title: john phillip duck genre: historical fiction text

Title: John Phillip Duck Genre: Historical Fiction Text Level: M

Befo

re

Read

ing

Literary Elements within Text or Text Structure/Text Features

• Dedication page • Author’s Note (end of book) • Text structure: -problem/solution , plot

Unfamiliar Language Structures

• Dialect in some of the dialog Relevant Vocabulary

• depression • entrée lid • scrawniest • bulrushes • parlor • provisions • bellman • brass band • pantry

Orientation to Whole Text In this story set during the Depression, Edward and his father work in a hotel. One day, Edward sneaks a baby duck into the hotel. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out how Edward solves his problem. • How does Edward make his dream come true?

OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng

One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective Information in Assessment Notebook

• Assess fluency of oral reading • Assess & prompt for fluent & efficient word-solving strategies • Assess and prompt for comprehension • Assess and support log response

Afte

r Re

adin

g

Discussion Group Prompts

• What do you think Edward learned from this experience?

• In your opinion, what was Edward’s biggest problem? Why?

Comprehension Prompt to Assess Deep Understanding of Text

• What was the overall theme or author’s message? Give evidence from the text to support your thinking.

Title: A Picnic in October Genre: Personal Narrative Text Level: N

Befo

re

Read

ing


• Dialog • Italian language • Symbolism: liberty, toasting


• New colossus • “Give me your tired, your poor,

your huddled masses yearning to breathe free…”

Relevant Vocabulary

• sniggers • straggled • immigrant • ferry • barrier • soppy • old country • Lady Liberty

Orientation to Whole Text In this personal narrative, a boy and his family celebrate the birthday of the Statue of Liberty Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose for Reading: Read to find out why the family has a picnic every October. Reading Log Focus: What things did the family do every year on their picnic? OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think Tony learned from this experience?

• What are your thoughts about the family that nearly missed the ferry?


• How did Tony change? • What triggered the change in Tony? • Give evidence from the text to support your thinking

Title: The Bee Tree Genre: Narrative Text Level: P

Befo

re

Read

ing


• Onomatopoeia Unfamiliar Language Structures

• Character names

Relevant Vocabulary

• chortled • expedition • Yukon

Orientation to Whole Text Mary Ellen gets tired of reading indoors. Her grandfather knows that a trip to the bee tree is just the thing to rejuvenate her. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose for reading: Read to find out what happens on the trip to the bee tree. Log Focus: What lesson does Mary Ellen learn about reading? Give evidence from the text to support your thinking. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What did Mary Ellen learn about reading? • How did the trip to the bee tree change Mary

Ellen?


• How does the author use language to let us know how Mary Ellen is feeling? Give examples from the text to support your thinking.

Title: The Mary Celeste: An Unsolved Mystery from History Genre: Historical Narrative Text Level: P

Befo

re

Read

ing


• Vocabulary boxes with definitions • Spiral notebook pages with more

information/further explanation • Ship names italicized • Map/timeline pages • Numbered theories/descriptions at

the end Unfamiliar Language Structures

• Unfamiliar vocabulary is defined in boxes on each page

• The ship is referred to as “her” Relevant Vocabulary

• amiss • aimlessly • clambered • lashed • rouse • rosewood harmonium • adrift • derelict

Orientation to Whole Text The Mary Celeste: An Unsolved Mystery from History is a real –life mystery. The Mary Celeste was a ship in the late 1800”s whose entire crew disappeared. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose for reading: Read to find the clues and form your theory of what happened to the crew of the Mary Celeste. Give evidence from the text to support your thinking. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think happened to the Mary Celeste?

• How did the special text features help you understand the text?


• What is your theory of what happened to the Mary Celeste?

• Give evidence from the text to support your theory.

