DOCSLIB.ORG

This Summer, Take a Break and Read! Simple and Fun Suggestions for a Sizzling Summer of Reading

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Resources for Book Clubs included! This Summer, take a Break and Read! Simple and Fun Suggestions for a Sizzling Summer of Reading A Guide for Parents, Caregivers, Teachers, Librarians, and Booksellers Penguin Young Readers Group www.penguin.com/summerreading · www.penguin.com/teachersandlibrarians ThiS Summer, Take a Break and Read StudentS who read during the Summer perform better in the fall. veryone looks forward to summer—to warm weather, This guide is designed to provide book recommendations Evacations, much-earned relaxation, and spending by grade, reading level, and theme that adults across the free time with family and friends. If you’re a teacher, country—teachers, librarians, booksellers, parents, and librarian, bookseller, parent or caregiver, you know that caregivers alike—can use to help the children in their lives the summer months are the most crucial connection on a participate in (and actually look forward to summer reading). child’s path to a successful school year. Students who read All titles featured are excellent choices for independent regularly during the summer avoidocumented reading reading selections and also fit well into national standard achievement losses in the fall. By dedicating time to books curriculums, making them perfect for required and during the summer months and demonstrating the impor- suggested summer reading lists and back-to-school tance of reading at home, you can help your child maintain assignments. Also included in this guide are tips to help the literacy skills he or she developed during the school make reading a fun, positive experience, attract reluctant year, gain additional ground in reading comprehension readers to books, easily incorporate reading into your during time away from the classroom, and start school in child’s daily summer routine, and bridge the transition the fall as a confident and eager reader. from summer to school with entertaining and educational extension activities. flip to the last page to read more! keep in mind that, although there is an expected reading level for each grade, children may be reading below, at, or v isit www.penguin.com/summerreading for additional above this level independently. For this reason, knowing helpful tips, book recommendations, downloadable your child’s instructional as well as independent reading materials, and printables to help enhance your summer level is essential for selecting appropriate summer reading program! The information on this site can be used reading titles. Be sure to refer to the guided reading levels during the summer for continued reading comprehension listed throughout this guide by each book, and feel free to practice and can also be helpful in jumpstarting classroom choose selections from above or below your child’s grade lesson plan ideas for the new school year. level depending on his or her individual independent Booksellers: don’t miss the many printable activity reading level. sheets, ideal for in-store events, and read-aloud suggestions for summer storytimes! Table of ContentS IN this booKLET, YOU’LL FIND . p ages 2—13: Recommended Reading Lists for the Summers Before Kindergarten through Eighth Grade p ages 14–16: Teen Must-Reads for the Summer Before High School p ages 17—19: Best Books: Use Critically Acclaimed Titles and Award Winners to Foster a Love of Reading p ages 20–21: Reaching Reluctant Readers: Using the Power of Themes to Entice Middle-Grade Boys p age 22: Book Clubs: Help Open the Door to Increased Reading Comprehension Skills p age 23: Additional Tips for a Sizzling Summer of Reading DON ’T FORGET To CURL UP WITh a CLASSIC! You’re never too old or too young to appreciate a wonderful story. Turn to the back of this booklet for some great suggestions that you can enjoy with your child, and download a full list of available classics at www.penguin.com/summerreading. ATTENTION TEACHERS & LIBRARIANS! There’s even more helpful resources, addiTional maTerials, and fun sTuff online! Be sure To visiT us aT www.penguin.com/ TeachersandliBrarians To see all we have To offer. having TrouBle geTTing your Boys To read? check ouT our www.penguin.com/ Books4Boys weBsiTe for greaT ideas and Tips on how To reach The mosT relucTanT reader. 