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The teacher can use this book to teach students because it involves a lot of names. This would be helpful when teaching 1st grade students conventions of grammar such as capitalizing the names of people. (1.FL.SC.6j)
The adjective "excellent" is prevalent in the story so it would also provide the opportunity for the teacher to explain what this adjective means. Then, students can practice using their adjectives that they have learned about in a writing lesson. (1.FL.SC.6e)
In the book, the word excellent is used to describe something that the Ellis children and Ed are good at doing. The teacher can encourage students to identify how they can describe something they do well as "excellent". (1.FL.VA.7b.iii)

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I think that this book would be good for 1st grade. It is simple and not too difficult to understand. The vocabulary is not advanced, nor is the sentence structure. There is also a lot of alliteration in the book between the word "excellent" and the word "Ed".

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Because this story revolves around a sequence of events that develops, it would be a great opportunity to teach students how to ask themselves questions as they are reading. This would give them the ability to actively gage their comprehension of the story. (2.RL.KID.1)
In the story, bunny has to figure out how to get access to books once the summer reading program ends. This would provide the teacher a chance to work with students in understanding how characters interpret a challenge and what they do to overcome it. (2.RL.KID.3)
In the beginning of the story, the bunny's problem is introduced and then becomes solved. Then, more characters get involved which changes the direction of the story. This would provide students with the opportunity to learn about how story structure works. (2.RL.CS.5)

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The intended audience for this book would most likely be 2nd grade because, while the book incorporates dialogue which can be a mature element of literature, it is simple and charming. The book's vocabulary is fairly simple and easy to comprehend. The students can focus on how the story develops from one little bunny and his love for books into a whole bunny book club.

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This book would be excellent to teach students about identifying a problem and resolving it. Lulu sees that there is a problem when there are a lot of rescue dogs that need to be adopted. So, she and her friends figure out how to help the rescue dogs. (3.W.TTP.3d and 3.RL.KID.3)
Because dialogue is very prevalent in this book, it would be great for the teacher to instruct the students on how dialogue can enhance the reader's understanding of the story. (3.W.TTP.3a and 3.W.TTP.3b)
In the beginning of the story, there is a sentence that reads, "'Wow, Bingo!' Lulu says as she flies around the farmer's market, pointing to the colorful fruits and vegetables." This would be an excellent chance to teach the students about personification and how Lulu was not literally flying. (3.FL.VA.7b.i)

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I believe that this book would be great for third grade. It is a bit complex because of how many words it has in it, but the words itself are not too hard to understand. There is lots of dialogue in the book which might be more difficult for students to keep up with. This dialogue between Lulu and the other people she encounters is mainly what makes this book third grade level. The TN English standards to not directly mention dialogue until the student reaches third grade and while that does not mean that students need to refrain from reading books that contain dialogue until they are in third grade, I believe that the heavy amount of dialogue makes it necessary.

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In this book, there is a moral or lesson to be learned. This would be a great chance to incorporate this book in a lesson about books that teach life lessons. Students can practice comprehending the text and using evidence from the text to support their inferences. (3.RL.KID.1 and 3.RL.KID.2)
There are many different characters in this story. The characters and their acts of service/friendship towards one another are what make the story what it is. Because of this, it is important that the students understand the characters' personalities. The teacher can use this book in a lesson about character analysis. (3.RL.KID.3)

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I believe that the intended audience would be second or third grade. The overall length of this book is much longer than the other books. It does not involve rhyme or simple vocabulary words and sentence structure. This book also incorporates dialogue between the multiple characters in the story. This book also involves a lot of foreshadowing. The vocabulary in this book is more unfamiliar less common than younger elementary grade books. Words such as, "route," "spectators," and "screeched" are more advanced than other grades.

