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    Making Chapter Charts: Useful for Outlining—and for Decorating Your Classroom

     | May 28, 2013
    TEACHING TIPS
    BY KATHLEEN A. HUNTER
    May 28, 2013
     
    When I think back on my early education, social studies was my least favorite subject. The information was presented in a very unkid-friendly format and was as dry as the twigs outside my classroom in Arizona. Unfortunately, not much has changed in textbooks over the years, but as a teacher I can improve upon how my students experience them.

    Making chapter charts is a hands-on activity that will engage all of your students, promote teamwork, and offer opportunities to practice everything from critical thinking to handwriting. The preparation required is minimal and the supply list is short—but the end result will go a long way.

    SUPPLIES

    p: Chris Campbell via photopin cc
    Butcher Paper: The number of chapters in the unit you are studying will determine the number of pieces of paper you will need. For example, one unit I taught had three chapters which meant I had three pieces of butcher paper. Each piece was three-feet long. I used orange because it was not a typical color for writing. It also brightened up the classroom. In addition, you’ll need one smaller piece in a different color that’s approximately half the length of the first.

    Wide-tip Markers: I used black because of the strong contrast on my orange paper, but don’t be afraid to stray from tradition. Along with using orange paper I could have easily used a different colored marker, like purple.

    Yarn, string, or clothesline: I used yarn because I also taught my students how to crochet (which is another post entirely). I secured a piece of yarn across one side of the room, a couple of feet down from the ceiling.

    Clothespins: At first I thought, “Does anyone still make clothespins? If so, where can I buy them?” But yes, my local hardware store, drug store and even grocery store sell them.

    STUDENT PREPARATION

    This is a wonderful opportunity to take full advantage of differentiated instruction. Group your students according to their reading abilities. If you are like most teachers, you will not have the benefit of a paraprofessional to help you lead your group lessons. But don’t despair. The higher learners can work independently to read the chapter and write down their own notes. The next group you can approach as you would for a guided reading lesson, but with the students taking turns leading the group. A third group you can lead as a read aloud in much the same way as the second group, but with you doing the majority of the reading while your students follow along with their eyes.

    If you have more than three groups, don’t worry. I often had five groupings to manage on my own. It is doable and definitely worth the extra effort and time to get your groups organized. Once your students know what is expected of them, the foundation is set, the groups will run themselves, and you’ll have the foundation set for future lessons in social studies and other subjects.

    Before your students begin to read the text, you will want to have a minilesson on the difference between “facts” and “fun facts.” The facts are the solid, foundational information. They are the pieces of information you want your students to take note of, such as, “George Washington was the first president of the United States.” The fun facts are the pieces we like to share with our parents and friends at the dinner table or at recess: “George Washington wore a size 13 shoe.”

    Now your groups are ready to begin reading the text. Here is your checklist that you can give to each group to use as they read the chapters:

    • Read the pictures
    • Read the captions
    • Read the text
    • Write down the facts
    • Write down fun facts
    • New vocabulary words
    Once your groups have finished reading the chapter and have written down some facts, fun facts, and new vocabulary words, then it is time to bring the groups together to share their notes.

    OUTLINING CHAPTERS

    Now the real fun begins! For the first piece of butcher paper, write Chapter 1 across the top (or whatever chapter number you are starting with). Start with one of your groups and ask for them to share one or two of their facts. They can take turns dictating their facts to you while you write them on the butcher paper. Each fact can have a star or big dot for bullet points. Then move on to the next group and ask them to share one or two of their facts and to dictate to you as you write.

    Continue in the same way with each group. Your students will likely have duplicate information to share, but that’s okay. Take that as a teaching moment to identify the same information presented in a new way. Neither way is right or wrong, but one might be better suited for this project. After each group has shared their facts you will have a poster full of six to eight facts from the text.

    On the smaller piece of butcher paper, label across the top, New Vocabulary Words. Ask your students to share the words they wrote down. This is a good time to start with your groups sharing in the reverse order of the first share.

    NEW CLASSROOM ART WORK

    If timing works such that your students are excused to recess or perhaps a walk-to class, then this is your opportunity to display the artwork. Simply take one end of the butcher paper and secure the corner on the yarn or string with a clothespin. Add a few more clothespins across the top length of the paper. Do the same with the new vocabulary words next to the large piece. When your students return to the classroom, you will relish in their oohs and ahhs when they see the large pieces of colorful paper displayed in their room with their notes. They will certainly have a feeling of ownership of their work and pride in what they have accomplished.

    By having the charts displayed for everyone to see, their learning will be reinforced daily. As you add more charts for the subsequent chapters, they will seamlessly build on their learning, too.