11 f ollow us on TwiTTer @Thepenguinpeeps GUIDED READING LEVELS D–O Introducing . Penguin Young Readers a leveled reader program The penguin young readers program is a great way to build reading competence and confidence. This program applies the standards of Fountas and Pinnell’s Guided Reading program in text layout, vocabulary, sentence structure, design, plot complexity, font size, genre, and themes in a clear, uncluttered approach that will appeal to kids, educators, and parents. To hear what educators and librarians are saying about Penguin Young Readers and to view a complete list of all available titles, visit www.penguinyoungreaders.com. LEVEL 2 LEVEL LEVEL 2 LEVEL LEVEL 1 LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL PENGUIN YOUNG READERS PENGUIN YOUNG READERSPROGRESSING PENGUIN YOUNG READERS PENGUIN YOUNG READERS PROGRESSING PENGUIN YOUNG READERSREADERS PENGUIN YOUNG READERS PROGRESSING PROGRESSING EMERGENT EMERGENT READER READER READER READER READER READER 2 2 2 2 1 1 MAX & RUBY THOMAS/PLECAS DICK AND JANE: GO, GO, GO Ruby wants to play doctor and give Max a Dick and Jane Good Night, Good Night,checkup. But Max wants to draw. Will they agree Max's Dick and Jane on what to play? Read this fun story to find out! Go, Go, Go Good Knight Good Knight Checkup Dick and Jane are on the move! Go, Go, Go The Good Knight is on his watch. He hears a ROAR. They go, go, go! See Dick go. See Jane go. He finds three dragons. The dragons are very little. LEVEL Emergent Reader (Guided Reading Levels A–D) See Dick and Jane go, go, go! They can’t sleep. Who will tuck them in? Read this 1 sweet, funny book and find out. LEVEProgressing Reader L LEVEL LEVEL LEVEL LEVEL • Longer sentences Emergent Reader Emergent Reader (Guided Reading Levels A–D) KNIGHT GOOD NIGHT, GOOD LEVEL • Simple dialogue • Simple vocabulary 1 2 • Picture and context clues MAX’S CHECKUP • Word repetition LEVEL GUIDED READING LEVEL 1 • More in-depth plot development • Picture clues LEVEL GUIDED READING LEVEL Progressing Reader • Nonfiction and fiction • Predictable story and sentence structures LEVEL E F HGI I G G • Longer sentences ABC D • Familiar themes and ideas • Simple dialogue 2 LEVEL • Picture and context clues GUIDED READING LEVEL Transitional Reader (Guided Reading Levels J–M) LEVEL D• More in-depth plot development 3 Progressing Reader (Guided Reading Levels E–I) D • Nonfiction and fiction 2 E F HGI LEVEL LEVEL Fluent Reader (Guided Reading Levels N–P) LEVEL Transitional Reader (Guided Reading Levels J–M) 4 3 Transitional Reader (Guided Reading Levels J–M) 3 LEVEL LEVEL Fluent Reader (Guided Reading Levels N–P) 4 Fluent Reader (Guided Reading Levels N–P) 4 PENGUIN YOUNG READERS YOUNG PENGUIN PENGUIN YOUNG READERS YOUNG PENGUIN PENGUIN YOUNG READERS YOUNG PENGUIN *Penguin Young Readers are leveled by independent reviewers applying the standards *Penguin Young Readers are leveled by independent reviewers applying the standards *Penguin Young Readers are leveled by independent reviewers applying the standards developed by Irene Fountas and Gay Su Pinnell in Matching Books to Readers: Using Leveled developed by Irene Fountas and Gay Su Pinnell in Matching Books to Readers: Using Leveled developed by Irene Fountas and Gay Su Pinnell in Matching Books to Readers: Using Leveled Books in Guided Reading, Heinemann, 1999. Books in Guided Reading, Heinemann, 1999. Books in Guided Reading, Heinemann, 1999. $3.99 US ($4.99 CAN) $3.99 US ($4.99 CAN) $3.99 US ($4.99 CAN) PENGUIN YOUNG READERS PENGUIN YOUNG READERS PENGUIN YOUNG READERS www.penguinyoungreaders.com www.penguinyoungreaders.com www.penguinyoungreaders.com by Shelley Moore Thomas illustrated by Jennifer Plecas g ood night, good knight spider’s lunch by Joanna Cole LEVEL LEVEL by Shelley Moore Thomas illustrated by Ron Broda D D illustrated by Jennifer Plecas max & ruby: max’s checkup LEVEL 3 LEVEL LEVEL LEVEL TRANSITIONAL PENGUIN YOUNG READERS PENGUIN YOUNG READERS TRANSITIONAL 3 READER READER 3 PEARL AND WAGNER: TWO GOOD FRIENDS Pearl and Wagner Two Good Friends l evel 1: Meet Pearl, a hardworking rabbit, and Wagner, a daydreaming mouse. Their trash-eating robot may not turn out the way it’s supposed to, but they know how dick and Jane: go, go, go to make up and stay good friends no matter what! LEVEL Emergent Reader (Guided Reading Levels A–D) LEVEL LEVEL 1 LEVEL monkey see, monkey do Progressing Reader (Guided Reading Levels E–I) by Dana Regan 2 K Transitional Reader LEVEL L • Multisyllable and compound words Tiny goes to the library 3 • More dialogue by Cari Meister • GUIDED READING LEVEL Different points of view • More complex storylines and characters • Greater range of genres Mc J K LM LEVEMULLAN/ALLEY L Turtle and snake go camping LEVEL by Kate Spohn (Guided Reading Levels N–P) 4 Fluent Reader PENGUIN YOUNG READERS YOUNG PENGUIN *Penguin Young Readers are leveled by independent reviewers applying the standards developed by Irene Fountas and Gay Su Pinnell in Matching Books to Readers: Using Leveled K illustrated by Rich Davis Books in Guided Reading, Heinemann, 1999. $3.99 US ($4.99 CAN) THEODOR SEUSS GEISEL HONOR–WINNING AUTHOR AND ILLUSTRATOR PENGUIN YOUNG READERS www.penguinyoungreaders.com by Kate McMullan pictures by R. W. Alley l evel 3: amanda pig and the really hot day by Jean Van Leeuwen illustrated by Ann Schweninger pearl and wagner: Two good friends by Kate McMullan illustrated by R.W. Alley young cam Jansen and the dinosaur game by David A. Adler illustrated by Susanna Natti LEVEL 4 LEVEL LEVEL LEVEL FLUENT PENGUIN YOUNG READERSREADERS PENGUIN YOUNG READERS FLUENT 4 READER READER 4 I AM ROSA PARKS Emergent Reader I Am Rosa Parks Lorem ipsum dolor sit amet, consectetur adipiscing I Am Rosa Parks elit.
Recommended publications
  • John Newbery Award Committee Manual

