Helen Keller

Moving, Courageous, Historical, Informative, Inspirational

Helen Keller by Margaret Davidson
Illustrated by Wendy Watson

Published by Scholastic Copyright 1969

 

 

 

Reading Level: Lexile Framework 520L, Grade 3/4

Suggested Delivery: Read Aloud

Description: Non-fiction, Historical

Electronic Resources:

Scholastic
This is link to Scholastic provides a summary of the text and links to additional teaching resources.

 

Braille Basics 

This link to a PBS website provides some background information about reading with Braille and learning Sign Langauge.  Students can use this website to explore Braille and even learn how to read their own name.  To extend the use of the website, provide students with the Braille alphabet, unpopped popcorn kernels, oaktag paper, and some glue.  Have students spell out and glue their name using the popcorn kernels.

Key Vocabulary: Blind, deaf 

Teaching Suggestions:

1. Use the text to explore biographies.
2. Use the text to in social studies to learn about Helen Keller and her early life struggles and her accomplishments in her later life.
3. Use the text to teach students about diversity.  Discuss how, despite being deaf and blind, Helen Keller was able to participate fully in society, attend college, and she even became a famous speaker all over the world.

Comprehension Strategies

Pre-Reading-

During Reading- 

Post-Reading- Show students The Miracle Worker.  Complete a Venn diagram afterward to compare and contrast the film with the book.

Writing Activity: Students can use the text to learn about the format of biographies.  Students can then research their own historical figure and write a biography.  As an extension of this writing and research project, students can create props and costumes for a biography night, in which they pretend to be the person they researched.  In character, they present some information that they learned about their person.

Davidson, M., & Watson, W. (1969). Helen Keller. New York: Scholastic.

One Hen

Inspirational, Revolutionary, Memorable, Empowering, Impressionistic

One Hen by Katie Smith Milway
Illustrated by Eugene Fernandes

Published by Kids Can Press Copyright 2008

2009 Children's Choice Winner 

This true story told by author, Katie Smith Milway, shows readers the power and determination of one small boy, Kojo, who lived in Ghana, Africa.  This story begins with a simple loan Kojo requests to buy a hen.  The single hen quickly shows Kojo that he can buy more hens and use the money from the eggs he sells to go to school and college.  Eventually he creates a poultry farm that he can pass down to his family.  His farm is so successful that neighboring countries contribute to the selling and manufacturing of his product.  The taxes Kojo pays as a entrepreneur improves conditions for his country because the government is able to build roads, schools, and health clinics.  In this memorable story, Kojo recognizes the power of microfinance and how investing his money in other ways can help not only change life for Kojo's own family, but begin to alter his community, his town, and his country.

Reading Level: Lexile Framework 810L, Grade 3/4

Suggested Delivery: Read Aloud

Description: Non-fiction, Diversity

Electronic Resources:
Book Website
This is a link to the official One Hen interactive website, designed for children.  Students can navigate to a summary of the text, view a video of Kwabena, take quizzes that check for understanding, and interact with activities such as a maze or memory game.  The site also gives students information about real people and their lives in Africa.  This source also has lesson plans for teachers and other activities and information that parents can access. 

Kid Can Press
This is a link to the publishing company of One Hen.  Located on this site is a book trailer, a link to a PDF teaching guide, and information about the author and illustrator.

Key Vocabulary:  Capital Resources, Entrepreneur, Loan, Natural Resources, Opportunity Costs, Scarcity

Teaching Suggestions:

1. Use the text to in math to explore how loans work and the actual calculations required to successfully establish the business Kojo created. 
2. Use the text to in social studies to compare and contrast life in Ghana versus America.  How are people's lives different?
3. Use the text to explore geography.  Have students identify on a map where Ghana and other parts of Africa are in relation to the United States.

Comprehension Strategies

Pre-Reading- Display the key vocabulary words.  Have students conduct word sorts to categorize these terms.  Explain the connection of the terms to their financial denotation.  This is key because most of these terms may be unfamiliar, but understanding their denotation is essential to the inferential and literal comprehension of the text.

During Reading- Have students complete a sequence chart to organize the events in the text.  Students should recognize the steps Kojo followed in order to achieve his success at the end.  For example, students should record that Kojo used a loan to buy one hen.  After the hen laid eggs, he sold those and bought more hens.  Have students complete the sequence chart with as much detail as possible to demonstrate their understanding of the process.