Title: When Lightning Comes in a Jar Genre: Personal Narrative Text Level: R

Befo

re

Read

ing


• Short story unfolds through dialog Unfamiliar Language Structures

• Hard-boiled eggs like giant eyes • tired bones

Relevant Vocabulary

• croquet • wickets • circuit preacher • rig • rave • contraption

Orientation to Whole Text A young girl describes a family reunion at her grandmother’s house from the food, baseball and photos to the flickering fireflies on the lawn. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose: Read to find out what is meant by “When lightning comes in a jar.” Focus: Why was it important to Trisha to find out what lightning in a jar was? Read whole book.

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What did Trish learn that lightning in a jar was? • How do you know time passed? • What type of predictions could you make about

Trisha’s family universe? • What connections could you make with Trisha

and her family?


• What was the overall theme or author’s message? Give evidence from the text to support your thinking.

Title: The Cats in Krasinski Square Genre: Historical Fiction Text Level:

Befo

re

Read

ing

Literary Elements within Text or Text Structure/Text Features Long complex sentences often consist of seven lines on a page. Time: Not in paragraph from. Multiple problems

Unfamiliar Language Structures Lots of commas separating lengthy sentences. Several sentences start with and or but. Relevant Vocabulary

• rubble • satchels • furrowing the chests • nuzzling • smuggle • Ghetto • Gestapo • groats • Jewish armband

Orientation to Whole Text In this story set during World War II, a young girl tells of her sister’s plan to outsmart the Gestapo and smuggle food to the people who are in the ghetto. *Read “Historical Note” on last page. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Read to find out how they tricked the Gestapo in order to get food to the people in the Ghetto. Response Log Focus: How did the girl and her friends outsmart the Gestapo? Read the whole book OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How did the girl help her friend, Michal? • How did the author show the Gestapo was

outsmarted? • What do you thing the girl learned from this

experience?


• Why were Michal and his family hungry and in need of food?

• Give evidence from the text to support your thinking.

Title: One Candle Genre: Historical Fiction Text Level: O

Befo

re

Read

ing

Literary Elements within Text or Text Structure/Text Features Flashbacks: illustrations provide evidence of remembering the past. Symbolism: the potato symbolizes the celebration of Hanukkah in the past and in present time survival

Relevant Vocabulary

• Latkes • Hanukkah • menorah • shammash • smuggled • barracks

Orientation to Whole Text During the food and festivities of a traditional Hanukkah celebration, a family shares their annual story. The story is one of never giving up, even during the darkest times of the Holocaust. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Read to find out what the potato symbolizes Response Log Focus: What does the potato symbolize? Why is this tradition important to the family? Read the whole book OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What did you think the potato symbolized at the beginning of the story?

• How did your thinking change at the end? • Why was this traditional Hanukkah story

important to the family?


• What was the reason for Great-Aunt Rose’s crying? • Use evidence from the test to support your thinking.

Title: Just Plain Fancy Genre: Narrative Story Text Level: O

Befo

re

Read

ing

Literary Elements within Text or Text Structure/Text Features Onomatopoeia: clop, clop,clop Prepositions Unfamiliar Language Structures Dialect in dialogue. Relevant Vocabulary

• botherment • ordung • Amish • shunned • haltingly • organdy • frolic • pleasured

Orientation to Whole Text Naomi and her little sister Ruth find an abandoned (unusual) egg on their Amish farm where everything is so plain. This special egg seems fancy compared to her plain eggs and what hatches is no plain chick. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Read to find out how why this is no ordinary chick. Read the whole book OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How can you relate to Naomi’s feelings of wanting fancier things?

• How did her feelings change about Fancy throughout the story?


• What did Naomi learn in the story? • Give evidence from the text to support your thinking.

Title: Too Many Tamales Genre: Narrative Story Text Level: M

Befo

re

Read

ing


• Story told by third part narrator.

