Content Areas: ELAR & Social Studies
Strategy: Strategy Lean on the Pictures.
For students it is important that they recognize what the story is telling them not through just the words but as well the pictures. With this book students can touch the page look at the picture and reflect and tell what happened. If students do this they can build connections as well see how the characters as aw hole feel different in the book All are Welcome.
Rationale: This book is a deserving book to read and teach with children because it is a fun, colorful and entertaining book that shines light on the fact that everyone is different. I could relate this to English and connect to a history lesson about event that discuses multicultural pieces of history.
Penfold, A., & Kaufman, S. (2020). All are welcome. Scholastic Inc. 

Content Areas: Social Studies, Art, ELAR, Drama
Strategy: The Best Strategy to use for this book would be Strategy 5.3 Summarizing What's Most Essential. This will allow students to have a more physical way of being able to retell the story or even section they have read.
Rationale: This book would be perfect for the classroom because it shares a window to have a glimpse into the Latin American community.
Ryan Pam Muñoz. (2019). Esperanza rising. Thorndike Press, a part of Gale, a Cengage Company. 

Content Areas: ELAR Read Aloud, Art, History
Strategy: The strategy that I would use for this book is 7.15 The Real World in My Book.
I would use this strategy because it allows students to take a look at the title and the story and reflect how it can relate to the real world, and what to do about it. This allows us to for us to discuss topics or multiculturalism and differences among us.
Rationale: Why I believe this book is    important to share with the class is because it window to other culture's and peoples differences. This book allows students to recognize differences of their and other but still accept them!
Woodson, J., & López Rafael. (2019). The day you begin. CNIB. 

Content Areas: Science & Health
Strategy: The Strategy that I would use for this book is 9.17 Following Procedure. In this book it does not tell you step by step what to do to build a garden. However, as a class reading this story we can collect the "ingredients" that go into planting a garden and becoming a true gardener.
Rationale: This will be a good book for the classroom, because it allows students to step into a role that they may have never been in before of being a gardener. Using this book in science as a class we can build a small in class or outside of class window garden. Some students have never experienced eating a vegetable little own growing one. This book may open up potential for not only being a Gardner but being open minded to eating healthy food. With that it also shows how studying, dedication and not giving up gives us hope.
Gaines, J., & Swaney, J. (2019). We are the gardeners. Tommy Nelson, an imprint of Thomas Nelson. 

Content Areas: Social Studies, ELAR, Art-Drama
Strategy: One of the strategies that I would use for this book is 6.10 Who's Telling the Story. This strategy is typically used for fiction stories. However, I have found that in reading Brown Girl Dreaming it can be difficult to understand who is telling the story. Personally I became lost in trying to figure out who was telling the story. Fifth the way through I finally figured out who was telling the story. Teaching this book this strategy would be one of the first ones I would use , so my students aren't lost.
Rationale: I believe this book will be a great book to share with my students because it brings a window to look through to see the life of the African American Community. This book can also bring empathy, desire to dream, and a reminder to be fair and equal.
Woodson, J. (2014). Brown girl dreaming. Puffin Books. 

Content Areas: Music, ELAR, Math
Strategy: The strategy that I would use in this book is 1.4 Picture as Stepping- Stones.  The readers can build connections and predict what may come next. Will the button fall off? If it does how many more will there be. They can be prepared to figure this out as well as sing along!
Rationale: This book would be perfect to pair with students because it combines math, ELAR, and music all in one, that can be completed with a fun activity and learning experience.
Dean, J., & Litwin, E. (2016). Pete the cat and his four Groovy buttons. American Printing House for the Blind. 

Content Areas: PE, History, and Art
Strategy: The strategy that I would use here for this book is Map it. When students are reading Mac B. Spy they can keep a map and track the movements of Mac's spy adventure in London. When children have drawn the map and contiinue to read they can refer to it and add to it.
Rationale: I think that this would be a good book to share with multiple classes because it brings a fun aspect to learning. No having fun is not what learning should be what its all about. However, many times because we know this having fun tends to be cut out all together. It is important that we incorporate fun element in this case a book so that our students can truly enjoy their learning experience.
Barnett, M., & Lowery, M. (2020). Mac B. Kid Spy: The sound of danger. Orchard Books, an imprint of Scholastic Inc. 

