# data[].attributes.headline
Knock Knock: My Dad's Dream for Me by Daniel Beaty

# data[].attributes.subject
Knock Knock: My Dad's Dream for Me by Daniel Beaty

# data[].attributes.body
Knock Knock: My Dad's Dream for Me by Daniel Beaty is a sweet story about a young boy who’s father leaves suddenly and he has to face the reality that he may not be coming back. They shared a connection as the father was his son’s biggest role model and this story explores the longing for a father/mother figure that is an experience students can relate to. I would use this book in a 3rd grade classroom. The text structure is very complex because students need to be able to follow the shifts in time throughout the story as the main character grows older. The language features are moderately complex; the conventionality is easy to understand and the vocabulary and sentence structure used are both familiar and conversational. The meaning is moderately complex because the multiple levels of meaning are clearly distinguished from each other and the theme is conveyed with some subtlety. The knowledge demands are very complex, because the experiences portrayed through the main character are uncommon to most readers. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 3.RL.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

# data[].attributes.headline
Rainbow: A First Book of Pride by Michael Genhart

# data[].attributes.subject
Rainbow: A First Book of Pride by Michael Genhart

# data[].attributes.body
Rainbow: A First Book of Pride by Michael Genhart is a short story that talks about every color of the rainbow and how each one is important. I would use this text in a 1st grade classroom to discuss Pride Month and to answer any questions they have about the flag, what it stands for, etc. This would also be a great text to use when discussing diversity and family structures (for example, not everyone in the class has a mom and dad, some have 2 moms, 2 dads, etc.).  The text structure is slightly complex, organized, and easy to understand. The language features are largely explicit with some occasions that have more complex meanings. The meaning and knowledge demands in the story are moderately complex. The theme is conveyed with some subtlety and requires some cultural knowledge. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 1.RL.KID.1 Ask and answer questions about key details in a text.

# data[].attributes.body
In the story It’s Okay to be Different by Todd Parr, the author explores what it means to be “different”, whether this means looking or feeling a certain way. I would use this text to discuss diversity and how important it is to be accepting of others and their differences in a 1st grade classroom. The text structure is slightly complex, using very simple illustrations to enhance each part of the story and clear, easy to predict organization. The language features are explicit, straightforward, and only slightly complex. The meaning and knowledge demands in the story are slightly complex because they explore one theme about discussing each other's differences and how no one should be afraid to be different. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 1.RL.KID.1 Ask and answer questions about key details in a text.

# data[].attributes.headline
How Do Dinosaurs Play with Their Friends? by Jane Yolen & Mark Teague

# data[].attributes.subject
How Do Dinosaurs Play with Their Friends? by Jane Yolen & Mark Teague

# data[].attributes.body
In the story How Do Dinosaurs Play with Their Friends? by Jane Yolen and Mark Teague, the authors create an imaginative environment where they ask the reader how they think dinosaurs would make and play with their friends. I would use this text to practice reading fluency in a kindergarten classroom. The text structure is very simple and classified as slightly complex. The language features are also slightly complex and easy for kindergarten-level readers to comprehend. The meaning and knowledge demands in the story are slightly complex because they explore a single theme and do not allude to other texts or cultural elements. I would align this story with the TN Academic Standard for Fluency K.FFL.F.5 Read with sufficient accuracy and fluency to support comprehension. a. Read emergent-reader texts with purpose and understanding.

# data[].attributes.body
In the story Don’t Laugh at Me by Steve Seskin, the author recognizes the existence of bullying at school and how the cycle of bullying needs to end. This would be a great text to use when discussing how bullying impacts others and the importance of respect in a 1st grade classroom. The text structure is clear and organized and the illustrations are helpful in proving the author’s overall point. The language features are slightly complex and easy to understand with mainly simple sentences. The meaning and knowledge demands in the story are also slightly complex because they are centered around anti-bullying. I would align this story with the TN Academic Standard for Range of Reading and Level of Text Complexity 1.RL.RRTC.10 With prompting and support, read stories and poems of appropriate complexity for grade 1.