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A consistent phrase in this book is "truck full of ducks," which includes two rhyming words. This would be an excellent opportunity to teach rhyming words. (K.FFL.PA.2a)
This book makes excellent use of illustrations to provide further detail to the story. Students are able to analyze the illustrations to further make understanding of what is going on in the book. (K.RL.CS.6 and K.RL.IKI.7)
This book also incorporates other types of trucks (ice cream truck, cracker truck, tow truck, etc.) This would be a great chance to talk with students about the different kinds of trucks, what they assume these trucks are used for, and how they knew what the trucks are used for. This can also be combined with the lesson on illustrations to reinforce how illustrations can help readers make understanding of what is happening in the story.

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I believe that this book would be perfect for kindergarten or first grade students. I am leaning more towards the kindergarten student because it is very repetitive as throughout the story saying, "Did you call for a truck full of ducks?" This, to me, is purposeful so that young readers can practice reading those words and master the sentence by the time the book is over. There are some vocabulary words included throughout the book that I believe make it more appropriate for first grade students such as, "removal," or "gig".

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This text would be great to teach one to one correspondence when it comes to counting numbers. It also teaches children how to count in order or what order the numbers go. (K.CC.A.2 and K.CC.A.1)
This story would be a great tool when teaching students about rhyming words and what that looks like. This book could allow students to identify words that rhyme and come up with their own rhyming word pairs. (1.FL.PA.2 and K.FFL.PA.2)
In the story, as the narrator counts, it always classifies animals into categories. This would be an excellent tool to teach students how to group things based on various attributes. (K.MD.C.4)

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I believe that the audience for this book would have to be younger elementary school again - kindergarten or 1st grade. I believe this because the entire book is in AABBCCDD... rhyming scheme which sets the tone for the students and aids them in developing a reading pace. The vocabulary in the book is not very complex, and if anything it is rather direct so that students do not have to dig to understand the meaning behind he story or what is happening during it. Another reason this text is intended for kindergarten or 1st grade is because the math in the book is not to very challenging or intricate and this book introduces the concepts of subtraction and addition.

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This book contains some exciting vocabulary that students may not be familiar with. It would provide a great opportunity for the teacher to expand their student's vocabulary and teach them how to decode and understand the meaning for each new word. Students can be taught to reread and use context clues to help find meaning in words that they might not have known  prior. (3.FL.PWR.3c, 3.FL.F.5c, and 3.FL.VA.7a)
This text has a wonderful message hidden within the enchanting story. This would be a great time to teach students about how stories occasionally have a lesson or meaning that is trying to be conveyed from the author to the reader. Students can engage in peer or class discussions to make predictions or guesses about what they believe was the real magic in the story. (3.PL.KID.1)
In the story, there is a character, Ryan, who doubts the legitimacy of the magician's hat and expresses his skepticism. This character provides an excellent opportunity to teach students how their perspective as the reader can differ from that of the character's in the story. The class can discuss what they believed to be true about the magician and his hat and see how what they believed to be true as the story progressed was the same as the student who doubted the magician's hat.

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The audience for this book would have to be a bit older in elementary school - like 3rd grade I would say. This book involved some vocabulary that kindergarten and first grade would most likely not understand. words like, "vanished," and "dazzle" are just a couple that would require some instruction. Not only did this book include some more complex vocabulary, but it included more words in general. There were more words per page which makes the overall book more complex to read. I also feel like the meaning behind the story would be more appropriate for an older grade to discuss and understand that books give you the power to discover and achieve your dreams.

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Clearly, this book would be an excellent tool to teach rhyme to students. It uses ABCB rhyme form through the entire book. Teachers could use this to teach their students about different types of rhyme before having them come up with their own rhyme. (1.RL.RRTC.10)
This text could also be used for students who are advanced when it comes to reading and comprehension. While comprehending this book might be slightly challenging for a first grade student who is reading at a first grade level or even below, but for an advanced first grade student, this book consisting of rhyme could pose as a good reading comprehension challenge. (1.FL.F.5.a and 1.FL.F.5.b)
This book about two unlikely friends could be a good chance to practice different reading comprehension practices. Specifically, this book would be a good opportunity to question/compare and contrast Norris and Duggar's experiences. (1.RL.IKI.9)

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The intended audience for this book would be first grade, I believe. This book is a tad more complex because it is written as a poem. Instead of being written in simple sentence forms, it is written in ABCB rhyme form. I believe that this book would be a good challenge for first grade students because its meaning is not directly expressed. Students would have to read lines such as, "Lunch is not his name. / Duggar he is callin'. / Lunch he would have been / If from branch he had fallen." and decode the words in the lines to understand that the author is saying that the worm's name is not "lunch", it is Duggar. Duggar would have been a fish's lunch if he had fallen from the tree branch into the water.

