Posts tagged ‘nonfiction’

130. Planet Earth/Inside Out by Gail Gibbons

planet earth_inside outRetell: Gail Gibbons imagines what we would see if we looked inside the earth.

Topics: earth, gravity, ocean, Pangaea, equator, continents, earth model, fossils, plates, earthquakes, volcanoes, islands

Units of Study: Nonfiction, Content-Area

Reading Skills: monitoring for sense, envisionment, determining importance, synthesis

My Thoughts: We are wrapping up our Science unit on Earth Movements this Friday and I was looking for a text to end with.  This book ties in a lot of subjects within this unit:  the earth model, Pangaea, plate tectonics, faults, earthquakes, volcanoes, etc.  The illustrations, which contain clear and useful diagrams, help readers comprehend the text.  However, in some parts, readers most add to the illustrations with details from their own mental picture and think about what is not in the illustrations.

November 9, 2009 at 9:09 pm Leave a comment

123. Urban Roosts: Where Birds Nest in the City by Barbara Bush

urban roostsRetell: Barbara Bush zooms in on gothic building structures, bridge towers and overpasses to describe the adaptations of birds who thrive in urban areas.

Topics: birds, pigeons, urban areas, cities, habitats, migration, camouflage, adaptation, roosts, crows, shelter

Units of Study: Content-Area, Nonfiction

Reading Skills: envisionment, questioning, determining importance, synthesis

My Thoughts: I’m currently looking for books that will support the current Nonfiction unit.  I considered reading this book immediately, but I think I’m going to save it for our Content-Area unit.  During that unit we’ll be studying Food Chains and Habitats in Science making this book a perfect fit.  Urban Roosts is a book that will encourage urban readers to reconsider the common pigeon, finch or crow–a great book for modeling envisionment in nonfiction.

November 3, 2009 at 9:12 pm Leave a comment

122. Welcome to the Green House by Jane Yolen

welcome to the green houseRetell: Jane Yolen poetically compares the rainforest to a green house.

Topics: rainforest, animals, birds, nonfiction poetry

Units of Study: Nonfiction, Content-Area, Personal Essay

Habits of Mind: gathering data through all senses

Reading Skills: envisionment, inference

Writing Skills: using repetition, incorporating rhythm and rhyme, using sparkling vocabulary, using alliteration

My Thoughts: A few months ago I received a GrowLab through a DonorsChoose grant.  We received support from an educator at the Brooklyn Botanic Gardens and created corsage box terrariums.  Students planted cuttings from three different plants that thrive in the rainforest.  I plan on reading this book soon to support our gardening experience.  The text in this book is so vivid that as I read it I can actually feel the humidity of the rainforest.  It’s a great text for teaching students how to interpret metaphors.  At the end of the book, the author writes a message to her readers encouraging us to find out more about saving the rapidly disappearing rainforest.  Though it’s not technically a personal essay, you could use sections of the message as a mentor text.

November 2, 2009 at 8:55 pm Leave a comment

121. Vote! by Eileen Christelow

voteRetell: This book combines narrative and non-narrative text to describe how and why people vote.

Topics: voting, majority, mayors, elections, democracy, voting age, protests, marches, political parties, media, campaigns, taxes

Units of Study: Nonfiction, Content-Area

Reading Skills: monitoring for sense, determining importance, synthesis, making connections

My Thoughts: Tomorrow is election day.  My students have the day off and they have no idea why.  Unlike last year’s election day, the buzz around tomorrow’s election is quiet.  Nevertheless, days off from school can be good teaching moments and a great time to tuck in a read aloud.  Vote provides a nice, kid-friendly introduction to the world of voting.  The text in the white space explains how voting works.  Within the illustrations, speech and thought bubbles support a narrative thread:  Chris Smith is running against Bill Brown for mayor and Smith’s family (including the family dog) all participate in the campaign.  You may choose to read all of the non-narrative text and then pick and choose which speech bubbles are the most important to highlight.

If you choose to read this book (or others about voting) please add your comments in the space below.

November 2, 2009 at 8:28 pm Leave a comment

119. Full Count: A Baseball Number Book by Brad Herzog

full countRetell: A numerical version of his alphabet book H is for Home Run.

Topics: baseball, numbers, Hall of Fame, Women’s League, tee ball, bat boys, Yogi Berra, Joe Nuxhall, Jackie Robinson, Little League, multiplication

Units of Study: Nonfiction, Content Area

Writing Skills: incorporating rhyme and rhythm

My Thoughts: I now have yet another genre to think about when we get to the Content-Area unit:  Number Books.  This is one number book that fourth graders will find to be quite interesting.  Full Count follows the same format as its alphabet companion book–a rhyming poem accompanies a more detailed expository explanation of the content behind the rhyme.  This book has an added bonus of having illustrations that can support a unit on multiplication.  The illustration for 25, shows five groups of five baseball bats.  The illustration for 50, shows 10 groups of five jerseys.  If you use the TERC math curriculum you may want to use this book for the Ten-Minute Math activity, Quick Images.