• Frequent use of dialogue Unfamiliar Language Structures

• Italicized words

• Spanish words Relevant Vocabulary

• masa • dusk • corn husks • Nina • kneaded • batch

Orientation to Whole Text In this narrative story, Maria spends time cooking with her mother. While cooking she encounters a problem. How will she handle it? Will she do the right thing? Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Read to find out how Maria solves her problem. How does Maria solve her problem? Do you agree or disagree with how she handles it? What would you do? Read the whole book OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support

Dur

ing

R

eadi

ng



Afte

r Re

adin

g

Discussion Group Prompts • What do you think Maria learned from this

experience? • What do you think she will do next time?


• Do you think Maria should be punished or do you think she learned a lesson?

• Give evidence from the text to support your thinking?

Title: Mr. Lincoln’s Way Genre: Narrative Story Text Level: ?

Befo

re

Read

ing


• Descriptive language • Transitional phrases • Dialogue


• you’re not our kind • trapped in their thinking • good to his word • like a duck takes to water

Relevant Vocabulary

• wrenched • leered • commotion • defiant • model citizen • coaxed

Orientation to Whole Text Eugene is always getting in trouble (with a capital T) at school. His principal, Mr. Lincoln, tries to help him. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out how Mr. Lincoln helps Eugene make a discovery about himself.

• How does Eugene change from the beginning of the story?

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Why do you think Eugene is always getting in trouble?

• In what ways did Mr. Lincoln try to help Eugene?


• How do the birds in the atrium relate to the kids in the school?

• Give evidence from the text to support your thinking.

Title: Amber on the Mountain Genre: Narrative Story Text Level: Q

Befo

re

Read

ing


• figurative language Unfamiliar Language Structures

• mountain folk dialect Relevant Vocabulary

• giddy • mulish • balkity • skedaddled • notion • jabbering

Orientation to Whole Text In this mountain setting, Amber finds a friend who teaches her to read. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out what happens when Amber’s friend moves away before she learns to write.

• Will the girls remain friends? Will Amber learn to write?

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Do you think Amber and Anna will see each other again?

• Why do you think Amber hadn’t learned to read or write yet?


• How did Anna learn to read and write? Was it hard for her? Give evidence from the text to support your thinking.

Title: Pinduli Genre: Narrative Story Text Level: O

Befo

re

Read

ing


• Dialog presented in italics • Powerful descriptive vocabulary


• pack erupted into wheezing laughter and galumphed away tongues lolling

• use of ‘ed’ endings • pounding of pads

Relevant Vocabulary

• exquisite • prickly fringe • galumphed • symmetry • clarity haziness • whinnied • haziness

Orientation to Whole Text In this story set in East Africa, is about a hyena that was teased about her physical appearance. She tries to change her appearance to mask the flaws the other animals brought to her attention. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out how Pinduli helps the other animals to change to be less critical to others.

Log Focus: How did the animals change by the end of the story? Give examples from the text. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Why do you think Pinduli was kind to the animal’s who teased him?


• Why do you think Pinduli responded kindly to the other animals? Give evidence to support your thinking.

Title: Chicken Sunday Genre: Personal Narrative Text Level: M

Befo

re

Read

ing


• Simile – “Like slow thunder and sweet rain”

• Descriptive Language – “Pulling moist chicken-fried air”

• First-person Narration – “Patricia’s first-person narration gives story authenticity, making readers connect to people and events of the story.


• “churchin’ up” – going to church • “Spaceeba” – thank you in

Russian • “Pysanky eggs” – Russian

decorated eggs • “Chutzpah” – courage • “Babushka” – grandma • “Hoppin’ John” – black-eyed peas • “Bubbie” - babushka

Relevant Vocabulary

• gllisteri • intricate • hatbox • rumbled • glorious

Orientation to Whole Text After attending church on Sunday, Patricia and her “brothers” eat chicken dinner with Gramma. In trying to purchase a hat for Eula Mae, the kids have a confrontation with the local shopkeeper who becomes their friend. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to see how the children connect with Mr. Kodinsky in trying to get a hat for Miss Eula Mae.

OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

• After the children are accused (viewing from another person’s perspective).

• When they sold all the eggs. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng One to One Conference: Teacher Records Observational Notes and/or Completes Rubric and Places Collective

Information in Assessment Notebook


Afte

r Re

adin

g


• How could you relate to Patricia’s chicken Sundays?

• Why did she consider these people her family (brothers)?

• How did the children prove themselves to Mr. Kodinsky?


• Why does Miss Eula say Mr. Kodinsky’s had a hard life? (give evidence to support your answer)

Title: Goin’ Someplace Special Genre: Historical Fiction Text Level: M1

Befo

re

Read

ing


• Historical landmarks • Symbolism “someplace special “ =

Library Unfamiliar Language Structures

• Dialect Relevant Vocabulary

• filling station • sober legs • scald • staggered • pocket book • strutted • stone mason

Orientation to Whole Text Tricia Ann was a young black girl growing up in the south during the 1950s. During her first unsupervised outing into the city, she experiences the effects of segregation. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Describe the obstacles Tricia Ann faced trying to get ‘Someplace Special.”

• How do you feel about segregation (give 3 specific examples from the text to support your answer)

OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Discuss the emotions Tricia Ann felt during her trip to “Someplace Special.”

• Is there prejudice in the world today? (give examples)

• How would you feel if you were Tricia Ann living in the 1950s?


• Why do you think Mama Frances told Tricia Ann, “Hold your head up and act like you belong to somebody”?

• Use evidence from the text to support your answer. • How did Tricia Ann’s attitude change from the beginning

of the story to the end?

Title: Mrs. Mack Genre: Personal Narrative Text Level: O

Befo

re

Read

ing


• Dialogue in quotation marks • Broken into sections (chapters) • Paragraphs


• Shugah – slang for sugar • Whuffled

Relevant Vocabulary

• stirrup • withers • bridle • canter • corral • reins • muzzle • Impala (car) • hitching post • blacksmith • molasses • stethoscope

Orientation to Whole Text Pat has a dream to get a horse. This story tells about how dreams can come true. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• How does the author show time is passing? (give specific examples from the text)


• What clues did you find that told you it was a personal narrative? Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

• Describe the characters and the roles they played.

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think the main character learned? • Why do you think she left gifts for Hap?


• Why did her dad take her to Dogpatch to learn to ride?

Title: How Pizza Came to Our Town Genre: Narrative Fiction Text Level: O

Befo

re

Read

ing


• Dialogue in quotes • Bolded letter at the beginning of

each page • Sequence


• phonetic spelling in parenthesis • dialect

Relevant Vocabulary

• pizzeria • parmesan • ingredients • muttered • yeast • oregano • mournfully

Orientation to Whole Text Narrative fiction story about a distant cousin who comes to visit. This cousin misses pizza, but the town does not know what pizza is. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out what Mrs. Pellegrino misses so badly and how the girls make her happy..


• Read to find out why Mrs. Pellegrino is so sad. • How does the author show time passing?

Dur

ing

R

eadi

ng



Afte

r Re

adin

g Discussion Group Prompts

• How does the author show time passing? • How do you think the town felt about the pizza? • Why did the children try to help the Mrs.

Pelligrino better? • Predict what the town will do now that they know

about pizza.


• What do you think might happen next year when Mrs. Pelligrino returns?

Title: Grandpa’s Face Genre: Narrative Fiction Text Level: __Q__

Befo

re

Read

ing


• Dialogue


• brown of his face • long stories that he sang • the look of his mouth • hard face • stomach filled with scared places • wave of laughter

Relevant Vocabulary

• theatre • rehearsing • jigsaw • spattering

Orientation to Whole Text Tamika loves everything about her grandpa. Especially his expressive face. But one day, when Tamika watches Grandpa rehearsing for a play, she sees a different face, one he has never seen before. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

• Read to find out how Tamika’s feelings for her grandfather change. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

• How does the author show us Tameka’s feelings are changing? • Give specific examples from the text to support your thinking.

