Because of Winn-Dixie

"The kind of book people love to read and tell their friends to read"--The Washington Post

DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge : Candlewick Press.

 Ten year old Opal goes into the Winn-Dixie supermarket and comes out not with groceries, but with a dog. She fittingly names the dog Winn-Dixie and the two start their journey together. Opal and her father have just moved to Florida, and Opal finds herself lonely and missing her mother. Because of Winn-Dixie, her father tells her ten things about her mother, one for each year that Opal has been alive. Over the course of the summer, Opal and Winn-Dixie explore their new hometown, meet several new people, and gather information about Opal's mother. Eventually, Opal learns that she needs to let go of her mother and move on with her life. And who better to do that with than with her new best friend, Winn-Dixie?

Reading Level: 610L
Suggested Delivery: 3rd Grade Read Aloud

Electronic Resources:

Discussions: This reading guide gives readers a brief summary of Because of Winn-Dixie, as well as several discussion questions. These questions focus both on literal and inferential comprehension. The guide lists questions in the order the answers are presented or can be interpreted from the book. Several of the questions are a great way to start whole class discussions after reading aloud various sections of the book.

Teacher's Guide: This guide gives a short summary of the book along with information about Kate DiCamillo, the author. It then gives several before, during, and after reading strategies that teachers can implement in their classroom when reading Because of Winn-Dixie. The before reading strategies activate and build prior knowledge necessary to understand the plot of the book. The during reading strategies enable students to make connections with the text, an important skill in inferential comprehension. The after reading section of the guide lists several open-ended questions that relate to the various themes found in the book. The guide then lists activities across the content areas that connect to Because of Winn-Dixie.

Vocabulary:  missionary, exception, wheezed, melancholy, roundabout, pathological, peculiar, identical, imitated, complicated, amuse, notion

Reading Strategies:

• Before Reading: Read the first page of the book aloud. Ask the students whose point of view the story is being told from. How do they know? What can they gather about her from the first page? What do they think will happen to her throughout the rest of the book?
• During Reading: Students make connections with the text. Use a think-pair-share model of discussion. Have students think about a character that they can relate to. Share this information with their partner. They must say why they relate using textual support. 
• After Reading: Complete a popcorn review of the book in which students pop in and out of the discussion. The students will discuss their thoughts of book. 

Inferential Comprehension: Imagine that you are Opal. Write a letter to your mother explaining everything that happened over the summer and how it has effected you. How have you changed from the start of the summer to the end of summer?

Lunch Money

"This hits the jackpot." -- Kirkus Reviews

Clements, A. (2005). Lunch money. New Yourk: Simon & Schuster Books for Young Readers.

Greg Kenton has always been good at making money, and his money-making competition with Maura only inspires him to make even more money. He soon realizes that kids come to school with extra money everyday, making school seem like a land full of money just for him. If he can come up with a product to sell, he can definitely make more money than Maura. Greg decides to sell small comic books that he writes and illustrates himself. His product starts off as a hit, until Maura begins to sell her own small books. Not only that, but the principle bans the sale of comic books on school grounds. How will Greg earn money and beat Maura in their money-making competition?

Reading Level: 840L
Suggested Delivery: 5th Grade Read Aloud

Electronic Resources:

Questions: This reading guide lists several questions that students can answer before, during, and after they read Lunch Money. Several of the questions have multiple parts which force students to think both literally and inferentially. These questions can be answered in a class discussion during reading. Several of the questions give students the opportunity to make text-to-self connections, as they are asked to compare the actions and feelings of certain characters to those of themselves. This guide also lists activities and research that students can complete. Because the book deals with money, several of the activities relate to math. Therefore, this book can be used in multiple content areas.

Cross Content Areas: This reading guide provides examples of how Lunch Money can be used in multiple content areas--language arts, math, and social studies. Teachers can use this book to address several content areas in their curriculum. This will help keep students motivated to keep up with the reading because if they do not, they will be behind in multiple areas. This also enables students to transfer their knowledge from one content area to another, an important skill to possess. Students will be able to take what they have learned from the reading and apply it to all aspects of their day.

