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The Boy with Big, Big Feelings by Britney Winn Lee, illustrated by Jacob Souva. 

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The Boy with Big, Big Feelings by Britney Winn Lee, illustrated by Jacob Souva. 

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This text would be well paired with a writing activity about feelings. The children could write about how they are feeling and draw a picture. This text could be used to introduce vocabulary that relates to feelings. New vocabulary words might include, frustrated, angry, happy, calm, excited, and tired. Standards used : 1.RL.CS.4  and  1.SL.PKI.5. The Boy with Big, Big feelings would be apropriate for ages 4-8. This text is slightly to moderately complex due to sentence structure and vocabulary.

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Pink Is for Boys by Robb Pearlman, illustrated by Eda Kaban

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Pink Is for Boys by Robb Pearlman, illustrated by Eda Kaban

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This text could be used for a choral read to improve fluency. The teacher would read a sentence and then a group of children would read a sentence. This text can be used for a sequencing activity that allows the children to put colors and the activites mentioned in the same order as the text. Standards used: 1.FL.F.5
and 1.RL.KID.1. Pink is for boys is appropriate for ages 3-7. This text is slightly complex due to vocabulary and sentence structure.

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Same, Same but Different by Jenny Sue Kostecki-Shaw

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Same, Same but Different by Jenny Sue Kostecki-Shaw

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This text could be used with a postcard writing activity. The children could make their own postcard to "send" to a friend, family member, etc. This text could also be used for a comparing and contrasting activity. The children could come up with similarities and differences between Elliot and Kailash.Standards used: 1.RI.KID.3 and 1.W.RW.10. Same, Same but Different is appropriate for ages 4-8, and has a lexile of 460L. This text is slightly to moderately complex due to vocabulary and sentences structure.

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Little by Little by Amber Stewart & Layn Marlow 

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Little by Little by Amber Stewart & Layn Marlow 

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This text could be used with a comprehension activity that retells the events of Otto and his journey. The children could put the events in order according to the text.
This text could be paired with a list making activity. Otto makes a list of things he can and can't do yet. The children could make their own lists of things they wish to accomplish. Standards used: 1.RI.KID.2  and 1.W.RW.10.
Little by Little is appropriate for ages 3-5, and has a lexile of 510L.This text is moderately complex due to decoding, vocabulary, and sentence structure.

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A Big Mooncake for Little Star by Grace Lin 

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A Big Mooncake for Little Star by Grace Lin 

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This text could be used to build background knowledge about the phases of the moon. There can be a discussion about how the moon has different phases before reading this text. This text could also be used for a readers theater. The children can help act out the book and repeat after you.  The standards used: 1.SL.CC.1  and 1.FL.F.5.
A Big Mooncake for Little Star is appropriate for ages 5-7, and has a lexile of 430L. This text is slightly to moderately complex due to vocabulary and sentence structure.

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This text could be used with a rhyming activity that uses words from the text. The children could match rhyming words with the fruit mentioned. This text could also be used for a comprehension activity where the students describe the feelings of the Orange. The children can put Orange's feelings in order from the beginning of the book to the end. Standards used: K.FFL.PA.2  and K.RL.KID.3. Nothing Rhymes with Orange is appropriate for ages 5-8. this text is moderately to very complex due to sentence structure, vocabulary, and decoding.

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The Bug Girl by Sophia Spencer and Margaret McNamara, illustrated by Kerascoët

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The Bug Girl by Sophia Spencer and Margaret McNamara, illustrated by Kerascoët

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This text could be used with a vocabulary lesson. The vocabulary can be names of bugs from the book and the children would match bug names with a picture of the bug. This text could also be used for a writing activity about the children's favorite activity or item. They could draw a picture and write what about what they like. Standards used: 1.FL.VA.7b  and 1.W.RW.10.
The Bug Girl is appropriate for ages 4-8, and a lexile of 580L. This text is moderately to very complex due to sentence structure, vocabulary, and patterns.

