as she is not trying to get the chicks, but her own baby out of the henhouse. Lillian ends up
being adopted by the next door neighbors who are empty nesters.
This chapter book may be easily understood by third grade and up readers no matter their maturity level. It is a basic
mystery with clues, red-herrings, and characters with motives to commit crimes, as well as J. J. the "detective."
Character development is strong, although some is inferred until it is revealed, giving teachers an opportunity to use this
to teach inference. Character descriptions and behaviors are rich throughout. Why does the possum really want to get
into the hen house? This allows students to predict and confirm using their background knowledge, but being a mystery,
facts may be less obvious than known. Why are the chicks practicing good posture? Using the clues as they appear help
support discovering who the characters really are.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the
text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
Reviews of The Legend of Diamond Lil may be found at: http://www.harpercollinschildrens.com/books/LegendDiamond-Lil/, http://www.goodreads.com/book/show/12475143-the-legend-of-diamond-lil, and
http://www.barnesandnoble.com/w/the-legend-of-diamond-lil-doreen-cronin/1113292609?ean=9780061779978.
Doreen Cronin is found at: http://www.doreencronin.com/ Kevin Cornell is located at: http://www.kevskinrug.com/
CAUTION: Kevin Cornell is also the name of a Chippendale's model and may lead to porn sites.
One for the Murphys by Lynda Mullaly Hunt
Carly is a fourteen year old victim of domestic abuse. When she is released from the hospital, her mother is still
recovering from her own brutal beating from her husband, Dennis, Carly's stepfather. The state of Connecticut has
no choice but to place Carly in a foster home with the Murphys until her mother recuperates. Mr. Jack Murphy is a
firefighter, Mrs. Julie Murphy was a school teacher and is now a stay at home mother with three young boys, Daniel is
about 9, Adam is about 6 and Michael Eric is about 4. Carly is scared, but "too hardened" to cry or show emotions.
Mrs. Murphy is bubbly to a fault. Carly gets along well with the two youngest boys, but Daniel dislikes her from the
start. Carly has never known a stable family life, unconditional love, emotions, or true happiness until she comes to live
with and love the Murphy family. Julie registers her for school, purchases new clothes for her, and tries to treat her
like a daughter. (Carly is used to shopping at the Salvation Army Dropboxes in the middle of the night.) Through some
turns of fate, Carly becomes friends with Toni, a Broadway musical obsessed, monetarily rich classmate from a semidisfunctional family. (Toni's dad lives and works in Japan and her mother is obsessed with society rankings.) Carly also
teaches Daniel some basketball techniques to give him confidence to be a better player. This forces a positive bond
with them. Carly also takes care of Daniel and Adam when Michael Eric has a seizure and needs hospital care, and
steps up to take care of all three boys, fixing dinner, cleaning up, and getting them ready for bed when Julie becomes
ill. This symbiotic relationship with Carly and Julie finally creates a strong bond that love it or not, impacts both
female lead characters. When Carly's mom finally is ready to see her, and eventually take care of her, the separation
scenes between Carly and the Murphys is loving and heartbreaking at the same time. Like the Broadway play, Wicked
which is referred to often in the story, they have left a handprint on each other's hearts and changed each other's
lives for the better. This powerful story for readers age 8 and above to hear, and later on read independently .
The CCCS approach for this story would be comparing and contrasting the growth of the characters
from the beginning to the end of the story. How did events impact or change their behaviors and
responses to events? Also, comparing Julie with Carly's mom, how are they alike and how are they
different? Contrasting Toni's life with Carly's? How does Carly change Daniel's mind about basketball
and his relationship with her? How is Jack different from Dennis (the stepfather)? And many other
relationships within the story. Text to world connections can be made with older students who may
know the story of Wicked; how are Toni and Elphaba alike, and how are Carly and Glinda different?
Information about Lynda Mullaly Hunt is located at: http://www.lyndamullalyhunt.com/ including
her blog, books, writing recommendations, and author visit information. Book reviews are found
at: http://www.goodreads.com/author/show/4575353.Lynda_Mullaly_Hunt
Information about foster families is found at:
http://kidshealth.org/kid/feeling/home_family/foster_families.html
The CCCS approach for this story would be comparing and contrasting the growth of the characters from the
beginning to the end of the story. How did events impact or change their behaviors and responses to events? Also,
comparing Julie with Carly's mom, how are they alike and how are they different? Contrasting Toni's life with
Carly's? How does Carly change Daniel's mind about basketball and his relationship with her? How is Jack different
from Dennis (the stepfather)? And many other relationships within the story. Text to world connections can be made
with older students who may know the story of Wicked; how are Toni and Elphaba alike, and how are Carly and Glinda
different?
