High Quality Resource:
-Kate Greenaway Shadower's Choice Winner Shortlisted for the Kate Greenaway Medal Kirkus, NYPL, Shelf Awareness, Booklist Best 2021 Texas Library Association 2X2 Selection
-"Captivating." - Publishers Weekly, starred review 

Year of Publication:
-February 02, 2021

Genre:
-Wordless Picture

Grade:
-Kindergarten

Standard:
-K.RL.KID.3 With prompting and support, orally identify characters, setting, and major events in a story.

Setting and Audience:
-The setting and audience for The Midnight Fair is small group. This audience is more appropriate since the students will have more chances to participate. The teacher can provide more individualized feedback as they go through the book. It gives students the opportunity to practice higher-order thinking skills in response to the teachers feedback. For instance, the teacher can work with students to build listening skills, vocabulary, and comprehension.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-The teacher will demonstrate a picture walk of the book in small group. This includes discussing how illustrations support the reader to understand what is happening in the story. This will help the students use the visual information on each page to make their meaning clear. The teacher must guide the students to interpret and evaluate illustrations to  identify events in a story.

We Do:
-As the students become more familiar with the story. The teacher and students will identify the different story elements like plot, setting, characters, point of view, and conflict using illustrations that tell a story. This will help the students distinguish what happens throughout the story during each panel.

You Do:
-The students will use different colored post-it notes to mark different story elements. As a group the students can agree what each color should represent. For instance, purple for characters and red for setting. This will support students to make connections that stories have a beginning, a middle, and an end. Moreover, increased awareness that a story contains different elements that make up a storyline.

Year of Publication:
-March 6, 2018

Genre:
-Realistic Fiction

Grade:
-Kindergarten

Standard:
-K.RL.KID.1 With prompting and support, ask and answer questions about key details in a text.

Setting and Audience:
-The setting and audience for I Am Enough is large group. This will help the students share their ideas and thoughts about self-worth and their identity. Also, the teacher will be able to ask read-aloud questions to support the connection between written text and spoken language.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-The teacher will break down each word that follows "I here to" during large group reading. This will help the students identify what each word means based on the details in the book.

We Do:
-The teacher and students will create a list of adjectives to express themselves. This will help the students think about what it means in relationship to their lives and the book.

You Do:
-The students create a chain of compliments. This activity can be completed throughout the school year as students get to know each other and become part of the classroom environment. This activity will help students think about the true meaning of their words and care about their classmates.

by Kevin Noble Maillard describes the history and culture of fry bread in Native Americans' diet.
Year of Publication: October 22, 2019
Standard: 3.RL.KID.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Activity: I will let the students create a poster about the kinds of foods important to their family or culture. Moreover, at the end of the book the author provides the steps in making fry bread. I will encourage my students to write their own recipe for their favorite food. This activity will build inclusion and practice sequencing skills. 

Year of Publication:
-January 2, 2018

Genre:
-Historical Fiction

Grade:
-5th Grade

Standard: 
-Analyze the key people and events of the Civil Rights Movement, including (T.C.A. § 49-6- 1028): 

Setting and Audience:
-The setting and audience for Let the Children March is large group. The book explores how the Children's Crusade in 1963 at Birmingham gradually happened and how it drastically changed the lives of many individuals in the South. The teacher and students can organize key people and events of the Civil Rights Movements and the long lasting effects of racial segregation in the United States.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-The teacher will read the book and reflect on why the children marched with signs in their hands. Moreover, the experience the young girl faced and important figures throughout the Civil Rights Movement. As a class, the teacher and students will summarize the violence and racial segregation in Birmingham. This will help the students discuss key events, people, and dangers the children faced.

We Do:
-The teacher will highlight how the children took action to speak out against racial segregation. The students will write a journal entry explaining why they would participate in the march. This will help students think about why the children would march connected to key people and events of the Civil Rights Movement.

You Do:
-The students will began working on their perspective-writing piece. They will gather all the information about violence, racial segregation in Birmingham, and the Children's Crusade. The perspective-writing piece must include information on why the children marched and how it changed the United States. The perspective-writing piece will help students provide examples of the Children's Crusade in 1963.

Year of Publication:
-April 10, 2018

Genre:
-Realistic Fiction

Grade:
-1st Grade

Standard:
-1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Setting and Audience:
-The target setting and audience for Alma and How She Got Her Name is large group. The book will be read together so the teacher and students can engage in discussion about the theme. Then the children will complete their puzzle piece and share with the class about themselves. This will support the students to individually think about their own story and how it relates to the theme of the book. Afterwards, the students will have time to individually complete a writing session. At the end, the students will come together in small groups and share with the rest of the class their evidence.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-The teacher will engage the students in active discussion about the central theme of Alma and How She Got Her Name. This will happen during large group time by asking questions about Alma's name, her ancestors, and the interaction she has with her father. This will support the students to collaborate their thoughts and understand the the author’s main theme.