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How do you think Tamika feels about her Grandpa?

• Why?


• Why do you think the title of this book is Grandpa’s Face? Give evidence from the text to support your thinking.

Title: The Wednesday Surprise Genre: Personal Narrative Text Level: O

Befo

re

Read

ing


• first person narration • strong expression • dialog • proper nouns • italicized book titles


• smart as paint • my heart is beating awfully fast

Relevant Vocabulary

• vaguely • brimming • astonished

Orientation to Whole Text This story is about a girl named Anna who is planning a surprise for her daddy’s birthday. On Wednesdays, Anna and her Grandma get together and work on the surprise. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: Read to find out what the Wednesday surprise is. Log Focus: What are some clues that helped you infer what the surprise might be?


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What clues did you find the author gave us about the surprise?

• What did you expect the surprise to be?


• Why do you think Grandpa asked Anna to teach her to read?

• Give evidence from the text to support your response.

Title: Emma’s Rug Genre: Narrative Fiction Text Level: R

Befo

re

Read

ing


• figurative language • artist’s inspiration • placement of text on the page


• similes and metaphors Relevant Vocabulary

• pangolin • tapir • cooed • maestro’s baton • shriveled

Orientation to Whole Text In this narrative fiction story, Emma embarks on a journey of becoming a great artist. But, suddenly a problem arises. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: Read to find out what Emma’s problem was and how it was resolved. Log Focus: Describe the setting, problem and solution. Read whole book


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Have you ever been inspired? • Why did Emma throw away her awards and rug

and call them kid stuff? p. 26 • How did the author show Emma’s different

emotions? Give evidence from the text.


• Why do you think Emma thought there were eyes all around her? Give evidence from the text to support your thinking.

Title: The Copper Lady Genre: Historical Fiction Text Level: N

Befo

re

Read

ing


• Author’s Note (beginning of book) • Afterward (end of book)


• French names Relevant Vocabulary

• pedestal • coal delivery (unfamiliar concept) • coppersmith (unfamiliar concept)

Orientation to Whole Text Read aloud the Author’s Note at the beginning of the book. Discuss how this book is historical fiction (A fictional story with real and invented characters that takes place during a historical time.) Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers Purpose for Reading: Read to find out if Andre’ will be able to find freedom.

Response Log Focus: Why do you think Andre’ had such a connection with the statue of liberty? Give evidence from the text to support your thinking. OPTIONAL STRATEGIC STOPPING PLACES: Use if needed for comprehension support Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers: Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers:

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Why did Andre’ want his freedom?

• Why was he so interested in the Statue of Liberty?

• What do you think happened after Andre’

came to America?


• What was the overall theme of this book? (freedom) Give evidence from the text to support your thinking.

Title: Mrs. Katz and Tush Genre: Narrative Fiction Text Level: O/34

Befo

re

Read

ing


• repetitive text (such a person, such a life)

• words in another language were in italics

• dialogue w/quotation marks


• dialect • broken English

Relevant Vocabulary

• Hannukah • Passover • scrawny • Yiddish • kugel • Catskills

Orientation to Whole Text This story is about a young boy named Larnel and an elderly neighbor lady named Mrs. Katz who become lasting friends. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: Read to find out how a kitten with no tail brings them together to become a family Log Focus: How does this book teach us about relationships? Give specific examples from the text Read whole book


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think the phrase “such a nice person means”?


• How did the characters change from the beginning of the story to the end? Give evidence from the text to support your thinking.