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize
the text.
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on
their approaches to similar themes and topics.
Because of the complexities and maturity of this text, I would encourage you to use this with a
group of mature readers (even through high school). The use of character analysis to greater
comprehend the story is essential.
Teaching students to quote accurately from the text when drawing inferences will support
eventual assessment answers by giving them the experience to think deeper.
By describing the narrator’s influence, the reader also understands the direction they are
being drawn into and the need to develop their own incites into the plot, characters and setting.
Finally, comparing this story with other realistic fiction (ie, Almost Home, and the later novel
Wonder) will give students an opportunity to really understand the differences in a text to
text plot, character development, and setting.
Out of My Mind by Sharon Draper
I waited for three weeks to get a copy of this book. I wondered what the hook was for this story and children readers.
I read the first chapter and got caught up in the life of Melody Brooks. She is an eleven year old girl who tells her back
story and then the story of her fifth grade year in the local public school. Melody has "spastic bilateral quadriplegia,
also known as cerebral palsy. It limits her body, but not her mind." She is placed in the special ed room along with
students with severe autism, paralysis due to accidents, severe retardation, Downs Syndrome, and several other
dysfunctions that are not mainstreamed. From kindergarten through third grade, they are provided very little academic
stimulation. Fortunately, Mrs. V, Melody's neighbor knows she has learning abilities and works with her each day after
school to learn to read, think, respond, etc. Melody's class is allowed to be included in music classes and art classes in
4th grade. Finally, in fifth grade, she is fully included in the academic core content classes. Melody also receives an
aide, Catherine, a college student who truly believes in Melody's ability. Through some quirks of fate, her classmates
show off their newest laptop computer and Melody thinks that a computer would help her with her school work as well.
Through research, Mrs. V. and Catherine locate a Medi-Talker and convince her parents to apply for the medical
insurance supported device which helps Melody "talk" and respond to her inclusion classes. She becomes a member of
the Whiz Kids group after receiving a perfect score on the qualifying test. She helps the Spaulding Elementary Team
win the state competition and looks forward to the Washington D. C. national competition. She makes a great impact on
both her school and the understanding of her desire to be a "normal" student. She is exceedingly bright. The story
helps the reader laugh, cry, and understand the issues of the entire family, and the impact on the community in dealing
with this issue. The story ends with a repeat of the first chapter, but you leave the book wanting to read about more of
Melody's accomplishments.
This is great for comparisons and contrasts of characters, and their responses to the issues.
This is also a model for the changes that take place in Melody, her parents, her sister, and
others in her community from the beginning to the end of the story. There is an incredible
amount of academic information shared, that provide the "quiz" information; but represent the
variety of knowledge that today's elementary students need to know in all subject areas. The
author recommends the book for students aged 10 and above.
Information about the Sharon Draper is located at: http://sharondraper.com/ for her books, bio, and
visitation information. Book reviews can be found at: http://www.goodreads.com/book/show/6609765out-of-my-mind and http://www.barnesandnoble.com/w/out-of-my-mind-sharon-mdraper/1100335280?ean=9781416971719
There is a great Youtube video as a preview before reading this to students at :
http://www.youtube.com/watch?v=vJzLv47ZvWg Information on cerebral palsy can be located at:
http://www.emedicinehealth.com/cerebral_palsy/article_em.htm#cerebral_palsy_overview
This is great for comparisons and contrasts of characters, and their responses to the issues. This is
also a model for the changes that take place in Melody, her parents, her sister, and others in her
community from the beginning to the end of the story. There is an incredible amount of academic
information shared, that provide the "quiz" information; but represent the variety of knowledge that
today's elementary students need to know in all subject areas. The author recommends the book for
students aged 10 and above.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story
or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Because of the complexities and maturity of this text, I would encourage you to use this with a group of mature
readers (even through high school). Determining the theme of the story from details of how the character
responds to challenges supports understanding of the mature concepts presented.
Teaching students to compare and contrast the characters in the story to derive understanding of how they
interact and give readers experience to think deeper.
By determining the meaning of words used in the text, figuratively (out of my mind, and fish out of water, the
students can quote from the text with deeper understanding of the intrinsic feelings of the characters.
Again, you are not encouraged to use information CCSS with a fiction book, with the mount of information in this
text, asking students to explain the author’s purpose for including information in a fiction text is reasonable and
activates their sense of fact vs. fiction to use in their own information writing.