# data[].attributes.body
In the story Oh, the Places You’ll Go! by Dr. Seuss, the author discusses different milestones that are often bittersweet to experience. Dr. Seuss puts a positive twist on coming of age events that are often associated with change and negativity. This would be a great text to use when teaching a group of 3rd grade students about how much they will accomplish in their last few years of elementary school. On my last day of 5th grade, my teacher read this book to our class and had everyone in tears. I would do the same on the last day of school with a class of 3rd graders, and of course give him credit for it. The text structure is clearly organized and the abstract illustrations keep the reader intrigued throughout the story. The language features are explicit, easy to understand, and use lots of simple rhyming sentences. The meaning and knowledge demands in the story are also slightly complex and portray a single theme. This novel could also be used alongside some of Dr. Seuss’ other books in order to compare and contrast the elements of each story. I would align this story with the TN Academic Standard for Reading Integration of Knowledge and Ideas 3.RL.IKI.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

# data[].attributes.body
In the story Under My Hijab by Hena Khan, a young girl explores the different ways the women in her life wear their hijabs. This novel gives insight into how and why women wear hijabs and honors the Muslim culture. I would use this text when discussing different cultures during an ELA or Social Studies lesson in a 2nd grade classroom.The text structure is moderately complex as it brings in new characters every few pages and can occasionally be difficult to predict. The language features are moderately complex because the language used in the discussion about hijabs may be unfamiliar to some students. The meaning and knowledge demands are also moderately complex because multiple levels of meaning can be found within the story and references to cultural elements, especially elements of the Muslim culture. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

# data[].attributes.body
I’m an Immigrant too! by Mem Fox is a novel about cultural diversity and how it impacts our community. The story could be used in a 1st grade classroom to discuss the different cultures that exist within the school or community and how our lives can be enriched through learning about and appreciating the different surrounding cultures. The text structure is slightly complex, clear, and adds to the reader's understanding of the content. The language features are slightly complex because the author uses rhyming words, simple vocabulary words, and mainly simple sentences. The meaning and knowledge demands in the story are also slightly complex because the story expresses one level of meaning and explores a single theme that many readers can relate to. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

# data[].attributes.body
I Will Dance by Nancy Bo Flood is a sweet story about Eva, the main character, who has cerebral palsy and has always dreamed of being a dancer. The story takes the reader through Eva’s thought process and the steps she had to take to put herself out there and attend an inclusive dance class for people of all ability levels. This would also be a great text to use when talking about topics such as disability awareness, empathy, acceptance, and anti-bullying in a 2nd grade classroom. The text structure is slightly complex, with clear, chronological organization and vibrant illustrations that enhance the meaning of the story. The language features are slightly complex because the author uses familiar, contemporary language and mainly simple sentences. The meaning and knowledge demands in the story are also slightly complex because the novel explores a single theme and one level of meaning. I would align this story with the TN Academic Standard for Reading Craft and Structure 2.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

# data[].attributes.body
Just Ask!: Be Different, Be Brave, Be You by Sonia Sotomayor is a story that highlights the different intellectual and developmental disabilities that people have which are not always visible. The novel addresses topics that are often overlooked or not discussed in a student-friendly way. This story would be a great tool for teaching students about the importance of inclusion and empathy in a 4th grade classroom. The text structure is very complex since each page tells another individual’s story about their disability. The language features are moderately complex and can be comprehended at a 4th grade reading level. The meaning and knowledge demands in the story are moderately complex with a clear theme and explores the experiences of several individuals from their perspective. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 4.RL.KID.2 Determine a theme of a story, drama, or poem and explain how it is conveyed through details in the text; summarize the text.

# data[].attributes.body
Bodies Are Cool by Tyler Feder is a book that explores all different kinds of body types and teaches the reader about acceptance. I would use this text to talk about self esteem and the importance of body confidence. This would also be a great text to use in a kindergarten classroom so students begin learning about body positivity and positive self talk early in their education. The text structure is slightly complex and the graphics are used to illustrate the body type being described on the page. The language features are slightly complex, easy to understand and include simple sentences on each page. The meaning and knowledge demands in the story are slightly complex because the novel explores a single theme and does not require the reader to have prior cultural knowledge. I would align this story with the TN Academic Standard for Phonological Awareness K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce rhyming words.