Title: When Jessie Came Across the Sea Genre: Narrative Fiction Text Level: T/44

Befo

re

Read

ing


• dialogue • italics • figurative language


• potbellied stove • delicate sash • “But alas…” • lace bodice • Miss Almond Eyes Danced

Relevant Vocabulary

• rabbi • synagogue • pelted • ginger-colored freckles • auburn • parlor

Orientation to Whole Text This story is about a little girl named Jessie, who lived with her grandmother in another country. The rabbi chooses her to go to America to work, leaving her grandmother behind. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: How does Jessie feel about going to America? Will she ever see her grandmother again? Read up to her arrival to America


Purpose: How might Jessie’s relationship with Lou change over time?

Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think Jessie was thinking on the ship?

• How would you feel if you were Jessie? • What was the significance of the ring? • What life lessons did grandmother teach Jessie

that played a role later in the story? • What are some of Jessie’s character traits? • What will Jessie’s grandmother do in New York?


• How did Jessie change throughout the book? Provide evidence from the text to support your thinking.

Title: The Memory Coat Genre: Historical Fiction Text Level: O/44

Befo

re

Read

ing


• Author’s note • Historic notes • Elements of historical fiction • Authenticity of illustrations • Social and cultural aspects

relevant to the time period Unfamiliar Language Structures

• He had been orphaned when he lost his parents in an epidemic.

• We must not wait for our children’s blood to cover the snow.

• Inside he can still feel his mama’s touch…

Relevant Vocabulary

• epidemic • chaos • turret • impression • immigrant • buttonhook • inspectors • good impression • synagogue • orphaned

Orientation to Whole Text In this historical fiction story, a young girl named Rachel and her cousin Grisha find themselves traveling from Russia to Ellis Island in America. A problem arises when they try to pass the health inspection to come into America. Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: Read to find out what hardships and struggles they had to overcome to stay together as a family. Response Log Focus: How does the author show us in words that this family is extremely close? Give examples from the text to support your thinking Read whole book


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Discuss the dangers this family faced: in Russia, on their journey and in America.

• Predict how their life might be different in America than Russia.


• This story is titled “The Memory Coat”. Describe how the coat impacted the family’s journey to America.

Title: Letting Swift River Go Genre: Personal Narrative Text Level: M/28

Befo

re

Read

ing


• Written as a first person narrative (I)

• proper nouns • similes


• harvested ice • woodpeckers (men that cut down

trees) Relevant Vocabulary

• mumblety-peg • eiderdowns

Orientation to Whole Text

Sally Jane is a young girl who grew up by Swift River Valley. She watches as her town changes and learns a valuable lesson.

Set Purpose for Reading & Response Log Focus; Chapter/Page Numbers

Purpose: Read to find out how Sarah Jane’s town changes and what lesson she learns. Response Log Focus: What lesson does Sarah Jane learn? Give evidence from the text to support your thinking. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How do you think Sarah Jane felt as the town began to change?

• How does the author show that time has passed?

• Discuss a time you had to let something go.


• Why do you think the book is titled Letting Swift River Go? Give evidence from the text to support your thinking.

Title: Train to Somewhere Genre: Historical Fiction Text Level: P/38

Befo

re

Read

ing


• Internal thoughts are in italics • dialogue is in quotation marks • figurative language


• Phrases from British boy on page 10 and woman on page 12

Relevant Vocabulary

• placing-out • larkspur • stowaway • clutches • bad-tempered • orphan • crumbling inside me • nestles


In this historical fiction story, Eve Bunting writes about orphan children who traveled across the country on a train to find family to adopt them. This story is based on actual events that happened in the 1800”s.


Purpose: Read to find out if Marianne finds her mother along the way. Response Log Focus: What lesson does Marianne learn? Give evidence from the text to support your thinking. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How do you think Marianne felt being the last one left?

• How does Marianne’s wish for a mother turn out differently than she expected?


• What was the significance of the feather in the story? Give evidence from the text to support your thinking.

Title: More Than Anything Else Genre: Personal Narrative Text Level: N/30

Befo

re

Read

ing


• symbolism: The salt pile is a symbol of the hopelessness and obstacles to overcome –an underlying element of continued slavery

• figurative language • punctuation used to add

description and emphasis Unfamiliar Language Structures

• I see myself the man. • I can’t catch the tune of what I see.

