Candice WaltonReading Log 3June 25, 2010

Author: Charles Micucci

Illustrator: Charles Micucci

Title: The Life and Times of the Peanut

Date of Publication: 1997

Genre: Informational

Format: Picture Book

Award(s):

Summary of Book: The book traces the rise of the peanut from ancient history to present day.
Throughout the years, peanuts have had several names ranging from goober to pinder. With vivid
illustrations, the structure of peanut plants and the process of harvesting them into peanut butter
are explained. Most importantly, the many uses of peanuts and their significance are detailed.

Strategies to use with the book:

Before reading the text, I will place the words informational texts on the board and ask
students to share their understanding of them. Students will share their responses with the class.
The students will use the SCAN method to preview the text. For example, they will S (survey the
headings and turn them into questions), C (capture the captains and visuals in the book), A
(attack the bold faced words), and N (note important elements of the book). This strategy will
help students to understand the features of informational texts as well as guide their reading.

In the student’s Readers Notebook, they will write each of the headings into a question as
mentioned in the (S) stage of the SCAN method. For example, the section labeled the humble
peanut will be changed into a question and so on. The students will independently read the book.
As they read, they will model the habit of paraphrasing. For each heading that they have
converted into a question, they will write at least three facts in their own words from that section
of the book.

After reading the text, the students will chose a partner and create a poster about peanuts.
They will use pictures from the internet or their personal drawings for illustrations. They will
write their questions on the posters. Beneath the questions, the students will paraphrase the ideals
from the book. Students will share their posters.

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Author: Denise Schmandt-Besserat

Illustrator: Michael Hays

Title: The History of Counting

Date of Publication: 1999

Genre: Informational

Format: Picture Book

Award(s):

Summary of Book: The book explains the importance as well as development of counting. It
outlines different societies’ methods of counting and explains how the system of counting has
evolved with culture. For example, some countries use their body parts to counts whereas other
countries have a numberless counting system. Additionally, the emergence of abstract and
concrete numbers is mentioned as well as their importance to today’s number system.

Strategies to use with the book:

I will pose the question (How important is the number system?) to the students. I will
allow students to share their responses with the class. Then, I will give each student a KWL chart
and ask them to complete columns K (what I already know about the number system) and W
(what I want to learn). A few students will share their responses to the columns.

The students will use the THINK-PAIR-SHARE method to read the book. They will read
in groups of two and stop at designated stopping points outlined by the teacher to discuss what
they have read. As the students read, they will complete a FQR chart (Facts, Questions, and
Responses). The strategy will aid them in asking questions, determining the importance in the
text, and voicing their own opinions and thoughts. An example of the chart is listed below.

Facts Questions Responses

Other people have created What kinds of words are Parts of the body
special words for numbers. used to represent numbers?

After reading the text, the students will pair up with another group to share their FQR
charts and to complete the L column of the KWL chart. Then, the students will share both of
their charts with the entire class. Finally, the original reading pair of students will choose two
cultures from the book and complete a Venn diagram on the cultures’ method of using and
describing numbers.
Candice WaltonReading Log 3June 25, 2010

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Author: Margaret Miller

Illustrator: Margaret Miller

Title: Who Uses This?

Date of Publication: 1990

Genre: Informational

Format: Picture Book

Award(s):

Summary of Book: The book displays nine objects such as a football, leash, scissors, and etc.
Following the images is the question (Who uses this?). The next page displays who actually uses
the objects.

Strategies to use with the book:

To motivate the students to appreciate the text, I will bring in several objects such as a
phone, a sailor’s hat, and a pair of handcuffs and ask students to write as many names of
different professional people that may use the objects. The students will share their responses
with the class as well as give supporting details for them.