# data[].attributes.body
The Day You Begin by Jacqueline Woodson is a heartwarming story that discusses the bravery it takes to step out of your comfort zone. The author advises the reader that when they feel different from those around them, they are strong and embrace the differences they have. I would use this text to discuss the importance of diversity and inclusion in a 2nd grade classroom. The text structure is moderately complex with multiple simple storylines and a range of illustrations used to support what is happening in the text. The language features are slightly complex, straightforward, and use mainly simple sentences with familiar language. The meaning and knowledge demands in the story are moderately complex and explore experiences that are common to many readers at this age (7-8 years old). I would align this story with the TN Academic Standard for Reading Key Ideas and Details 2.RL.KID.3 Describe how characters in a story respond to major events and challenges.

# data[].attributes.body
Those Shoes by Marideth Boelts is a story that expresses the difference between “wants” and “needs”. Jeremy, the main character, repeatedly begs his grandmother for the new pair of popular shoes all of his friends already own. The story focuses on a theme of gratitude and finding the value in what you already have. This would also be a great text to use when in a 2nd grade class because it is fitting for their reading level and teacher age-appropriate themes. The text structure is slightly complex and is clearly organized in chronological order with helpful graphics on each page. The language features including conventionality, vocabulary, and sentence structure, are moderately complex. They are easy to understand with some opportunities for more complex meaning, familiar vocabulary, and primarily simple and compound sentences. The meaning and knowledge demands in the story are moderately complex because they center around gratitude. I would align this story with the TN Academic Standard for Reading Craft and Structure 2.RL.CS.5 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action.

# data[].attributes.body
Dreamers by Yuyi Morales is a story that discusses the author’s experience coming to the United States with her baby boy. This text is motivational and I would use it in a 3rd grade classroom to discuss cultural backgrounds and the struggles my students have experienced. The text structure is slightly complex and organized in a way that the graphics illustrate the events happening on the pages that flow together like a timeline. The language features are moderately complex with mostly contemporary conventionality and primarily simple and compound sentences. The purpose is to inform the reader of the author’s own personal experiences which are moderately complex to understand. The knowledge demands are moderately complex, relying on practical knowledge and alludes to cultural elements. I would align this story with the TN Academic Standard for Reading Craft and Structure 3.RI.CS.5 Use text features to locate information relevant to a given topic efficiently.

# data[].attributes.body
In The Name Jar by Yangsook Choi, Unhei, the main character, experiences cultural differences specifically when she moves to America and questions if she needs a new name that her classmates and teacher can pronounce correctly. This book explores identity, cultural assimilation, and cultural differences. I would use this book in a third-grade classroom to explore the different cultures within my classroom and to emphasize how important it is to show respect to others no matter how similar or different you are. I could also connect this book to a lesson on culture and an interactive activity, such as "four corners", where I would ask my students questions and designate each corner to an answer. The act of the students physically moving  to different areas of the room helps illustrate the meaning behind the leson, which is to recognize and celebrate our differences. The text structure in The Name Jar is moderately complex. The organization has two storylines that connect and center around Unhei and her name and the graphics are helpful and connect what is happening in the text to the illustrations. The language features- conventionality, vocabulary, sentence structure- are moderately complex. The sentences and vocabulary used are easy to comprehend. The meaning of the text is moderately complex because it has a theme that is clear but is not straightforward when it is conveyed. The knowledge demands are very complex and require the reader to explore themes of varying levels of complexity and has multiple references to elements of the main character's culture. I would align this book to the TN Academic Standard for Range of Reading and Level of Text Complexity 3.RL.RRTC.10 Read and comprehend stories and poems at the high end of the grades 2-3 text complexity band independently and proficiently.

