Troublemaker

Troublemaker

Bibliographic Information

Evanovich, Janet; Evanovich, Alex. Troublemaker. Dark Horse Books, Milwaukie, OR. 2010.

Plot Description

Alex Barnaby, A.K.A. Barney is a NASCAR mechanic and spotter for the Metro Motor Oil Team. She once stole an eighteen-wheeler and her friend Felicia helped her hide it. Her friend Rosa helped her remove the dead body that was in the storage compartment. Alex didn’t kill him, she just found him. Alex receives a Voodoo doll that looks like Rosa with a note attached “I’ve got the floozy, her blood will be on your hands. You have three days”.  With the help of Sam Hooker (handsome NASCAR driver, also Alex’s boyfriend) they need to figure out who took Rosa and find her fast. What does the kidnapper want? Will they find Rosa in time?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 5.1

Flesch-Kincaid Reading Ease: 81.2

ATOS Level: 5.5

Qualitative Reading Level

Meaning: Middle Low. Text contains single complex layer of meaning.

Structure: Middle Low. The narrative structure is largely simple, more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological, there is some use of flashbacks.

Language: Middle Low: Text contains use of figurative language or irony. The language is largely contemporary, familiar, conversational language that is explicit. The text is rarely unfamiliar, archaic, domain-specific or overly academic.

Knowledge Demands: Middle Low. Explores a single complex theme, experiences portrayed are common to many readers. There is no use of intertexuality. The text requires some cultural/literary knowledge. 

Content Area

English, Art

Subject Area Tag

English, Art, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

NYS Art Standards

Standard 1—Creating, Performing, and Participating in the Arts

1. Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Standard 2—Knowing and Using Arts Materials and Resources

2. Students will and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

New York State Content Area Standard (Grades 6-12)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical,  connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Compare and contrast a graphic novel mystery with a standard mystery
• Use as an example for an art class

Links to Supporting Digital Content

Author website

http://www.evanovich.com/

*obtained photo from Goodreads

Separate is Never Equal

Separate is Never Equal

Bibliographic Information

Tonatiuh, Duncan. Separate is Never Equal. Abrams Books for Young Readers, New York. 2014

Description

On Sylvia’s first day at the Westminster school she was very unhappy. The kids were mean. When she got home, she told her mother that she didn’t want to go to that school anymore. Her mother reminded her that that is what they fought for three years. Sylvia goes on to remember that when they moved to the farm she had to go to Hoover Elementary, the Mexican school. She could not go to Westminster because Mexicans weren’t allowed there. Her parents tried to get a petition together, but that didn’t work. Then someone suggested that they file a lawsuit. Sylvia’s dad contacted a lawyer that had a case just like his. Together they filed a lawsuit. The case went to court and then was appealed, and it went to court again. Finally, Governor Earl Warren  signed into law that all children in California were allowed to go to school together. After thinking about why her parents fought so hard to make sure she could go to a good school, will Sylvia go back for her second day of school at Westminster?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 2.4

Flesch-Kincaid Reading Ease: 90.1

ATOS Level: 3.0

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre.  Graphics are simple and mostly unnecessary for the text.

Language: Low. The language used is contemporary and conversational. It is clear and explicit and easy-to-understand.  There is some text in Spanish, but it is followed by the translation.

Knowledge Demands: Middle Low.  Everyday practical knowledge is largely necessary, Discipline-specific knowledge is helpful, but not necessary.

Content Area

Social Studies, English

Subject Area Tag

Social Studies, English, Weekly Requirement

Content Area Standard

NYS Social Studies Standards

2.2 People share similarities and differences with others in their own community and with other communities.

2.2a People living in urban, suburban, and rural communities embrace traditions and celebrate holidays that reflect both diverse cultures and a common community identity.

*Students will examine the ethnic and/or cultural groups represented in their classroom.

*Students will explore the cultural diversity of their local community by identifying activities that have been introduced by different culture groups.

*Students will identify community events that help promote a common community identity.