Vocabulary:  percent, consumer, finance, expense, interest, monopoly, producer, economics, investment, supply and demand, goods, savings account

Reading Strategies:

• Before Reading:  Students create vocabulary cards based on the key terms found in Lunch Money. These cards can contain the word, definition, example, and picture to represent the word. This will help build students' background knowledge about economics, a prominent topic throughout the book.
• During Reading: Students complete a character grid about Greg and Maura. They fill in information about their physical appearance, their thoughts and actions, what they think about the other characters, and how others view them.
• After Reading: Using the character grid, write a script from either Greg's or Maura's point of view. Discuss their attitudes towards money and how they plan to make money at school. How do they feel about each other? Use this script to create a voki.

Inferential Comprehension: How have Greg's and Maura's attitudes about money changed from the beginning of the book to the end? Explain.

Rules

"An absorbing tale about valuing people even when it's difficult." -- Bulletin of the Center for Children's Books

Lord, C. (2006). Rules. New York: Scholastic Press.

"RULES FOR DAVID
If the bathroom door is closed, knock! (especially if Catherine has a friend over).
Say thank you when someone gives you a present (even if you don't like it).
Don't stand in front of the TV when other people are watching it.
A boy takes off his shirt to swim, but not his shorts.
Some people think they know who you are, when really they don't.
No toys in the fishtank."

Catherine's brother has autism, and although she loves him, she is embarrassed by his actions and feels as though she gets no attention from her parents. In order to make her life easier, she has developed a list of rules for him to follow. Yet even with these rules, she still finds that life with a disabled brother is difficult. She is dragged to all of his therapy sessions and forced to sit in the waiting room. While there, she meets Jason, a nonverbal paraplegic, and befriends him. She designs word cards that he can point to in order to communicate with others. While learning about Jason and dealing with her brother, Catherine learns that she should not be ashamed of their disabilities, but should value them for who they are as people.

Reading Level: 780L
Suggested Delivery: Whole group, small groups, or individual read

Electronic Resources:

"Behind the Book": This site features an article written by Cynthia Lord about her inspirations for Rules. She based many of the characters found in the book on people she has met over the course of her life. Once she knew who all of her characters were going to be, she wrote the first line of the book: "At our house, we have a rule." As soon as she wrote those words, she knew exactly what the book was going to be about. She continues to discuss her writing and the journey she took to write Rules. The site also has links to websites about special needs. There are sites about autism, being a sibling of someone with autism, as well as links to lesson plans that deal with this diverse situation. Students can use the information provided by these links to better understand autism and how it affects everyone involved.

Discussion: This discussion guide provides questions for before and during reading conversations. The before reading questions give readers the opportunity to make text-to-self connections as several questions ask about what rules they must follow and what rules they think the book is going to discuss. The guide divides the during reading questions into three categories: the beginning of the book--a story begins with a character and a problem, the middle--in a story, conflict escalates, and the ending--a story leads to a climax and a resolution. These questions are aimed at inferential comprehension, forcing students to look for deeper meaning within the text. The guide also lists books that can be compared and contrasted with Rules, giving students the opportunity to make text-to-text connections.

Vocabulary: Morse-code, autism, coma, quarrels, occupational therapy, scrawl, bowlegged, poised, varmint, scuffle, tolerant

Reading Strategies:

• Before Reading: Complete the K and W sections of a KWL chart based on students' prior knowledge of autism. This will activate their prior knowledge because they have to discuss what they already know about the disability. This will also serve as a way to get them focused on the material because it sets a purpose for reading. When they fill in the W section with questions they want to answer as they read, they will read the book with the purpose of discovering those answers.
• During Reading: Students can compare the rules that Catherine has created for her brother to the rules that they must follow at home. Are any of the rules the same? Are they different? Why do you think they are different?
• After Reading: Students fill in the L section of the KWL chart started before reading. This will demonstrate their comprehension of the text because they have to use textual support in order to answer their questions and fill in the section.

