"We're All Wonders" introduces young readers to the world of Auggie Pullman, the protagonist from "Wonder." Auggie is a young boy with facial differences, and in this book, he takes children on an extraordinary journey of self-discovery and understanding. Through Auggie's perspective, the book gently conveys the message that it's okay to be different, and we should always treat others with kindness and respect, no matter how they look.

The story begins with Auggie and his dog, Daisy, who embark on a journey through their neighborhood. As they explore the world around them, Auggie reflects on the fact that he, too, is a wonder. He may look different from other kids, but he has dreams, hopes, and feelings just like everyone else. Auggie shares how he sometimes feels like an outsider, but he also expresses his desire to be accepted and included.

High Quality Resources:

Genre:

Fiction

Grade Level(s): K-3

Standard:

2.RL.KID.3 Describe how characters in a story respond to major events and challenges.

Activity:

Students will write in a paragraph or less how Auggie responds to having physical differences.

"Max" tells the story of a young boy named Max, who is described as "the most beautiful product of a child's imagination." Max is an ordinary child, living in a typical suburban neighborhood, but his imagination knows no bounds. While the world around him may seem mundane, Max sees the extraordinary in the ordinary.

The story begins with Max waking up one morning and setting off on a small adventure with his faithful and equally imaginative dog. Along the way, Max encounters a neighborhood full of unique characters, each dealing with their own daily struggles and joys. As Max and his dog embark on their journey, they unknowingly leave a trail of goodwill and kindness in their wake.

What sets "Max" apart is its ability to capture the profound impact of simple acts of kindness. Max's small gestures, like helping a neighbor or feeding the ducks, bring joy and connection to the people he encounters. Through Max's eyes, the reader learns that the world is filled with opportunities for compassion and understanding, even in the most ordinary moments.

High Quality Resources:

Genre:

Fantasy

Grade Level(s): K-3

Standard:

2.RL.CS.6 Determine when characters have different points of view.

Activity:

The students will create their own superhero and create scenarios where they can implement their superhero in the book max and determine how they would do things. This activity will be completed as a whole class and when finished the students will have the opportunity to compare superheroes to see the different points of views.

The story introduces readers to Brian, a quiet and unassuming boy who often goes unnoticed by his classmates. In the colorful and vibrant world of the classroom, Brian is depicted in black and white, symbolizing his feeling of invisibility. He's a gentle and creative child who loves to draw and has a lot to offer, but he's often left out of social interactions.

One day, a new boy named Justin arrives at school, and Brian becomes the first to offer a friendly greeting. This simple act of kindness initiates a blossoming friendship between the two boys. Together, they work on a class project, and Brian's artistic talents shine as they collaborate.

As Brian and Justin's friendship grows, their classmates begin to take notice. They see Brian in a new light, and he starts to gain recognition for his contributions and abilities. Slowly, he becomes a visible presence in the classroom, both socially and academically.

The book teaches valuable lessons about the power of inclusion, kindness, and friendship. It emphasizes that even the quietest and most overlooked individuals have unique qualities and talents to offer. By showing how a simple act of kindness can change someone's life, "The Invisible Boy" encourages readers, both children and adults, to be more aware of those around them and to make an effort to include and support those who may feel invisible.

High Quality Resources:

Genre:

Fiction

Grade Level(s): K-3

Standard:

2.RL.CS.6 Determine when characters have different points of view.

Activity:

With a partner the students will discuss and determine at what point in the story the classmates have a different point of view on Brian. After they will illustrate on their own the point of view they had about the story before reading and then after.

The story is narrated by a young boy who has a problem: he has an enemy. This enemy is Jeremy Ross, the new kid in town who does things like steal bases and laugh at the narrator. The narrator's father, however, has a solution for dealing with enemies — he suggests making "enemy pie."

The boy is intrigued and asks his father how to make enemy pie. His father explains that enemy pie is a secret recipe that's guaranteed to work, but the narrator must invite the enemy over to share it. The secret ingredient is something only the boy's father knows, and he assures his son that Jeremy Ross won't know what's coming.

The narrator reluctantly invites Jeremy to his house, secretly hoping that the enemy pie will make Jeremy sick or turn him into a frog. To his surprise, during their time together, the two boys end up having fun, playing games, and getting to know each other.

As the day goes on, the boy realizes that Jeremy is not as bad as he thought. They laugh, share stories, and become friends. The narrator's perspective on Jeremy has changed, and he no longer sees him as an enemy.

The following day, the narrator goes to his father and admits that he doesn't need to use the enemy pie because he and Jeremy are friends now. His father smiles and tells him that this is how enemy pie works — it makes enemies into friends by getting to know one another.

High Quality Resources:

Genre:

Realistic Fiction

Grade Level(s): 1-3

Standard:

1.RL.CS.4 Identify words and phrases in

stories and poems that suggest feelings or

appeal to the senses.