2.2b A community is strengthened by the diversity of its members with ideas, talents, perspectives, and cultures that can be shared across the community.

 *Students will explore how different ideas, talents, perspectives, and culture are shared across their

community.

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a 
text, including the validity of the reasoning as well as the 
relevance and sufficiency of the evidence. 

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use in lesson on non-fiction/ biographies
• Unit on segregation

Links to Supporting Digital Content

Segregation

http://www.scholastic.com/teachers/article/conflict-black-and-white

Sylvia Mendez website

http://sylviamendezinthemendezvswestminster.com/

*obtained photo from Goodreads

There Was an Old Lady That Swallowed Some Leaves

There Was an Old Lady That Swallowed Some Leaves

Bibliographic Information

Colandro, Lucille. There Was an Old Lady That Swallowed Some Leaves. Scholastic Inc., New York. 2010

Plot Description

There was an old lady that swallowed some really weird stuff! Why would she swallow some leaves, a shirt, a pumpkin, a pole, some pants, a rope, some hay? What happens when all of sudden she needs to sneeze?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 2.6

Flesch-Kincaid Reading Ease: 95.7

ATOS Level: 3.5

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

Science: Elementary, English

Subject Area Tag

Science, English, Reading for Pleasure: Picture Book

Content Area Standard

NY State Science, Elementary

STANDARD 1—Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

STANDARD 2—Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

STANDARD 6—Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology. and apply the themes to these and other areas of learning.

STANDARD 7—Interdisciplinary Problem Solving

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

PROCESS SKILLS: BASED ON STANDARD 4

Science is an ongoing process. Most often there is a question or problem that initiates an investigation searching for a possible solution or solutions. There is no single prescribed scientific method to govern an investigation. It is important that students practice the skills outlined below. For younger students, the emphasis is on discovery. For older students, the emphasis is on formulating and investigating their own questions.

Key Idea 1:

The Earth and celestial phenomena can be described by principles of relative motion and perspective.

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use as part of a unit on the seasons

Links to Supporting Digital Content

Seasons game

http://www.sheppardsoftware.com/scienceforkids/seasons/seasons.htm

Science of the Seasons

http://www.ducksters.com/science/seasons.php

Read along

https://www.youtube.com/watch?v=FAij9lEADqA

*photo obtained from Scholastic

Bone by Bone: Comparing Animal Skeletons

Bone by Bone: Comparing Animal Skeletons

Bibliographic Information

      Levine, Sara. Bone by Bone: Comparing Animal Skeletons. M.

      Millbrook Press, Minneapolis. 2014.

Description

Have you ever wondered what we would look like if we had no bones? Since humans are vertebrates, we don’t have to worry about that.  But what if our vertebrae didn’t stop at our read ends? Or didn’t have any arm or leg bones? Or only had 2 fingers on each hand or two toes on each foot? What would we be? Are there any animals out there that don’t have any bones at all?!?!

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre. Graphics are simple and mostly unnecessary for the text.

Language: Low. The language used is contemporary and conversational. It is clear and explicit and easy-to-understand. 

Knowledge Demands: Low.  Requires only everyday practical knowledge.  

Content Area              

Science, English

Subject Area Tag

Science, Reading for Pleasure: Picture Books

Content Area Standard

NY State Science, Elementary

STANDARD 1—Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

STANDARD 2—Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

STANDARD 6—Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology. and apply the themes to these and other areas of learning.

STANDARD 7—Interdisciplinary Problem Solving

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

PROCESS SKILLS: BASED ON STANDARD 4

Science is an ongoing process. Most often there is a question or problem that initiates an investigation searching for a possible solution or solutions. There is no single prescribed scientific method to govern an investigation. It is important that students practice the skills outlined below. For younger students, the emphasis is on discovery. For older students, the emphasis is on formulating and investigating their own questions.

Key Idea 1:

Living things are both similar to and different from each other and from nonliving things.