IF this is not a group discussion, I would present these concepts in a format to be
answered in a book presentation to either the teacher (written) or class (oral).
Spy School by Stuart Gibbs
Written in diary style, Ben Ripley tells the story of how he got into the CIA Spy School for up
and coming candidates. He often plays games on the CIA website, which have been monitored
by the recruiters. Come to find out, he is a plant with his superior mental math abilities, to root
out a mole who is on the campus. Ben is terrified by the initiation procedure, then comforted by
his RA. He is then placed in a "safe" room, where he befriends another student who "breaks in"
to talk to him. Erica tells him his purpose for being in the school, and manages to teach him
some survival basics. Eventually, he is confronted by a variety of issues and other students who
lead him to believe that he knows the mole. The adults who run the school, as well as the lead
"spy" who happens to be Erica's father are all semi to totally incompetent. In the end, Erica
saves Ben's life when he is kidnapped from the security center, and the two of them deduce
who the real mole is and go after him. After he is brought down, Alexander, the CIA recruiter
and "top" spy, who is also Erica's father takes credit for all of the work they have done. The
sequel: Spy Camp is available now, with the third book in the series to be released in 2014.
This story is a great series of events that students in grades 4 and above will really enjoy if they can follow all of the
characters. Clues run in every direction as to whom the mole might be, and whom can Ben trust. The CCCS of comparing
characteristics of each character is obvious. The beginning behaviors of some characters and how they developed by the
end of the story is also a CCCS. Finally, the text to world contrast between "spy school" and the school the reader
attends brings the fact vs. fiction concepts to the forefront.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in
a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure
of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics. (Compare with N.E.R.D.S. or School of Fear series and others.
More information about Stuart Gibbs can be found at: http://stuartgibbs.com/. Further reviews of Spy School can be
found at: http://www.goodreads.com/book/show/11750648-spy-school and http://www.barnesandnoble.com/w/spy-schoolstuart-gibbs/1103588579?ean=9781442421837. This title is not to be confused with the recent 2008 movie of the same
name. This is a totally different story. Real information about becoming a CIA agent for middle or high school comparisons
can be located at: http://www.criminaljusticeschoolinfo.com/become-a-cia-agent.html
Wonder by R. J. Palacio
Wonder is the story of August Pullam, and his first year of school in fifth grade. Auggie has
been home schooled up until this time due to severe birth defects that left a craniofacial
difference in need of multiple surgeries and procedures. The story is told in eight parts, from
seven different perspectives. Auggie tells the first, middle, and last parts of the story about
before he went to school, the beginning of school, some events throughout the school year, and
at the end of school. His sister, Via (Olivia), and a school friend, Summer, another school
friend Jack, his sister's boyfriend, Justin, and his sister's girlfriend Miranda fill in their
points of view and experiences with August. There is a lot of love, hate, and varying emotions in
between demonstrated in this story. Events of prejudice, wealth vs. middle and low middle
income, and kindness and also shown. Both students in middle school and some adults (parents
and teachers) model a variety of behaviors and misbehaviors to create a very teachable story
for students in grade 5 and above. Due to the detailed descriptions of bad behaviors, this
should not be read independently by younger students who may think the parts are "funny"
when they are seriously inappropriate.
This text is ripe for teaching comparisons of characters, character traits, and how characters in a story may change
throughout the text. All are CCCS for intermediate grade readers to understand. Figures of speech such as "taking a
lamb to slaughter" and others need to be explained and understood for the greater comprehension of the reader.
Understanding the various points of view is also a CCCS for literacy. Wonder was difficult to read from the beginning
for me, as I had a personal relationship to the description of the main character and the greater family. It was also a
difficult book to put down as I wondered how much the author would really get in to the genetics, physiology, and
therapeutic aspects of Treacher-Collins syndrome. She was right on task with her research and writing. Wonder also
has a strong anti-bullying message in the text that could add to the conversation about the characters in comparisons
and contrasts.
More information about Wonder may be located at: http://www.chicagonow.com/tween-us/2013/03/the-novelwonder-by-r-j-palacio-encourages-tweens-to-choose-kind/. R. J. Palacio's website is at: http://rjpalacio.com/ which
includes a short video introducing the book.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in
the text, including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g., how characters
interact).
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences
how events are described.
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Because of the complexities and maturity of this text, I would encourage you to use this with a group of mature readers
(even through high school). Determining the theme of the story from details of how the character responds to
challenges supports understanding of the mature concepts presented.
