Fearless

Written by Elvira Woodruff
Copyright ©2007
Published by Scholastic Press

Reading Level: Grades 3-7
Grade Level Equivalent: 5.3
Lexile Measure: 810L
Fountas and Pinnell Guided Reading: T
DRA: 44

Genre: Adventure, Historical Fiction

Description: Orphan boys Digory and Cubby go searching for their lost father. On the way they run into thieves, pirates, and an eccentric inventor. 11 year old Digory must face his greatest fears in the pursuit of keeping a light house running.

5 words/phrases to describe the book: Bravery, Loyalty, Adventure, Sailors, Light House.

Suggested Delivery: Read-aloud(grades 5-6), independent reading, small group reading.
This book is great for a read aloud the language is very descriptive and it lends itself to using different accents and voices, along with some challenging vocabulary. This book would be a great treat to read to students because the adventure is so enticing.

Technology to Enhance Learning:
This book talks about the life of Henry Winstanley. Henry Winstanley was a real inventor and some events in this book are true, which is why it is considered Historical Fiction. Here students can read, or listen to a podcast, about Henry Winstanley. There are actual drawings of he original light house he built in the 1600's. This makes learning authentic for students because they can learn about the real life of one of the characters.

Students can also go onto google maps to look at the lighthouse mentioned in the book.
Eddystone Reef Light House

Before During and After Reading:

Before Reading:
Give key quotations from the story to make students think. After reading the summary and hearing the quotations have students write what they think the deeper meaning of the quotation is and any predictions they have for the story. Below are some quotations I found that I would use in my classroom:

• "A man should never be so quick to part with those things he hold most dear."
• "promises are like piecrust and so easily broken."
• "Your future is your own, Digory Beale. Aim carefully toward what you believe in. Your future will be as radiant as you see it."

During Reading:

This book has a lot of obscure vocabulary, but luckily there is a glossary. Vocabulary cards would be a great way to learn some Tier III words and expand their vocabularies. When students create vocabulary cards, they begin to see connections between words, examples of the word, non- examples of the word, and the critical attributes associated with the word.

1. 1. Place the targeted word/concept in the middle of a graphic organizer.
2. 2.  Ask students to identify a definition.
   
3. 3.  Have students list the characteristics or
   description for the word.
   
4. 4.  Have the students list examples and non-
   examples of the key concept.
   
5. 5.  Have students create an illustration or visual. 
   

After Reading:

To engage comprehension have students do a reader's theatre. Reader's theatre is a staged reading of a text. Students can break up into small groups, choose a scene or chapter, depending on length, and read the dialogue and narration with prosody. Give students a few days to practice and the groups can perform in front of the class. For more information on reader's theatre go to: scholastic.com

Vocabulary:
Bilgewater: water that collects in the bilge of a ship; thus putrid water.
Constable: Policeman
Gadgeteer: a person who designs and builds gadgets.
Gneiss: a reddish-colored rock
Pinch: slang for steal
Shilling: a former unit of money in the United Kingdom

Becoming Ben Franklin

Written by Russell Freedman
Copyright ©2013
Published by Holiday House

Reading Level: Grades 4-8
Lexile Measure: 1170L
Fountas and Pinnell Guided Reading: Z+

Genre: Biography, Non-Fiction, History

5 words/phrases to describe the book: History, Biography, Statesman, Scientist, America

Suggested Delivery: Independent Reading/Research

Technology to Enhance Learning:

PBS is always a good source to find extra information. Students can find timelines, videos, pictures, and other information for further research.

History.com  also has great information on Ben Franklin. Usually when students read about historical figures it is beneficial for them to have other resources besides the text to comprehend the information. 

Before During and After Activities:

Before Reading:
Start with a KWL. Find out what students know about Ben Franklin and what they want to know. 

During Reading:
Jigsaw: this works best when several students are reading the same book.

Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team. 