    John Newbery Award Committee Manual

    JOHN NEWBERY AWARD COMMITTEE MANUAL October 2009 John Newbery Award Committee Manual – Formatted August 2015 1 FOREWORD John Newbery The Newbery Medal is named for John Newbery (1713-1767), known as the first publisher of books for children. The son of a farmer, he married a widow who owned a printing business in Reading, England. They moved to London and, in 1743, Newbery published “A Little Pretty Pocket-Book, intended for the Instruction and Amusement of Little Master Tommy and Pretty Miss Polly, with an agreeable Letter to read from Jack the Giant-Killer, as also a Ball and a Pincushion, the use of which will infallibly make Tommy a good Boy and Polly a good Girl.” Although this was not the first book published for children (A Play-Book for Children was published by “J.G.” as early as 1694), Newbery was the first person to take children’s book publishing seriously, and many of his methods were copied by other authors and publishers. Newbery was an admirer of John Locke, who advocated teaching children through “some easy pleasant book, suited to his capacity.” Newbery’s books invariably had their didactic side, but he tempered instruction with a sense of humor. Works like Goody Two-Shoes, in which a poor but virtuous young woman is rewarded with riches, satisfied the moralists while providing a story with all the ups and downs of a modern soap opera. Other books on Newbery’s list included Aesop’s Fables, books of history and science, miscellanies, and even a children’s magazine, The Lilliputian Magazine, which contained stories, riddles, and songs.
  • Another Brooklyn 2

    Another Brooklyn 2

    A TEACHER’S GUIDE TO “How do you begin to tell your own story?” HarperAcademic.com A TEACHER’S GUIDE TO JACQUELINE WOODSON’S ANOTHER BROOKLYN 2 Contents About the Book 3 About the Author 3 Guided Reading Questions 4 Chapter 1 4 Chapter 2 4 Chapter 3 4 Chapter 4 4 Chapter 5 5 Chapter 6 5 Chapter 7 5 Chapter 8 5 Chapter 9 6 Chapter 10 6 Chapter 11 6 Chapter 12 6 Chapter 13 6 Chapter 14 7 Chapter 15 7 Chapter 16 7 Writing Prompts 7 A TEACHER’S GUIDE TO JACQUELINE WOODSON’S ANOTHER BROOKLYN 3 About the Book With her first adult novel in twenty years, Jacqueline Woodson’s Another Brooklyn tells the story of August, Sylvia, Gigi, and Ange- la—four friends growing up girl in Brooklyn. Throughout a novel that blends memory and moment, we follow August as a chance meeting floods her with memories of friendship, love, loss, triumph, and heartbreak. A coming of age story about what it means to be a girl and what it means to be themselves in an ever-changing neighborhood, the lives of August, Sylvia, Gigi, and Angela will resonate with students in classrooms from grades 9-12 through college. About the Author National Book Award-winner Jacqueline Woodson is the author of the New York Times bestselling memoir Brown Girl Dreaming. Woodson was recently named the Young People’s Poet Laureate by the Poetry Foundation. She is the author of more than two doz- en award-winning books for young adults, middle graders and children.
  • Nagroda Im. H. Ch. Andersena Nagroda