Supporting students to determine the theme of this text will give them an opportunity to understand the characters in
the story and how they respond to the challenges (seeing only the outside of a person rather than their inner
personality).
Teaching students to compare and contrast the characters in the story to derive understanding of how they interact
and give readers experience to think deeper.
Assisting students in describing how the narrator’s point of view influences their understanding of the plot and events.
Again, you are not encouraged to use information CCSS with a fiction book, with the mount of information in this text,
asking students to explain the author’s purpose for including information in a fiction text is reasonable and activates
their sense of fact vs. fiction to use in their own information writing.
Using this text to support students understanding of dual main ideas (the surface of Auggie’s acceptance and the
generalization of bullying others to improve a group or school standing.) Also, why did his parents send him to public
school during middle school, the most cruel transition for most students from the shelter of childhood into adolescence.
IF this is not a group discussion, I would present these concepts in a format to be answered in a book presentation to
either the teacher (written) or class (oral).
Wild Life by Cynthia De Felice
Twelve year old Erik Carlson has so many elements controlling his life that he yearns for some things he can control
himself. He convinces his parents to let him learn how to shoot a hunting rifle and excels in the lessons. His best friend
Patrick and Patrick's father plan on going hunting a week later, and invite Erik to come along. Erik's parents are in the
National Guard, and have both been called up to serve overseas. Erik is told that he needs to go live with his maternal
grandparents, Oma and Big Darrell. He hardly knows them because they do not live in NYC, but on a farm in North
Dakota near the Canadian border. Erik must leave before the hunting trip, and he must go to a new middle school. Too
much for his adolescent mind to wrap around. He flies out a week later, with one plane change to a smaller plane to land
in Minot, then an almost four hour drive to the farm. Erik now sees what it is like to live alone. On his first night, he is
told to only go into his mother's old room which is cluttered with storage items. He sleeps restlessly thinking about his
new life and what he is missing at home in NYC. The next day, Saturday, his grandparents leave him alone and a hunting
dog appears, after it encounters a porcupine. Erik supports the vet that comes to help the dog, and promises to look
after the dog until his owner is found. He falls in love with the dog and names her Quill. The next day, the
grandparents again leave him alone with Quill, knowing that the owner has been found and will pick up the dog at 6:00
PM. Erik discovers his late uncle's rifle, and military clothing and decides to take Quill and live like a pioneer on his
own. He packs up his necessities and they take off into the wilderness. Survival is a minor problem, as Erik knows how
to find food for himself (hunting) and Quill. After four days, it snows and Erik decides to camp out in an abandoned
barn (not so rustic and more comfortable). When he has a close call with a bounty hunter who tries to take him and the
dog back for a $5,000. reward, Erik again escapes and is now determined to walk 'home" to his grandparents. Upon his
arrival, his grandpa has changed and is not angry with him. Big Darrell realizes that his behavior was the reason Erik
left, and that he needs to develop the relationship with Erik that he lost with the death of his son Dan in Vietnam.
Quill is returned to her rightful owner and Erik begins to make changes in his grandparent's responses to the family
that will support his future.
Common Core standards of comparing and contrasting Erik's life before he came to his
grandparents and after his arrival, as well as Big Darrell's life before and after Erik.
Comparing life in modern times (NYC) with pioneer times (farm life and life on the run), are
also deep thinking relationships with the story. Finally, comparing and contrasting what Erik
learned in his hunting class with what he really had to face is an important look at the details
in the story.
Information on the book and book reviews are located at:
http://www.goodreads.com/book/show/8901928-wild-life,
http://www.scholastic.com/teachers/book/wild-life, and
http://us.macmillan.com/wildlife/CynthiaDeFelice. Information about the author, Cynthia
De Felice is found at: http://cynthiadefelice.com/about-cynthia.
Common Core standards of comparing and contrasting Erik's life before he came to his
grandparents and after his arrival, as well as Big Darrell's life before and after Erik.
Comparing life in modern times (NYC) with pioneer times (farm life and life on the run), are
also deep thinking relationships with the story. Finally, comparing and contrasting what Erik
learned in his hunting class with what he really had to face is an important look at the details
in the story.
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how the speaker in
a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together
to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-Literacy.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how
events are described.
CCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
If students are familiar with the Gary Paulson books, these would make a wonderful text to text comparison for
survival stories, and adventure stories.