    Speaking of which, you are now ready to begin work on the next chapter in the unit.

    WHAT TO DO WITH THE PAPER AFTER THE LESSON

    When you are ready to take these Chapter Charts down, cut the pieces into halves or fourths. Then, randomly select students to share information they learned from the unit. I had popsicle sticks with a student’s name written on each stick. If the student whose name I selected could give a fact, fun fact, or vocabulary word, then they earned a piece of paper to take home. My students loved taking home the colorful paper to use the back side for drawing at home. Bonus: it provided a wonderful way to recycle!

    Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online at www.KathleenHunterWrites.com.

    © 2013 Kathleen Hunter. Please do not reproduce in any form, electronic or otherwise.


    Giving Two Dimensional Characters a Push Off the Page—to 3D!

    Building Classroom Community, One Township at a Time
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  • best apps for kidsKimberly Kimbell-Lopez features the Best Apps for Kids website, which features Free App Friday and app reviews by grade level, device, rating, category, and more.
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    TILE-SIG Feature: Locating Apps to Use in the Classroom

     | May 24, 2013

    by Kimberly Kimbell-Lopez 

    In my November 2012 article, I shared ways to begin using educational apps (short for applications) to supplement your classroom instruction. I mentioned that apps can be used across a variety of different devices, including an iPad, iPhone, iTouch, Droid, tablet, or other similar device. The focus this time is on one website, Best Apps for Kids (http://bestappsforkids.com), which provides teachers with a listing of apps by grade level, by device, by rating, by category, and education area. The grade levels are broken down across preschool, elementary, middle school, and high school. There is also a section where teachers can select What’s New to review new apps that are available for download.

    best apps for kids

    If you are a reading or ELA teacher, then the apps are organized around the alphabet, phonics, reading, and writing. For example, one available reading option is the Brush of Truth. If you want to learn more about the app, then you can click on the full review option where the site provides an overall rating along with ratings for quality, education, entertainment, value, and whether the app is child-friendly. These ratings are further described so that teachers can get a clear idea of what is entailed with the app.

      our review

    From http://bestappsforkids.com/2012/12/brush-of-truth-2/

    The site also runs a Free App Friday where numerous apps are available for free downloads. The apps range from educational to fun and games to books as well as art, music, and creativity. For example, the Free App Friday for May 17 included eight educational apps focused on either math, reading, and music. For teachers just beginning to venture into the world of apps, Best Apps for Kids can be a great place to locate apps for use in their classrooms!

    Kimberly Kimbell-Lopez, Ed.D., is the Hubberd H. & Velma Horton Boucher Endowed Professor in the Department of Curriculum, Instruction, and Leadership in the College of Education at Louisiana Tech University.

    This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).


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  • OLD MACDONALD HAD A DRAGON is a humorous rewrite of the traditional song. Baker’s new twist on the words and Santoro’s comical illustrations will be sure to capture the attention and imagination of students. This version begins with a singing farmer who decides he wants to keep a dragon on the farm.
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    • Putting Books to Work

    Putting Books to Work: Ken Baker's OLD MACDONALD HAD A DRAGON

    by Kathy Prater
     | May 23, 2013
    OLD MACDONALD HAD A DRAGON (Amazon Children’s Publishing, 2012)
    Written by Ken Baker and illustrated by Christopher Santoro
    Pre-K through Grade 4


    The end of the year is here. Spirits are running high, and patience is running low. Capture the imagination of your students with a new twist on an old favorite!

    OLD MACDONALD HAD A DRAGON is a humorous rewrite of the traditional song. Baker’s new twist on the words and Santoro’s comical illustrations will be sure to capture the attention and imagination of students. This version begins with a singing farmer who decides he wants to keep a dragon on the farm. The cow objects, using a play on words—“I’ve got a beef with you”—which results in an argument between the cow and farmer. The cow threatens to move, and the matter is settled in an unimaginable way: the dragon swallows up the cow! The argument between the farmer and cow and conversation between the farmer and the dragon are full of idioms related to the cow.

    The farmer begins to sing again and is interrupted by a pig on a “hog” (motorcycle), and the scene repeats itself with idioms, comical illustrations and the pig being devoured in one gulp. The farmer then argues with a ram who threatens to withhold wool until the dragon is gone. The result of this argument is one fat and sassy dragon and one disappearing sheep. However, the farmer has second thoughts about this type of dragon dinner. He realizes he may need those wooly socks come winter.