    Nagroda Im. H. Ch. Andersena Nagroda

    Nagroda im. H. Ch. Andersena Nagroda za wybitne zasługi dla literatury dla dzieci i młodzieży Co dwa lata IBBY przyznaje autorom i ilustratorom książek dziecięcych swoje najwyższe wyróżnienie – Nagrodę im. Hansa Christiana Andersena. Otrzymują ją osoby żyjące, których twórczość jest bardzo ważna dla literatury dziecięcej. Nagroda ta, często nazywana „Małym Noblem”, to najważniejsze międzynarodowe odznaczenie, przyznawane za twórczość dla dzieci. Patronem nagrody jest Jej Wysokość, Małgorzata II, Królowa Danii. Nominacje do tej prestiżowej nagrody zgłaszane są przez narodowe sekcje, a wyboru laureatów dokonuje międzynarodowe jury, w którego skład wchodzą badacze i znawcy literatury dziecięcej. Nagrodę im. H. Ch. Andersena zaczęto przyznawać w 1956 roku, w kategorii Autor, a pierwszy ilustrator otrzymał ją dziesięć lat później. Na nagrodę składają się: złoty medal i dyplom, wręczane na uroczystej ceremonii, podczas Kongresu IBBY. Z okazji przyznania nagrody ukazuje się zawsze specjalny numer czasopisma „Bookbird”, w którym zamieszczane są nazwiska nominowanych, a także sprawozdanie z obrad Jury. Do tej pory żaden polski pisarz nie otrzymał tego odznaczenia, jednak polskie nazwisko widnieje na liście nagrodzonych. W 1982 roku bowiem Małego Nobla otrzymał wybitny polski grafik i ilustrator Zbigniew Rychlicki. Nagroda im. H. Ch. Andersena w 2022 r. Kolejnych zwycięzców nagrody im. Hansa Christiana Andersena poznamy wiosną 2022 podczas targów w Bolonii. Na długiej liście nominowanych, na której jest aż 66 nazwisk z 33 krajów – 33 pisarzy i 33 ilustratorów znaleźli się Marcin Szczygielski oraz Iwona Chmielewska. MARCIN SZCZYGIELSKI Marcin Szczygielski jest znanym polskim pisarzem, dziennikarzem i grafikiem. Jego prace były publikowane m.in. w Nowej Fantastyce czy Newsweeku, a jako dziennikarz swoją karierę związał również z tygodnikiem Wprost oraz miesięcznikiem Moje mieszkanie, którego był redaktorem naczelnym.
  • Independent Scholar Shivaun Plozza the Troll Under the Bridge

    Independent Scholar Shivaun Plozza the Troll Under the Bridge

    Plozza The troll under the bridge Independent scholar Shivaun Plozza The troll under the bridge: should Australian publishers of young adult literature act as moral-gatekeepers? Abstract: In the world of Young Adult Literature, the perceived impact of certain texts on the moral, social and psychological development of its readers is a cause for debate. The question ‘what is suitable content for a pre-adult readership’ is one guaranteed to produce conflicting, polarising and impassioned responses. Within the context of this debate, the essay explores a number of key questions. Do publishers have a moral obligation to avoid certain topics or should they be pushing the boundaries of teen fiction further? Is it the role of the publisher to consider the impact of books they publish to a teenage audience? Should the potential impact of a book on its reader be considered ahead of a book’s potential to sell and make money? This article analyses criticism and praise for two ‘controversial’ Australian Young Adult books: Sonya Hartnett’s Sleeping Dogs (1997) and John Marsden’s Dear Miffy (1997). It argues that ‘issues-books’ are necessary to the development of teens, and publishers should continue to push the envelope of teen fiction while ensuring they make a concerted effort to produce quality, sensitive and challenging books for a teen market. Biographical note: Shivaun Plozza is a project editor, manuscript assessor and writer of YA fiction. Her debut novel, Frankie, is due for publication by Penguin in early 2016. She has published short stories, poetry and articles in various journals, both online and print, and has won numerous awards and fellowships.
  • The Success and Ambiguity of Young Adult Literature: Merging Literary Modes in Contemporary British Fiction Virginie Douglas