Post-Reading- Have students contact the real Kojo
(Kwabena Darko) by email.  More information about Darko is in the end pages of the text.  Students can ask Darko questions about the process to extend their comprehension.  Some suggested questions include:

1. How did you feel when you realized you had made such a difference?
2. Were you ever afraid your business might not be successful?
3. What did you really expect was going to happen when you bought that first hen?

Students could also contact the author, Katie Smith Milway and ask her why she chose to write this book.

Writing Activity: Students can pretend that they are like Kojo and they also want to make a difference.  They can write a persuasive letter to a bank owner asking for a loan.  In their letter they should explain what they will use the loan for and how it will gradually benefit more and more people the way that Kojo's single hen eventually changed his community.

Milway, K. S., & Fernandes, E. (2008). One hen: how one small loan made a big difference. Toronto: Kids Can Press.

Rosa

Informational, Inspiring, Historical, Revolutionary, Educational 
Rosa by Nikki Giovanni
Illustrated by Bryan Collier

Published by Henry Holt and Company Copyright 2005

2006 Caldecott Honor Book for Illustration

2006 Coretta Scott King Award Winner
2006 Teacher's Choice Winner

In this beautifully illustrated expository text by Nikki Giovanni, Rosa tells the real-life story of American heroine and Civil Rights activist, Rosa Parks.  The story begins on December 1, 1955 when Rosa Parks was returning home from a long day at work. When the bus driver recognized that the "White's Only" seats were full and he demanded that the black men and women move to the back, Rosa courageously refused to give up her seat.  The story continues by describing what happened to Rosa Parks and the impact her defiance had on the rest of the black community.  The murder of Emmett Till, the Montgomery Bus Boycott, and the support of leader, Martin Luther King Jr. are all historically tied into the text showing the challenges and progression of the Civil Rights Movement. 

Reading Level: Lexile Framework 900L, Grade 3

Suggested Delivery: Read Aloud

Description: Non-fiction, Historical, Diversity, Civil Rights

Electronic Resources: 
Montgomery Bus Boycott
This is a link to a site that offers additional sites related to the Civil Rights Movement.  It has worksheets and other supplementary materials, primary source documents, and includes videos and lectures regarding the Montgomery Bus Boycott.

Meet Rosa Parks
This is a link to a brief video clip that describes Rosa Parks' life.  The biography, complete with photographs, can help visual and auditory learners comprehend the text. 

Key Vocabulary: Alterations, Civil Rights, Furtively, Inherently, Justice, Lynch, Mutter, Neutral, Seamstress, Supervisor, Trespassing, Vicious

Teaching Suggestions:

1. Use this text in social studies to introduce students to Rosa Parks and the Civil Rights Movement.
2. Read the text as a part of a collection of read-alouds during a lesson on American heroes and heroines.
3. Use the text to support Black History Month in February.

Comprehension Strategies
Pre-Reading- Have students complete the K and W portions of a KWL chart to activate prior knowledge and explore what they want to learn about Rosa Parks.

During Reading- Pause after Rosa refuses to give up her seat even though the bus driver demands she does and threatens to call the police.  Ask students what courage and bravery mean in this context.  Have students make text-to-self connections by asking what they would do if they were Rosa.  Would they follow the law or choose to stand up for what they believe is right?

Post-Reading- Students should complete the KWL chart with the L section.  Have students create found poems using duplicate pages from the text.  Students deliberately cross out words to leave the remaining, meaningful words as the text for their own poem that describes Rosa Parks or the courage that she had.

Writing Activity: Have students write a letter to Rosa Parks asking her about her life and why she chose to be brave that fateful day.

Giovanni, N., & Collier, B. (2005). Rosa. New York: Henry Holt.

Redwoods

Informational, Innovative, Imaginative, Extraordinary, Picturesque

Redwoods Written and Illustrated by Jason Chin

Published by Flashpoint/Roaring Brook Press Copyright 2009

"A contagious celebration of the relationship between information and imagination, the pure joy of learning" - Horn Book

This vivid and alluring description of the astounding Redwood trees by Jason Chin, gives readers insight to the beauty and majesty found in nature.  The story's inventive format and unique blend of non-fiction and fiction uses illustrations to invite readers to activate their imagination and explore what the Earth and its creations have to offer.  The story begins using illustrations before the text is even introduced.  A boy finds this text on a bench and as he opens it and begins to read, he leaves New York City and is transformed to the amazing forest.  The text provides detailed information and facts about Redwood trees, their history, environment, and their purpose to other organisms.  The book concludes as the main character accidentally leaves behind this text.  Another child finds is and begins her own journey through the pages. 