Teachers can use the following steps when developing the jigsaw strategy for a class:

1. Introduce the technique and the topic to be studied. 
2. Assign each student to a "home group" of 3-5 students who reflect a range of reading abilities.
3. Determine a set of reading selections and assign one selection to each student. 
4. Create "expert groups" that consist of students across "home groups" who will read the same selection.
5. Give all students a framework for managing their time on the various parts of the jigsaw task.
6. Provide key questions to help the "expert groups" gather information in their particular area. 
7. Provide materials and resources necessary for all students to learn about their topics and become "experts". 
8. Discuss the rules for reconvening into "home groups" and provide guidelines as each "expert" reports the information learned.
9. Prepare a summary chart or graphic organizer for each "home group" as a guide for organizing the experts' information report.
10. Remind students that "home group" members are responsible to learn all content from one another.

Students are directed to read the selection of text assigned to them. When the reading has been completed, the students meet for approximately 20 minutes with others assigned to the same topic. They discuss the material, identify the most important learning points, and return to their "home groups" to instruct the others about information in which they have become an "expert". Each student takes turns teaching what he or she has learned to the other "home group" members. 

During this process teachers should:

1. circulate to ensure that groups are on task and managing their work well; 
2. ask groups to stop and think about how they are checking for everyone's understanding and ensuring that everyone's voice is heard; and
3. monitor the comprehension of the group members by asking questions and rephrasing information until it is clear that all group members understand the points.

After Reading:

Found Poems would be a great strategy to use inferences and comprehension.

The key to writing useful found poetry is selecting an interesting piece of writing and carefully considering the author’s purpose as demonstrated through word choice.

1. 1.  Circle or list the strongest words in the passage.
   
2. 2.  Start the poem with a strong word or phrase.
   
3. 3.  Edit the poem for verb tense.
   
4. 4.  Title the poem and write a final draft.
   
   Vocabulary:
   Biography: an account of someone's life written by someone else.
   Territory: an area of land under the jurisdiction of a ruler or state.
   Delegates: a person sent or authorized to represent others, in particular an elected representative sent to a conference.
   Escalated: increase rapidly.
   Apprentice: a person who is learning a trade from a skilled employer, having agreed to work for a fixed period at low wages.
   Independent: free from outside control; not depending on another's authority.
   
   

Timeless Thomas: How Thomas Edison Changed Our Lives

Written by Gene Baretta
Copright ©2012
Published by: Henry Holt and Company

Reading level: Grades 3-5
Grade Level Equivalent: 5.5
Lexile Measure: 900L
Fountas and Pinnell Guided Reading: W

Genre: Autobiogrphy, Biography

Description: This book showcases how Thomas influenced the technology we have today and the things he invented.

5 Words/Phrases to Describe the Book: Technology, Innovation, Music, Pictures, Science.

Suggested Delivery: Independent Reading/Research

Technology to Enhance Learning:

http://www.thomasedison.com has more information about Thomas Edison for students to do research on. 

http://www.history.com/topics/inventions/thomas-edison also has videos, pictures, and information to further study Thomas Edison.

Before During and After Reading:

Before Reading:
Ask students to brainstorm what technology they use every day. You can make a list in class if the whole class is reading the book. 

During Reading: 
Have students identify key vocabulary words and define them to enhance comprehension.

After Reading:
As an exit slip ask students why they think the author wrote this book. Have the students write down their answers and share them in class. 

Vocabulary:
Kiln: a furnace or oven for burning, baking, or drying, especially one for calcining lime or firing pottery.
Transmit: cause (something) to pass on from one place or person to another.
Patent: a government authority or license conferring a right or title for a set period, especially the sole right to exclude others from making, using, or selling an invention.
Projector: an object that is used to project rays of light, especially an apparatus with a system of lenses for projecting slides or film onto a screen.
Transmitter: a set of equipment used to generate and transmit electromagnetic waves carrying messages or signals, especially those of radio or television.
Birthplace: the place where a person was born.