Author(s): Seeger, Pete and Jacobs, Paul Dubois   
Illustrator: Christie, R. Gregory

 
Publication date:
October 5, 2006
Genre: 
General Fiction 
Interest Level

Grades K -3
Ages 9-12
Accelerated Reader:
IL: LG, BL: 3.1, AR Pts: 0.5

Teaser:
In this book, Lee is a man who plays piano in a band. When his fellow band members begin to realize Lee is not able to hear the the music notes as he used to, they question his ability to be a part of the band. After being told he can no longer play with them, Lee, although discouraged, finds a way to use both his hearing loss and musical talent in a beautiful way. 

Teaching Idea:
Ask students what they think of when they hear the word "Music". The teacher should help to elaborate on the students interjections, as well as recording the thoughts on a large poster. After doing so, there should be a discussion about all the parts of a song that are made with  sound. Then pose the question, "how can we make music without sound?" The students should then each come up with an idea. They should then put their idea and create a picture to represent what they came up with. Each students work will then be put together and made into a class book. 

Author(s): Goldfeder, Cheryl and Jim   
Illustrator: Goldfeder, Cheryl and Jim    

 
Publication date:
July 17, 1974

Genre: 
Non-Fiction 

Interest level:
Unknown 

Text level:
Unknown
Teaser:
In this book, Robin's story is told. While Robin was growing up, she did not speak or respond to her parents. After visiting the doctor, it was then established that Robin was deaf. Robin struggled with communication while growing up, in both her educational and home environment. Read to find out how Robin and her family learned a different method of communication. 

Teaching Idea:
This activity can be done in small groups, or as a whole class. The students should be given each of these tasks:

1. Getting in alphabetical order (First Name)
2. Getting in alphabetical order (Last Name)
3. Get in order of their age (Youngest to Oldest, or vice versa)

The twist of these tasks, are that they should be done in complete silence.

After the students have successfully completed each task, debriefing should follow. The focus of this debriefing should be the focus of the challenges that the communication barrier created, and then what was done to overcome these challenges. In relation to deafness, the students had to experience different forms of communication first hand, and well as knowing what it is like to be a deaf individual within a all hearing environment.

Author(s): Heelan, Jamee Riggio
Illustrator: Simmonds, Nicola

Publication date:
April 1, 2002
Genre:
Informational Text
Interest Level

Grades K - 2
Grade Level Equivalent

3.8
Lexile Measure

730L
DRA

24
Guided Reading

M

Teaser:
Dominic is a young boy, who tells the story of his life being deaf. He uses sign language to communicate. He explains how he communicates with both his hearing and deaf peers. He explains ways in which he his different and the same as those around him. 

Teaching Idea: 
Have each student create a picture collage of things that represent who they are. This can be done by using magazine and newspaper clips, as well as any other craft materials available. 

Once the students are done with their work, they should be given the opportunity to share an explanation of their work to their classmates. Discussion should then be led by the teacher, asking the students to share what they learned about their classmates. Focus should then be on the fact that no collage created was exactly the same as the next. 

In relation to Deafness, although students with a hearing loss, can be seen as different from their peers, it does not make them any less of a human being. They should be treated equally and with as much respect, as their hearing peers. 

Illustrator: Ray, Deborah Kogan

Publication date:
May 23, 1984
Genre:
Realistic Fiction
Interest Level
Grades K - 2

Grade Level Equivalent
3.5

Lexile Measure
520L

DRA
16

Guided Reading
J

 A beautiful story, told by an older sibling about her little sister, who is deaf. 

Teaching Idea:
The theme of family is present in this book. A mini lesson can be done teaching the students signs in American Sign Language for family members.

 

Unknown

An informational text, about the use of sign language as a mode of communication. Including an interview with someone special! Read to have the answers to common questions hearing individuals have about those who are deaf. 

Teaching Idea:
The mode of communication focused on in this book is sign language. This is the perfect time for a mini lesson, teaching the American Sign Language Alphabet. This can be later incorporated when implementing vocabulary words. When working on spelling, an exercise to practice could be the use of finger spelling.

Author (Last/First Name): Wolf, Benard

Illustrator (Last/First Name): Wolf, Benard

No applicable picture of book

Publication Date:
June 1, 1991 

Genre:
Nonfiction 

Age Level 9-12

Grade Level 2-3

Approximate text level:
Unknown

Anna’s world is different from most, due to her inability to hear. How does someone who is deaf learn to communicate? This book allows you to see inside Anna’s world including therapy and her day to day activities.

 

Teaching Idea:
On the board, write the word, "communication". Ask the students what they think about when they see or hear this word. After having a conversation about communication, ask the students to come up with different ways people communicate without using sound. Ask the students to write their ideas on the board. Take a picture of the board, and then print it onto a large poster to later hang in the classroom. 

Author (Last/First Name): Parker, Vic

Illustrator (Last/First Name): Parker, Vic

Publication date:
January 1, 2011

Genre:
Growing Up; Science
Approximate interest level:

Ages 0-8

Min/Max Grade level:
 1 – 2

Reading Level:
Grades K-2

GRL  J

Lexile Level NC 760L

“Whichever side you hear the beep, raise that hand.” Through school you have probably had these type of hearing tests. This books goes in depth to other types of hearing tests, as well as Do’s and Don’ts for those getting their hearing tested. 

