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This book would be appropriate for kindergarten or 1st grade. I think students will be able to relate to, and enjoy this story. The use of graphics and text features is very creative but may be slightly confusing for students to track with. Most of the words are easy to understand or easy to define/explain. The graphics are supportive of the text. There is one meaning of the story and the theme is obvious and revealed early in the text.
I would choose to do a interactive first read. I would ask questions to get students thinking about the characters, plot, climax, problems, and how to solve the problem. I would do a shared writing activity where students and teachers can collaborate to retell the story as well as discuss how Duncan fixed the problem.

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By Robert Munseh and illustrated by Michael Martehenko

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This book would be appropriate for 1st grade. For the most part, 1st graders should be familiar with fairy tales but not deconstructed fairy tales. The text itself is slightly complex, clear, and chronological. The meaning of this book may be difficult for some students to pick up on. The meaning of the book focuses on how happily ever after is different for everyone and appearances can be misleading. Both of these topics may be difficult for a 1st grader to understand.
I would do an interactive read-aloud as the first read. I want to be sure students understand the concept of a deconstructed fairy tale. As a class, we would discuss the plot, characters, problem-solving, and solutions. I would suggest different ideas and prompts and allow the students to turn and talk to generate their own ideas. As a writing activity, I would do a shared writing assignment where we use the ideas generated from the students turn and talk to recall the story and problem-solving solutions.

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This book is appropriate for 2nd grade. Overall, the language features are moderately complex. There is a heavy use of southern dialect and sayings that some students may be unfamiliar with. For the most part, the vocabulary is contemporary and familiar to students in the 2nd grade. The text is not difficult to read or understand. The story focuses on a boy who goes to his grandmother's every Saturday to make teacakes together. The meaning of the text focuses on kindness, helping others, and family. Most students should be able to relate to this by thinking of a time with a family member.
For the first read, I would choose to do a shared reading with the students. During the shared reading I would be sure to stop and talk about any uncommon language (southern dialect and phrases) as well as ask probing questions. After doing a few turn and talks I would model a writing for students. The prompt would be to write a short story about a time you enjoyed an experience with a family member. This is getting students to reflect and make personal connections to the text.

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This book would be appropriate for 5th grade students. This story is about one ledge on a cliff, how it went through seasons of change, and how finally one day it cracked off, then turned into boulders, then rocks, then sand. Overall, the text structure is moderately complex. The connections between ideas, processes and events are explicit and clear; text is chronological and easy to predict. Graphics used are supplementary to understand the text. Text features directly enhance the readers understanding of the content. Language features are all mostly moderately complex. Vocabulary is mostly contemporary, familiar, and in line with the contexts of the book. This book has many text features such as charts, graphs, side bars, headings and bold words to help students process through the text.
With this book, I want students to follow the criteria of this rubric: 5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources. Since these students are older and the text itself provides many sources, I want to push students to rely on text based evidence and learn to research in order to solve a problem. Some good questions to probe students would be "What is erosion?", "Where does erosion exist?", and "Who is affected by erosion?" This should start as an interactive writing assignment to get students thinking, but eventually teacher should allow students to write on their own and just act as a support.

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Three Little Pigs: A Classic Fairytale Keepsake Storybooks

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Three Little Pigs: A Classic Fairytale Keepsake Storybooks

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This fairy-tale story is appropriate for Pre-K or Kindergarten. This story is a modern take on the classic story of the Three Little Pigs. Overall, text structures and language features are slightly complex. The text is pretty repetitive and simple to read and understand. The book does not include any overly academic or unreasonable vocabulary words. The story focuses on the idea that hard work pays off and listening to you parents. This book is in a fairy-tale category meaning students must understand that the events that occur in the story will not happen in real life, it is a made up or FICTION story.
With this book, I would choose to do an interactive read aloud and allow students to echo read on the more repetitive lines such as "I'll huff and I'll puff..."  I would like students to be able to recall characters, setting, plot, and summarize the story in their own words. I would give students a small group reading assignment that requires students to recall these things in a short paragraph after the 3rd read.