Reading Level: Lexile Framework NC1100L, Grade 5/6

Suggested Delivery: Read Aloud

Description: Blend of Non-fiction with Fiction

Electronic Resources:
Book Website
This is the link to the official Redwoods website.  The site contains information about the author and what he had do when he conducted his research for this text.  There is also a link to Redwood Facts, a brief synopsis of the text, and links to teacher resources that include sample lesson plans.  

Redwood National and State Parks Site
This is a link to the United States National Park Service website that provides additional background information about Redwood trees.  The site contains expository articles to further explain the scientific background of these trees and their climate.  There are also many pictures, teacher resources, and opportunities for students to get more involved in the preservation and protection of the National Parks.  

Key Vocabulary: Ancestors, Condense, Diameter, Endangered, Epiphytes, Evaporation, Fungal, Infestation, Jurassic, Penetrate, Sapling, Sprout, Tannin

Teaching Suggestions:

1. Use this text in science during the study of populations and ecosystems.
2. Use this text in social studies to review that Redwood trees have their own past and historical significance especially in United States, where they are predominately found.  Discuss how they impacted Native Americans, the Gold Rush, and Teddy Roosevelt's plan for conservation of natural wildlife. 
3. Use the illustrations in this text to support literary elements of circle stories in which the story begins and ends in the same place. 

Comprehension Strategies
Pre-Reading- Show students a picture of a Redwood tree by itself.  Ask students what they know about the tree.  Then show them another picture that provides greater perspective because people or objects next to the tree demonstrate the grandeur and size of Redwoods.  Also, pre-teach the vocabulary words using vocabulary cards and images.  While the text itself only requires literal comprehension, the content-specific vocabulary must be introduced before reading so students can make the connections and understand what the author is trying to say about Redwood trees.  

During Reading- Have students use split-page note taking to record the information and facts that are presented in the text.  One side of their notes should contain a question and the other side will answer that question.  See the example below:

How long can Redwoods live?                            More than 2,000 years

How tall can Redwood trees be?                        Usually more than 200 feet tall

What kinds of animals/insects                           Bald eagles, ospreys, 

live in Redwoods?                                                    woodpeckers, flying squirrels,
                                                                                          beetles, yellow banana
                                                                                          slugs, etc.
                                                                            
Post-Reading- Students can demonstrate their comprehension of the text and the information by participating in a Professor Know-It-All dialogue, in which they share everything they learned from the text. 

Writing Activity: Have students write an expository poem about Redwood trees.  Students can focus on Redwood trees' history, their environment, their purpose, or simply their beauty.  Specific details and facts should be included to support the accuracy of the poem.  Students can then illustrate their poem.  

Ms. Belcher took a trip to Muir Woods in Northern California, Jan 2011

Around the trunk of a Redwood tree

Ms. Belcher showing how little she looks next to a Redwood!

Chin, J. (2009). Redwoods. New York: Flashpoint/Roaring Brook Press.

14 Cows For America

Uplifting, Genuine Friendship, Generosity, Compassionate, Evocative

14 Cows For America
Written by Wilson Kimeli Naiyomah with Carmen Agra Deedy

Illustrated by Thomas Gonzalez 

Published by Peachtree Publishers Copyright 2009

"A stirring, heartwarming tale that made headlines when it happened-and is now, thankfully, preserved on the page for children." - Kirkus 

This true account of compassion, co-written by Wilson Kimeli Naiyomah and Carmen Agra Deedy, illustrates how one tribe in Kenya demonstrated their generosity after the September 11th attacks on the United States.  The story reflects on Kimeli's return to his native land where he welcomed back by the Maasai.  Traditionally, they were warriors, but now they are cattle herders who rely on their cows for everything.  When they ask Kimeli to share stories about his life in New York, he feels compelled to share the horrific and tragic events that occurred on September 11th.  Kimeli's reflection of the events is emotionally stirring.  As a result, he decides to give his only cow to America.  After hearing what happened and recognizing Kimeli's actions, the elders also show sympathy and want to help by offering 13 more cows, because "to the Maasai, the cow is life."  This vibrant story shows the cross-cultural connections, the generosity, and the support that nations can provide to one another.   

Reading Level: Lexile Framework AD540L, Grade 3/4

Suggested Delivery: Read Aloud
Description: Non-fiction, Diversity, Cross-Cultural Connections 

Electronic Resources:
Official Book Website
This is a link to the official website which offers additional information about the story, an overview of the two authors and illustrator, helpful sites to increase understanding of the Maasai people, and details about the significance of the cow to the Massai.  The site also includes links to teacher sources and guides that can enhance the use of this text in the classroom.