    The Success and Ambiguity of Young Adult Literature: Merging Literary Modes in Contemporary British Fiction Virginie Douglas

    The Success and Ambiguity of Young Adult Literature: Merging Literary Modes in Contemporary British Fiction Virginie Douglas To cite this version: Virginie Douglas. The Success and Ambiguity of Young Adult Literature: Merging Literary Modes in Contemporary British Fiction. Publije, Le Mans Université, 2018. hal-02059857 HAL Id: hal-02059857 https://hal.archives-ouvertes.fr/hal-02059857 Submitted on 7 Mar 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Abstract: This paper focuses on novels addressed to that category of older teenagers called “young adults”, a particularly successful category that is traditionally regarded as a subpart of children’s literature and yet terminologically insists on overriding the adult/child divide by blurring the frontier between adulthood and childhood and focusing on the transition from one state to the other. In Britain, YA fiction has developed extensively in the last four decades and I wish to concentrate on what this literary emergence and evolution has entailed since the beginning of the 21st century, especially from the point of view of genre and narrative mode. I will examine the cases of recognized—although sometimes controversial—authors, arguing that although British YA fiction is deeply indebted to and anchored in the pioneering American tradition, which proclaimed the end of the Romantic child as well as that of the compulsory happy ending of the children’s book, there seems to be a recent trend which consists in alleviating the roughness, the straightforwardness of realism thanks to elements or touches of fantasy.
  • The Death of Genre: Why the Best YA Fiction Often Defies Classification

    The Death of Genre: Why the Best YA Fiction Often Defies Classification

    LoriScot Goodson Smith & Jim Blasingame The Death of Genre: Why the Best YA Fiction Often Defies Classification few years ago, I received a phone call from a adding a list called genre-busters, novels which do not desperate sixth grade reading teacher. “Help!” easily fit into a single category. The more I think about Ashe cried, “I have a literary mutiny on my my YA favorite titles of the past few years, the more hands. I need your help now!!” I immediately raced bewildered I become. Zusak’s The Book Thief— upstairs. historical fiction or fantasy? Anderson’s The Astonish- Our sixth graders read Louis Sachar’s Holes as a ing Life of Octavian Nothing—historical fiction or required novel. The teacher uses Holes as part of her science fiction? Rosoff’s How I Live Now?—realistic unit on fantasy. In a time where many middle fiction or science fiction? Shusterman’s The Schwa schoolers are steeped in Harry Potter and Paolini, Was Here—realistic fiction or fantasy? I have come to Holes just did not seem to fit into that the same the realization that genre might be dead, that many of category of fantasy. recently published YA novels no longer fit into the “Mr. Smith,” they argued, “It can’t be fantasy. It’s predictable categories we typically designate for too real.” books. Is it time to despair? I think not. Rather, let us What followed was a long discussion about the celebrate the innovative fashion in which today’s YA different types of fantasy. We debated over the effects authors are bending the traditional definitions of of rattlesnake nail polish, the existence of yellow genre.
  • Review of Burleson

    Review of Burleson

    BOOK REVIEWS Stephen Fisher (ed.). Recreation and the Sea. common thread in Waltons case studies of Exeter: Universi ty of Exeter Press, 1997. ix + 181 Brighton, Nice, and San Sebastian, and Cusack pp., figures, maps, tables, photographs. £13.99, and Ryan both recognise its role in the develop- paper; ISBN 0-85989-540-8. Distributed in No rth ment of yachting. On a more practical level, America by Northwestern University Press, improvements in transpo rtation — from steam- Evanston, IL. boats to trains to automobiles — encouraged mass tourism and permitted the emergence of seaside This is a collection of six essays originally pre- resort towns and even resort "clusters." [Walton, sented at a 1993 conference organised by the 46] With the onset of mass tourism, advertising Centre for Maritime Historical Studies at the assumed a key role, as Morgan makes clear for University of Exeter. John Travis writes on Torquay. As for image, Walton and Morgan both English sea-bathing between 1730 and 1900; argue convincingly that, at least until 1939, local John Walton looks at the spread of sea-bathing communities had a large say in how they wished from England where it began to other European to be portrayed to potential visitors. centres during the period 1750 to 1939; Paul There is little with which to quibble in this Thornton provides a regional study of coastal fine collection. Travis offers no explanation for tourism in Cornwall since 1900; Nigel Morgan the nineteenth-century transition in bathing examines the emergence of modern resort activi- circles from a medicinal focus to an emphasis on ties in inter-war Torquay; and Janet Cusack and the physical activity of swimming, though he Roger Ryan write on aspects of English yachting admits that this was "a fundamental ch ange in the history, the former focusing on the Thames and bathing ritual." [16] Citing Perrys work on Corn- south Devon, the latter on the northwest.
  • Recommended Reading List Is a Book by Nassim Nicholas Taleb, the Black Swan

