Fiction:
Houghton Mifflin Harcourt
Allard, G. H. (1985). Miss Nelson is Missing! HMHBooks for Young Readers
Summary: The kids in Room 207 were misbehaving again. Spitballs stuck to the ceiling. Paper planes whizzing through the air. They were the worst-behaved class in the whole school. So begins this quirky classic, first published in 1977 and still relevant today as a lighthearted reminder to show our appreciation to those we value. The students don’t proffer a shred of respect for their good-natured teacher Miss Nelson, but when the witchy substitute Miss Viola Swamp appears on the scene, they start to regret their own wicked ways.James Marshall’s scritchy, cartoonish full-color ink and wash illustrations are hilarious. A back-to-school perennial! Retrieved from Amazon.com on Decemeber 3rd, 2018.
Age: 4-7 Years
Justification:
This fiction book would be great to use in a lesson on supporting evidence. The third-grade common core standard one states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I would have the students come up with some prediction questions before reading the book and then use evidence from the book to answer their predictions from the book.
Common Core Standard: R.L 3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Book Review: “The kids in 207 “”were the worst-behaved class in the whole school,”” even during story hour–a deadly sin. After a surfeit of spitballs, their sweet and permissive teacher, Miss Nelson,reappears disguised as Miss Viola Swamp, and loads them down with homework,forces them to behave, and cuts out story time. The vacuous Detective McSmoggis no help with the disappearance, and the children propose a shark attack or a trip to Mars to explain it. . . “”or maybe Miss Nelson’s car was carried off by a swarm of angry butterflies.”” Miss Nelson””returns””–minus wig, ugly dress, false nose–to find the class remarkably changed. The message is clear, the plot predictable, butt here’s fun in the telling and Marshall’s “”stupid,””innocent, funny-ugly characters. The broadly comic illustrations are varied–individual portraits, full pages–and filled with details like spitballs stuck on the ceiling. Another slightly twisted and engaging Allard/Marshall collaboration”. (Kirkus Reviews, 1977).
Browne, A. (2001). Voices In the Park. DKPublishing.
Summary: Four different voices tell their own versions of the same walk in the park. The radically different perspectives give a fascinating depth to this simple story which explores many of the author’s key themes, such as alienation, friendship and the bizarre amid the mundane. Anthony Browne’s world-renowned artwork is full of expressive gorillas, vibrant colours and numerous nods to Magritte and other artists, while being uniquely Browne’s own style. Retrieved December 3rd, 2018.
http://www.amazon.com/voicesinthepark
Age: 7-11
Justification: This fictional book could be used to teach point of view to students. The third-grade common core standard six states that the student will be able to distinguish their own point of view from that of the narrator or those of the characters. I would use this book in my third grade class to teach point of view to my student. The book is told through different voices that view the park differently than each other. This will help to build the basics of different point of views and how each person can view the same thing differently. After reading this book I would open a discussion up to the students on how they viewed the park and how it was different from the voices view. We would also discuss how each of the voices views were different of the park to connect to the standard. I would use this book as a mini lesson or introduction that would lead into a lesson on the point of view a story is being told from.
Book Review: “Browne’s exceptional out-of-time story—about a visit to the neighborhood park by his familiar gorillas—is told from four perspectives. The first voice is that of a prim, supercilious mother, who has taken her son and pedigreed dog to the park for some air. She sees danger lurking in her charges’dealings with the great unwashed: her dog with a mongrel, her son with a ragamuffin. The second voice is careworn, but ultimately cheered by the visit;a jobless father takes his mutt and his daughter to the park for a break from his worries. Voice three is the first lady’s son—hesitant and hemmed in—who finds a moment of liberation when playing with the jobless father’s daughter.And lastly is that of the girl herself, a happy-go-lucky fixer-upper for all those who step into her radiance. This quartet of interpolating impressions has a cinematic quality, where real objects and their shadows often take separate paths. Browne’s artwork is deft and kaleidoscopic, with sidelong imagery and a nod to RenÇ Magritte that heighten the surreal aspects of the story. (Picturebook. 5-11)” (Kirkus Reviews, 2010). Retireved December 3rd, 2018.
Chittum, I., & Cumings, A. (1979). The Cat’s Pajamas. Parents Magazine Press.
