Index

Key:

Before, During, After Reading Comprehension Strategies: BDA 

Web 2.0: W

Infographic: I

Voki: V

Blabberize: B

Brown, M. T. (2014). In New York. Knopf Books for Young Readers.

• (W) A View on Cities
• (BDA) Vocabulary Cards, Fishbowl Discussion, Questioning the Author

Colfer, E., Donkin, A., & Rigano, G. (2009). Artemis Fowl. the graphic novel. New York, NY: Hyperion Books for Children.

Curtis, C. P. (2000). Bud, not Buddy. New York: Listening Library.

• (BDA) Word Wall/KWL, Reciprocal Teaching, Opinnionaire, SPAWN
• (B)
• (W) Split Page Note Taking Interactive

DiCamillo, Kate, and K. G. Campbell. Flora & Ulysses: The Illuminated Adventures. Candlewick, 2013. Print.

Draper, S. M. (2010). Out of my mind. New York: Atheneum Books for Young Readers.

Frankenhuyzen, R. S., & Frankenhuyzen, G. V. (2014). I love you just enough. Sleeping Bear Press.

Han, J., & Kuo, J. (2011). Clara Lee and the apple pie dream. New York: Little, Brown.

Konigsburg, E. L. (1996). The view from Saturday. New York, NY: Atheneum Books for Young Readers.

• (I)
• (BDA) RAFT

Krull, K., & Couch, G. (2009). The boy who invented TV: The story of Philo Farnsworth. New York: Alfred A. Knopf.

• (V) 
• (BDA) Anticipation Guides/Adjunct Displays, Direct Note-Taking, Collaborative Conversations/Exit Slip

MacLachlan, Patricia. Fly Away. New York: Margaret K. McElderry, 2014. Print.

Pinkney, Andrea Davis. Let It Shine Stories of Black Women Freedom Fighters. (2013). Turtleback Books.

Prelutsky, Jack, and James Stevenson. The New Kid on the Block: Poems. New York, NY: Greenwillow, 1984. Print.

Vanderpool, C. (2011). Moon over manifest. New York, NY: Yearling book.

• (BDA) Think-Pair-Share/Think Aloud, Question-Answer Relationship

Williams, M. (2006). The golden hour. Harry N. Abrams.

Winter, J., & Widener, T. (2013). You never heard of Willie Mays?! New York: Schwartz & Wade Books.

• (BDA) Text Impression, Generative Reading, Tossed Terms

You Never Heard of Willie Mays?!

You Never Heard of Willie Mays?!

By: Jonah Winter

Illustrated by: Terry Widener

Published by: Schwartz & Wade Books, 2013

Grade level: 3-5

Fountas and Pinnell: S

Lexile: 1010L

Accelerated Reader: 5.0

Suggested Delivery: Read Aloud/Individual

Illustrator: Terry Widener

Author: Jonah Winter

Summary:

This book tells the story about how young Willie wanted to be “the next Joe DiMaggio” and practiced VERY hard. When he was growing up, African-Americans were treated unfairly and weren’t allowed to play in the National League. They had to play in the Negro League. The thing is, a lot of the Negro League teams were better than the National League teams, but the African-American players weren’t allowed to play. Willie started to play in the Negro Leagues at age 15 with the adults until “the major leagues ended their stupid rule barrin’ black guys“. Willie was signed to play with the New York Giants and lead them to the World Series! He could do it all, bat, run, throw. He became the best player of his time and he was a nice person.

Key Words/Phrases to Describe the Book:

1. Baseball

2. Racism

3. New York Giants

4. Biography

5. Negro Leagues

6. Center Field

Key Vocabulary:

All-Star: a player who gets chosen for the annual All-Star Game, which takes place between two teams composed of the best players in the American League and the National League.

American League: One of 2 groups in Major League Baseball

National League: The older of the 2 groups in Major League Baseball

Batting Average: Hits divided by at bats

Double play: A play in which 2 players are put out.

Gold Glove: An award given every year to the best fielders at each position; it was started in 1957.

Resources:

Get to know author Jonah Winter better by visiting his webpage filled with other books he's written, facts about his life, and myths that have been created about him.

Learn more about illustrator Terry Widener by visiting his webpage filled with other book he's illustrated, a biography on his life, and awards he has won!

Teaching Suggestions:

• Read the front matter of the book (the Author's Note) to hook the students into the story about Willie Mays.
• Read the back matter about the radio broadcast quotes so students can decipher what's genuine and what isn't.
• Students can make a timeline following the life of Willie Mays, marking every significant date and event that was mentioned in the text. 

Comprehension Strategies:

Before: Do a text impression of the baseball terms introduced within the text.

During: Generative Reading can be implemented by having the students keep track of a time line of all the significant dates and events that occur within the biography. 

After: Tossed Terms is a great vocabulary unit to implement after the book has been finished of all the baseball terms that have been exposed to the students through the text.  Terms such as racism and segregation may also wanted to be integrated into this unit.

Writing Activity:

This book was told by a narrator who didn't speak grammatically correct.  Where do you think the narrator is from? Who do you think the narrator is? Does the narrator's characteristics have an affect on how the story is portrayed?  Using evidence from the text, draw conclusions on the above questions generated.

Bibliography:

Winter, J., & Widener, T. (2013). You never heard of Willie Mays?! New York: Schwartz & Wade Books.