October 26, 2009 at 8:14 pm Leave a comment

117. Alfred Nobel: The Man Behind the Peace Prize by Kathy-Jo Wargin

alfred nobelTopics: Alfred Nobel, Nobel Peace Prize, nitroglycerin, death, literature, art, dynamite, peace, legacy

Units of Study: Nonfiction, Content-Area

Habits of Mind: persisting, gathering data through all senses, striving for accuracy and precision, questioning and posing problems, applying past knowledge to new situations

Reading Skills: prediction, synthesis, determining importance, interpretation, empathy

My Thoughts: With the announcement of this year’s Nobel Peace Prize being awarded to Barack Obama, you may want to take the opportunity to discuss the history of the prize itself.  It’s a great text for discussing the Habits of Mind.  The illustrations are quite large and are particularly vivid–perfect for classroom read alouds.

October 22, 2009 at 7:48 pm Leave a comment

113. They Came from the Bronx: How the Buffalo Were Saved from Extinction by Neil Waldman

they came from the bronxRetell: Told from two perspectives, this book describes how the American Bison Society reintroduced a small herd of bison.

Topics: buffalo, Bronx Zoo, conservation, Native Americans, Comanche Indians, westward expansion, wildlife introduction

Units of Study: Nonfiction, Content-Area

Tribes: mutual respect

Habits of Mind: thinking flexibly

Reading Skills: envisionment, monitoring for sense

My Thoughts: This book combines narrative and non-narrative text.  The book begins with a Comanche woman telling her grandson about the days when buffalo roamed the land.  On the next page the author describes how 2,000 miles a way trains with mysterious creatures leave the gates of the Bronx Zoo.  While reading this book it would be great to have a map of the United States displayed so students could see the route the buffalo traveled.

October 17, 2009 at 10:48 pm Leave a comment

111. Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter

roberto clementeRetell: This is the rags-to-riches story of Roberto Clemente.  Not only was he an all-star player for the Pittsburgh Pirates, he was also a humanitarian who donated a great deal of his earnings to charity.

Topics: baseball, Puerto Rico, racism, poetry

Units of Study: Nonfiction, Social Issues, Content-Area

Tribes: personal best, mutual respect

Habits of Mind: persisting, thinking flexibly, striving for accuracy

Reading Skills: inference, interpretation, envisionment

Writing Skills: including similes, using commas in lists

My Thoughts: I like sports stories that emphasize the athlete’s character rather than just his/her athletic ability.  This is a good book for showing persistence even in the face of adversity.  The book describes how Clemente grew up playing baseball with a glove made out of a coffee-bean sack and baseballs made from old soup cans.  Written in free verse but organized into two line stanzas, this is a great book to read as a model for students writing nonfiction poetry during the Content-Area unit.

October 17, 2009 at 9:00 pm Leave a comment

109. Encounter by Jane Yolen

encounterRetell: An account of Columbus’ ‘discovery’ of the Americas told from the point of view of a Taino boy.

Topics: Christopher Columbus, explorers, gold, Taino, trade, slaves

Units of Study: Nonfiction, Historical Fiction, Content-Area

Tribes: mutual respect

Reading Skills: interpretation, envisionment, inference

Writing Skills: using figurative language

My Thoughts: Yesterday was Columbus Day and to celebrate, here is one of my favorite Columbus Day read alouds.  Since the story is told from the perspective of a child, students will be able to relate to how powerless the boy feels.  He warns his people not to trust the “strange creatures” that were “spat out of the canoes”, but no one listens to him.  This is a fantastic text for teaching inference.  Yolen takes great care not to use terms that would have been foreign to the Taino people.  Readers must constantly infer what the boy is describing.  For example, Yolen describes beards as “hair growing like bushes on their chins”.  When Columbus claims the island for Spain she describes how people “knelt before their chief and pushed sticks into the sand”.  It’s important to model how readers constantly consult the illustration while reading the text in order to construct meaning.

October 13, 2009 at 7:44 pm Leave a comment

108. Who Eats What? Food Chains and Food Webs by Patricia Lauber

who eats whatRetell: This book explains how energy flows within food chains and food webs.  It also describes the importance of plant life.

Topics: food chains, food webs, interconnectedness, plants, animals, endangered species, ecology

Units of Study: Nonfiction, Content-Area

Reading Skills: envisionment, determining importance, interpretation, reading text features

Writing Skills: including diagrams to illustrate an idea

My Thoughts: Though our food chain unit is a few months away, I’m on the search for future read alouds.  This is a great, straight-forward text for introducing food chains and food webs.  I like the diagrams throughout the text.  This would be a great text to read to introduce the idea of a diagram.  After reading the text aloud, students could make food webs of their breakfast or lunch that day.

October 12, 2009 at 12:11 pm Leave a comment

Older Posts Newer Posts


Feeds

Enter your email address to follow this blog and receive notifications of new posts by email.


%d bloggers like this: