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Friendship, Family and Community during Reconstruction: February 2016 Intermediate 3-5

January 24th, 2016 | Posted by etownsend in Intermediate (Grades 3-5) | 2015-2016 | February - (Comments Off on Friendship, Family and Community during Reconstruction: February 2016 Intermediate 3-5)

sugarSugar by Jewell Parker Rhodes. Little, Brown, Icon for the Intermediate (Grades 3-5) readers2013.

Five years after the Emancipation Proclamation, Sugar works in the sugarcane fields of a plantation on the Mississippi River. An orphan, Sugar abhors her name with its constant reminder of the crop that has defined her life in many hard ways. Although some of the recently freed slaves have headed north, those with the fewest resources—like Sugar—are stuck in the cane fields and inescapable poverty. A friendship with Billy, the son of the plantation owner, gives Sugar some pleasure and freedom in her daily life, but no one among Billy’s family or Sugar’s fellow workers approves of their relationship. When the plantation owner brings in a group of Chinese laborers to help with the harvest, the other African Americans feel threatened and resentful of the newcomers until Sugar makes the overtures that ultimately allow the two groups to find connections. This accessible and compelling tale, set at a time about which little has been written for children, focuses on the transformative power of compassion and humanity. While Billy’s attitudes may be unrealistically progressive for the era, they mark a sense of hope found in few African American books of historical fiction.  © Cooperative Children’s Book Center

Find resources for Sugar, including teaching guides, a book trailer, and more at TeachingBooks.net.

Something for everyone to discuss before reading the book:

  • Do you like your name? Why or why not?

Start some conversation about the book with these discussion prompts:

  1. Why does Sugar still feel like she is not free even though she is no longer a slave?
  2. What makes Billy seem as though he is also not free?
  3. Why is Sugar so able to make friends with people who are not like her?

Family Fun: January 2016 Intermediate Titles

December 15th, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | 2015-2016 | January - (Comments Off on Family Fun: January 2016 Intermediate Titles)

lulu and the cat in the bagLulu and the Cat in the Bag by Hilary McKay. Illustrated by Icon for the Intermediate (Grades 3-5) readersPriscilla Lamont. U.S. edition: Albert Whitman, 2013.

Irrepressible, animal-loving Lulu is back in two new breezy outings. In Lulu and the Cat in the Bag, Lulu’s grandma, Nan, has come to stay with Lulu and her cousin, Mellie, while their parents are on vacation. Nan is decidedly not an animal lover, and the arrival of a breathing burlap bag on the doorstep has her in a panic about what might be inside. The marigold cat it proves to be isn’t too thrilled, either, and bolts when Lulu opens the bag. But she returns when Nan isn’t looking, making herself at home on Lulu’s bed. When the cat disappears, it’s Lulu’s turn to panic. The outcome of her search for the missing feline is surprising to everyone—perhaps Nan most of all. In Lulu and the Dog from the Sea, Lulu’s parents take Lulu and Mellie on a trip to a seaside cottage. After spotting a stray dog on the beach, Lulu is determined to capture the canine and take care of it. Mellie, meanwhile, is determined to build a kite from the complicated kit she has brought along. Hilary McKay, masterful at writing funny books about families and friends alike, once again offers up a cast of singular, delightful characters in two outstanding books for newly independent readers continuing the series about brown-skinned Lulu that began with Lulu and the Duck in the Park (U.S. edition: Albert Whitman, 2012).  © Cooperative Children’s Book Center

Resources from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Before reading: What would you do if you found a cat on your doorstep?
  2. What role do pets play in the family in this book? What role do pets play for the main character?
  3. How is the grandmother different at the beginning of the story from the end of the story? Why did the grandmother change her mind about the cat?
  4. How does the setting affect the story? What setting might create a different ending for this story?

The Misadventures of the Family Fletcher by Dana Alison Levy. misadventures of the family fletcher001Delacorte, 2014.