Activity:

The students will identify the phrase "Enemy Pie" and determine the meaning and how the narrator and Jeremy feel towards one another by discussing in pairs. After discussion the pairs will make "friend pie" out of playdough.

The novel is narrated by Ivan, the gorilla, who resides in a small enclosure in the Exit 8 Big Top Mall and Video Arcade, along with other animals, including an elderly elephant named Stella, a stray dog named Bob, and a new, young elephant named Ruby. The mall is owned by Mack, who is responsible for taking care of the animals, but it becomes evident that he isn't providing them with an ideal living situation.

Ivan's life revolves around painting pictures for the mall's visitors and hanging out with his friends. The mall's visitors see him as an artist, but Ivan himself feels a sense of emptiness and longing for a better life. He remembers his past in the wild and the loving human family who cared for him when he was young.

As the story progresses, Stella, the aging elephant, becomes ill due to the inadequate living conditions at the mall. Before her death, Stella implores Ivan to promise her that he will ensure Ruby's future is better than her own. This promise triggers a change in Ivan.

With the help of Bob the dog, Ivan starts working on a plan to escape the mall and secure a better life for Ruby. Ivan uses his artistic talents to send a message to the world, and this message garners media attention and support from animal rights activists.

The novel culminates in a dramatic and moving rescue operation that ultimately leads to Ivan and Ruby finding a new home at a sanctuary where they can live freely and happily.

High Quality Resources

Genre:

Realistic Fiction

Grade Level(s): 5-7

Standard:

5.RL.KID.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in a text.

Activity:

Students will use a Venn diagram after reading to compare and contrast Ivan and stella.

The story begins in the darkness of early morning. A young boy, who is the "paperboy" of the title, wakes up before dawn to prepare for his important task. He loads up his wagon with stacks of newspapers and sets off on his bicycle to deliver them to the houses along his route.

The boy's faithful dog accompanies him on his rounds, and together they navigate the quiet, still streets. The only sounds are the rustling of the newspapers and the occasional barking of the dog.

As the paperboy diligently goes about his work, the story illustrates the beauty of the pre-dawn world. The illustrations portray the tranquil scenes of a sleeping town, the first light of morning, and the changing colors of the sky.

The paperboy successfully delivers newspapers to each house, and he takes pride in his work. He knows that people rely on him to receive their morning news, and he doesn't want to let them down. His dedication and sense of responsibility shine through as he completes his route.

High Quality Resources:

Genre:

Realistic Fiction

Grade Level(s): 1-3

Standard:

3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

Activity:

Students will write briefly about how the paperboy taking care of his responsibilities contributes to everyone receiving their paper.

In this story, we meet a young boy who learns about the concept of "bucket filling" from his wise and loving grandfather. The grandfather explains that everyone has an invisible bucket that holds their feelings and emotions. When the bucket is full, it means we are happy and content. When it's empty, we might feel sad or upset.

The book introduces the idea that we can fill our own buckets and the buckets of others by doing kind and caring things. These acts of kindness can be as simple as a smile, a compliment, or helping someone in need. When we fill someone else's bucket, we also fill our own.

The story highlights the importance of being a "bucket filler" by demonstrating acts of love and empathy. It emphasizes that even small, everyday gestures can make a significant impact on the emotional well-being of others.

On the flip side, the book discusses "bucket dipping," which involves being unkind, saying hurtful things, or doing things that empty someone's bucket. Bucket dipping leads to negative feelings and unhappiness for both the person whose bucket is dipped and the one doing the dipping.

High Quality Resources:

Genre: Nonfiction

Grade Level(s): K-3

Standard:

3.RL.KID.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

Activity:

Students will have the opportunity to create their own buckets and fill them by doing acts of kindness. The students will then know how it feels to get their bucket filled or fill someone else's. They will then be asked, once the activity is over, to briefly write about how the young boy in the story listened to his grandfather and how it led to filling others buckets and relate it to our real-life activity.

"I Am Enough" celebrates the idea that every child, regardless of their background or appearance, is valuable and deserving of love and respect. The book is filled with affirmations and messages of self-acceptance and self-love.

The story follows a diverse group of children as they engage in various activities and experiences, from playing in the park to exploring nature. Each scene in the book is accompanied by a poetic affirmation that reinforces the theme of self-worth. These affirmations emphasize that we are all unique and that our differences should be celebrated.

The book also addresses common insecurities and self-doubts that children may face, encouraging them to recognize their inner strength and to believe in themselves. It promotes the idea that true beauty and worth come from within and are not defined by external factors or societal standards.

High Quality Resources:

Genre: Realistic Fiction

Grade Level(s): PreK-2

Standard:

2.RI.IKI.7 Identify and explain how illustrations and words contribute to and clarify a text.

Activity:

This activity will begin in a whole group discussion about self-love and self-worth mainly centered around how the illustrations in the book helped us understand what was being discussed in the text along with why it is important to love ourselves. The students will then transition to groups where they can encourage one another and draw self-portraits with affirmations around their drawings.