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Unit on the human body
• Looks at x-rays to see bones
• Unit on non-fiction books

Links to Supporting Digital Content

Kids Health: Bones

http://kidshealth.org/kid/htbw/bones.html

*photo obtained from Goodreads

The Snatchabook

The Snatchabook

Bibliographic Information

Docherty, Helen. The Snatchabook. Sourcebooks Jabberwocky, 2013.

Plot Description

Eliza Brown lives in Burrow Down. Like most of the other creatures in Burrow Down she loves to read bedtime stories. Then one night, something very strange happened. All of the bedtime story books started disappearing! If the kept disappearing, there would be no more books left in Burrow Down! Eliza Brown decided that she was going to solve this mystery. Can she discover who the book thief is before all of the books go missing? 

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.4

Flesch-Kincaid Reading Ease: 70.7

ATOS Level: 5.0

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

English, Science

Subject Area Tag

English, Science, Reading for Pleasure: Picture Book

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literaure by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Science Standard  4: The Living Environment, Elementary

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Curriculum Suggestions

• Use as an example of rhyming
• Use in conjunction with a lesson on forest animals

Links to Supporting Digital Content

Author website

http://www.helendocherty.com/books/the-snatchabook/

*photo obtained from Goodreads

The Kissing Hand

The Kissing Hand

Bibliographic Information

Penn, Audrey. The Kissing Hand. Scholastic Inc., 1993

Plot Description

Chester Raccoon is very upset. He doesn’t want to go to school. He wants to stay home with his mother all day. Mrs. Raccoon understands that he is scared, but tells Chester that sometimes we all have to do things that we don’t want to do. She goes on to tell him that he will have a great time at school, make new friends and play with new toys. But, Mrs. Raccoon also has a wonderful secret. One that will help Chester’s nights at school seem as warm and fuzzy as home.  Will this secret help Chester or will he still be afraid to go to school?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 2.7

Flesch-Kincaid Reading Ease: 93.3

ATOS Level: 4.8

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area
English, Health, Science

Subject Area Tag

English, Health, Science, Reading for Pleasure: Picture Books

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Health Standard 2—A Safe and Healthy Environment: Family and Consumer Sciences, Elementary
Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

Science Standard  4: The Living Environment, Elementary
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Curriculum Suggestions

• Read to class the first day of school to help those with separation anxiety
• Read as part of a unit on animals

Links to Supporting Digital Content

Author website

http://www.audreypenn.com/kissinghand.html#.U26YRvldVSs

Optional:

This book was given to my son by his teacher on his first day of kindergarten. He was so excited to share it with me when he got home. My daughter will begin Kindergarten next year with the same teacher, and she is very excited to get her own copy of The Kissing Hand. Such a beautiful story.

*photo obtained from Goodreads 

I Broke My Trunk

I Broke My Trunk

Bibliographic Information

Williems, Mo. I Broke My Trunk. Hyperion Books for Children, 2011

Plot Description

Piggy hasn’t seen his friend Gerald all day and he begins to wonder why. Just then Gerald shows up with a broken trunk (Gerald is an elephant of course). Piggy wants to know what happened. So Gerald begins this long, crazy story that involves a rhino, a piano, and a hippo and his sister. Will Piggy ever find out what happened to Gerald’s trunk?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 3.1

Flesch-Kincaid Reading Ease: 82.3

ATOS Level: 2.0

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does not shift in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

English, Science: Elementary

Subject Area Tag

English, Science, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Science Standard  4: The Living Environment, Elementary

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Curriculum Suggestions

• Use as part of a unit on pigs or farm animals. 
• Use as pleasure reading, or have students share their favorite books.
• Help to demonstrate cause and effect

Links to Supporting Digital Content

Author website

http://www.mowillems.com/

*photo obtained from Goodreads

The Day the Crayons Quit

The Day the Crayons Quit

Bibliographic Information

      Daywelt, Drew. The Day the Crayons Quit. Philomel Books, 2013.

      Kindle edition.