# data[].attributes.body
In the story Perfectly Norman by Tom Percival, the main character Norman suddenly grows wings one day and isn't sure what to do about it. He tries to hide them until he realizes that he shouldn't hide who he truly is and wears his wings with pride. I think that this book is fit for second-grade students. I would use this story in a second-grade classroom to discuss diversity in a group discussion. I would have each student analyze their own cultural backgrounds and share them with the class so the students could hear how different they all are and how great diversity is. The text structure is slightly complex with clear, chronological organization and graphics that help the reader understand what's happening in the story.  The language features were also slightly complex, with straightforward and easy to understand conventionality, vocabulary, andsentence structure. The meaning of Perfectly Norman is moderately complex, because the main storyline is easy to comprehend (Norman growing wings) and the underlying storyline about celebrating differences and diversity is conveyed with some subtlety. The knowledge demands (life experiences and cultural knowledge) needed to understand the reading are moderately complex and discuss experiences common to many readers. I would align this story with the TN Academic Standard for Reading/Integration of Knowledge and Ideas 2.RL.IKI.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

# data[].attributes.headline
Fry Bread: A Native American Family Story by Kevin Noble Maillard

# data[].attributes.subject
Fry Bread: A Native American Family Story by Kevin Noble Maillard

# data[].attributes.body
Fry Bread: A Native American Family Story by Kevin Noble Maillard is a story that discusses the Native American culture and how fry bread became a significant part of their diet after being forced to ration food. I would use this text for a 2nd grade lesson about family history and the different traditions my students have within their families. The organization, text features, and use of graphics are moderately complex and enhance the reader’s understanding of the content. The language features are also moderately complex, with largely explicit conventions and vocabulary that is easy to read and understand. The purpose is moderately complex because it is implied but easy to identify through context clues. The knowledge demands are very complex and require specific subject matter knowledge related to Native American culture and traditions. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 2.RI.KID.3 Describe the connections between a series of historical events, scientific ideas, or steps in a process in a text.

# data[].attributes.body
Love by Matt De La Peña is a story that talks about the different ways love can be expressed and received from one person to another. I would use this text in a discussion during the month of February, prior to Valentine’s Day, where my students and I would discuss the importance of love and the impact it has on a person. The text structure is slightly complex and easy for the reader to comprehend. The language features are also slightly complex and I would use it in a kindergarten classroom. The meaning and knowledge demands are straightforward and only slightly complex. I would align this story with the TN Academic Standard for Fluency K.FFL.F.5 Read with sufficient accuracy and fluency to support comprehension. a. Read emergent-reader texts with purpose and understanding.

# data[].attributes.headline
The Girl Who Thought In Pictures: The Story of Temple Grandin by Julia Finley Mosca

# data[].attributes.subject
The Girl Who Thought In Pictures: The Story of Temple Grandin by Julia Finley Mosca

# data[].attributes.body
The Girl Who Thought in Pictures: The Story of Temple Grandin by Julia Finley Mosca is an informational text that talks about Temple Grandin's rise to fame as a scientist who is on the autism spectrum. The story explores the timeline of Temple Grandin's life and how she became the influential person that she is today. I would use this text to inform my students about autism spectrum disorder and how those with disabilities should not be outcasted or given less respect than those without disabilities. This would also be a great text to use when talking to my students about staying motivated and reminding them that they are capable of achieving whatever they put their mind to. The text structure is slightly complex and is organized in chronological order that is easy to follow along with. The language features are also slightly complex and uses vocabulary that is familiar. The purpose and knowledge demands in the story are moderately complex. I would align this story with the TN Academic Standard for Reading Key Ideas and Details 2.RI.KID.3 Describe the connections between a series of historical events, scientific ideas, or steps in a process in a text.

# data[].attributes.body
The Dot by Peter H. Reynolds spreads the message of encouragement and how it can help others aciheve their goals. It is a sweet story about how Vashti, the main character, becomes quite the artist after her art teacher encourages her to create an art piece out of a simple dot. This book is a great example of emotional regulation when Vashti encounters frustration and doubt in herself, thinking that she is not capable of making art. Her art teacher encourages her to sign her dot drawing, and the next day at school it is framed and hung on the wall in the art room. The text structure is slightly complex, with a clear organization and an appropriate use of graphics. The knowledge demands of are moderately complex, as its theme can be easily understood but requires specific experiences, such as expressing creative ability, in order to personally connect to the story. I would align this story to the TN Academic Standard for Key Ideas and Details: 3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.