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We Don't Eat Our Classmates by Ryan T. Higgins 

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We Don't Eat Our Classmates by Ryan T. Higgins 

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This text has many tier 2 words that can be pulled from the text, and used in a vocabulary activity. This activity could be a matching game where the children match the word with a simple definition. This text can also be used with a writing activity. The children can use a story map to retell the events of Penelope's day at school. Standards used: 1.RL.KID.2  and 1.FL.VA.7b. We Don't Eat our Classmates is appropriate for ages 5-7, and has a lexile of 500L. This text is moderately to very complex due to sentence structure, vocabulary, and patterns.

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The Adventures of Beekle: The Unimaginary Friend by Dan Santat

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The Adventures of Beekle: The Unimaginary Friend by Dan Santat

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This text could be used to compare and contrast with Marilyn's Monster by Michelle Knudson. These books are similar because one character is looking for the other. This text could also be used with a writing activity where the children can write about their own imaginary friend, and draw a picture. Standards used: 1.RL.IKI.9 and 1.SL.PKI.5.
The Adventures of Beekle is appropriate for ages 4-8. This text is slightly to moderately complex based on vocabulary and sentence structure.

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Last Stop On Market Street by Matt De La Peña, illustrated by Christian Robinson 

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Last Stop On Market Street by Matt De La Peña, illustrated by Christian Robinson 

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This text could be used with a writing activity based on someone that is important to you. The children could write about an influential person in their life. This text could also be used with a comprehension activity. The children could retell parts of the story, like what kind things did CJ and his grandma do. The standards used: 1.W.PDW.5  and 1.RL.KID.2.
Last Stop On Market Street is appropriate for ages 3-5, and has a lexile of 610L. This text is moderately complex due to vocbaulary and sentence structure.

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Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly, illustrated by Laura Freeman

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Hidden Figures: The True Story of Four Black Women and the Space Race by Margot Lee Shetterly, illustrated by Laura Freeman

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The text could be used for a comprehension activity based on one of the four women in this text. The children could pick one woman and create a character map for them. This text could also be used for background knowledge. This text is a great way to talk about space and how America got to space before reading. The standards used: 1.SL.CC.1 and 1.RL.KID.3
Hidden Figures is appropriate for ages 5-8, and has a lexile of 980L. This text is moderately to very complex due to vocabulary and sentence structure.

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This text has many verbs that describe how seeds move that can be used in a vocabulary activity. Using verbs the children can act out how the seeds move to gain a better understanding of the word. As the book is read aloud the children can do the motions when the word is read. This text could be used to talk about seeds and how they must move in order to grow. This will provide chilldren with background knowledge before reading about the different ways they travel. Standards used: 2.SL.CC.1  and 1.FL.VA.7biii.  Seeds Move is appropriate for ages 5-7, and has a lexile of 750L. This text is slightly to moderatley complex due to sentence structureand word frequency.

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The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca, illustrated by Daniel Rieley 

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The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca, illustrated by Daniel Rieley 

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This text is a biography about Dr. Temple Grandin. This text could be paired with a comprehension activity that reviewed the facts of  Dr. Grandin's life. This text has many rhyming words that could be used in a rhyming activity. The activity would use the rhyming words from the text and would help children with phonological awareness. Standards used: K.FFL.PA.2 and 1.RI.CS.5. The Girl who thought in Pictures would be appropriate for ages 5-10, and has a lexile of 680L. This text is moderatley complex due to vocabulary, but uses simple senteces with a rhyming aspect.

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The Day the Crayons Quit by Drew Daywalt, illustrated by Oliver Jeffers

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The Day the Crayons Quit by Drew Daywalt, illustrated by Oliver Jeffers

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This text could be used as a writing activity where the children come up with things that they couldn't draw without certain colors. Together the teacher and children can make a list under each color. For example, Yellow, sun, flowers, etc. This text could also be used with a comprehension activity. This activity could consist of matching what each color "said" in the story to the color that said it. For example, " I feel so empty Duncan. You cannot even see me if i didn't have a black outline." The answer would be white. Standards used: 1.W.RBPK.8  and 1.RL.IKI.9.
The Day The Crayons Quit is appropriate for ages 3-7, and has a lexile of 730L. This text is Moderately complex due to sentence length and strucure, and word frequency.