Relevant Vocabulary

• cooper • salt works • linger • baptized • hunger


In this personal narrative Booker has a deep hunger. He works very hard after the civil war with his family.


Purpose: Read to find out what Bookers deep hunger really is. Response Log Focus: How does the author give clues s to what kind of hunger Booker has. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you predict is in Booker’s future? • What type of person or character traits does

Booker possess? • Why did Booker hunger to read?


• What do you think the author meant when he said “he found the brown face of hope”?

Title: Allison Genre: Narrative Story Text Level: Q-40

Befo

re

Read

ing


• dialogue • metaphors


• talked to her in words no one else could understand p. 16

• dad’s face darkened p. 20 • cat stole over to the dish p.24

Relevant Vocabulary

• kimono • obi • Mei Mei • cradling • bronzed


In this narrative story Allison struggles with the fact that she is adopted and looks different from the rest of her family.


Purpose: Read to find out if Allison will ever feel like she is part of her adopted family. Response Log Focus: What makes Allison feel like she doesn’t belong? Give evidence from the text to support your thinking. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Why did Allison’s smile disappear? • What item did Allison destroy? Why did she

destroy it? • How does the cat relate to Allison?


• How does Allison change throughout the book? Give evidence from the text to support your thinking.

Title: Thank You, Mr. Falker Genre: Personal Narrative Text Level: M/28

Befo

re

Read

ing


• Metaphor: Trisha’s grandma used to say that stars were holes in the sky.

• simile: knowledge is like the bee that made sweet honey

• Onomatopoeia: sounding out words

• Unfamiliar Language Structures

• two-tone 1949 Plymouth • She was stumbling through a page

in Charlotte’s Web • It was not long after that her

grandma must have let go of the grass…

Relevant Vocabulary

• cunning • twilight • stairwell • abuzz • mole • maggoty • dumbbell


In this story, Trisha has trouble with reading until one day she meets Mr. Falker.


Purpose: Read to find out how Mr. Falker helps Trisha. Response Log Focus: What does Mr. Falker do to help Trisha? Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How does Trisha feel at the beginning of the story?

• How does Mr. Falker help her? • What did grandpa mean when he said

“Knowledge is like the bee that makes sweet honey, you have to chases it through the pages of a book.”


• How did Trisha change in the story? Give evidence from the text to support your thinking.

Title: Smokey Night Genre: Personal Narrative Text Level: P/38

Befo

re

Read

ing


• Quotations/dialogue • Written in first person


Relevant Vocabulary

• riot • hooligans • flicker • squacking • staggering • shelter


Daniel and his mother witness a riot and a fire erupts in their apartment building which lead them to make friends with neighbors..


Purpose: Read to find out how Daniel and his mother become closer to their neighbors. Response Log Focus: How do you know that a racial issue caused the riot? Give examples from the text to support your thinking? Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How did the riot bring Daniel and his mother closer to their neighbors?

• What do you think caused the riot?


• How did the characters change through the events in the story?

Title: Dreaming of America: An Ellis Island Story Genre: Historical Fiction Text Level: N/30

Befo

re

Read

ing


• Real photos to match illustrations and caption

• Artifacts that add to illustrations and story

• afterword • first person narration


• harvested ice • woodpeckers (men that cut down

trees) Relevant Vocabulary

• mumblety-peg • eiderdowns


In this historical fiction story, set during the late 1800’s, Annie and her brothers sail from Ireland to America to be reunited with their parents.


Purpose: Read to find out how Annie Moore and her brothers were the first immigrants to process through Ellis Island in America. Response Log Focus: What was the process of coming to America and through Ellis Island like? Give evidence from the text to support your thinking? Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How do you think Annie and her brothers felt about their journey?

• What was the significance of the two hearts on the ring?