    The farmer begins his tune and sings about the farm having a dog. The dog, who has witnessed all the other arguments, protests being added into the song. The dragon can be seen behind the dog peeking at the argument with one eye open. Before the farmer gets to the chorus, the dog is dragon feed as well. This angers the farmer and satisfies the dragon who lies down to take a nap. The farmer has other ideas though. He marches across the yard and demands the dog back while kicking the dragon in the nose. Instead of arguing or responding to the farmer, the dragon does the only thing possible. He swallows up the farmer as well. The illustrations on the next page are similar to the Old Lady Who Swallowed a Fly with the farmer scratching his head trying to figure out what to do now.

    The dragon is seen with music coming out from inside his belly as all the animals join the farmer in singing the original song. This so upsets the dragon’s stomach that he belches loudly, shooting all the animals out into a puddle of slime. The dragon, with a terrible stomach ache, flies away from the farm. Old MacDonald raises his guitar and begins the song again with the animals each adding their name and sound.

    Cross-curricular connections: Science, Art, Math, English

    Ideas for Classroom Use:

    Making Old Things New

    The purpose of this activity is to expand the imagination and awareness of stories by retelling a favorite. Students can use the same format as OLD MACDONALD HAD A DRAGON, or can choose another familiar song to rewrite.

    Have students listen to the story in a large group. Discuss how the story is different from the original song. Have students determine if having a dragon on a farm is a good idea or not and justify their answers with reasoning. Brainstorm as a class some other animals that might not do so well on Old MacDonald’s farm. Have children illustrate their choice of animal and what would happen between the original farm animals, the farmer, and the new animal.

    If students choose another familiar song to rewrite, have them make similar illustrations and text that shows a comical side of rewriting well-known texts. Being able to manipulate well-known text is an invaluable tool in learning to read well. This skill helps students to move beyond the text and assimilate it into new ideas.

    Area of a Dragon’s Belly

    The purpose of this activity is to expand the imagination as well as strengthen math skills. For older students, measurements can be given and the students can work in small groups or independently.

    After reading the story, ask students about how big a dragon would be in relation to the other animals. Give students problems to work, such as “If the dragon’s belly had an area of 125 square feet, which of these creatures could fit inside together?”

    For younger children, the activity should be completed in large or small groups with teacher support. With these students, practice estimating which creatures will fit inside a certain area. Provide manipulatives for the younger students to check their guesses.

    Dragon Habitats

    The purpose of this activity is to build an appropriate habitat for a dragon. Since the dragon did not get along with the farm animals, where could he live comfortably? Have students listen to the story with the purpose of determining problems the dragon had living on the farm. Have students brainstorm other the places the dragon could live. If he lived in a circus, what problems would he have? a zoo? a park? etc.

    Have students design the “perfect” habitat for a dragon. Be sure to include the four essentials for an animal to survive. Younger students can draw a picture of their habitat and older students can create a diorama.

    Additional Resources and Activities:

    Ken Baker Books
    Ken Baker’s website has multiple resources to support his books. The site includes lesson plans, links for parents, links for librarians, and links for writers. A section of videos showcasing the books is also available if a peek at the illustrations is wanted before ordering the book. Baker also has included a link to his blog about thoughts on reading and writing.

    Math is Fun: Area
    This website provides an easy to use list of formulas for calculating area of different shapes. The students can use these formulas to calculate the area of the dragon’s stomach, as well as that of the other animals (perhaps a rectangle for a cow, a square for the dog, etc.). They can then see which animals the dragon could eat without upsetting his stomach.

    Nature Works: Habitat
    This website provides a short video about why living things need habitats and the resources a habitat provides. The video discusses natural habitats, artificial habitats, ways to improve habitats for animals, and ways habitats have been destroyed. The video provides an easy to understand introduction to habitats be showing real word experiences.

    Kathy Prater is a Reading Specialist who works with students with dyslexia, an Adjunct Professor at Mississippi University for Women in Columbus, Mississippi, and a full time pre-kindergarten teacher at Starkville Academy in Starkville, Mississippi. Her passions include reading, writing, tending her flock of 15 chickens, and helping students at all levels to find motivation for lifelong reading and learning. She believes that every child can become a successful reader if given the right tools and encouragement.

    © 2013 Kathy Prater. Please do not reproduce in any form, electronic or otherwise.
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  • These K-12 books about the "rest of the story" are sure to make your students say, "Wow, I didn't know that!"
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    Wow, I Never Knew That! Book Reviews

     | May 22, 2013

    The world is filled with fascinating stories that keep youngsters intrigued. But often, what they think they know about a topic or even a famous person or event is not the whole story. It might be based on one person’s perspective or contain one author’s biases or there may even be parts of a story that have been forgotten or are only known by a few individuals. Once someone becomes interested in a topic, he/she may want to know more and start digging for the story behind the story. This week’s book reviews by members of the International Reading Association's Children’s Literature and Reading Special Interest Group highlight recent titles that provide insight into fascinating topics while providing the rest of the story.