I will use the read aloud strategy to read the book to the students. As I show each tool, the
students will model the habit of predicting. They will predict who might use the particular tool
and why. They will write their responses in their Readers Notebook as well as share them with
the class. After reading the text, the students will be given five pieces of construction paper and
markers. They will create a (Who Uses this?) book. The book will contain a title page and four
objects. The students’ books will mimic that of the book that was read aloud to them. The
students will share their books with classmates.
Candice WaltonReading Log 3June 25, 2010

Author: Louise Borden and Mary Kay Kroeger

Illustrator: Teresa Flavin

Title: Fly High! The Story of Bessie Coleman

Date of Publication: 2001

Genre: Biography

Format: Picture Book

Award(s):

Summary of Book: Bessie Coleman grew up in a small town in Texas. Her family was
extremely poor, but she always strived to be somebody. She worked very hard to learn to read
and write. As she grew older, she moved to Chicago to have a better life. In Chicago, she fell in
love with flying. Therefore, she moved to France to learn how to fly. Indeed, she became a great
pilot. She performed several air shows in the United States. Sadly to say, she died at the age of
34 while practicing for an air show. Most importantly, she is remembered for her dedication for
motivating people to strive to be somebody.

Strategies to use with the book:

I will introduce biographies to the students by informing them that it is one genre that can
open their eyes and hearts to people who have made a difference in the world. They can learn
about the lives of people from both the past and present. I will place several biographical books
on the students’ desks. The students will review the books and note elements of the genre. The
students will share their observations.

In order to set a purpose for reading, I will inform the students that they will
independently read about the life and times of Bessie Coleman and practice the habit of
monitoring for comprehension. As the students read the book, they will complete a biographical
web organizer, which can be found at
http://www2.scholastic.com/content/collateral_resources/pdf/f/feb05_unit_BiographyChart.pdf.
They will note key elements of Bessie Coleman’s life and her contributions to society. This will
help them to fully grasp the importance of her life.

After reading the text, the students will complete a life graph of Bessie Coleman’s life.
Using the Life Graph, they will plot the events in her life during the story and evaluate their
importance. The students will share their graphs.

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Candice WaltonReading Log 3June 25, 2010

Author: Andrea Davis Pinkney

Illustrator: Brain Pinkney

Title: Ella Fitzgerald: The Tale of a Vocal Virtuosa

Date of Publication: 2002

Genre: Biography

Format: Picture Book

Award(s):

Summary of Book: Ella Fitzgerald was born in Harlem, New York. At a very young age, she
wanted to be a dancer. When she was given the opportunity to dance at the Apollo theatre, she
froze; however, she quickly began to sing. From that point, Ella knew that she wanted to be a
singer. She has performed with numerous artists and bands and sold out several concerts. She is
considered to be one of the world’s greatest singers and performers.

Strategies to use with the book:

Once again, I will inform the students of the purpose of reading biographies and allow
them to share the advantages of reading them. I will also ask them to explain what they learned
about Bessie Coleman’s life. Next, I will inform them that they will be discussing the life of Ella
Fitzgerald as well as reading a biography about her. The students will receive the book. They
will preview the book and make predictions based on the pictures. The students will share their
predictions with the class.

The popcorn reading strategy will be utilized to read the book. For example, a student
will read a page and choose another student to read the next page and so on. After reading each
page, I will lead the students in comparing and contrasting Ella Fitzgerald’s life to Bessie
Coleman’s life. At the conclusion of reading the text, I will explain to the students that they will
construct a biography of someone significant in their lives.

The outline of the biography is as followed:

• Personal history: Who, How, When, Where, Why

• Characteristics of the person

• Experiences that make the person important

• Things they admire about the person

The students will complete a rough draft of their biographies and publish them on the computers.

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Their biographies will be publicly displayed in the classroom.
Candice WaltonReading Log 3June 25, 2010

Author: Deborah Hopkinson

Illustrator: Bethanne Andersen

Title: A Packet of Seeds

Date of Publication: 2004

Genre: Historical Fiction

Format: Picture Book

Award(s):

Summary of Book: The story takes place during the Pioneer period. A young girl tells the
story of her mother’s sadness because the family is moving out West. The mother dreads leaving
because she does not want to leave her friends and family members. As they prepare to go out
West, the mother’s friends give her packets of seeds. The little girl decides to plant a garden at
their new home to take away her mother’s sadness. Indeed, the garden helps her mother to
embrace the move, and she plants the seeds that were given to her to remember the friends and
family that were left behind.