The multiracial Fletcher family is comprised of four boys — twelve-year-old Sam, ten-year-olds Jax and Eli (who are not twins), and six-year-old Frog — along with their adoptive Dads, whom they call Dad and Papa. Set over the course of a single school year, a warm, funny story in the tradition of classics like The Saturdays features wonderful family dynamics that will ring true to readers regardless of what their own family structure looks like. Over the course of the novel, each of the boys faces a dilemma. Sam, who has been single-minded about soccer, is taken by surprise at how much he enjoys acting in the school play and feels torn about where to put his energy. Jax chooses their crabby next-door neighbor as the focus of a year-long Veteran’s Project for school, but then finds it impossible to engage the unfriendly man. Eli hates the special school for gifted academic kids that he begged to attend, but now feels he has to stick with it. And Frog has a new friend, Ladybug, that the rest of the family assumes is imaginary, like the cheetah that lived under his bed. Their good-humored yet often exasperated parents and a variety of friends and neighbors all add to the fun of a story that is fresh, lively, and comforting.  © Cooperative Children’s Book Center

Resources from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. How is each brother featured as a protagonist? How does that change the story?
  2. This book features messages and emails at the beginning of each chapter. How does that affect your understanding of the narrative? What do you learn about the characters from these notes?
  3. Why did Mr. Nelson appear to be grumpy for much of the story?
  4. Which character changes the most throughout the story? Why do you think this? Cite examples.

The Great Depression in Fiction and Nonfiction: December 2015 Intermediate 3-5

November 15th, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | 2015-2016 | December - (Comments Off on The Great Depression in Fiction and Nonfiction: December 2015 Intermediate 3-5)

what the moon saidWhat the Moon Said by Gayle Rosengren. Penguin Icon for the Intermediate (Grades 3-5) readersGroup, 2014.

After Esther’s father loses his job in Chicago during the Depression, the family manages to buy a small farm in Wisconsin. Her immigrant parents include her warm German father and her more emotionally distant, Russian-born mother. In fact, Esther’s mother is so distant that Esther sometimes wonders if her mother loves her, especially because she seems much more affectionate with Esther’s siblings. As the family adjusts to rural life, Esther makes a good friend in Bethany, and loves her new teacher at the small school. But superstitious Ma soon forbids Esther from spending time with Bethany because of her new friend’s mole, which Esther’s mother believes is a devil’s mark. Soon Esther can’t help but blame a lot of the family hardship on her mother, especially as the Depression continues to bear down and makes their future on the farm she’s come to love uncertain. There’s an old-fashioned sensibility to this story that goes beyond its setting and time period. The storytelling itself, with several dramatic plot elements leading to revelations, has the feel of a piece from an earlier time. But if there is a sense of predictability, it comes with comfort and great satisfaction, even as Esther’s story ends happily but not in the prefect way she might have wished.  © Cooperative Children’s Book Center

Resources from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Before reading: Do you have any superstitions?
  2. What is Esther’s life like on the farm? How is it different from her siblings?
  3. How does Ma’s background affect Esther?
  4. How is Esther different in the beginning of the story from the end of the story? How is Ma different?

The Great American Dust Bowl by Don Brown. Houghton Mifflin,great american dust bowl 2013.

“It fell across our city like a curtain of black rolled down. We thought it was our … doom.” Don Brown’s informative and affecting graphic novel look at the Dust Bowl examines its causes and effects from the perspective of both science and social history. He covers the geologic history of the Plains, and the changing ways people and animals used the land. When the grasslands were stripped to plant crops to meet the European food shortage during World War I, farmers were living high. Then prices fell, the Great Depression struck, and a drought hit. The stage was set for ecological and human disaster. Brown’s writing is straightforward and spare, at times poetic as he takes readers through the years of the Dust Bowl, sharing dramatic and painful experiences of people who lived during the devastating time. His poignant illustrations are heavily shaded in dusty tones of brown and yellow. Readers can see and feel the heat of the sun and the thickness of the dust, as well as the weight of worry, fear, and despair in the bodies and faces of people and animals alike. A final page spread discusses droughts that have taken place in the Plains since the 1930s (most recently in 2012), and offer a selected bibliography and source notes for quoted material. (MS) ©2013 Cooperative Children’s Book Center

Resources from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. What do you think the author wanted you to know about the dust bowl? What are some of the things he included in the text and the images to tell you that?
  2. How did the illustrations help tell the story?
  3. How does the graphic novel format differ from other informational text formats? What are the benefits of the graphic novel format in relaying information?

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Striking Stories about Family! November 2015 Intermediate Titles

October 23rd, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | November | 2015-2016 - (Comments Off on Striking Stories about Family! November 2015 Intermediate Titles)

arcady's goalArcady’s Goal by Eugene Yelchin. Henry Holt, 2014.Icon for the Intermediate (Grades 3-5) readers

Young Arcady is living in an orphanage in the Soviet Union in 1950, and soccer is his answer for everything. When Ivan Ivanyvich adopts him, Arcady assumes the man must be a soccer coach. In truth, Ivan is simply a sad, lonely widower trying to fulfill a promise by adopting a child. He is patient, loving, and occasionally annoyed, but Arcady is so convinced he’s a coach that Ivan finally plays along. He forms a team, he tries to coach Arcady and the other boys, and he fails. Then comes word that the Red Army soccer team is holding tryouts, and Arcady is determined to attend. Eugene Yelchin’s novel is about a boy and a man who are learning to become a family. The disconnect between Ivan’s understanding of this and Arcady’s absolute blindness to it is both funny and tender. Arcady first calls the Ivan “Coach,” and, when he proves to be no coach, Ivan Ivanyvich. When Arcady, who is also learning that it’s safe to feel, and that love can be unconditional, finally calls him “Dad” it feels like something far sweeter than victory. Occasional black-and-white illustrations by the author offer additional moments of poignancy in a story set against the backdrop of Stalinism, with the fear under which so many lived occasionally bubbling up to the surface.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. Before reading: What makes a family?
  2. This story takes place in Communist Soviet Union in the 1950’s. How does this setting help explain the characters’ actions?
  3. Why does Arcady believe Ivan is a soccer coach? What makes Arcady believe this?
  4. How does the author show that Arcady is learning to trust Ivan? What causes Ivan to open up to Arcady?

Teaching guide and more from TeachingBooks.net.

Kinda Like Brothers by Coe Booth. Scholastic Press, 2014.kinda like brothers

Eleven-year-old Jarrett and twelve-year-old Kevon are thrown together when Jarrett’s mom becomes a temporary foster parent to Kevon and his two-year-old sister. Jarrett is sometimes resentful of how much time his mom spends taking care of other children, but they’re usually babies and toddlers that he genuinely likes. This is different. Kevon is cool in a way Jarrett isn’t, inviting easy admiration from other kids. In Jarrett’s mind, that makes Kevon a potential threat socially, not to mention someone with whom he has to share his room. Meanwhile Kevon resents the implication that he can’t care for his sister—a responsibility he’s used to–and worries about his mentally ill dad. He has no time for Jarrett’s jealousy. Author Coe Booth’s characters are likable, genuine, and flawed in all the ways that make us human. Adults and kids alike in her story are well-rounded and wonderfully real. The two boys’ have good hearts but their treatment of each other ranges from bright moments of generosity to indifference to cruelty. The larger community—from Jarrett’s mom and her boyfriend to teachers at school and adults at the community center–strives to make a difference in the lives of these boys and other children, preparing them for a world that is not always fair or just. But for Jarrett and Kevon to make peace with one another they must let go of anger and hurt, and acknowledge the bond that has developed between them in spite—or because—of everything.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What makes Jarrett and Kevon kind of like brothers?
  2. How did the author use foreshadowing in the narrative? Cite examples.
  3. How do Jarrett’s feelings about Kevon change? At what point in the story, did you notice these changes?
  4. How would this story be different if told from Kevon’s perspective? What makes you think this?
  5. What role does community play in this story?

Discussion questions, excerpts from book and audiobook, and other resources from TeachingBooks.net.

Find ROW November Titles Here!

October 19th, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | Primary (Grades K-2) | Intermediate (Grades 3-5) | November | 2015-2016 | Middle School | High School - (Comments Off on Find ROW November Titles Here!)

Click on an image to read the CCBC annotation for the title. Check earlier posts below for discussion prompts and resources! And, Read! On Wisconsin!

we all count covergastonbully

 

 

ivan the remarkable true storyarcady's goalkinda like brothers

etched in claymad pottertin star

 

Read On Wisconsin Posters! With Free Downloads!

October 13th, 2015 | Posted by etownsend in Primary (Grades K-2) | Intermediate (Grades 3-5) | 2015-2016 | Middle School | High School - (Comments Off on Read On Wisconsin Posters! With Free Downloads!)

Check out our posters for this year’s Read On Wisconsin reading program! Please feel free to download these posters for printing and sharing in your library as well as for use in social media, websites, and other media! Find downloadables below.

Read On Wisconsin poster of Michala Johnson with Kwame Alexander's The Crossover

 

Thanks to Badgers Give Back, the University of Wisconsin Athletics and the Men’s and Women’s Basketball teams we have two excellent reading ambassadors in our posters: Michala Johnson from the UW Women’s Basketball team and Wisconsin high school basketball stand-out, Zak Showalter of the UW Men’s Basketball team. Of course, Michala and Zak are enjoyingRead On Wisconsin poster of Zak Showalter with Jason Chin's Gravity two of our fabulous Read On Wisconsin titles in the posters.