In New York

In New York

By: Marc Brown

Published by: Knopf Books for Young Readers, 2014

Grade level: 3-4

Fountas and Pinnell: NA

Lexile: 240L

Accelerated Reader: 3.7

Suggested Delivery: Read Aloud/Individual

Author & Illustrator: Marc Brown

Summary:

The story starts when the narrator (the author, Marc Brown) was eight years old, and one night his family boarded a train in Erie, Pennsylvania moving to New York City.  He is saying that as a child he dreamed of living there and now he does, in an old house near the Hudson River. The history of the city is briefly described, and Brown talks about all the stuff do to in New York City. The hand-drawn illustrations are filled with cheerful colors and lots of detail, and older children will have a lot of fun finding all the little things that the author hid on his cheerful looking pictures.

Key Words/Phrases to Describe the Book:

1. New York City

2. Travel

3. Times Square

4. Statue of Liberty

5. Full of possibilities

6. Empire State Building

Key Vocabulary:

Train: a series of railroad cars moved as a unit by a locomotive or by integral motors.

Subway: an underground electric railroad.

Empire State Building: a 102-story skyscraper located in Midtown Manhattan, New York City,

Statue of Liberty: a gift of friendship from the people of France to the United States and is recognized as a universal symbol of freedom and democracy.

New Amsertdam: a 17th-century Dutch settlement established at the southern tip of Manhattan Island, which served as the seat of the colonial government in New Netherland. 

Times Square: a major commercial intersection and neighborhood in Midtown Manhattan, New York (where the ball drops every New Year's Eve)

Resources:

A View on Cities is an interactive website of the different cities and locations of New York City.  There are in depth descriptions of any city you choose to click on and learn about.  This is a great tool to use after reading In New York to find the places that were mentioned in the book.

Watch this YouTube video of author and illustrator Marc Brown sharing his story of his life and how he came to be an author.

Teaching Suggestions:

• Give students a blank map of New York City and as you read have them locate and fill in the place on the map that is being discussed.
• Have students create a poem of a place created that was discussed-whether its the Statue of Liberty or Times Square.
• Have an open discussion about places that are discussed in the book. Maybe students have visited a place mentioned once before.  This will build schema. 

Comprehension Strategies:

Before: Present vocabulary cards of the places that will be discussed in the book In New York such as Empire State Building, Statue of Liberty, and Time Square. Ask students if they are familiar with these places and if so, have them explain what all these places have in common (located in the city) and what their significance is to history.

During: Conduct a fishbowl discussion about New York.  Those who have been there before and know about the various places/locations will lead the discussion.

After: Have students question the author as they read. Since this a book written and narrated by the author, Marc Brown, this is a perfect kind of text to have students directly ask questions to the author that may pop when reading the book.

Writing Activity:

Have students pick a place/location mentioned in the book and research more about it.  They will be asked to write a short informational essay about the place they chose to research, and explain its significance to New York.  They must include a picture of the location.

Bibliography:

Brown, M. T. (2014). In New York. Knopf Books for Young Readers.

The Boy Who Invented TV: The Story of Philo Farnsworth

The Boy Who Invented TV: The Story of Philo Farnsworth

By: Kathleen Krull

Illustrated by: Greg Couch

Published by: Alfred A. Knopf

Grade level: 3-5

Fountas and Pinnell: M

Lexile: 860L

Accelerated Reader: 4.5

Suggested Delivery: Read Aloud/Small Group

Author: Kathleen Krull

Illustrator: Greg Couch

Summary:

The Boy Who Invented TV depicts the life and time of young Philo Farnsworth. Philo (or Phil) grows up on a farm with changing technology. While plowing fields one day he gets the idea of how to generate a television. He dedicated the next several years learning and developing his idea. His invention is finally introduced to the public. At the age of 22 Philo has achieved his goal of becoming an inventor.

Key Words/Phrases to Describe the Book:

1. biography 

2. inventor

3. creation of the television

4. determined

5. obsessed with television

Key Vocabulary:

Breakthrough: important advance

Captivated: influence by charm or skill catching your intention

Claimed: declared it as your own

Enthusiastically: act in a way that shows great interest

Envisioned: imagined good things will happen

Patents: papers that give a person or company the right to use or sell invention

Resources:

Students will create a voki as Philo Farnsworth.  Students must include at least 6 pieces of "gossip" that they found when reading the biography of Philo.

This YouTube video of Philo Farnsworth tells his story narrated by his granddaughter and talked about by his wife, Pem.

Teaching Suggestions:

• Teacher's can make anticipation guides for students and have them answer a series of questions about Philo Farnsworth before they read the book.
• Students will create a riddle that describes Philo Farnsworth
• After teacher does a read aloud of the book, students can have collaborative conversations about the Author's Note.  Why does invention and business go hand-and-hand? 

Comprehension Strategies: 

Before: Use adjunct displays by going through the pictures of the text before reading the book. Have students make predictions of what the book will be about by covering the title of the book and before reading the text. 

During: Guide students in direct note taking by providing them with questions as the read aloud or small group reading is taking place.  Such as where did Philo grow up? What was his job as a teenager?

After: Have students write an exit slip after the read aloud answering the question "What was the most interesting or surprising fact to learn about Philo?"

Writing Activity: 

Students will write a short essay summing up the Author's Note and how it plays a central role in Philo's creative life.  Student's should focus on the role of business and how it affected Philo's life.  They should include the word patent in their response and explain what a patent is as it is a vocabulary word.

Bibliography:

Krull, K., & Couch, G. (2009). The boy who invented TV: The story of Philo Farnsworth. New York: Alfred A. Knopf.