Summary: From the acclaimed Wallace Edwards comes his second collection of idioms, a companion to the award-winning Monkey Business. The Cat’s Pajamas depicts 26 idioms, bringing new meaning to familiar sayings and tickling your funny bone with a surreal illustration on each page. To ensure you get the hang of it, each expression is used in a sentence and explained at the back of the book. And if you look closely you’ll discover a cat hidden in every painting; some cats are a piece of cake to find, others may require you to use your noodle. A gorgeously illustrated eye-spy book and a unique introduction to idioms, this book is truly the cat’s meow.Retrieved December 3rd, 2018.
https://www.kidscanpress.com/products/cats-pajamas
Age: 4 and Up
Justification: This fiction text is a great way to show students the relationship between pictures and words. The third grade Common Core Standard seven states that the student will explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g.,create mood, emphasize aspects of a character or setting). I would use this book in my classroom by previewing the book with the students first by looking at the pictures and having the students write how the cat looks like it is feeling. I would then go through and read the book to see how they inferred the cat was feeling by the pictures to what they book says.
Common Core Standard: R.L 3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,emphasize aspects of a character or setting).
Book Review: “Who hasn’t used a phrase like “cool your heels” or”it’s a piece of cake”? This book cleverly interprets 26 idioms with meticulous paintings (akin in detail to Graeme Base’s). “As judge of the Tiny Tot Talent Contest, Leon had to face the music,” is depicted with an image of a chipmunk tooting a horn at point-blank range in a lion’s face,blowing his mane violently back. For “using your noodle,” a panda plays a violin with a strand of spaghetti instead of a bow. In a moment of pure genius, Hammy the pig whoops with delight in the front seat of the Happy Hurler roller coaster, clearly having much more fun than the barrel of monkeys in the seat behind. All of the images use animals and birds to illustrate the phrases,and a page of definitions appears in the back. Each scene has multiple references, double entendres and a hidden cat (but no legend). Language and art teachers should have a field day with this. Though some expressions are more successful than others, it is indeed the cat’s pajamas. (Picture book. 5 &up)”. (Kirkus Reviews, 2010).
O’Neill, A. (2002). The Recess Queen.Scholastic Press.
Summary:In this sassy playground romp the irrepressible new kid dethrones the reigning recess bully by doing the unthinkable — she invites her to be her friend! Not only will kids relate to the all-too-common issue of bullying, but parents and teachers will appreciate the story’s deft handling of conflict resolution (achieved without adult intervention). Mean Jean was Recess Queen and nobody said any different. Nobody swung until Mean Jean swung. Nobody kicked until Mean Jean kicked. Nobody bounced until Mean Jean bounced. If kid sever crossed her, she’d push ’em and smoosh ‘lollapaloosh ’em, hammer ’em,slammer ’em kitz and kajammer ’em. Until a new kid came to school! With her irrepressible spirit, the new girl dethrones the reigning recess bully by becoming her friend in this infectious playground romp.Retrieved December 3rd, 2018.
https://www.scholastic.com/teachers/books/the-recess-queen-by-alexis-o-neill/
Ages: 3-7
Justification: This fiction book can be used in developing students character analysis skills. The third grade reading literature standard three states that the students will describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I would read this book aloud to my students and discuss the characters traits, I would then have them write a paragraph on how the story would be different if Mean Jean was sweet instead of mean.
Common Core Standard R.L 3.3- Describe characters in a story (e.g., their traits,motivations, or feelings) and explain how their actions contribute to the sequence of events
Book Review: “Positing that bullies only act that way because they’re lonely, O’Neill (Loud Emily, 1998)puts seemingly meek, new classmate Katie Sue up against aggressive Mean Jean,swaggering boss of the playground. Knowing but one way to deal with challengers(“she’d push ’em and smoosh ’em, / lollapaloosh ’em, / hammer ’em, slammer ’em,/ kitz and kajammer ’em . . .”), Mean Jean roughly tries to set Katie Sue straight on the pecking order. But Katie Sue stands up to her with a cheeky,“How DID you get to be so bossy?” and pulls out a jump rope, inviting Mean Jean to jump along. Presto change-o, a friendship is born. Huliska-Beith’s (The Book of Bad Ideas, 2000, etc.)rubbery-limbed figures, rolling perspectives, and neon-bright colors reflect the text’s informality as well as its frenzied energy. Though the suggested strategy works far more easily here than it would in real life, young readers will be caught up by Katie Sue’s engaging, fizzy exuberance”. (Kirkus Reviews,2001).
Young, E. (1989). Lon Po Po. Philomel.