Strategies to use with the book:

On the board, I will write the questions (Have you ever had to move? How did you feel
about leaving your friends behind?) I will allow the students to share their responses to the
questions. Next, I will introduce them to the book. I will explain that it takes place during the
Pioneer period. Then, I will ask students to share their ideals about that particular time period.

The students will independently read the book and model the habit of asking questions.
Before beginning to read the book, I will write questions on the board that they should ask as
they read the text. Certain questions are: Why is the mother so sad? How does her sadness affect
her family? How does she feel about the birth of her daughter? Does the title of book coincide
with its overall theme? This will help students fully understand the text. They will write their
answers in their Reader’s Notebook.

Once the students have completed reading, they will share the answers to their questions.
They will also complete a T-chart comparing and contrasting the Pioneer period with today’s
culture. They will note the reasons that made it difficult for the mother to keep in contact with
her friends and family. Additionally, the students will use their charts to write a comparison and
contrast essay of both time periods.

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Author: Cynthia Rylant

Illustrator: Barry Moser

Title: Appalachia: The Voices of Sleeping Birds

Date of Publication: 1991

Genre: Historical Fiction

Format: Picture Book

Award(s):

Summary of Book: The author grew up in the Appalachian Mountains, and the book pays
tribute to her hometown by depicting life in the mountains during the 1960s. It describes the
people and their day-to-day activities. For example, it states that many of the people are coal
miners and friendly, but it takes them awhile to warm up to strangers. It also outlines the beauty
of the Appalachian Mountains. Most importantly, it notes that if a person ever leaves the
mountains, they are sure to return.

Strategies to use with the book:

I will give a mini-lesson on setting and how the details of the setting add to the text. I will
read aloud several short paragraphs that have well-developed settings and ask students to
visualize the surroundings. I will introduce the students to the book and give its title. I will ask
the students to predict the setting of the book simply based on its title. Many students many
mention that Appalachia reminds them of mountains.

• The students will independently read the text and model the habits of asking questions and
making connections. As the students read, they will answer questions such as (Where does
the story takes place? What details tell you this? When do the events of this story take
place? What clues tell you so? What makes the place special to the author? What is the
tone of the story? Once the students have completed the text, they will share their
responses to the questions and connections. They will also illustrate a description of
Appalachia from the details in the text.

Furthermore, the students will write two descriptions of their favorite place. It can be
their home, school, mall, or etc. The first description should be told from their perspective as a
child, and the second should be written as if they were an adult viewing the place.
Candice WaltonReading Log 3June 25, 2010

Author: Paolo Guarnieri

Illustrator: Bimba Landmann translated by: Jonathan Galassi

Title: A Boy Named Giotto

Date of Publication: 1998

Genre: Historical Fiction

Format: Picture Book

Award(s):

Summary of Book: A young boy named Giotto dreams of becoming a painter during the pre-
Renaissance era. His father, on the other hand, does not want him to become a painter. He feels
that Giotto is not focused. However, Giotto meets a well-known painter by the name of Cimabue.
He teaches him how to mix mineral and water to form colors. Cimabue is amazed by Giotto’s
talent and encourages his parents to allow him to study in Florence. When Giotto becomes older,
he travels to Florence to study with Cimabue and becomes the well-known painter of the
frescoes in the Church of Saint Francis in Assisi.

Strategies to use with the book:

In a web on the board, I will write the statement “The Me that I Will Be”. In five
extending branches, the students will write five goals that they want to accomplish in the future. I
will allow the students to share their goals. Next, I will ask them whether they have ever had
anyone to doubt their talents and goals. A few students will share their responses. I will give
each student a book and allow them to preview the text.