     

    GRADES K-2

     

    Arnold, Tedd. (2013). Fly Guy presents: Sharks. New York: Scholastic.

    Buzz and his pet fly, Fly Guy, use a field trip to the local aquarium to learn interesting facts about sharks and also put the lie to many myths about the ever-fascinating creatures. The book introduces some of the more than 400 types of sharks, and readers can view great photographs of sharks, their teeth, their denticles, and some of the food they eat. This is a fine introduction to sharks sure to have high reader appeal because of the sparce but engaging text, and the nifty photos. Also see the "Ferocious Fighting Fish: An Ocean Unit Exploring Beginning Word Sounds" lesson on ReadWriteThink.org.

    - Barbara A. Ward, Washington State University

     

    Chin, Jason. (2013). Island: A story of the Galápagos. New York: Macmillan Group/ Roaring Brook Press.

    Starting as a volcanic island erupting over six million years ago, this special part of the world is introduced through a beautifully designed book that begins with end papers that are entitled “Species of the Galápagos” and contain thumbnail sketches for the very unusual plant and animal life that were spawned on these unique volcanic islands. In rather simple language with beautiful paintings, this narrative nonfiction book is divided into five sections describing the evolution of the island: Birth, Childhood, Adulthood, Old Age and an Epilogue. Interestingly, the epilogue is dated 1835, the year that Charles Darwin visited the islands and wrote about them for the world to know. The author has included detailed notes at the end of this biogeography to add further explanations for the appearance of the island and its strange inhabitants. This book has been named one of the Outstanding Science Trade Books for 2013. Teachers will want to check out the author’s website with award news and more reviews or visit the publisher’s website for more enlargements of the interior art.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Flat, Lizann. (2013). Sorting through spring.  Illus. by Ashley Barron. Toronto, ON: Owlkids Books, Inc.

    From the Math in Nature series, this title introduces math concepts through inquiry. “Do you think that math matters to the animals and plants?/ What if nature knew numbers like you?/ Let’s look at the spring./ Imagine what patterns and sorting could do/” (p.1). With cut paper collage illustrations and poetic rhyming language, this math information book asks young readers to look for patterns and groups within the context of nature in spring. Question boxes accompany each double-page spread, making the book an interactive approach to the patterns observed. “Nature Notes” at the end of the book add even more facts for each of the scenarios throughout the story. Teachers will want to visit the publisher’s website for a detailed teacher’s guide for this book or visit the author’s website for more back matter information.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Gerber, Carole. (2013). Spring blossoms. Illus. by Leslie Evans. Watertown, MA: Charlesbridge Books.

    Written in rhyming text, this book follows two children as they walk through the forest in spring and observe the flowers on the trees. Ten flowering trees are described as the author combines rhyme and factual information to describe the flowering cherry trees, the dogwoods, flowering crab apples, white oak, white pine, balsam fir, beech trees and more. Block-print and watercolor artwork adds to the beauty of spring through these flowering trees. This is the third book in the seasonal series that this author/artist team has produced for young readers and budding scientists. Teachers will want to visit the author’s website for more information about her writing and school visits.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Kelly, David A. (2013). Miracle mud: Lena Blackburne and the secret mud that changed baseball. Illus. by Oliver Dominguez. Brookfield, CN: Lerner/Milbrook Press.

    Competent enough to play Major League Baseball for several teams, Lena Blackburne longed to be a great baseball player. Despite his ambitions, he was never talented enough to become famous through his athletic talents. Still, he earned a measure of fame and made a contribution to his sport in a most unlikely way. After a chance conversation with an umpire about soggy baseballs, he happened upon some mud near a New Jersey river that would make the balls less shiny. The mud made its way into the Baseball Hall of Fame, a fascinating footnote to baseball's history. The back matter includes more information on baseball mud and its supplier. Baseball fans and fans of the curious and strange in our world will be intrigued by the text and the colorful, movement-filled illustrations. After reading this story, it will be hard for anyone not to think about Blackburne whenever the umpire shouts the words, “Play ball!”

    - Barbara A. Ward, Washington State University Pullman

     

    Kelly, Susan and Deborah Lee Rose. (2013). Jimmy the joey: The true story of an amazing Koala rescue. Washington, D.C.: National Geographic Kids.

    Jimmy is a koala joey that was rescued when his mother was killed trying to cross a highway in Australia. Found the next day, he was taken to the Koala Hospital. The volunteers there kept him warm and named him Jimmy. Only six months old, Jimmy was cared for like a real baby even though he was a marsupial. A volunteer named Barb took Jimmy home with her to care for him. He slept in a laundry basket and cuddled with Barb like a living teddy bear. Eventually, Jimmy started to munch on eucalyptus leaves like all koalas do. By the time he was a year old, Jimmy was placed in the hospital’s tree yard so he could be with other koalas and where he learned to climb trees and bonded with the other koalas. As Jimmy grew bigger, it was time to release him back into his natural habitat in the forest. The final pages of the book include a map, additional information, websites and places to visit to see koalas. Teachers will not want to miss the detailed teacher’s guide provided by the publisher with CCSS connections and also Jimmy’s own FaceBook page! They can visit the Koala Hospital page to see where Jimmy was given a second chance at life or the author’s page with early videos of Jimmy.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Miche, Mary. (2012). Nature’s patchwork quilt: Understanding habitats. Illus. by Consie Powell. Nevada City: Dawn Books.

    Important natural science concepts such as habitats, biodiversity, and adaptation are covered in simple language in this intriguing book. Because the text and illustrations are linked to different patchwork quilt patterns with their own unique but interlocking designs, readers will quickly recognize how the effects of one species or habitat affects another and another. Particularly appealing is how the essential science fact being introduced is in the center of the page with the rest of the design and life forms surrounding it. This is an excellent reminder of how much is lost as humans intrude on the habitat of other species, and the consequences of the loss of even one species or habitat.

    - Barbara A. Ward, Washington State University Pullman

     

    Skead, Robert. (2013). Something to prove: The great Satchel Paige vs. rookie Joe DiMaggio. Illus. by Floyd Cooper. Brookfield, CN: Lerner/Carolrhoda Books.

    Once again the fight for civil rights is played out on the infields of American’s game. Drawing on a little-known incident involving two men who have something to prove (Satchel Paige, the great pitcher, and Joe Dimaggio, the rookie looking to make a name for himself as a hitter), this picture book describes what happens when they meet on the field. Despite his prowess as a baseball player, Paige was not allowed to play in the major leagues due to the color of his skin. He accepts an invitation from the New York Yankees general manager to pitch against DiMaggio who is being given a try-out for the majors. DiMaggio is delighted when he eventually manages to get a hit off the great pitcher. The story highlights the men’s mutual respect, and the back matter poignantly describes how Paige has to wait 12 more years before he can join Major League Baseball. Poignantly, the Author's Note also provides information about the debate over whether Negro League players inducted into the Baseball Hall of Fame would have their plaques hung in the main wing or a separate wing. As always with the work of Floyd Cooper, the illustrations are memorable and filled with a zest for life and the love of the game. This title is a worthy addition to a text set on baseball and one on civil rights. For more about these two players, visit the official Satchel Paige website and the official Joe DiMaggio website.

    - Barbara A. Ward, Washington State University Pullman

     

    GRADES 3-5

     

    Dyer, Hadley. (2012). Potatoes on rooftops: Farming in the city. Toronto, ON: Annick Press.

    Where does food come from? The introduction to this book asks this question to prompt readers to think about how they get the food they eat every day. The author’s work with FoodShare’s Field to Table has given her experiences to prove that people do not think about their food, and the book answers that question including how to grow food in a city environment. The book is divided into four parts: Hungry Cities; Plant a Seed; Green Your City; and Your Green Thumb, and the author presents ideas for urban gardening. The layout of the book offers text features that include a plethora of sharp photographs, charts, diagrams, fact boxes artistically inserted with various formats, posters, graphics, a glossary, further resources and a detailed index. Teachers interested in urban farming or starting projects for their classrooms will find this a valuable guide to share with students. Teachers can use these downloadable inserts to use with the book or visit the author’s blog for information about vertical farming. They may want to watch this 4-minute video intro and talk with the author about this book.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Harness, Cheryl. (2013). Mary Walker wears the pants: The true story of the doctor, reformer, and Civil War hero. Illus. by Carlo Molinari. Albert Whitman & Company.

    Although it's wonderful to have another picture book biography about an early feminist to add to the book shelves, readers will finish this one wanting to know even more about the stubborn and ground-breaking Mary Edwards Walker. The author's decision to focus on her choice of clothing shows how radical she was for her times, but in some ways it detracts from her other ground-breaking feats. Walker became a physician in 1855, one of the first females to do so. Once the conflict between the North and the South began, she volunteered her services as a surgeon during the Civil War. Although she was forced to work as a nurse, she also spied for the Union, and eventually was awarded a Medal of Honor. Readers will enjoy reading about the adventures of this outspoken, courageous woman, but they are sure to wonder what motivated her or compelled her to defy the social conventions of her times. Perhaps including some of her actual words would have added even more authenticity to the story. As it is, the back matter provides an ironic note about how Congress asked her to return her medal since the rules for receiving it had been changed. The colorful illustrations effectively create a vivid sense of time and place. Readers will want to know even more of the rest of her story.