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The Gruffalo by Julia Donaldson, illustrated by Axel Scheffler

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The Gruffalo by Julia Donaldson, illustrated by Axel Scheffler

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This text could be used with a comprehension activity that retells the events of the mouse. The children can write about who the mouse met in order. This text could also be used with a fluency activity. The children take turns reading based on the characters in the story. Each group of children could have a popsicle stick with a picture of an animal on it. The teacher could read the voice of the mouse and the children could read the other characters. Standards used: 1.RL.RRTC.10 and 1.RL.KID.3.
The Gruffalo is appropriate for ages 5-8, and has a lexile of 510L. This text is moderately complex due to vocabulary and sentences structure.

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Marilyn's Monster by Michelle Knudson illustrated by Matt Phelan 

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Marilyn's Monster by Michelle Knudson illustrated by Matt Phelan 

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This text provides tier 2 vocabulary that can be pulled out and explained further. By doing this the children are learning new vocabulary that they can use in many contexts. For example, they will learn the word invisible, which can help them further understand imaginary friends. This text also provides an opportunity for word compostion. Children can write about their own monster and how they found it, and also include a drawing. Standards used: 1.SL.PKI.5 and 1.FL.VA.7biii.
Marilyn's Monster would be appropriate for ages 5-8, and has a Lexile of 550L. This text is moderately complex due to its vocabulary and sentence structures.

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Stick and Stone by Beth Ferry, illustrated by Tom Lichtenheld

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Stick and Stone by Beth Ferry, illustrated by Tom Lichtenheld

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This text can be used with a writing activity where the children use stick and stone and come up with their own version of events. The children could write what stick and stone would do with eachother on their adventure. This text can also be used  for a spelling activity where the children spell out  stick, stone, rock etc. The children would spell aloud and count how many letters are in the word. Standards used: 1.FL.WC.4  and 1.W.RW.10.
Stick and Stone would be appropriate for ages 5-8, and has a Lexile of 250L. This text is slightly to moderately complex due to sentence structure, vocabulary, and patterns.

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This text could be used with a writing activity about children's dreams. The children could draw what they dream of doing with colorful pictures inspired by the book and write out those dreams. This text could also be used to build background knowledge on immigration. Giving the children some background knowledge will help them better grasp the meaning of this text. Standards used: 1.SL.PKI.5 and 1.SL.PKI.5.
Dreamers would be appropriate for ages 4-8, and has a lexile of 480L. This text is moderatley to very complex to due vocabulary, sentences, and decoding.

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The Magical Yet by Angela DiTerlizzi, illustrated by Lorena Alvarez

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The Magical Yet by Angela DiTerlizzi, illustrated by Lorena Alvarez

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This text could be used with a writing activity about what the children hope to accomplish. This could be good way to talk about what the children hope to accomplish inside and outside of school. This text could also be used as a comprehnsion activity where the children identify what the girl in the story has learned how to do. This can help the children connect to the text to their lives while also retelling the story.  Standards used:1.W.RW.10  and 1.RI.KID.2.  The Magical Yet is appropriate for ages 4-8. This text is moderately complex due to vocabulary and sentence structures.

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Speak Up, Molly Lou Melon by Patty Lovell, illustrated by David Catrow

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Speak Up, Molly Lou Melon by Patty Lovell, illustrated by David Catrow

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This text could be used with a writing activity where the children write kind messages to a classmate. This activity would be a great way to spread kindness and show that what we say to others is important. This text could also be used with a vocabulary activity. There are many past tense verbs that appear in this text. The children could take words from the book and change the tenses. Standards used: 1.FL.SC.6d and 1.FL.WC.4 .
Speak Up, Molly Lou Melon is appropriate for ages 4-8. The text is moderately complex based on decoding, and sentence structure.