Plot Description

One day in class Duncan opened up his crayon box and found letters instead of crayons. Each letter was from a different crayon, and none of them are happy; well except for green, he’s pretty happy. Orange and yellow aren’t speaking, red is overworked, and blue is stubby. How will Duncan color if all of his crayons are on strike?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 1.3

Flesch-Kincaid Reading Ease: 101.8          

ATOS Level: 3.4

Qualitative Reading Level

Meaning: Low. Text contains a single level/layer of simple meaning. 

Structure: Middle Low. The narrative structure is mostly simple and is more explicit than implicit and is largely conventional. Narration does shifts in point of view. The order of events is chronological.

Language: Low: Text contains little or no use of figurative language or irony. The language is contemporary, familiar, conversational language that is explicit, literal and easy-to-understand.

Knowledge Demands: Low. Requires only everyday, practical knowledge.  No references to other texts. 

Content Area

Art, English

Subject Area Tag

Art, English, Reading for Pleasure: Picture Books

Content Area Standard

New York State Learning Standards for the Arts

Standard 1: Creating, performing, and participating in the arts

Standard 2: Knowing and using arts materials and resources

Standard 3: Responding to and analyzing works of art

Standard 4: Understanding the cultural dimensions and contributions of the arts.

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use in an art class to show kids that things can be colored creatively
• Unit on colors, how could some of the other crayons be feeling? Do you think markers and paint feel the same way?

Links to Supporting Digital Content

Crayola

http://www.crayola.com/

Artist website

http://www.oliverjeffers.com/picture-books/the-day-the-crayons-quit

*photo obtained from Goodreads

National Geographic Kids: Dinosaurs

National Geographic Kids: Dinosaurs

Bibliographic Information

Zoehfeld, Kathleen Weidner. National Geographic Kids Dinosaurs. Washington: National Geographic Children's Books, 2012. Kindle edition.

Description

What is the best way to talk to a dinosaur? Long distance!!!! This is a great first book of dinosaurs for any kid (jokes included). Beginning with explanations of fossils, paleontologist and museums, kids are introduced to how we learn about dinosaurs. From there the book moves onto types of dinosaurs and the dinosaurs of today!

Quantitative Reading Level

Flesch-Kincaid Grade Level: 2.3

Flesch-Kincaid Reading Ease: 93.5

ATOS Level: 5.0

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre. Graphics are simple and mostly unnecessary for the text.

Language: Low. The language used is contemporary and conversational. It is clear and explicit and easy-to-understand. 

Knowledge Demands: Middle Low.  Everyday practical knowledge is largely necessary,  Discipline-specific knowledge is helpful, but not necessary.

Content Area              

Science: Elementary

Subject Area Tag

Science, Pleasure Reading, Picture Book

Content Area Standard

NY State Science, Elementary

STANDARD 1—Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

STANDARD 2—Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

STANDARD 6—Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology. and apply the themes to these and other areas of learning.

STANDARD 7—Interdisciplinary Problem Solving

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

PROCESS SKILLS: BASED ON STANDARD 4

Science is an ongoing process. Most often there is a question or problem that initiates an investigation searching for a possible solution or solutions. There is no single prescribed scientific method to govern an investigation. It is important that students practice the skills outlined below. For younger students, the emphasis is on discovery. For older students, the emphasis is on formulating and investigating their own questions.

New York State Content Area Standard (Grades K-5)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10. Read and comprehend complex literary and informational texts independently and proficiently.

11. Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.

Curriculum Suggestions

• Use as a read-aloud for a dinosaur unit
• Use as an intro to a bird unit.
• Have kids make their own dinosaur bones
• Unit on non-fiction books

Links to Supporting Digital Content

National Geographic Kids

http://kids.nationalgeographic.com/

PBS Kids: Dinosaur Train Games

http://pbskids.org/games/dinosaur/

Optional:

I downloaded this onto my Kindle for this project. My kids (5 & 6) LOVE this book. The pictures of the paleontologists with the dinosaur bones amazes them every time we read it. I think we’ve read it about 10 times in the last 2 weeks. 

*photo obtained from Goodreads