    - Barbara A. Ward, Washington State University Pullman

     

    Krull, Kathleen. (2013). Louisa May’s battle: How the Civil War led to Little Women. Illus. by Carlyn Beccia. New York: Walker Children’s Books.

    Even today, the books of Louisa May Alcott remain popular with the late elementary and early middle grade set who read Little Women and Little Men countless times. This picture book biography describes how the author spent time volunteering as a war nurse during the Civil War. Having led a quiet, sheltered life, the experience of navigating through an unfamiliar city and taking care of the injured soldiers transformed the aspiring young author in many ways. As she nursed the wounded men and wrote letters home for them, she also listened to their stories, and took notes about her experience. The work was demanding, and she became ill and almost died. Relying on the notes she took during her time near the battlefront, she created verbal sketches of hospital life that were later published and helped her find her authorial voice. Later, of course, she immortalized the March family in the wildly-popular Little Women. The digital oil illustrations show the determination of a woman who had to content herself with making a contribution to the world in whatever way she could—in her case, through her writing. For lesson ideas, see ReadWriteThink's Louisa May Alcott classroom resources. Also see author Kathleen Krull's post "The Common Core: Showing Nonfiction the Love" on the Engage blog.

    - Barbara A. Ward, Washington State University Pullman

     

    Robinson, Sharon. (2013). Jackie Robinson: American hero. New York: Scholastic.

    Deservedly inducted into the Baseball Hall of Fame in 1962, Jackie Robinson’s life story is inextricably linked with the integration of baseball. This biography for young readers, written by his daughter, provides an insider's perspective on Robinson’s formative years, the challenges he faced once he joined the Brooklyn Dodgers, and his impressive batting, base stealing, and fielding statistics. But what runs through this story is the reminder of how much courage it took for him to endure the taunts and threats from baseball fans. Had he not been able to face those verbal assaults with grace, it might have taken much longer for his sport to be integrated. Containing several photographs, the book also explains how important his family was to Robinson and describes life after baseball for this heroic man. Readers may be interested in checking out the new movie, 42 (his baseball number), about Robinson’s playing days and look for even more information about him.

    - Barbara A. Ward, Washington State University Pullman

     

    Smith, Icy. (2013). Three years and eight months. Illus. by Jennifer Kindert. Manhattan Beach, CA: East West Discovery Press.

    Based in part on the author’s own family's experiences during WWII, this book describes the atrocities committed by the Japanese during their occupation of Hong Kong. Food for civilians was severely rationed, and local currency no longer had any value. Many citizens were forced to do work for the Japanese. Choi, the ten-year-old narrator, and his friend, Taylor, become slave boys for the Japanese military, and run errands and deliver packages. Thanks to the attention of Watanabe-san, a kind Japanese soldier, they even learn some Japanese. They also secretly join the resistance movement. When the war finally ends, their benefactor returns home to an uncertain welcome, and the boys wait for news from their families. The author deftly describes the complexity of war, which featured great cruelty as well as small acts of kindness as well as the courage displayed by the two boys. Back matter includes archival photographs of the events described so movingly in the book. History fans will be surprised and delighted to have a book for children that deals with a part of history that seemingly has been forgotten or whitewashed in some cases. The softly-hued illustrations add even more depth to the story as readers can see that these are real men, women, and children, civilians, trying to endure harsh treatment with as much dignity as possible.

    - Barbara A. Ward, Washington State University Pullman

     

    Wilson, Janet. (2013). Our rights: How kids are changing the world. Toronto, ON: Second Story Press.

    This companion to the author’s Our Earth: How Kids are Saving the Planet (2010) takes on issues of social justice and human rights. Profiling ten children from around the world, readers will see how kids can make a difference. Opening with the United Nations Convention on the Rights of the Child and using the short story “The Star Thrower” about throwing starfish back into the sea (p. 3), the theme of the book is launched. Using double-page spreads to introduce each child and his/her human rights work, stories from the United States, India, Philippines, Canada, Yemen, Congo, Brazil, South Korea, and other countries are represented. Sidebars with photographs offer additional short pieces about even more children and their activities dealing with human rights. Additional information and suggestions for “What YOUth can do” can be found at the end of the book. Teachers should visit the author’s website for more of the backstory on her work.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    GRADES 6-8

     

    Bowers, Rick. (2012). Superman versus the Ku Klux Klan: The true story of how the iconic superhero battled the men of hate. Washington, D.C.: National Geographic Press.