Wings of Fire: The Dragonet Prophecy by Tui T. Sutherland
Sutherland is both author and illustrator of this first book in the Wings of Fire series begins the fantasy adventure. The
dragons of Pyrrhia have a prophecy to end the Dragon War that began at the great Scorching. Four dragon queens are battling
and the fifth kingdom is neutral. Five dragon eggs, one from each kingdom to be hatched on the same night are gathered in a
cave to be raised together without outside influences. The SkyWing egg was broken before it ever hatched and came to the
hidden cave. That egg was replaced by a RainWing egg even though it was not part of the original prophecy. The hatchlings or
dragonets are raised, guarded, and taught by adult dragons who believe in the prophecy that these five will one day stop the war.
They are never told of their own kingdom's traditions or ways because they are to become a team without personal histories.
Clay, the MudWing is thought by the leaders to be the most fierce as he is accused of trying to kill his hatchling nest mates. We
learn near the end what really was happening. Tsunami, the SeaWing is the most confrontational and believes she is the bravest
of all. Sunny, the SandWing was very shy and the littlest of all, who is missing some of the SandWing defense characteristics.
Glory was the RainWing and she was given the reputation of being lazy. She had hidden talents that do not appear until needed
for defense. Finally, Starflight, the NightWing was the most studious. He learned all of the written lore and was able to tell each
dragonet things the adults didn't want to share. He knew the geography of the land, history of the kingdoms, and characteristics
about almost every kingdom resident. He was also known to be a mind reader, however he was not a good fighter. The dragonets
grew bored with living under a cave. How could they end the war when they had never been outside and seen the outside world?
They devised a plan to escape their "captors." They were captured by Scarlet, the Queen of the SkyWing kingdom, who treated
her prisoners poorly, making them battle other prisoners for her own entertainment. Hidden
talents help them escape eventually and learn more about one of their caretakers, Kestral. This
story continues in The Lost Heir.
This story is for proficient fourth graders and older due to the intense, gory details in the
text. Because there are so many characters to follow, this would be a great resource for
teaching story mapping to keep track of each character and their characteristics, problems
and goals. This story is also great for descriptive writing as each character and the battles
are vividly described. Finally, the cause effect inferences are strong in the various parts of
the story. There is a reason they think Clay is a vicious fighter, and why Kestral has burn
marks on her talons and palms for example. The parts of the story weave together
unexpectedly.
Further information on the author may be found at http://www.tuibooks.com/,
http://wingsoffire.wikia.com/wiki/Tui_T._Sutherland, and
http://www.harpercollins.com/author/microsite/about.aspx?authorid=24408. Book reviews are located at
http://www.scholastic.com/teachers/book/dragonet-prophecy and other resources. Research on characteristics of
creatures of the earth may be located by understanding real living animals of the earth (voles, rabbits, platypus' etc.),
sea (whales, shark, dolphins, eels, etc.), mud (tidal pool animals, riverbank animals, etc.) and sky (bats, birds, insects, etc.)
to connect to the characteristics of the "dragonets.”
CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to challenges or how the speaker in
a poem reflects upon a topic; summarize the text.
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events
in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together
to provide the overall structure of a particular story, drama, or poem.
I would use this book with middle school and higher students due to the complexities of characters and character
interactions. There is also a great deal of YA type language and violence included in this story/series.
This is similar to the Fablehaven series in the descriptive details of the fantasy land of the dragons.
Students will need to determine the theme of the story and how the characters respond to the varieties of challenges
in order to summarize the text with complete meaning. Again, there is the outer story of the battles for power within
the kingdoms, as well as the inner story of the true leaders and how they are preparing the dragonettes for the future.
Comparing and contrasting the characteristics of the two divergent settings and the events that link them is just as
important to comprehension as is comparing the characters and their respective strengths and “weaknesses” that will
eventually play out toward their survival as a team.
There is a variety of terms, words and phrases that come from a previous time that will assist student comprehension
when they understand the figurative language used to describe the various characters and settings.
Finally, comparing the series of chapters and scenes and understanding how they fit together for the overall structure
of the story will also support the readers of this lengthy saga.
Thank you for attending this session of the CCIRA on a Friday afternoon.
If you would please turn in your evaluations to my monitor, I would greatly appreciate
the feedback for future presentation opportunities.
If you would like a copy of this powerpoint, please email me at:
[email protected] and ask for the CCBA meets CCSS powerpoint
Thank you for understanding that the cost of printing this presentation is beyond my
budget.
Don’t forget to read these to and with your students and don’t forget to vote at the
CCBA website: http://www.ccira.org/w/w?cmd=goccbaballot
Thank you again,
Sherrie Davidson
2nd grade literacy teacher
Aurora Public Schools
former School Library Media Specialist