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This book could be used when teaching the concepts of addition and subtraction. In the story, Sonny is wanting to buy toys and his mom explains to him that he does not have enough carrots to purchase the toys he wants because they all cost different amounts of carrots. This explanation involves some simple addition and subtraction explanations. (K.OA.A.1 and K.OA.A.2)
This book would be great when introducing the concept of money and what can be done with money. (K.MD.B.3)
In the story, Sonny uses carrots as a form of currency. This could provide the teacher an opportunity to make the connection between Sonny using carrots to buy things that he desires and the students/their families using money to buy things they want and need. (K.FL.VA.7b.iii)

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Spend It! is geared towards young readers, also, but it also deals with the concept of reasoning when it comes to spending money which is a more mature topic. The vocabulary in the book is fairly basic so I believe that young students could understand the concept of the book as long as it was paired with the instruction of moneys and monetary values. I believe that the book would be appropriate for kindergarten students because it includes very basic, repetitive sentence forms such as: "This is Sonny. This is Sonny's mom. And this is Sonny's allowance jar. This is where he keeps his carrots."

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This story could be great for teaching about history and how things that people used to do we don't really do anymore today - such as making our own clothes, walking to school, etc. (SSP.05)
Clearly, the story could be used to understand Dolly Parton's upbringing and why she wanted to share her story with other readers. (SSP.01)
The teacher can make the connection between Dolly Parton as a person and what she ended up doing - becoming a singer, opening Dollywood, being an actress, etc. Once the students make the connection between identifying who Dolly Parton is, where she grew up, and an important event that took place during her childhood. (1.RL.KID.3 and K.RL.KID.3)
There are phrases or certain wordings in the text that students may not entirely understand on their own, so the teacher can establish that Dolly Parton is a southern woman, and because of that, she has a particular way of saying things that we might say differently such as, "back to the seasons of my youth," "mama," and "it was way down in the fall." (1.SL.CC.2 and K.SL.CC.2)
The teacher can also use Coat of Many Colors to teach readers how writing can be used to retell their own stories and feelings. The teacher can read this book to the students, and then ask them to write about a very special memory of their own. (1.W.TTP.3 and K.W.TTP.3)

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I believe that Coat of Many Colors is a book for young elementary school aged children (Kindergarten or 1st grade) because the moral of the story is that it is not the monetary value placed on items that makes them special, rather it is the personal meaning that we find value in. Dolly Parton tells her story to encourage other children who might not experience the same privilege other children do. While this would be a good reminder for older students, I believe that the message behind the text is more important for young readers to learn because they are at an age where they are observing the differences between themselves and their peers. Another reason that I believe this story is geared towards young elementary school readers is that on the inside of the cover, there are some prompts on how to make connections to the book as you read it with a child such as: "Take out a picture of yourself as a child and talk about one of your childhood memories. Explain that the author of this book is sharing a memory from her own childhood." and "When the children say mean things about the girl's coat, talk about teasing and how hurtful it can be. Point out the girl's confident choice to share her feelings and talk about positive things." These prompts seem to point out fairly simple observations that older students may not need to be asked. Also, the vocabulary in the book is not hard to comprehend, but might need some explaining because it involves some slang and

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by Jon J. Muth

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by David Soman and Jacky Davis

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by Linda Riggs and Nikki Fritts

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by Cinders McLeod

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by Annie Silvestro

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by Stacy McAnulty

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by Malcolm Mitchell

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by Ross Burach

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Gobble Gobble Crash A Barnyard Counting Bash

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Gobble Gobble Crash A Barnyard Counting Bash

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by Julie Stiegemeyer

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by Dolly Parton