    This highly-engaging story about the birth of Superman, a stalwart of the comic book industry, and the rise of the Ku Klux Klan after the Civil War, is fascinating because of all the personalities involved in both strands of the story. Most readers know about Superman’s battle against various evil villains, but few of them will be familiar with his campaign against prejudice. When the team behind Superman, including the advertisers who supported his radio program, decided to have him fight against a different form of evil—racial bigotry—in 1946, the response to his campaign and development of a social conscience is overwhelmingly positive. Middle grade and teen readers will be fascinated by the separate stories of Superman and the background of the Ku Klux Klan as well as how the two stories eventually intersect in such an unexpected way. They will also be intrigued to learn some of the reasons behind the popularity of this superhero and to note the evolution of his character. Teacher looking for a coordinating lesson plan can use "Fantastic Characters: Analyzing and Creating Superheroes and Villains" from ReadWriteThink.

    - Barbara A. Ward, Washington State University Pullman

     

    Flowers, Arthur. (2013). I see the promised land: A life of Martin Luther King Jr.  Illus. by Manu Chitrakar. Toronto, ON: Groundwood Books.

    Using expressive and vibrant Patua scroll painting techniques and a rollicking, distinctive voice that unabashedly provides the author's unique perspective on the civil rights struggle, this graphic novel reveals the complexity of the movement as well as the inner struggles with which civil rights leader Martin Luther King contended. Although some readers may be disconcerted by the lack of correct grammar in some of the lines, it seems to work here and be an appropriate part of the spoken word that fills the book's pages. Readers will wonder anew at King's personal and professional journey and consider again the role fate plays in our lives. Although the book is sure to be provocative since it describes some of King's failings and his increasing concern that the movement and his part in it had become irrelevant, it is certainly useful for sparking conversations about the man and those who followed him. Although the back matter includes information about pertinent symbols or reference points in the narrative, the book is not an introductory text and assumes that readers have background on King and his times. Those with little awareness of the book’s historical context will need some support in understanding the events described in this revised edition of an earlier publication. Pair this book with Marching to the mountaintop: How poverty, labor rights, and civil rights set the stage for Martin Luther King, Jr.’s final hours (2012) by Ann Bausum. See the CL/R SIG's Civil Rights book reviews for more.

    - Barbara A. Ward, Washington State University Pullman

     

    MacLeod, Elizabeth. (2013). Bones never lie: How forensics helped solve history’s mysteries. Toronto, ON: Annick Press.

    Forensics is certainly a hot topic these days, particularly for television audiences and movies. As young readers have become fascinated with this topic, the science behind solving mysteries has become a popular concept. Solving mysteries from history using 21st century scientific forensic methodology is even more fascinating as it unlocks a few of the secrets of the past, in some cases, changing the way we look at historical events today. Author Elizabeth Macleod has selected seven historical mysteries that proved fatal and presented them in her book that details the forensic investigations and conclusions. The mysteries include timelines, the suspects, the suspicions, the historical facts and violence for the deaths of the Mayan Royal Family (2600 BC); the poisoning of Napoleon Bonaparte (1821); revealing the identity of the Man in the Iron Mask (1703); how Thailand’s King Rama VIII really died (1946); did Anastasia of Russia survive the royal massacre (1918); how King Tut really died (1321 BCE); and what was the fate of Marie-Antoinette’s son, Louis XVII (1795)? With colorful photography, excellent graphic images, poignant questions and a fast-paced writing style, this intriguing book will fascinate young readers. Teachers can download this detailed teacher’s guide to use with the book.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Sheinkin, Steve. (2013). Lincoln’s grave robbers. New York: Scholastic Press.

    Author Steve Sheinkin, award-winning author of Bomb (2012), brings another little-known piece of history to intermediate readers. He learned about the 1876 plot to steal President Abraham Lincoln’s body from his burial site in Springfield, Illinois. The facts unfold as a counterfeit ring under the leadership of James Kennally plan to steal Lincoln’s body and hold it for $200,000 ransom and the release of their partner in crime, skilled engraver Ben Boyd. Counterfeiting is big business after the Civil War, and Sheinkin’s research points out that half the money in circulation at the time was counterfeit. He also discusses how the Secret Service is created and becomes involved, more to capture the counterfeiters than the realization of the grave robbers’ plan. Written as a fast-paced crime thriller, Sheinkin has brought to life an interesting piece of criminal history. A very detailed index and source notes are found at the end of the book. Teachers will want to download this discussion guide from the Scholastic website. Read more about the author in "5 Questions With...Steve Sheinkin" on the Engage blog. 