• What was the author trying to teach us?


• What do you think Annie learned from her trip to America? Give evidence from the text to support your thinking.

Title: A River Ran Wild Genre: Historical Fiction Text Level: P/38

Befo

re

Read

ing


• timeline • illustrations on borders give

additional information


• quotation marks are used to emphasize words

Relevant Vocabulary

• generation • Oweana • Nashua • bolt of bright cloth • mourned • decomposed • chemicals


In this historical fiction story, the Nashua River changes from clear water long ago to a polluted river.


Purpose: Read to find out how the polluted river is restored to its natural beauty Response Log Focus: How does the author show us that time is passing? Give specific examples from the text. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What do you think Weeawa said in his dream? • Why do you think people polluted the river?


• Why do you think the Nashua River is a place where we once again see wildlife? Give evidence from the text to support your thinking.

Title: Beatrice’s Goat Genre: Narrative Fiction Text Level: O/34

Befo

re

Read

ing


• story is told in past tense after starting out in the present


• African names • descriptive language

Relevant Vocabulary

• cassava flour • goats milk • elephant grass • dancing eyes


Beatrice and her family in Africa are doing very well now thanks to the acquisition of a goat for the family. This is the story of how her family was able to get a goat.


Purpose: Read to find out how Beatrice’s family was able to get a goat. Response Log Focus: How does the author show us the importance of having a goat and the impact on the family? Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Why was having a goat so important for the family?

• How will this goat change the family?


• What do you think happened to Beatrice after the story ended? Use evidence from the text to support your thinking.

Title: The Lost Lake Genre: Personal Narrative Text Level: O/34

Befo

re

Read

ing



• ellipses • hyphenated words • italics for emphasis

Relevant Vocabulary

• poncho • knapsack • glum • darted


In this personal narrative the boy lives with his father in the city for the summer. They take a trip to the mountains and discover more than the lost lake.


Purpose: Read to find out what the boy and his dad discover on their trip to the lost lake. Response Log Focus: What events occur that change the boy and dad’s relationship? Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• How does the boy feel at the beginning of the story?

• Why do you think the dad didn’t want to camp around other people?

• Do you think the dad and boy will act differently toward each other when they go back to the city?


• How do the characters change in the story? Use evidence from the text to support your thinking.

Title: A River Dream Genre: Narrative Story Text Level: O/34

Befo

re

Read

ing


• dialog presented in quotation marks

• figurative language • similes


• Several sentences begin with but or why

Relevant Vocabulary

• limp • bald mountains • rainbow trout • bobbing • shallow


This is a narrative story about a boy and his uncle trout fishing, brought to life in his dream.


Purpose: Read to find out how the boy discovers an appreciation for life. Response Log Focus: How does the author show us the difference between fantasy and reality? Give examples from the text to support your thinking. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• Have you ever received a gift that reminds you of a special time?

• How does the author differentiate between reality and fantasy?

• Why do you think the boy decides to release the fish?


• Predict how the boy’s decision while fishing will affect the rest of his life. Use evidence from the text to support your thinking.

Title: A Day’s Work Genre: Narrative Story Text Level: O/34

Befo

re

Read

ing



• Several sentences include Spanish words/phrases

• italicized words for emphasis Relevant Vocabulary

• Spanish words: hace frio, chorizos, abuelo

• prowling • holy Toledo • omen


In this narrative story, a young boy and his grandfather are looking for a day’s work.


Purpose: Read to find out what happens at the day’s work. Response Log Focus: Francisco and his grandfather have several problems in the story. Identify the problems and tell how were they solved? Give examples from the text to support your thinking. Read whole text


Dur

ing

R

eadi

ng



Afte

r Re

adin

g


• What were some of the problems the characters faced in the story?

• How were the problems solved?


• What did Francisco learn in the story? Use evidence from the text to support your thinking.

title: john phillip duck genre: historical fiction text

Documents