    Recommended Reading List Is a Book by Nassim Nicholas Taleb, the Black Swan

    GORDON GRAHAM’S Reading Recommendations on Risk Management These are the books that I review regularly regarding the discipline of risk management and some related issues. Each of these gives you hints on Recognition, Prioritization and Mobilization for the risks you face in your organization. I constantly scan Amazon looking for “risk management” in their search engine. How to read a book: I had a full time Mom as a kid and also I am a victim of 12 years of Catholic school. Reading was a big part of my life for as long as I can remember. After I buy/obtain a book and start to read it, I always have a highlighter and pen alongside. I highlight items in the book that I want to remember and make note of my thoughts in the margin. I then turn back the corner on that page. When I finish a great book with a lot of value, I put it on a shelf I have dedicated to books I really liked. At least annually, I review these books. Now, I don’t have to read the whole book, just the turned back pages and read the “yellow” areas and the notes. Just a thought for you, but this technique has worked well for me. Also, I recommend Harvard Business Review, the MIT Sloan Management Review journal, Foreign Affairs, Psychology Today, and The Wall Street Journal for regular reading to keep up with trends and issues of interest. So, in no particular order, here are my risk-based reading recommendations for you.
  • View Results Here In

    View Results Here In

    225 Michigan Ave., Suite 1300 Telephone 312 944 6780 Chicago, Illinois 60601 Fax 312 440 9374 USA Toll Free 800 545 2433 Email: [email protected] http://www.ala.org ALAAmericanLibraryAssociation NEWS For Immediate Release Contact: Macey Morales January 25, 2021 Deputy Director, CMO 312-280-4393 [email protected] ALA announces 2021 Youth Media Awards CHICAGO - The American Library Association (ALA) today announced the top books, digital media, video and audio books for children and young adults – including the Caldecott, Coretta Scott King, Newbery and Printz awards – at its Midwinter Meeting & Exhibits taking place virtually from Chicago, Illinois. A list of all the 2021 award winners follows: John Newbery Medal for the most outstanding contribution to children's literature: “When You Trap a Tiger,” written by Tae Keller, is the 2021 Newbery Medal winner. The book is published by Random House Children’s Books, a division of Penguin Random House. Five Newbery Honor Books also were named: “All Thirteen: The Incredible Cave Rescue of the Thai Boys’ Soccer Team,” written by Christina Soontornvat and published by Candlewick Press; “BOX: Henry Brown Mails Himself to Freedom,” written by Carole Boston Weatherford, illustrated by Michele Wood and published by Candlewick Press; “Fighting Words,” written by Kimberly Brubaker Bradley and published by Dial Books for Young Readers, an imprint of Penguin Random House; “We Dream of Space,” written by Erin Entrada Kelly, illustrated by Erin Entrada Kelly and Celia Krampien and published by Greenwillow Books, an imprint of HarperCollins Publishers; and “A Wish in the Dark,” written by Christina Soontornvat and published by Candlewick Press.
  • Brown Girl Dreaming Is an Award Winning Memoir Written in Verse

    Brown Girl Dreaming Is an Award Winning Memoir Written in Verse

    10. How do you think this book is relevant in today’s social climate? Is it relatable for young readers today? If so, which themes from the book con- tinue to be relevant in the lives of young children in the United States? 11. Do you think it’s important for people who don’t necessarily identify with Jacqueline’s specific experience to read this book? Why or why not? 12. While growing up, Jacqueline lived in the American North and South at different seasons in her life. How were her relationships, her experiences, and her sense of self shaped by differences in her locations? Discussion Questions “Ms. Woodson writes with a sure understanding of the thoughts of young people, offering a poetic, eloquent narrative that is not simply a story . but a mature exploration of grown-up issues and self-discovery.” - The New York Times kpl.gov/book-club-in-a-bag Source: LitLovers.com Jacqueline Woodson, one Discussion Questions of today’s finest writers, tells the 1. Brown Girl Dreaming is an award winning memoir written in verse. Do moving story of her childhood in you enjoy this format for an autobiography? Even though each chapter/ mesmerizing verse. verse is short, do you feel that you got a good sense of the setting or mo- Jacqueline Woodson’s awards ment that the author was trying to convey? include 3 Newbery Honors, a Coretta Scott King Award and 3 2. Jacqueline shares her childhood experiences amidst the backdrop of Coretta Scott King Honors, 2 the Civil Rights movement. What role does history play in this book? What National Book Awards, a Margaret can we learn from this first-person perspective of American history? A.
  • BROWN GIRL DREAMING by JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming

    BROWN GIRL DREAMING by JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming

    TEACHER RESOURCE FOR BROWN GIRL DREAMING BY JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming This resource with its aligned lessons and texts can be used as a tool to increase (Order Copies from CCS Book Warehouse) student mastery of Ohio’s Learning Standards. It should be used with careful SHORTER LITERARY TEXTS Available HERE consideration of your students’ needs. The sample lessons are designed to target INFORMATIONAL TEXTS Available HERE specific standards. These may or may not be the standards your students need to MEDIA/VISUAL TEXTS Available HERE master or strengthen. This resource should not be considered mandatory. OHIO’S LEARNING POWER STANDARDS RESOURCE FOCUS W.9-10.3, W.9-10.9, RL.9-10.1, RL.9-10.2, Student learning will focus on the analysis of language, character, structure, and themes in Woodson’s Brown Girl Dreaming as a mentor text that will guide students in their own narrative and informational compositions. Students will analyze and draw RL.9-10.3, RL.9-10.4 evidence from several exemplar texts to support their own narratives of real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. SAMPLE LESSON 1 SAMPLE LESSON 2 SAMPLE LESSON 3 SAMPLE LESSON 4 Prior to Reading Part I Part II Part III LEARNING FROM LANGSTON I AM BORN RIBBONS BELIEVING VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST SAMPLE LESSON 5 SAMPLE LESSON 6 SAMPLE LESSON 7 SAMPLE LESSON 8 Part IV Part V After Reading Extension of Standards to New Material SOMEONE WHO LOOKED LIKE ME HAIKUS THEME CLUSTERS THERE WAS A CHILD WENT FORTH VOCABULARY LIST VOCABULARY LIST VOCABULARY LIST WRITING/SPEAKING PROMPTS (TASK TEMPLATES AND RUBRICS: LDC 2.0, LDC 3.0, ARGUMENT RUBRIC, INFORMATIONAL RUBRIC, NARRATIVE RUBRIC, LDC SPEAKING & LISTENING, SPEECH) Argument Informative/Explanatory Narrative -The significance of a title such as The Adventures of Huckleberry Finn is easy to -After reading Woodson’s editorial entitled “The Pain of the -Although the memoir focuses on Woodson’s experiences, she does discover.
  • Norristown Area High School Summer Reading List: Grade 11 (Current 10Th Graders)

    Norristown Area High School Summer Reading List: Grade 11 (Current 10Th Graders)

    Norristown Area High School Summer Reading List: Grade 11 (Current 10th graders) All Non AP English III students The teachers of Norristown Area High School feel that it is important for students to continue to work on acquiring, maintaining and improving reading and analysis skills through the summer months as well as appreciating literature and reading for personal enjoyment. To that end, the teachers in the English department have put together the following lists of suggested titles for grade 11. Non-Weighted Honors--Choose one book from below for the Independent Reading Student Choice. No assignment required. Weighted Honors--Choose one book from below for the Independent Reading and complete a double entry journal of at least 20 entries for one of the following books. American Born Chinese by Gene Luen Yang (Graphic Novel) -- American Born Chinese is the first graphic novel to be nominated for a National Book Award and the first to win the American Library Association's Michael L. Printz Award. An intentionally over-the-top stereotypical Chinese character make this a better fit for teen readers who have the sophistication to understand the author's intent. Three parallel stories interlock in this graphic novel. In the first, the American-born Chinese boy of the title, Jin, moves with his family from San Francisco's Chinatown to a mostly white suburb. There he's exposed to racism, bullying, and taunts. The second story is a retelling of the story of the Monkey King, a fabled Chinese character who develops extraordinary powers in his quest to be accepted as a god.