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This book would be best for first grade. The text is not very complex. However, it does include dialogue between a daughter and her father which challenges students to read with fluency and expression. Additionally, the pages unfold both outward and upward making it more challenging.

I would use this book as a shared read and possibly in a text set about the phases of the moon. I would make connections to prior knowledge through questioning such as, "Have you seen the moon like different?" I would also use a graphic organizer about what is real and unrealistic in the book such as the moon changes shapes and you cannot climb to the moon with a ladder to emphasis the realistic fiction aspect of the book. This book could be used in a small group, whole group, or partners depending on the needs of students in the classroom. Finally, I would have an activity where students could draw the different shapes that they noticed the moon was in the book and write about why they think the moon changes shapes.

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This book would be best for second grade. It is a fairly complex poetic book in which the author describes sights, sounds, and activities of each season. It provides the reader with some difficult words such as: tireless, whippoorwills, quails, amongst, etc.

I would use this book to work on prosody with students by echo reading. I would additionally use this book to explicitly teach a phonics lesson. It would be over phonics step 6: simple endings -s, -ed, and -ing. I would pull words from the text and work with students in small groups. I would additionally do a whole group lesson where I lead an interactive writing activity where students use words ending in -ing to write their own poem about a season.

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This book would be best for third grade. This book is moderately complex as it provides students with interactive guessing what animals can do with their eyes, ears, mouth, noses, feet, and tails. It is also more complex because the words are not standard and therefore require the knowledge of knowing which direction to read the text in. It also has a lot of content specific vocabulary such as "blue-footed booby" and "bush baby".

I would use this book as a shared read to help guide students through the trickier content vocabulary. I would also use text based questioning to ensure the students are understanding the information. I would point out to students the glossary in the back of the book that describes different animals features. Students would then choose an animal out of the glossary and create a zoo brochure about the animal they chose. I would display the students work as well.

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This book would be best for first grade. It is a very complex text as it has a mixture of complex and simple sentences. It also has content specific vocabulary such as: seed, stem, leaf, pollination, germination, and nutrition. It also requires some background knowledge of what plants are.

I would use this book as an interactive read aloud. First I would read through the whole book. Then I would pull specific things from it such as the different parts of the plant and how they work together and the plants life cycle. Students would have different writing assignments for each read such as drawing and labeling the different parts and life cycle with a short paragraph about it using vocabulary. Additionally, I would create a word wall with student friendly definitions, pictures, and motions for students to do with. Finally, there would be a hands on activity where we watch seeds grow in different conditions and have science journals to record what is happening and make predictions.

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This book would be best for first grade. It is moderately complex and has a few words that might be difficult for students or lack understandings such as: neutral party, ultimatum, and sincerely. However, they could be explained during reading with a quick student friendly definition. It may require some background knowledge of farm animals, but most students locally would be familiar due to living in a rural area.

I would use this as a whole class shared reading. First I would read the book to students, then I would do a choral reading and explicitly teach CC blends with words from the book such as click, blankets, and browns. Similar to the apple pages, I would do the blends with hand motions. Each hand would be letter/sound and then we could clap to blend the sounds together. This could be done whole class and small group depending on students mastery. Finally, I would do an interactive writing activity in which the class writes a letter to the farmer on how he should handle the ducks demands using evidence from the text such as: buying the diving board, having the duck carry messages, or getting rid of the typewriter due to the use of letters by the characters in the story.

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This book would be best for Kindergarten. This nonfiction text is very complex for young readers. It shows the life cycle of a butterfly and includes vocabulary such as: monarch butterfly, mold, pupa, and mate. The book provides a table of contents and looks at each step in the life cycle of the butterfly.

I would use this book as an interactive read aloud as it is still too complex for young readers. I would make a KWL about butterflies to draw on prior knowledge and set the stage for the book. We would fill in the Know part and the Want to know before reading and then the Learned part after reading. Then I would lead an interactive writing activity in which students fill in a butterfly's life cycle with vocabulary from the text and draw their own pictures. I would also do a hands on activity in which we look at the butterfly's life cycle in the classroom through a "Butterfly Garden". Students will have a journal where we track which phase of the life cycle the butterflies are in and make predictions about what will happen next.

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This book would be best for Kindergarten to second grade as an interactive read aloud. It is very complex and has a mix of short and complex sentences. This book would be great for the beginning of the school year because it tells the story of a boy, Jeremy Ross, who moves into the neighborhood and becomes another boys number one enemy. The boy tells his father about his enemy problem, and his dad suggests making enemy pie. Dad makes the pie, and then tells his son that, in order for enemy pie to work, he has to spend the whole day with his enemy and be nice.

I would use questioning before, during, and after to guide students thinking. I would additionally use this at the start of the year to promote a positive classroom environment. I would focus on character traits of enemies and friends. After brainstorming traits of what makes a good friend, students would write and share about what traits they want their friends to have and why. I could also do another lesson focusing on the theme of the book. In which if you get to know someone, you can become friends. For second grade, I would have students conduct an interview with someone else in the class to get to know them.

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This book would be best for Kindergarten. This text is very complex. It is about a child's crayons writing letters to him about why they need a break. It has some difficult vocabulary such as: career, settle, outline, wheat, and tattletale. This book challenges students to think creatively.

I would use this book as an interactive read aloud and define vocabulary during reading, but also use the model in which students have the vocabulary word in the middle then have a student friendly definition, examples, non-examples, and an illustration. This can help promote students vocabulary knowledge. Additionally, I would make a chart during reading that shows all the colors and their complaints. Finally, before reading the final pages that show what the boy decided to do to make all the crayons happy, I would have students write a letter to the boy about what he should do. Then, read the final pages to see what actually happened.

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This book would be best for Kindergarten. It is moderately complex. It has a mix of simple and complex sentences. It also has some difficult language such as reduce, re-use, recycle, customer, and "woke up with a flash". Simple definitions can be provided when reading or through scaffolding.

I would use this book as an interactive read aloud for students. We would go over ways that we can help our environment using details from the text. As well as do a hands on project like the one in the book where we make a bird feeder out of the water bottle. Students could also brainstorm different ways to reuse items that we typically throw away. Students would then use their imagination to draw an idea of something they could make in order to limit the amount of trash they throw away. Then, write a sentence about what it is and why it will help the environment.

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This book would be best for first grade. The text is moderately complex. It has some "non-words" that pertain to the story such as un-christmas and Texmas. It tells the story of a town that celebrates Christmas 364 days out of the year and a little girl that is excited for Un-Christmas where she gets to do "normal" things like eat TV dinners and watch shows that are not Christmas themed.

I would use this book as an interactive read aloud. Then would make a graphic organizer as a class on how to write a persuasive paragraph. Students would then brainstorm whether they would rather have Christmas 364 days out of the year or 1 and why. They would then independently write a persuasive paragraph about what they chose using details from the text as evidence.