 

Multi-award winner Kwame Alexander’s The Crossover (Houghton, Mifflin, Harcourt, 2014) and Jason Chin’s Gravity (Roaring Brook Press, 2014). Fitting books for basketball players, don’t you think?!

A big thank you to Anna Lewis, director of MERIT, and photographer, John Sable, generously photographed and designed the posters.

 

 

Michala Johnson with The Crossover 8.5×11 pdf

Michala Johnson with The Crossover 8.5×11 jpeg

Michala Johnson with The Crossover 11×17 pdf

Michala Johnson with The Crossover 11×17 jpeg

Zak Showalter with Gravity 8.5×11 pdf

Zak Showalter with Gravity 8.5×11 jpeg

Zak Showalter with Gravity 11×17 pdf

Zak Showalter with Gravity 11×17 jpeg

 

Please read and follow our Terms of Use below for this year’s ROW posters.

Terms of Use:

Permitted Uses of the 2015 Read On Wisconsin Poster:

  • Use as printed promotional material distributed to Wisconsin students, educators, librarians and library patrons.
  • Use as digital promotional material on school and library websites, social media sites, and video screens in schools and libraries in Wisconsin.

Prohibited or Restricted Uses of the 2015 Read On Wisconsin Poster:

  • No alteration other than changing the size of the poster is permitted. 

Exploring and Challenging Inequalities: October 2015 Intermediate Titles

September 24th, 2015 | Posted by etownsend in October | Intermediate (Grades 3-5) | 2015-2016 - (Comments Off on Exploring and Challenging Inequalities: October 2015 Intermediate Titles)

separate is never equalBoth of this month’s books talk about inequality? How do the authors show the inequalities? How do the inequalities affect the main characters’ communities? How are communities different due to inequalities?

Separate Is Never Equal: Sylvia Mendez & Her Family’s Fight Icon for the Intermediate (Grades 3-5) readersfor Desegregation by Duncan Tonatiuh. Abrams, 2014.

In 1944, Sylvia Mendez’s Mexican American family had recently moved. She and her siblings were not allowed to go to the public school nearest their farm and were instead told they had to attend the Mexican school, which was farther away and had fewer resources. Sylvia’s father found other families willing to join him in suing the school district, whose only explanation had been, “That is how it is done.” During the trial, Sylvia and her family sat through infuriating testimony in which school district officials blatantly claimed that Mexican children were inferior to white children — in their personal habits, their social abilities, and their intelligence. Author/illustrator Duncan Tonatiuh quotes from the trial as part of this narrative that is grounded in both facts and the emotional experience of young Sylvia. The ample end matter includes a lengthy author’s note with additional information and photographs of Sylvia then and now. A glossary, bibliography, and index round out this distinctively illustrated picture book account of the events surrounding the court case that desegregated California schools seven years before Brown v. Board of Education.  © Cooperative Children’s Book Center

Find reader’s theater, various teaching guides, Common Core guide and more for this title at TeachingBooks.net

Start some conversation with these discussion prompts:

  1. Why is separate never equal? What are some examples of this from the story?
  2. How do the illustrations help tell the story?
  3. What changes from the start of the story to the end of the story?

The Madman of Piney Woods by Christopher Paul Curtis. Scholastic Press, 2014.madman of piney woods

In 1901, thirteen-year-old African American Benji, an aspiring newspaper reporter, lives with his parents and younger twin siblings in the Black Canadian town of Buxton. Thirteen-year-old Irish American Red, an aspiring scientist, lives in nearby Chatham with his father and immigrant grandmother. Benji gets work in Chatham as an apprentice at a Black-owned newspaper, where the demanding, good-humored woman owner shapes his talent as a writer (Benji is prone to high drama and alliteration). Meanwhile, patience-tested Red is gaining insight into his unlikable, bitter grandmother, who was scarred by her experiences in the Irish famine and the trauma she faced as a new immigrant. Red thinks it should make her particularly sensitive to racism; instead, she is hateful and bigoted. The boys are drawn together by their good hearts, humor, intelligence, and fascination with differences in how they think about the world. Meanwhile, the man the people Buxton call the Madman in the Woods and the people of Chatham call the South Woods Lion Man is Cooter Bixby, an old friend of Benji’s parents whose experiences in the Civil War left him emotionally damaged. Benji’s encounters transform his understanding of the Madman from frightening figure to kindred spirit–someone else completely at home in nature–while Red’s experience leaves him certain the Lion Man, although eccentric, is good hearted. In a stand-alone, companion novel to Elijah of Buxton, Benji and Red’s friendship, organic and wonderful, represents hope even as it comes into full relief during a tragedy mired in wrong ways of thinking. Christopher Paul Curtis has once again penned a novel of high humor and exquisite grace.  © Cooperative Children’s Book Center

Find interviews with Christopher Paul Curtis about writing Madman of Piney Woods, Common Core guide from Scholastic and more at TeachingBooks.net.