Summary:On their grandmother’s birthday, three children are left at home when their mother goes to visit her. Little do they know that a hungry wolf is waiting for her to leave. He disguises himself as an old woman and knocks on the door. Won’t they let their grandmother in? The eldest granddaughter, Shang, is fooled. She opens the door.The little ones are so happy to see their Po Po. And Po Po is happy to see them;they’re so sweet and plump. One thing is the same throughout the world: A big bad wolf is a big bad wolf. But he’s never a match for a clever girl with a plan, and Po Po won’t know what hit her in this exciting Red Riding Hood story. Retrieved December 3rd, 2018.
https://www.scholastic.com/teachers/books/lon-po-po-a-red-riding-hood-story-from-china-by-ed-young/
Ages: 4-8 Years
Justification: I chose this book because it is based off a story that almost everyone had heard of providing the students with some background knowledge of the book. The third grade Common Core Standard two states that the student will be able to recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. While conducting an interactive read aloud have the students find evidence such as the problem,character reactions, and what the character learned in the text to ultimately come up with a theme as a class.
Common Core Standards: R.L 3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Book Review: “This compelling tale, translated from a””collection of Chinese folktales,”” may be the finest book yet from this excellent illustrator–and is certainly among the most beautiful books this year. Three little girls are left alone while their mother, after warning them to keep the door well latched, goes to visit their grandmother (PoPo) for the night. Under cover of darkness, the wily wolf disguises himself as Po Po, prevails on the younger children to let him in, and blows out the candle. But when he doesn’t feel like Po Po, the eldest, Shang, contrives to see his hairy face; then she devises a clever plan to trick the wolf and save them all. Another suspenseful version of this tale appeared in Yep’s The Rainbow People (p. 774/C-138). Young’s graceful translation is both mellower and nobler in tone, while the story is still satisfyingly frightening as the children contend in the dark with the invader. Young’s dramatic illustrations,in watercolor and pastel, appear in vertical panels–one or two per page–with some double-spread vistas extending across two or three panels, a device he uses effectively in his wonderfully harmonious designs. The story’s terror is both mitigated and enhanced by the artist’s suggestive, soft-edged style:there’s none of Hollywood’s ghoulish precision, but plenty of the mists and shadows where creatures of the imagination thrive–highlighted by the sisters’expressive eyes. A symphony of lovely color progresses from page to page,always related yet fascinating in its variety and contrasts. Even Young’s eloquent dedication–“”To all the wolves, of the world for lending their good name as a tangible symbol for our darkness””–is perfect.Absolutely splendid”. (Kirkus Reviews, 1989).
Informational:
Berger, G., Di Fate, V., & Berger, M. (1999). DoStars Have Points?: Questions and Answers About Stars and Planets.Scholastic, Ink.
Summary:Find answers to 70 questions about space, including: • How are planets different from stars? • Why don’t we feel Earth moving? • How hot is the sun? • What makes the seasons on Earth? • Why does the moon change its shape from night to night? • Is there life elsewhere in the universe?… and more! This book answers a universe of questions about stars, constellations,Earth and other planets, comets, meteors, and other space topics. Retrieved December 3rd, 2018.
https://www.scholastic.com/teachers/books/scholastic-q–a-do-stars-have-points–club-by-gilda-berger/
Grades: 3-5th
Justification: This informational text can be used to help students find supportive evidence to answer factual questions. The third grade Common Core Standard one states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. I would use this in my classroom as a supporting evidence activity. I would have the students complete a worksheet with questions from the book and have them answer the questions with textual evidence.
Common Core Standard: R.I 3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Book Review:“From simple questions like “How hot is the sun?” to more complex ones like”Is there life elsewhere in the solar system?” this book helps kids understand what they see when they look up at the sky”(Goodreads, 1999).
*Could not find scholarly review
Diaz, J. (2014). Animals On the African Savanna.Capstone .
Summary: Take an enchanting journey through the African savanna from sunrise to moon rise. See what animals are doing morning, noon, and night.Little explorers will love spotting plants and animals, and following them through a day in this unique habitat.Retrieved December 3rd, 2018.
https://www.amazon.com/Animals-African-Savanna-All-Day/dp/1479557013
Ages:5-8 Years
Justification: This informational text will help student make the connection between illustrations and words from factual information. The third grade Common Core Standard seven states that the student will be able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). In my classroom I would do a drawing activity to make this more engaging for students. I would have the students pick out one phrase from the text to draw and compare their drawing to those in the books.
Common Core Standard: R.I 3.7- Use information gained from illustrations (e.g., maps, photographs)and the words in a text to demonstrate understanding of the text (e.g., where,when, why, and how key events occur).
Book Review: “Take an enchanting journey through the African savanna from sunrise to moon rise. See what animals are doing morning, noon, and night. Little explorers will love spotting plants and animals, and following them through a day in this unique habitat”(Bookdepository, 2014) . Retrieved December 3rd, 2018.
