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All are Welcome has a Lexile score of AD370L. The book is appropriate for ages 4-8. The Lexile score falls under the 2-3 band. The overall structure of the story is slightly complex. The only areas I would say are moderately complex are language features because of vocabulary and sentence structure, and knowledge demands because of references to multiple cultures. The book is mainly slightly complex because it is chronological and predictable, includes supporting illustrations, and includes one main theme. In this book, the teacher can teach his/her students that no matter the culture, personalities, the kind of clothes someone wears, the language they speak, and more, that everyone is welcomed and accepted. After reading, the teacher can lead a group discussion using the imagery in the book. The teacher can ask, " Do you have a friend at school who is from a different country? Do you have a friend at school who speaks a different language at home other than English? Is there anyone in the cafeteria that always brings a lunch to school that is different from yours?" and more. After asking these questions, the teacher can have the students turn and talk to discuss. There are also vocabulary words that can be introduced before reading and practiced after reading. These words can be added to the word wall. One activity that students could do after this has the students draw what their life looks like at home to explain their culture. The teacher could then create an "All are Welcome" wall and hand the drawings.

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No! David has a Lexile score of AD100L. The book is appropriate is for ages 4-8. The Lexile score falls under the k-1 band. The overall structure of the story is slightly complex. This is because it is in chronological order, has very simple sentences, includes illustrations for support, has one theme, and does not require much background knowledge. A teacher can use this book to introduce behavior that does not need to happen. While reading this story, the teacher can pause at each page and explain why what David is doing is wrong. The teacher could also practice questioning with some pages and ask, "what should have David done instead?" The book also contains sight words that can be added to a word wall or practiced while reading. The teacher can also point out know/common items in the illustrations and practice colors. Students can do turn and talk and talk about why David's actions were bad.

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Recess at 20 Below By: Cindy Lou Aillaud 

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Recess at 20 Below By: Cindy Lou Aillaud 

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Recess at 20 Below has a Lexile score of AD690L. This book is appropriate for ages 5-8. The Lexile score falls under the 2-3 band. The overall structure of this book is slightly complex. text structure, purpose, and knowledge demands fall under slightly complex. This is because the organization sequential and chronological, the purpose of the text is clearly stated, and includes concrete ideas. Language features fall under moderately complex. This is because there are new vocabulary words that students may not know and includes some complex sentences. Standards that can be taught in this book include 2.FL.F5, 2.FL.SC.6, and 2.RI.CS.6. For this text, I believe it would be a great idea to read in the winter months. The teacher can use this book to help improve fluency and comprehension, conventions of English, and to determine the meaning of words with the entire text (previous standards mentioned). For this book, I would model the thinking process while I was reading to my class. I would pause to say, "hmm, I wonder what this word means? Hmmm, I have never seen this kind of sentence, lets read it together."

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Cracking Up: A story about Erosion By: Jacqui Baily 

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Cracking Up: A story about Erosion By: Jacqui Baily 

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Cracking Up: A Story About Erosion has a Lexile score of 650L. The Lexile score falls under the 2-3 band. The overall structure of the book is moderately complex. This is because the text is laid out differently through the book, imagery is required to understand, there are many vocabulary words that can be unknown, contains compound sentences, and relies on common, practical knowledge. For a science class, a teacher can use the following standard,  4.ESS1. Though this book is graded as a 2nd or 3rd-grade book, it is a great way to introduce knowledge that the students will learn later on. The teacher may also help build context clue skills and inferring skills in his/her classroom with this book. A teacher can ask, "before moving on, what will haven to this mountain?" etc. The class can use context clues to determine the meaning of a new vocabulary word.

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My Garden has a Lexile score of AD570L. The book is appropriate for ages 5-8. The Lexile range falls under the 2-3 band. The overall structure for this book is slightly complex. This is because it is written in chronological order with illustrations that support the story, contains a simple sentence structure, and has an obvious theme. For this story, I can imagine a teacher reading this to his/her class to help teach things about gardening. In this book, the teacher can pause and ask, " what would you want in your garden, and why." I believe this book has a lot of imagery that the teacher can also work with. There are also vocabulary words that could be discussed before reading and that can be added to the word wall of the classroom. For group assignments, the teacher can have the students turn and talk or categorize new vocabulary words. For my future classroom, if I read this book, I would have my students draw their imaginary garden and provide two supporting sentences to explain what is in their garden.