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    Wolfe, Mike and Lily Sprengelmeyer. (2013). Kid pickers: How to turn junk into treasure. Illus. by Mike Right. New York: Macmillan Group/ Feiwel and Friends.

    “From the creator of American Pickers on the History Channel (cover statement),” Mike Wolfe, star of the hit show American Pickers, and writer Lily Sprengelmeyer share with young readers the idea of collecting. Mike started with all the junk in his bedroom as a kid and tells how he loved to collect all sorts of miscellany. From plastic soldiers to comic books, cigar boxes, model sets, he had ideas for creating collections. He is now offering this guide for kids today to become “pickers” or scroungers of junk to discover the value of old things, odds and ends, or just curious kids. Featured throughout the book are kids who have developed special collections, such as 11-year-old Hannah who collects jewelry, old pots and pewter items, old tools, Radio Flyer sleds, wind chimes, small glasses and her best pick yet: “old tires that were resold to a used-tire wholesaler.” (41) Colt, age 10, collects old cars, Lincoln Logs, and old toys. Suggestions for getting started, reasons why collecting is “green,” best places to pick, the stories behind the picks, unlocking the past, and developing your style for picking are just some of the topics covered in this fascinating look at the value of junk/treasure. Teachers will want to visit the Kid Pickers website for more background on the author and how to begin a collection and become a kid picker or watch this video of Mike talking about collecting at the Macmillan website.

    - Karen Hildebrand, Ohio Library and Reading Consultant

     

    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

     

     

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    'C' Notes and 'D' Notes: Relay for Comprehension

     | May 21, 2013
    TEACHING TIPS
    BY MARLENE CAROSELLI
    May 21, 2013
     
    p: tableatny via photopin cc
    Many facets comprise the metaphoric crystal of reading excellence. One of the most important is the ability to correctly use words in either their connotative or denotative sense. Understanding the difference between the two will help readers be both better assimilators of information and better writers as well.

    An easy tip to distinguish between the two types of words is the letter “D.” Denotative words can be found in a Dictionary. They are straightforward and literal; they do not require readers to make assumptions.

    Connotative words, on the other hand, are symbolic, suggestive and subtle. They evoke emotions and lead us to make inferences and associations (not all of which are positive).

    Teach the concepts of connotative and denotative words, providing many examples. Then, follow up with this activity, in which students stick a C-note on connotative words or a D-note on denotative words. Here’s how it works:

    Divide the class into teams of equal numbers—at least five to a team. If there are “leftover” students, they can form their own team. Provide each of them with a dictionary and ask them to identify a set of connotative words and another set of denotative words for the next relay. Alternatively, you can ask them to take a given word, such as “flag,” and define both its denotative and its connotative meanings.

    Place on the classroom wall a poster board you’ve prepared in advance for each team. The boards will be divided into squares. Each square will have either a connotative word and its symbolic meaning or a denotative one and its literal meaning. There should be an equal number of each. An example of the denotation for “flag” would be “a piece of cloth with colors/emblems that identify a group or a country.” The square specifying the connotation for “flag” might read “a symbol of patriotism, a source of national pride.” The poster board will be filled with similar examples.

    Line up the teams. Give a D-note or a C-note (with a piece of masking tape affixed to the top) to the first person in line. Clap your hands to indicate “Start” and have the lead runner rush to the board and stick his or her card on the corresponding word. (C-notes should be placed on connotative words and D-notes on denotative or dictionary definitions)

    The lead runner rushes back and, as he or she touches the hand of the second runner, you place another C- or D-note into it. Have a pile of alternating C- and D-notes for each team and hand them out as the runners return to the starting point. If the teams are small, the runners may have to do two or three runs, depending on the number of words you have on your boards. The process continues until one team has the board completely covered.

    p: S Lozowick via photopin cc
    At this point, you have to correct the C- and D-note placements. If the first-to-finish team has all the words correctly labeled with either a C-note or a D-note, declare that team the winning team.

    Related activities: Members of the winning team receive a fake “C-note,” or hundred dollar bill, to be spent in ways you’ve charted. For example, they might receive ten, ten-point bonuses for various quizzes, or an excuse from one night’s homework, worth $40. Configure the spending possibilities in ways most enticing to your students.

    A second vocabulary exercise could be to study the words derived from “centum,” the Latin word for 100. Note that “C” notes are the vernacular for $100-bills.

    Marlene Caroselli, Ed.D. writes extensively about education topics. Among her books on the subject are 500 CREATIVE CLASSROOM CONCEPTS and THE CRITICAL THINKING TOOL KIT.

    © 2013 Marlene Caroselli. Please do not reproduce in any form, electronic or otherwise.


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