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This book is appropriate for Pre-K to 2nd grade. For younger students, there may be some unknown terminology and vocabulary like nectar, tongue, bustling, and insect. This is an informational text about the life of a honeybee. This text would go well with The Honeybee book mentioned directly under this page. Using both of these books would be a great way to incorporate science standards into ELA. The text structure is moderately complex. Text features enhance the reader's understanding of the content.
I would choose to do an interactive read-aloud for the first read. This book is a little advanced, 2-grade levels above kindergarten. I would ask a lot of questions and allow students to turn and talk with partners to generate ideas. I would want to do a modeled or shared writing activity using text-dependent questions. I want students to meet the criteria of the following standard: K.RI.KID.2 With prompting and support, orally identify the main topic and retell key details of a text.

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By Kristen Hall Illustrated by Isabelle Arsenault

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This book is appropriate for a kindergarten class. There a few words that are not too complex, but just unfamiliar to the students. For example, pollen, lap, perching, nectar, and prying. Most of these words can be easily explained and defined. The meaning of the text is slightly complex. The story has one level of meaning, the theme is obvious and revealed early in the text. The story focuses on the life of a honey bee and the process to get honey. The book uses rhyming and prosody strategies a lot throughout. Rhyming will help all students with their fluency skills.
As mentioned before, this book is great for young students to work on their prosody and rhyming skills. I would use the pages where rhyming is a heavy theme. Students would practice reading rhyming words with prosody and fluency. As the teacher, I would want to introduce the topic of onomatopoeia. For example, buzz, zip, shh, etc... This is a more complex topic for kindergarteners so this should be a whole group, shared discussion.

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By Eve Bunting Illustrated by Ronald Himler

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This book is appropriate for 4th graders. Overall, the text structure is moderately complex, the storyline is occasionally hard to predict, and has 2 or more storylines throughout the story. This story focuses on the life of a boy and his father living in an airport while they are temporarily homeless. I chose a higher grade for this book because it focuses on themes like hopelessness, feeling trapped, homelessness, and determination. The use of graphics used various illustrations that support the selected parts of the text. For the most part, language and vocabulary were conventionally and rarely unfamiliar or overly academic. Vocabulary words that may be unfamiliar include terminal, airport, continental, luggage, and radar.
For the first read, I would talk explicitly about the vocab and other key themes to make sure students have a basic understanding of the text. For the 2nd and 3rd reads, I would ask more probing and text-dependent questions like "What did the boy and his father do to stay under the radar?", "How do you think the boy feels living in an airport?", "Why do you think the boy was so happy when the bird escaped the airport?", and "What do you think the significance of the bird is in the story?" I want students to meet the criteria of the following standard: 4.RL.KID.2 Determine a theme of a story and explain how it is conveyed through details in the text; summarize the text

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By Kate Messner Illustrated by Christopher Silas Neal

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This book would be appropriate for 2nd graders. The language used throughout the book is slightly complex and specific to garden terminology. Some words that may have unknown meanings are compost, sprout, brittle, furrow, aphids, soil, and wilt. Most of these words can be easily explained, defined, or inferred from the illustrations. Many of the insect names are featured in the back of the book with short descriptions and pictures to help the reader. The meaning of the text itself is not very complex. This story focuses heavily on the exploration of the hidden world/ecosystem of a garden over the course of a year. There is one level of meaning, the theme is obvious and revealed early in the text but some of the language and vocabulary features are more complex. This will be a good stretch for 2nd-grade students.
With this book, I would read the text to the class on the first read stopping and going over vocabulary words often to ensure students gain a basic understanding of the text. As a class, we would add words to the word wall and talk about any high-frequency and familiar words as a skills-based competency. Using the standard 2.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text, I would do an interactive writing assignment to write an informational summary of the text using vocabulary words from the lesson.

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This book would be appropriate for Kindergarten students. Both the language features and text structure are very simple. The text structure is clear, chronological, and easy to predict. Language features are easy to understand but contain some unrealistic ideas, like Papa being able to actually grab the moon. The vocabulary used is contemporary, familiar, and in conversational language such as, big, small, grew, moon, and play. Although some parts of this story are illogical, the story focuses on family, reasoning, proportions, and the solar system. This book would be a great way to intertwine science standards into an ELA lesson.
With this book, I would choose to do a shared reading on the first read, stopping to ask students questions such as, "Have you noticed the moon getting bigger or smaller?", "Why do you think the moon changes size's and shapes?", "Have you ever asked your parents for something?", "What do you like to play with?" Since some of these questions are a bit complex for kindergartners, I would do a shared writing activity answering some of the more complex questions creating a short paragraph as a class. This shared writing should be a collaborative effort to help ween the teacher from being so hands on.