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The Boy who Grew Flowers by Jen Wojzowitz 

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The Boy who Grew Flowers by Jen Wojzowitz 

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The Boy Who Grew Flowers has a Lexile level of AD810L. The book is appropriate for ages 5-10. The Lexile range falls under the 4-5 band. The overall structure of the book is very complex. This is because there are time shifts, includes supporting graphics, contains abstract language, contains complex vocabulary that could be unfamiliar, includes complex sentences, may be difficult to identify the meaning, and may require students to make cultural references. For this story, the teacher can teach the lesson that everyone is different and that it is a good thing. The teacher can also teach that people need to accept people for who they are and that good things can come about. For this story, the teacher can use the following standards:  5.FL.PWR.3 and 5.FL.F.5. In these two standards, the teacher can teach his/her students how to decode and use context clues to find the meaning of unknown words and how to read purposely so that the students can comprehend the story.

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Sheep in a Jeep has a Lexile score of 220L. The Lexile range falls under K-1. The overall structure of this story is slightly complex. Each measure (text structure, language features, meaning, and knowledge demands), falls under slightly complex. This is because the order is chronological, has supporting graphics, easy to understand, has simple sentences and vocabulary, has one meaning, and has no references. For this book, I can imagine a kindergarten or first-grade teacher using it to teach new words and rhyming words. The following standards can be used for this story:  K.FFL.PA.2 and 1.FL.PA.2. One syllable words and rhyming occurs throughout the entire text. These two standards cover this in kindergarten and first grade. For an activity, the teacher can have the student clap or any other syllable activity to either hear or feel the syllables in the words. a teacher can also point out rhyming in the words and ask students what other words they think would rhyme.

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Willow By: Denise Brennan-Nelson, Rosemarie Brennan Illustrated by: Cyd Moore

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Willow By: Denise Brennan-Nelson, Rosemarie Brennan Illustrated by: Cyd Moore

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Willow has a Lexile score of AD620L. This book is appropriate for ages 5-8. The Lexile range falls under the 2-3 band. The overall structure of the book is very complex. Each measure (text structure, language features, meaning, and knowledge demands), falls under very complex. This is because there are time shifts, need illustrations for support, contains figurative language, subtle theme, the text is not written in the same pattern and involves many conversations between different book characters. For this book, a teacher can teach the themes of always be yourself, be creative, and never give up on someone no matter their actions/attitudes. The teacher may also use standards to teach figurative language. In this book, there are many similies. The teacher may also practice questioning and inferring. While reading together, the teacher can pause and ask, " why do you think Ms.Hawthorn is upset?" " what do we think will happen next?" I believe echo reading would be great for this book as well due to the structure.

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The Dot has a Lexile score of AD500L. This book is appropriate for ages 4-8. The Lexile range falls under the 2-3 band. The overall structure of this book is slightly complex. The text structure is slightly complex, language features are moderately complex, meaning is slightly complex, and the knowledge demands are slightly complex. This is because the book is easy to follow, has illustrations to go along with the words, is written in the same sequence, has one theme, and includes conversations between book characters. This book can be used to teach students to make a mark in their life and to not accept failure. For classroom skills, the teacher can use this book to practice inferring. The teacher can pause and ask, "what do you think Vashti is going to do next? Why do you think Vashti feels this way?" The teacher can also use standard  2.FL.WC.4  for teaching silent -e and -y to -i.

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Rosie Revere Engineer by Andrea Beaty illustrated by David roberts 

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Rosie Revere Engineer by Andrea Beaty illustrated by David roberts 

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Rosie Revere Engineer has a Lexile score of AD780L. This book is appropriate for ages 5-8. The Lexile range falls under the 2-3 band. The structure of this book is slightly complex. This is because it is easy to follow, is written in the same sequence/pattern, is clear and chronological, and illustrations are needed. For this book, there are many lessons that can be taught. This book can be used to demonstrate that women are capable of all things, to never give up, and to work hard for what they believe in. For standards, there are many that can be pulled for this book. Standard 2.FL.F.5 can be used to teach context clues. Vowel standards can be used due to the many vowel teams in this book. Also, with standard 2.SL.PRI.4, turn and talk can be used with students.