Inferential Comprehension:  How does art and communication create a relationship between characters throughout the book?

Twelve

"Lighthearted and well-observed novel" -- Publishers Weekly

Myracle, L. (2008). Twelve. New York: Puffin Books.

Lauren Myrcale's Twelve follows Winnie Perry's journey of being twelve and turning thirteen. Many readers are already familiar with Winnie, as she is the star of Myrale's Ten, Eleven, Thirteen, and Thirteen Plus One. Now that Winnie is twelve, she does not know whether she is a child or adult. She finds herself struggling with growing up because she wants to be a carefree kid, but she also finds that she does not want to be treated like a kid anymore. Readers follow her as she deals with typical pre-teen problems--boys, friends, and family relationships. Will she find the happy medium of childhood and adulthood?

Reading Level: 640L
Suggested Delivery: Independent read

Electronic Resources:

Discussions: This website has plenty of discussion topics for readers to think about. The first page features a "Which Character Are You?" quiz, which young readers will enjoy completing. They can then continue down the page and look over the questions for mothers and daughters to answer together. This book introduces girls to puberty, boys, and relationship issues. For many, this may be the first time they have heard about these topics. The questions are an easy way for mothers and daughters to discuss these somewhat awkward topics. There is a brief interview with Lauren Myracle, in which she discusses major themes of her books, how she comes up with the ideas for her books, and her writing process. The website also has bookmarks for each book in the series that can be cut out. Each bookmark has a summary of the book on the front and discussion questions on the back. This website can be used both during and after reading any of the book in the Winnie series.

Podcast: This podcast on ReadWriteThink features an interview with Lauren Myracle. She discusses each of the books in the Winnie series. She talks about the funny moments in the books and what she was inspired by when writing the books. She also discusses the backlash that she has received for the content found within her books. She states that although her books do address controversial topics, they are topics that all young girls will encounter in their lives. She believes that reading about these issues in literature makes readers feel more comfortable and opens the door for discussion.

Vocabulary: loon, banquet, enriching, subtly, sashayed, rapt, abashed, kindling, restriction, staggered, sassy, aloofness, plethora, nudging, martyred, unveil, benevolently


Reading Strategies:

• Before Reading: Students complete an anticipation guide to get their minds interested and focused on the reading that is to come. The anticipation guide can include Yes/No and True/False answers that have to do with growing up. 
• During Reading: Students can complete a Venn diagram in which they compare themselves to Winnie. As they read about everything that Winnie encounters, they can determine whether they have had a different experience or can directly relate to Winnie. This is a great opportunity for text-to-self connections.
• After Reading: Students can write a poem for two voices using the Venn diagram they completed during reading. The poem will be from the voice of Winnie and themselves. Although the voices have been assigned, they can choose to write the poem about any topic they want. They can choose to write from both perspectives about an event that happened in the book, or an event that happened to them and how they think that Winnie would have reacted.

Inferential Comprehension: (from the "Discussions" electronic resource) Cinnamon is sometimes mean to Dinah, which Winnie usually picks up on. Why do you think Winnie never says anything? If you were Winnie, would you stand up for Dinah? Explain.

Summerhouse Time

"A fun breezy read, perfect for a preteen summer" -- School Library Journal

Spinelli, E., & Vriethoff, J. (2007). Summerhouse time. New York: Alfred A. Knopf.

"Every year:
A rented pink cottage full of family,
sand and sun—
Summerhouse Time.
Morning trips to the donut shop,
fish fry dinners, swapping stories—
Summerhouse Time.
Mom and Dad, dancing on the beach.
Sophie and her cousins, riding the waves.
Every year:
Summerhouse Time."