Teaching Idea:
This book displays a variety of vocabulary words, in which are specific to deafness. Some of these words can be a concept in which a student does not understand. For example, the word Audiologist. I would ask the students to complete the three squares other than the one meant for the concepts definition. By using information in which they used to fill in the diagram, they should be able to come up with a definition in their own words. This helps them to better understand a concept and make personal connections to the reading. 

When I was only three, and since then fifteen years ago
Have never signed to me.
I know when I'm around the house,
I try and use my voice,
It makes them feel more comfortable;
For me, I have no choice.
I try, communicate their way-
Uncomfortable for me.
My parents wouldn't learn sign
Ashamed or apathy?
I never cared about the sound of radios and bands;
What hurts me most is, I never heard
My parents' signing hands.

-Stephen J. Bellitz
Reprinted from Senior News, July 1991

Teaser:
Have you ever felt like you don't "fit in"? How about feeling like your feelings are not being addressed? This powerful poem, places you in the position of a young deaf individual, who has no option but to feel this way.

Teaching Idea:
It is important for students to know about deaf culture. In this poem, it is easy to see the struggle a deaf child goes through due to her parents decision to not learn sign. The simplest of gestures of learning sign, to try to communicate with deaf individuals, means the world to them. Those who belong to deaf culture, are always trying fit into the hearing world. This is an important lesson to teach to the students, that even the simplest of gestures show we are trying to fit into their world instead. A craft can be implemented of the "I Love You" sign in American Sign Language. Phrases such as, "I support deaf culture", or anything in those regards can also be written. 

Illustrator (Last/First Name): Mackinnon, Christy

Publication date:
April 1st 1993
Genre:
Juvenile Nonfiction
Approximate interest level: 

Upper Elementary Level 

Approximate text level:
Unknown

As we know, those who lived in history, experienced a much different life than we do now. What would a child who becomes deaf from an illness, live a life without technology or education for the deaf? This book takes you back in history, to discover the life of a young deaf girl.

Teaching Idea:
Add, Zoom, Flashback, Squeeze, X-Tend 
Introduce the text to be read to the students. Inform the students that, after the text has been read, they are going to be asked to recall what has been read in a variety of ways. 
Briefly discuss the five types of recall in which the students are to be engaged: 
■ Add: carry on the retelling of the story. 
■ Zoom: add more detail to what the last person said.
■ Flashback: go back to something already retold and carry on the story from there.
■ Squeeze: summarize what has been retold so far.
■ X-tend: add personal comments, reflections, and/or evaluations concerning what has been read. 
The text can either be read aloud by the teacher, in small groups, or individually. 

Kucer, Stephen; Silva, Cecilia (2012). Teaching the Dimensions of         Literacy. Retrieved from http://www.eblib.com

Unknown

This book, written by a deaf author, based upon her two children, one deaf and one hearing, shows there are no limitations for girls. Among its imagery, ASL is incorporated. 

Teaching Idea:
Boys Will Be Boys; Girls Will Be Girls
 1. Begin the strategy lesson by having the students discuss the behaviors that are typically associated with boys and with girls. List these on the board, chart paper, or document camera under the headings “Boys” and “Girls.” 
2. Ask the students to consider who is advantaged and disadvantaged by these stereotypical behaviors or views. 
3. Read aloud to the students one of the books or articles from the text set. Ask the students to consider the main character’s behavior and what gender norms were challenged. 
4. Ask students to identify the character who was violating gender norms. List the character on the Character Analysis Grid which is on the board, chart paper, or document camera. 
5. Students identify the behavior(s) that violated gender norms and the norms being violated. The teacher also lists these on the grid.
6. In small groups, distribute copies of the Character Analysis Grid and books and/or articles from the text set. Ask students to read each book and/or article and to complete the grid. 
7. Allow students to share their findings. 

Kucer, Stephen; Silva, Cecilia (2012). Teaching the Dimensions of         Literacy. Retrieved from http://www.eblib.com

 

Author(s):  Keller, Helen 

1902
Genre:
Non-Fiction, Auto-biography
Interest Level
Grades 9-12

Grade Level Equivalent
7.9

Lexile Measure
1090L

DRA
60

Guided Reading
X

Teaser:
What if you woke up tomorrow, and you could no longer see or hear? Read to understand the life of an Helen Keller, where this situation became a reality due to an illness. 

 

Teaching Idea: 
In this activity, students research a famous person in history, with small groups researching their topic. Within each group, students take on specific roles. Students become active archivists, gathering photos, artifacts, interviews, and stories for a museum exhibit that highlights their famous person. The final project can be shared and displayed in your classroom, in the school auditorium or in the library.
http://www.readwritethink.org/classroom-resources/lesson-plans/connecting-past-present-local-1027.html

 

 

Author(s):  Aseltine, Nancy Tait Lorrain, and Mueller, Evelyn 

Illustrator: Cogancherry, Helen

January, 1986
Genre:
Fiction
Interest Level
Grade 3-5

Grade Level Equivalent
3.1

Lexile Measure
310L

DRA
24

Guided Reading
M

Teaser:
A young boy, struggling to accept his deafness, needs a little help realizing who he is, is amazing. Can a deaf teenager help to change his mindset?