Illustrator: Ellen Raskin
Genre: Fantasy, Fiction, Classics, Young Adult, Science Fiction, Children's, Children Age, Time Travel, Adventure, Science Fiction Fantasy
Number of Pages: 228
Grade Level: 3rd-9th
Brief Description: It is time for the adventure to begin that is crazy, dangerous, and even universal threat. Along the way there will be friendships built, overcoming fears, a battle against time light and darkness.

Content Areas: Science, Art, Drama, ELAR
Strategy: A strategy that I would use for this book is Titles can be telling. By students using this strategy with the books they can think about how the book reflects and refers back to the title. Students may also build off of referring to the title and making connections to going to the chapter title for connections.
Rationale: This book would be a good read because it is inspiring, different, shows unconformity and true friendship. Reading goes far beyond just learning academically but is and even better read if it can fit academically and emotionally/internally.
Disney Press. (2018). Wrinkle in time: A guide to the universe. 

Content Areas: ELAR
Strategy: The strategy that I would use for this book is 5.8 What's Your Problem? This will allow to reflect and identifying the struggle That Junie B Jones is facing and how she goes about handling it.
Rationale: I think this would be a great book for student to be read to about because it can bring a lot to the table that students may relate to and want to talk about. Even with kindergarten students face jitters, struggles and even bullies. It is important that we shares stories such as these so we get in front of them and share an experience they may have.
Park, B. (1992). Junie B. Jones #1: Junie B. Jones and the stupid smelly bus. Random House Books for Young Readers. 

Content Areas: Science, ELAR
Strategy: The strategy that I would use for this book is 5.14 Chapter-End Stop Signs. This strategy will allow students to reflect on the important events that happened in the chapter. In addition students can look over the chapter title to help summarize. In the end students can reflect on all the chapter STOP & Jot points for a summary of the book Wonder.
Rationale: I find that this is a good book to share with students because it allows students to see that not everyone is the same. Because of that it does not make it okay to treat them any different. With differences that we have comes great qualities.
EVANS, D. I. A. N. A. (2019). Wonder. VINTAGE. 

Content Areas: ART, PE, and ELAR
Strategy: The strategy that I would use for this book is Strategy 5.7 Series Books Have Predictable Plots.
Dog Man is a series of books that many kids thrive on. For students who are passionate about this Graphic novel or have read or listen to previous ones can predict how this book in the series will go.
Rationale: I would incorporate this book into my classroom because I believe it could give student a fun read. Many times graphic novels encourage students and build their want and desire to continue to read. I know personally that my Nephew Noah was so excited bout these books that when a new one was announced he would put it on the calendar!
Pilkey, D. (2019). Dog man fetch-22. Graphix, an imprint of Scholastic. 

Content Areas: Art, Health, ELAR
Strategy:The strategy that I would use for this book is 6.1 How's the Character Feeling? This is important because it allows the students to get to know the character/characters/ and see how they feel, talk and act. From that students can reflect on themselves and their peers.
Rationale: I would incorporate this book because it gives a mirror and a window into the lives of those who suffer allergies. In addition it can be a mirror to those who may feel lonely and need some interaction. If students recognize this thy can reflect on it, come to terms of why they may feel a certain way, attention and teachers, counselors and parents can help that hey feel seen.
Lloyd, M. W., & Nutter, M. M. (2021). Allergic. Scholastic Australia. 

Number of Pages: 56
Grade Level: Pre K-3rd
Brief Description: This children's book is quite different. There are no words. However, just because there are no words it is very expressive. This book takes a young girl and her cat on a whole new journey to a new world. She explores each and every new worlds with every hole she steps through, in the end steps back into reality that is in her bed with her cat.

Content Areas: Art, Music, and Drama
Strategy: The strategy that I would use for this book is 6.5 Ready, Set, Action! Because there are no words in this book it gives quite a bit of potential for students to dramatize the book and expand into their own story.
Rationale: This would be a great book to share with children to really allow there mind to wonder. As Teachers we can have students expand off of this story in Art, Music, and in Drama and make the story lift off the pages and let there creative juices flow.
Robinson, C. (2019). Another. Atheneum, Books for Young Readers, an imprint of Simon & Schuster Children's Publishing Division. 