Every year Sophie's family takes the same summer vacation. This year, although they are at the same house with the same people, something feels different to Sophie. Her cousin will not talk to her, her dad seems distant, and her cat runs away. Through the short verse poetry, readers follow Sophie as she tries to turn her summer vacation around and bring back "summerhouse time."

Reading Level: Lexile N/A; Reading Level: 5.3
Suggested Delivery: Small group or independent read

Electronic Resources:

Poetry Tips: Summerhouse Time is written in a series of poems. Students may find it helpful to look at this website full of tips on writing poetry. There is a list of twenty hints that students can keep in mind when they are brainstorming topics for a poem or while they are actively writing them. It also discusses what to do if you are struggling with a poem. It suggests writing sentences about your topic as if you were writing a narrative. They can then cut out all unnecessary words, leaving only those with the most meaning. The site also has a list of important things to remember when writing poems. For example, a poem does not have to be too long, too serious or too funny. This website can be helpful for students because it introduces them to writing poetry. They can think about the information as they read the book.

Eileen Spinelli: This link will bring students to author Eileen Spinelli's website. They can click on links to bring them to various pages about her and her work. The homepage of the website looks like a collage with all of the covers to the books she has written. Students can click on a book cover to find out more information about that particular book. There are also links to poems, FAQs, and writing tips which students may find helpful.

Vocabulary: pneumonia, clatters, caravan

Reading Strategies:

• Before Reading: Have students analyze the text structure of Summerhouse Time. Discuss how it differs from a narrative. Why do they think the author chose to write the book in verse?
• During Reading: Students can fill out a graphic organizer comparing Sophie's previous summer vacations to this year's vacation.
• After Reading: Using the graphic organizer, students can create a voki from Sophie's point of view. They can discuss why this summer is different from previous summers. They can also say what they would have done to change the mood of the vacation and have more fun.

Inferential comprehension: If you were on vacation with Sophie's family, what would you have done to get everyone to have fun? Discuss what everyone was mad/sad about and how you would have helped them through it so that they could enjoy their vacation.

Hereville: How Mirka Got Her Sword

"With engaging characters and delightful art, Hereville is pure enchantment" -- School Library Journal

Deutsch, B., & Richmond, J. (2010). Hereville: How Mirka Got Her Sword. New York: Amulet Books.

Eleven year-old Mirka is not interested in learning her family's traditions, like knitting or finding the perfect husband, from her family members. She does, however, want to learn to fight fire-breathing dragons. In order to practice the skills needed to beat these menacing beasts, Mirka fights bullies and takes on a giant, evil pig. After taking down the pig, she gets a challenge from a witch: if she defeats a troll, she will get a dragon slaying sword--the one thing she needs to accomplish her goals of defeating a fire-breathing dragon. The only person who can tell her how to beat the troll is her grandmother. Will she finally take advice from her family and get the sword of her dreams?


Reading Level: GN380L
Suggested Delivery: Independent read

Electronic Resources:

Welcome to Hereville: This website provides students with several sources of information about Hereville. It has a summary of the book, along with a "cast of characters." There is a drawing of each character found in the graphic novel and a little blurb about them. This will be helpful to students prior to reading--they will become familiar with the characters they are about to encounter. It also has a preview of fifteen pages of the novel. Students can use this as an interest survey before they read  to determine whether they would like to read the whole book. The website also has a link to a page of reviews about the book. Along the sidebar, there are more links, one of which is a link to the cartoonist's webpage. These links give students background knowledge they need to read the book, as well as a way to interact with technology.

The Original: This website features an electronic version of the original comic Hereville is based on. Students can read both versions and compare and contrast them.