Using the RA-TA-TA (Read aloud-Think aloud-Talk aloud) strategy, I will read the text
to the students, stop to monitor their comprehension, and model the habit of making connections.
As I read, the students will determine their connections to the young boy in the book. Has
anyone ever doubted them? Has anyone ever made them feel that they could not accomplish their
goals? How did it make them feel when everyone realized that they were talented? This strategy
will allow the students to relate to the book on a personal level. The students will be given
opportunities to share their responses.

After reading the text, the students will refer back to the statement that was written on the
board. Using their extended branches, they will compose an essay that explains their future
accomplishments. It will be written in past tense as if they were an adult describing their
accomplishments to an audience.

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Author: Virginia Hamilton

Illustrator: Lambert Davis

Title: The Bells of Christmas

Date of Publication: 1989

Genre: Historical Fiction

Format: Picture Book

Award(s):

ALSC List, “The USA Through Children’s Books”

ALA Notable Book
Booklist Editor’s Choice
Coretta Scott King Honor Book

Summary of Book: Jason, a 12 year old African-American boy, lives in Springfield, Ohio in
the year of 1890. He is anxiously awaiting Christmas. Everywhere he goes, he hears bells. He
hears them at church and at his home. The story describes his adventures as he waits on the most
important bells which are his Aunt, Uncle, and cousin Tisha Bells. He is excited to see them on
Christmas Day.

Strategies to use with the book:

The students and I will have a roundtable discussion about the lifestyles of African-
Americans in the late 1880s. Some students may mention that African-Americans had been freed
from slaves. They were extremely poor, and they could not read and write. I will introduce the
book and explain how it discusses an African-American family awaiting Christmas in 1890.

The students will utilize reciprocal teaching to read the book. They will be placed into
groups of four. Each group member will have a specific role as a summarizer, questioner,
clarifier, or predictor. The questioner will make a two column chart. Column one will be labeled
“Lifestyles of African-Americans during the 1800s”, and column two will be labeled “Lifestyle
of Jason and his family during the 1800s”. The clarifier will explain the information in the charts.
The predicator will make assumptions based on the information, and the summarizer will
paraphrase the information.
After reading the text, the students will discuss the information noted in their charts. They
should realize that Jason’s family was more affluent than most African-Americans during the
1800s. They should also note that many of his family members were able to read and write.
Candice WaltonReading Log 3June 25, 2010

Author: Patricia MacLachlan

Illustrator: N/A

Title: Sarah, Plain, and Tall

Date of Publication: 1985

Genre: Historical Fiction

Format: Chapter Book

Award(s):
1985 Scott O’Dell Award for Historical Fiction for Children
1986 Christopher Award
John Newbery Medal from the American Library Association in 1986.

Summary of Book: Anna and her bother Caleb loses their mother at a very young age. Their
father is lonely, and he is in need of a wife. He places an ad in the newspaper for a wife and
receives an answer from a woman name Sarah-Sarah, Plain, and Tall. Anna and Caleb are
extremely interested in Sarah. Once Sarah arrives, everyone immediately becomes attached to
her. Sarah truly becomes a member of the family.

Strategies to use with the book:

Before reading the text, each student will receive a book. They will look at the title and
cover page and make at least three predictions about what will take place during the book. The
students will share their predictions and give supporting reasons for them. Next, I will review
literary elements such as theme, characters, plot, setting, tone, conflict, climax, and resolution
with the students.

Since this is a chapter book, I will read aloud the first chapter and model the habits of
good readers such as making connections, visualizing, making predictions, asking questions,
clarifying meaning, rereading, and making judgments. This will aid the students in learning how
to effectively use the strategies. At the end of the chapter, the students will answer review
questions and write a summary. For the remainder of the book, the students, individually and in
groups, will read each chapter and model the habits of good readers. I will assign habits that
students must model for each chapter, and they will use their Reader’s Notebook to document
how they use the strategy. For example, the students will make connections for chapter two. In
their notebook, they must write at least 3 connections that they made to the chapter. The students
will also have review questions to discuss at the end of each chapter.

At the conclusion of reading the book, the students will receive a story map. They will
outline the books characters, theme, plot, setting, and tone. The students will also complete a
collage surrounding the theme of the book.

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