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 

Bear Says Thanks

Bear Says Thanks

Bibliographic Information

      Wilson, Karma. Bear Says Thanks. New York: Margaret K.

      McEldederry Books, 2012.

Plot Description

Bear is alone and bored. He has a great idea. He will invite his friends over for a big dinner. But he looks in his cupboard, and they are bare. How will he have a big dinner for all of his friends when he has no food? Will bears friends come to his rescue?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 1.3

Flesch-Kincaid Reading Ease: 103.6

ATOS Level: 6.0

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, Social Studies, Science

Subject Area Tag

English, Social Studies, 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 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.

Social Studies, K-8

3b The study of American symbols, holidays, and celebrations helps to develop a shared sense of history, community, and culture.

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

• Include in unit about Thanksgiving
• Include in a unit about forest animals
• Include in a unit about friends and sharing

Links to Supporting Digital Content

Author website

http://www.karmawilson.com/

History of Thanksgiving

http://kids.nationalgeographic.com/explore/history/first-thanksgiving.html

Forest Animal Game

http://www.sheppardsoftware.com/preschool/animals/forest/animalforestgame.htm

*photo obtained from Goodreads

Harry the Dirty Dog

Harry the Dirty Dog

Bibliographic Information

      Zion, Gene. Harry the Dirty Dog. New York: Harper Colins

      Publishing, 2011. Kindle edition.

Plot Description

Harry the dog hated baths. So, when he heard the bath water running, he took the scrub brush, buried it in the backyard, and ran away from home. While he was gone, harry had a great time playing in all of the dirty parts of town: the railroad, the construction site and on a coal chute. By the time he was done playing he really dirty. After playing all day, Harry was tired and hungry. But he’s do dirty that he doesn’t look like Harry anymore. What will happen when he goes home?

Quantitative Reading Level

Flesch-Kincaid Grade Level: 3.3 

Flesch-Kincaid Reading Ease: 88.5

ATOS Level: 6.0

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, Health, Science: Elementary

Subject Area Tag

English, Science, Health, 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 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

• How to take care of animals/pets
• Book for story time
• The secret lives of our pets

Links to Supporting Digital Content

Harry the Dirty Dog read by Betty White

https://www.youtube.com/watch?v=7j0OY3236jw

How to take care of your pet

http://pbskids.org/itsmylife/family/pets/article7.html

Fun facts about dogs

http://thebarkpost.com/fascinating-facts-about-dogs/

*photo obtained from Goodreads

The Naked Roommate: And 107 Other Issues You Might Run Into in College

The Naked Roommate: And 107 Other Issues You Might Run Into in

College

Bibliographic Information

Cohen, Harlan. The Naked Roommate: And 107 Other Issues You Might Run Into in College. Sourcebooks, Inc., Naperville. 2005

Description

The Naked Roommate is a complete guide to pretty much everything you will encounter in college. Everything from horrible roommates to sex to drinking, it’s all here. Not only are the major college issues covered, but even the small things like getting lost on campus and laundry are discussed. In addition to the advice, there are stories from real-life college students about their great and not-so-great college experiences.

Quantitative Reading Level

Flesch-Kincaid Grade Level: 7.3 

Flesch-Kincaid Reading Ease: 76

ATOS Level: 10.0

Qualitative Reading Level

Purpose: Low. The purpose is explicitly stated.  

Structure: Middle Low. The organization is simple, there are explicit connections between ideas and conforms to the conventions of the genre.  Text features are used to help the reader understand content but are not essential. The use of graphics is simple and not necessary for understanding the text, however they do provide valuable information.

Language: Low/Middle Low. The language used is contemporary and conversational. It is clear, explicit, easy-to-understand, and rarely discipline-specific and overly academic.

Knowledge Demands: Low/Middle Low. Subject matter knowledge requires only everyday, practical knowledge and familiarity with conventions of the genre. There are references to other texts but they refer the reader to other helpful sources.  

Content Area

Health

Subject Area Tag

Health, Reading for Pleasure: Chapter Books, Middle School or High School

Content Area Standard

Learning Standards for Health, Physical Education, and Family and Consumer Sciences

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2: A Safe and Healthy Environment.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3: Resource Management.

Students will understand and be able to manage their personal and community resources.

Curriculum Suggestions

• Use in health class for seniors as graduation approaches to help them prepare for the transition to college. 

Links to Supporting Digital Content

College senior advice to freshman

http://thoughtcatalog.com/celia/2013/12/22-college-seniors-on-their-advice-to-college-freshmen/

Book website

http://www.nakedroommate.com/

*photo obtained from Goodreads