Vocabulary: Hashem, ecological, conceded, pious, irritable, assaulted, Shabbos, kindle, mollify, brute, dybbuk, rancid, castanets, slay, innovation, spontaneity, travesty (other Yiddish/Jewish words are defined at the bottom of each page)

Reading Strategies:

• Before Reading: Students complete an anticipation guide. The guide can include true/false and yes/no questions about comics, graphic novels, and Jewish traditions. This will activate the prior knowledge necessary to comprehend the text. It will also build curiosity and anticipation of what is to come in the book.
• During Reading: Students can look at and analyze the text structure of the graphic novel. This can be done at any point of the novel because each page is set up like a comic. They can compare the structure of graphic novels and more linear pieces of writing. Students can compare not only the appearance and presentation of text and images, but how the storyline itself may differ between the two.
• After Reading: Students can apply what they have learned about comic books and graphic organizers as they create their own comic strip using the Comic Book Creator, found at http://www.readwritethink.org/files/resources/interactives/comic/index.html. 

Inferential Comprehension: Why is Mirka able to defeat the pig and the troll? What heroic qualities does she posses?

Waiting for Normal

 “A heroine with spunk and spirit offers an inspiring lesson in perseverance and hope. First-rate.” -- Kirkus Reviews

Connor, L. (2008). Waiting for normal. New York: Katherine Tegen Books.

Addie lives with Mommers, her unstable, "all or nothing" mother, in a trailer on the corner of a busy street in Schenectady, NY. Although her beloved stepfather does his best to support Addie, his ex-wife, and their two young children, his visits to Addie are few and far between. Mommers leaves her for days at a time, forcing Addie to fend for herself and "wait for normal." She seeks out supportive adult relationships, and finds it with the owner of the mini mart across the street. When the owner passes away, Addie is once again on her own with no adults to look up to. After visiting her stepfather and his new family, she is once again reminded of the normalcy she will never have living with Mommers. However, when her stepfather finds out about Mommers' lack of parenting, he does everything to get custody of Addie. Will he get her back and give Addie the normal life she has been waiting for?


Reading Level: 570L
Suggested Delivery: Small group or independent read

Electronic Resources:

Reader's Guide: This reading guide can be used before, during, or after reading Waiting for Normal. It gives readers a brief summary of the novel, along with hooks that can be used to get a reader's attention. The source gives some information about the author, including a link to her website and a list of other books she has written. It also lists the themes found within Waiting for Normal, and other books with the same themes. This will make it easy for students who enjoyed this book, to find similar books and keep reading. Finally, the source has a long list of writing prompts and discussion questions that can be completed after reading.

Discussions: This reading guide is similar to the first electronic resource. It has information about the author, Leslie Connor, as well as a summary of Waiting for Normal.  It also lists questions that students can answer during and after reading the book. Unlike the previous resource, these questions are more aimed at inferential comprehension then literal comprehension. This source also includes an interview with Leslie Connor, in which she discusses her inspirations for Waiting for Normal.

Vocabulary: dingy, reprobate, morally, unprincipled, piccolo, assimilate, condensed, exquisite, squelch, scrunched, resilient, meticulous


Reading Strategies:

• Before Reading: Throughout Waiting for Normal, Addie describes her mother's behavior as being very erratic and, often, "all or nothing." Her moods and behaviors constantly change. Addie hints that her mother suffers from bipolar disorder, a disorder which can cause drastic mood swings and unstable behaviors. Although there are signs the her mother has this disorder, a young reader may not understand what that means. A guest speaker could come in and discuss what bipolar disorder is and how it affects not only the person suffering from it, but those who are around that person as well. This will give students the background knowledge they need to understand Addie's situation. Learning this also helps students understand why this novel represents diversity. 
• During Reading: After learning about bipolar, students can complete graphic organizers in which they record Mommers' bipolar behaviors. They can also complete a graphic organizer with the behaviors of other characters. Once both have been completed, they can compare and contrast the behaviors of the two characters.
• After Reading: Give students copies of several pages of the novel. Ask them to identify the important words on the page. These words should relate to the overall themes and messages of the book. Students circle these words and then blackout the rest of the page. With only the important words legible, the students have created a found poem about the novel. 

Inferential Comprehension: How has living with a mentally disabled adult affected Addie? How does she react to her mother's behavior? Why does she defend her? What would you do if you were Addie?