*Could not find scholarly review
Kalman, B. (2002). The Life Cycle of a Butterfly.Crabtree Publishing Co.
Summary: Describes the various stages of a monarch butterfly’s life,from egg to pupa to caterpillar to butterfly, as well as its migration and dangers that it faces.Retrieved December 3rd, 2018.
https://www.amazon.com/Life-Cycle-Butterfly-Bobbie-Kalman/dp/077870680X
Ages: 6-9 Years
Justification: This informational text can be used to help tech sequence of event to students. The third-grade common core standard eight states that the student will be able to describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,first/second/third in a sequence). I would use this in my class to have the students draw or label the life cycle of a butterfly and write the steps of a butterfly life cycle.
Common Core Standard: R.I 3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Book Review: “This book is about the life cycle of the butterfly. It talks about how the butterfly change it form. First it start out as an egg on the leaf, then it become the caterpillar, and then it becomes the butterfly. This book is good to teach about the life cycle of insect. It is recommend for the second grade GPS standard”(Goodreads).
*Could not find scholarly source
Maloof, T. (2014). Weathering and Erosion (Science Readers: Content and Literacy). Teacher Created Materials.
Summary: Earth is constantly changing. Wind, water, and even humans change Earth’s surface. The land is broken down and worn away by erosion.Introduce students to weathering and erosion with this science reader that features easy-to-read text. Nonfiction text features include a glossary, index,and detailed images to facilitate close reading and help students connect back to the text. Aligned to state and national standards, the book also includes a fun and engaging science experiment to develop critical thinking and help students practice what they have learned. Retrieved December 3rd, 2018.
https://www.amazon.com/Weathering-Erosion-Science-Readers-Literacy
Ages: 6-9 Years
Justification: This informational text can be used to help students learn to use text features in a book non-fiction book. The third grade five Common Core Standard states that the student will be able to use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I would use this in my class by having the students find five key words in the book and defining them in the glossary.
Common Core Standard- R.I 3.5- Use text features and search tools (e.g., key words,sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Book Review: “Earth is constantly changing. Wind, water, and even humans change Earth’s surface. The land is broken down and worn away by erosion. Introduce students to weathering and erosion with this science reader that features easy-to-read text. Nonfiction text features include a glossary, index, and detailed images to facilitate close reading and help students connect back to the text. Aligned to state and national standards, the book also includes a fun and engaging science experiment to develop critical thinking and help students practice what they have learned”(Barnsandnobles).
*Could not find scholarly source
Smith, D. (2009). If America Were a Village: A Book about the People of the United States. Kids Can Press.
Summary:
Summary: America, with all its diversity, is not easily defined.David J. Smith’s If America Were a Village takes a snapshot – past, present and future – to help define America for children. Using the same successful metaphor of the international bestseller If the World Were a Village, the book shrinks down America to a village of 100. The metaphor helps children easily understand American ethnic origins, religions, family profiles, occupations,wealth, belongings and more. Shelagh Armstrong’s expansive illustrations imagine America as a classic, vibrant small town. Who are the people living in this vast and varied nation? Where did they come from? What are they like today? How do they compare with people in other countries? The book’s simple statistical analysis provides a new way of learning about where people live in America, the state of their health. Retrieved December 3rd, 2018.
https://www.amazon.com/If-America-Were-Village-CitizenKid/dp/1554533449
Ages: 8-12 Years
Justification: This informational text can be used to help students support the main idea through key details. The third-grade common core standard two states that the student will be able to determine the main idea of a text;recount the key details and explain how they support the main idea. I would use this book in my class to have my students create a presentation on the main idea of the book and use key details in their presentation as supporting evidence.
Common Core Standard- R.I 3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.
Book Review: “Smith and Armstrong follow up (If the World Were a Village, 2002) with a similarly eye-opening portrait of the United States as a “village” of 100 people (roughly one per 3,000,000). Paired to impressionistic street and crowd scenes viewed,generally, from a high angle, the simplified statistics encapsulate our ethnic origins,family structures, religions, energy use, occupations, health and wealth in easy-to-understand units: “82 people in our village speak English as their first language. 10 speak Spanish. 1 speaks Chinese, 1 French and 1 German.”Using this methodology, the author tracks historical changes in many categories, shovels data into his narrative in different ways to stave off monotony, often lays out comparisons with other countries or the rest of the world and even offers occasional discussions of what the numbers signify or reveal. A solid source list lends authority to his rounded-off numbers. The premise isn’t new, but it’s never been used to better effect for deepening the understanding that children have about the 306 million (and counting) other people with whom they share this land”. (Kirkus Reviews, 2010).
3rd Grade Books 