Student Guide
This is a link to a PDF student guide.  The guide provides author and illustrator background information, key vocabulary and definitions, pre-reading activities, discussion questions, writing activities, and extensions of the text.

14 Cows For America Video
This video clip introduces students to additional background information about the text and the publicity the real event received.  Students can also meet Wilson Kimeli Naiyomah, the real Kimeli, and hear his story about presenting the United States with 14 cows.

Interview with Wilson Kimeli Naiyomah
This is a link to an interview conducted with Wilson Kimeli Naiyomah.  Students can discover what Kimeli believes being a Maasai warrior means, why he felt he needed to share the story of September 11th with his people, and what his reactions were to their act of generosity.

Key Vocabulary: 
Diplomat, Embassy, Fierce, Injustice, Kenya, Marvel, Mournful, Nomadic, Ritual, Sacred

Teaching Suggestions:  

1. Use this text in social studies to review September 11th and the impact it had not only on the United States, but also on the world.
2. Use this text in social studies to compare and contrast the lifestyle and culture of the United States to Kenya.
3. Use this text in reading and language arts to discuss what symbolism means in terms of literature and in real events.  Have students analyze what the cows symbolize.  Have students make text-to-self connections by establishing what their own symbol would be.

Comprehension Strategies
Pre-Reading- Review the events and impact that September 11th had on the United States as a whole.  Provide students with a KWL chart to demonstrate their prior knowledge about September 11th and what they hope to learn from the text.

During Reading- Pause during the reading, and have students make predictions about what the Maasai people's reactions are and why they feel that way.

Post-Reading- Students should complete the L section on their KWL charts.  Have students conduct a Popcorn Review.  Students should make text-to-self and text-to-world connections with the story.  Ask students the following questions:

1. How did this story make you feel about the way other countries/people treat each other? 
2. What do you think America was feeling after the September 11th attacks and then after they received 14 cows?
3. Is there anything in America that we could give to other nations to show our support the way the Maasai did?

Writing Activity: Have students write a Poem for Two Voices.  One student can represent the Maasai and another can represent the United States.

Deedy, C. A., Naiyomah, W. K., & Gonzalez, T. (2009). 14 cows for America. Atlanta: Peachtree Publishers.

Thomas Edison: A Brilliant Inventor

Informational, Inspiring, Historical, Revolutionary, Determined

Thomas Edison: A Brilliant Inventor
by the Editors of Time For Kids with Lisa DeMauro

Published by HarperCollins Publisher Inc. Copyright 2005

Written by the team from Time For Kids, this expository text explores the great American inventor, Thomas Edison.  The book is divided into chapters based on different parts of Edison's life.  It begins with a brief narrative introduction about the first time Edison flipped the switch for all to see that he had created a lightbulb that actually worked.  It then follows Edison's life chronologically, focusing on when he became interested in electricity and how he was determined and persistent in all of his attempts.  The text is enhanced with numerous photographs, captions, and sidebars keep readers engaged and help guide their reading and understanding of the format. 

Reading Level: Lexile Framework 680L, Grade 4

Suggested Delivery: Independent Read

Description: Non-fiction, Historical

Electronic Resources:
Thomas Edison Video
This is a link to a video on the History Channel website that discusses Edison's experiences as the inventor of the lightbulb and how this impacted the rest of society.

Thomas Edison
This is a link to a website that offers an additional biography to supplement the text and a gallery of photographs.

Electricity Games for Kids
This is a link to a site that students and teachers can explore.  It offers interactive games and activities for students to become more familiar with circuits, lightbulbs, and electricity.  The site also contains sample lesson plans, experiments, and teaching ideas that can be incorporated into the science curriculum.

Key Vocabulary: Carpenter, Discourage, Filament, Literature, Morse Code, Patent, Phonograph, Telegraph

Teaching Suggestions:

1. Use this text in science to enhance a unit on electricity and the creation of circuits. 
2. Use this text in social studies to explore great American inventors, their past, and their contributions. 
3. Use this text in reading and language arts as a model expository piece of writing to demonstrate the structure and format of this kind of text.  Teach students how to guide their reading and effectively use the text by looking at the table of contents, chapter titles, bold headings, sidebars, photographs, and captions.  It can also be used to model how biographies are structured and the kinds of details and information that should be included. 

Comprehension Strategies
Pre-Reading- Have students complete a KWL chart about Thomas Edison.  The K and W sections of the chart will help activate students' prior knowledge and also set a purpose for reading.

During Reading- Have students use a graphic organizer such as a time line or sequence chart to help them visualize the events in Thomas Edison's life and actively engage with the text. 