We Do:
-The students will complete a puzzle piece including their name, a self-portrait and one of their favorite things. Then the students will share their puzzle piece with the class and construct the puzzle on the board. This will support the students to think about their story of who they are and who they want to be.

You Do:
-After the students share their puzzle piece, the students will have time to do a writing session. The students will explain the theme of Alma and How She Got Her Name. They must provide two examples from the book that support their thinking. This will support the students to explain how the theme is conveyed through details in the text.

Year of Publication:
-February 18, 2020

Genre:
-Realistic Fiction

Grade:
-1st Grade

Standard:
-Government and Civics 1.19
3.)Explain that voting is a way of making choices and decisions.

Setting and Audience:
-The setting and audience for Vote for Our Future! is large and small group. The teacher will read the book in a large group setting in order to learn the key concepts and new information on a particular topic. This will help the students build connections to what they already know and will learn from reading. Then the students will transition into small group instruction to complete the activity. This will help the students understand the impact of voting rights.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-Before reading the book the teacher will hold a class discussion in which students can share what they know about voting. Then the teacher will read the book during large group instruction. Moreover, the teacher will return to the pre-reading discussion and ask students to add to their earlier answers about what they learned from the book. This will help the students collaboratively talk about they they learned.

We Do:
-The teacher and students will discuss what they learned using a KWL Chart. The teacher will check for understanding with each step. Then the students will practice casting their votes about a new class pet. At the end, students will see the results of their mini election. This will help the students make connection between what they read and how it can play out in real life.

You Do:
-In small groups the students will have the opportunity to vote on a topic they randomly pick from a hat. The students will have to decided if they vote for or against the new law that is trying to be passed. This will help the students define and explain the basics of voting. The teacher can support by asking them about the voting process and connecting it back to the book.

Year of Publication:
-July 7, 2020

Genre:
-Fiction

Grade:
-Kindergarten

Standard:
-K.RI.IKI.7 With prompting and support, orally describe the relationship between illustrations and the text in which they appear.

Setting and Audience:
-The setting and audience for Danbi Leads the School Parade is large group. This audience is most appropriate because the teacher can highlight concepts of prints. For instance, the teacher and students can have a discussion about the cover of the book and the title. In this case, children will be able to engage in writing and illustrations to describe what is going on in the book.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-As the teacher reads the book the teacher will gather information from the illustrations. The teacher will document the observations on the board for children to use as a reference. This will help the students bring their attention to the illustrations and what they can learn in addition to the text provided by the author.

We Do:
-After reading the Danbi Leads the School Parade, the teacher will reference one piece of information on the board. For instance, why the door was the red when Danbi left for school. The part will facilitate discussion about a particular point in the book. This will help students to understand how the illustrations connect with a particular section of the book.

You Do:
-The students will choose another piece of information from the board. The students must explain the relationship between illustrations and the text during the particular point in the book. The teacher will analyze the responses of the students to help them better understand the connection between the illustrations and the text. This will help students develop an understanding between oral, written and visual representations.

High Quality Resource:
-“Isadora’s book about the five senses is aimed perfectly at another sense—kids’ sense of humor.” - The Horn Book, starred review

Year of Publication:
-January 12, 2016

Genre:
-Science Nonfiction

Grade:
-Kindergarten

Standard:
-K.LS1: From Molecules to Organisms: Structures and Processes
3) Explain how humans use their five senses in making scientific findings.

Setting and Audience:
-The setting and audience for the I Hear a Pickle: and Smell, See, Touch, & Taste It, Too! is large group. The students will be able to explore their five senses; hear, sight, touch, smell and taste. This will help the students follow as they learn how to use their senses to explore the world around them.

Evidence-Based Task, Including the Gradual Release of Responsibility:

I Do:
-During large group, the teacher and students will read the I Hear a Pickle: and Smell, See, Touch, & Taste It, Too! The teacher will take an example from the book for one of the five senses. Then the teacher must explore the senses work, and what kinds of information they tell you. This will help the students apply the book to real life experiences.

We Do:
-The teacher and students will document what they hear, see, touch, smell and taste throughout the book. The children will have their own notebook and the teacher can write on the board. This will help the student stay organized throughout the book and share with the class what they have learned.

You Do:
-The students will complete a "Five Senses Scavenger Hunt" around the classroom. There will be different stations and the children must document what they notice from each station. I will implement this activity because it introduces the five senses and the students gain knowledge about the world around them by the use of their senses.