Content Areas: History and ELAR
Strategy: T he strategy that I would use for this book is Strategy 9.5 Gather Up Facts. This strategy will help students collect fact that they have learned about Abraham Lincoln. With that we can collect other facts from other stories and add that the the bucket. In this instance we could use Abraham Lincoln's Hat.
Rationale: This book has a different reason for me that I believe it should be shared with the class. Yes should it be shared because it introduces Abraham Lincoln in a fun and factually way yes. However, for this book I find a connection can truly be found in the illustrations. The Abraham that they depicted is a small little almost child like Abraham Lincoln. By having this illustration students can relate themselves better and even reflect on better what if that was them.
Meltzer, B., & Eliopoulos, C. (2015). I am Abraham Lincoln. Dial.

Content Areas: Art, ELAR, Science
Strategy:1.2 The Whole and Teeny- Tiny Details
As a whole the teacher can focus on the words on the page and read aloud what is going on in Jack's Ideas to school. As a teacher we and are kids can sweep our finger across the page to see how it connects and then focus on small parts and comment on that piece.
Rationale: I believe this would be a great book with to share with the class because first of all the outstanding illustrations!
The next reason I would share this book is because it would allow my students imagination to open up and run wile. For example as a teacher I could take from what they may want their school to be and integrate a small piece of it into my classroom.
Dusen, C. V., & Dusen, V. C. (2019). If i built a school. Dial Books. 

Content Areas:
Art= Draw what you think the pigeon would want to do next.
Science= Write a paper about pigeons
Math= count and Tally the amount of certain words
Strategy: The strategy that I would use for this book is 5.16 Summarizing with "somebody...Wanted...But...So...". The Pigeon really wanted to drive the bus, but as readers it was important for us to not let him. Students can reflect on what the main character, who or what is getting in their/pigeons way, then what happens?
Rationale: I think that this is a fun illustrated book that needs to be shared in the class because it can bring a fun aspect to almost any lesson plan. Many children can relate to the pigeon even in its minimalistic crazy way. Why wouldn't teachers want to use a book children can relate to!
Willems, M. (2018). Don't let the pigeon drive the bus! Walker Books. 

Fairy Tales, Folk Tales, Fables

Number of Pages: 32
Grade Level: Pre K-1
Brief Description: This is a book about a young boy named Jack who goes on a journey to find help financially for his mother. On his journey he runs into a sales man that is prepared for a trade a cow for magical beans.  Jack's mother was not pleased with his actions. But soon it would be seen that these were magical beans! Jack would explore the beanstalk that arose from his magical beans. Along the way runs into a giant! But before he slipped away he found his golden ticket that was chick that laid golden eggs. 

Content Areas: ELAR, Science
Strategy: Strategy 5.4 Uh-Oh...Phew
By using this strategy it allows the students to reflect on the series of events that make up the story. For example Jack needing money-->to getting beans--> beanstock growing->etc.
Rationale: I believe this book can give a fun component for students to learn how to story tell. In addition to that it can give a glimpse of when beans are planted they can grow into something big.

Citation: Alperin, M., & Chambers, M. A. (2016). Jack and the beanstalk. Scholastic Inc.

Content Areas: Literacy/Reading Circle
Strategy: 5.4 UH-OH.. PHEW
This strategy would be a good use because it helps students break down this fiction book and learn the basic skills of knowing what the importance was determining the order, and being able to retail what happened.
I would use this book using this strategy after a read aloud with my students. As a group we could discuss and have students point out the events on the plot mountain. In addition if students wanted on their own could add one piece to the plot.
Rationale:This book is a deserving book to read and teach with children because it is a fun and easy going book that allows to children to learn plot easily. In addition most students are familiar with the three little pigs so they may already have an idea whats coming, but could spot differences.
Citation: Evans, C. (2019). The three little superpigs: once upon a time. Scholastic Press.