Post-Reading- Have students complete the L section of the KWL chart.  They can then create a timeline illustrating key events in Edison's life.

Writing Activity: Have students pretend they are newspaper reporters from the 19th century.  Have them write about one of Edison's new inventions.  They should discuss what it is, what it does, and how it will impact society.  They should also write about Edison's process of creating the invention:

• How long did it take?
• What was the trial and error process like?
• How did he figure out what made it eventually work? 

DeMauro, L. (2005). Thomas Edison: a brilliant inventor. New York: HarperCollins.

Amelia Earhart: This Broad Ocean

Informative, Inviting, Simple, Unique, Engaging

Amelia Earhart: This Broad Ocean by Sarah Stewart Taylor and Ben Towle

Published by Disney/Hyperion Books Copyright 2010 

"Women must try to do things as men have tried.  When they fail their failure must be but a challenge to others." - Amelia Earhart

Written by Sarah Stewart Taylor and illustrated by Ben Towle, this exciting graphic novel demonstrates not only the drive historic figure, Amelia Earhart had, but also the struggles she encountered along the way.  The story begins in Trepassey, Newfoundland in 1928, where many pilots started their journey because it was the end of the continent and the best place to begin flight across the Atlantic Ocean.  Grace, a local aspiring reporter, writes for The Trepassey Herald.  When she discovers that a female is going to attempt to fly across the ocean, she begins to make an appearance every time Amelia Earhart gets in her plane.  However, Amelia Earhart feels the pressure of competition as other women like Mabel Boll and Thea Rasche race to be the first women in aviation to fly across the Atlantic.  Amelia also experiences uncontrollable challenges with the weather and cannot seem to make her plane leave the water, but she does not give up.  While reporters and the local community begin to lose faith in Amelia, Grace stands by her side and earns the opportunity to interview Amelia.  Grace learns how Amelia became involved with planes and how she feels about her role as a female pilot in a predominately male field.  The story concludes as Amelia finally takes off, proving that she was the first woman to cross the Atlantic.  While the end shows Grace several years later still struggling to achieve her own goals, the message illustrates that both Amelia and Grace refuse to let men hold them back from their dreams.

Reading Level: Lexile Framework GN, Grade 5/6

Suggested Delivery: Independent Read

Description: Graphic Novel, Blend of Non-fiction and Fiction

Electronic Resources:
Discussion Guide
This is a link to a site that provides a discussion guide.  Select Amelia Earhart: This Broad Ocean to open the PDF.  The guide offers discussion questions to aid in comprehension as well as project ideas across all content areas.  There is also additional information about the authors and illustrators. 

Story Structure
This is a link to a site that describes in detail the structure of Amelia Earhart: This Broad Ocean.  It breaks down the images and provides an explanation of their purpose in the text.  This site also addresses the format and argues that the text has three acts.  It is very useful especially if students are struggling to make all of the connections and interpret the images.

Key Vocabulary: Ambition, Aviation, Humble, Obstacle, Petrol, Plagued, Promoter, Telegram, 

Teaching Suggestions:

1. Use the text in social studies to discuss women's rights during the 20th century.
2. Use this text in math to calculate how much fuel was needed to fly across the Atlantic.  Discuss why Amelia had to reduce the amount of fuel she could take and how this was risky.
3. Using this text as inspiration and as a model, have students create comic strips.  In pairs, have each partner intrepret the story to demonstrate their ability to make meaning from the images using inferential comprehension.

Comprehension Strategies
Pre-Reading- Have students complete a KWL chart about what they already know and what they want to know about Amelia Earhart.  This will activate prior knowledge and set a purpose for reading.  

During Reading- Have students use a story map to outline the events in the book.  This will encourage students to interpret the images because there is very little text to aid in comprehension.

Post-Reading- Have students use a Venn diagram to compare and contrast the goals and dreams of Grace and Amelia Earhart.  Students will be able to identify the real aspirations of Amelia Earhart with the fictional character, Grace to demonstrate how Amelia Earhart impacted women.  At that time many people agreed with Grace's mother who stated, "Seeing that woman pilot's put ideas in your head" (Taylor 11).  However, Amelia inspired women, like Grace, to achieve their goals. 

Writing Activity: Have students pretend they are reporters like Grace.  They can write an article about Amelia Earhart before, during, or after she crossed the Atlantic.  Students should include a headline, image, and full descriptive article.  Students may need to conduct some research outside of the text to validate the historical facts they include.
 

Taylor, S. S., & Towle, B. (2010). Amelia Earhart: this broad ocean. New York: Disney/Hyperion Books.