Start some conversation with these prompts:

  1. This story is told from the perspective of two different characters, Benji and Red. How would the story be different if it was told by Grandma O’Toole or the Madman of Piney Woods?
  2. How do the traumatic experiences in Grandma O’Toole’s and the Madman’s lives affect them, their families and their communities? How do these experiences change the choices each makes in life? How are the grandmother and the madman alike? How are the different?
  3. How does the setting of the book help in the development of the characters and the difference in their experiences?

Our October Titles!

September 18th, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | Primary (Grades K-2) | October | Intermediate (Grades 3-5) | 2015-2016 | Middle School | High School - (Comments Off on Our October Titles!)

Find out more about these titles! Click on the book cover to read the annotation! Check out resources from TeachingBooks.net for links to teaching guides, videos, author interviews and more for all of the titles below! And, now, check out the posts below for discussion prompts, annotations, and prompts for each title.

Cover for book i am so braveBook cover to go shapes gobook cover of Shh! We Have a Planbook cover for sam and dave dig a holebook cover for gravity

book cover for separate is never equal

book cover for madman of piney woodsswallowscreaming staircsehow it went down

 

 

 

 

 

 

Looking for a Hero?: Read the September 2015 Intermediate (Grades 3-5) Titles

August 28th, 2015 | Posted by etownsend in September | Intermediate (Grades 3-5) | 2015-2016 - (Comments Off on Looking for a Hero?: Read the September 2015 Intermediate (Grades 3-5) Titles)

el deafoFrom the ROW Literacy Advisory Committee Intermediate Group: We paired these two books because they both focus on friendship and kindness. You don’t need to have superpowers to be kind, helpful or friendly — but you’ll definitely be a hero to someone if you are.

El Deafo by Cece Bell. Amulet, 2014.Icon for the Intermediate (Grades 3-5) readers

Cece Bell contracted meningitis at age four and lost her hearing. Once she started school she wore a Phonic Ear, a device that amplified her teachers’ voice through a microphone the teachers wore on a cord around the neck. Cece could not only hear what her teachers said in the classroom but also the teachers’ lounge and — gasp! — the bathroom. Feeling like she had a superpower, she secretly began to think of herself as a superhero she called “El Deafo” (turning a pejorative term on its ear, so to speak). The experience of not being able to hear (as when her Phonic Ear is sent off for repair after the gym teacher breaks it, or when the lights are turned off at a sleepover and she can’t lipread anymore) is strikingly depicted in the graphic novel format, whether the text is gradually fading, or dialogue bubbles are filled with sounds of gibberish (e.g., “WAH BESS MAH WAWA GAH ANDY! YOO GOOLA FA BERRY GAH BOOLA!” while watching The Andy Griffith Show without amplification). But the novel’s main focus is Cece’s deep desire to have a best friend as she goes through elementary school. She tries to assert herself when bossy Laura claims her; endures passive-aggressive Ginny, who insists on speak-ing slow-ly and loud-ly to Cece; and finally finds a kindred spirit in neighbor Martha. Cece’s friendship struggles are sometimes complicated by her hearing loss but also have a universal dimension that most children will recognize. Bell’s memoir is set against the vividly realized backdrop of 1970s culture (from the TV shows to food and fashion), and told with great humor and honesty. The characters are all drawn as rabbits, giving the book a quirky charm.  © Cooperative Children’s Book Center

Start discussion with these prompts:

  1. If you could have any super power, what would it be?
  2. How do the illustrations add to your understanding of the book and of the author? Why do you think the author chose to illustrate herself as a rabbit?
  3. In many ways this is a book about friendships. How does Cece find a best friend?
  4. This book is a memoir – a story about the author’s life. In memoirs, authors find ways to talk about their lives in colorful, creative ways that might bending the truth a bit. What parts of this book do you think are nonfiction? What parts do you think are fiction?

Find resources at TeachingBooks.net including this teaching guide from Abrams.

Lend a Hand: Poems about Giving by John Frank. lend a handIllustrated by London Ladd. Lee & Low, 2014.

An engaging, purposeful collection of thirteen poems, each in the voice of a child who is doing something helpful. The range of subjects shows how small kindnesses matter and can happen in many ways: jamming with an elderly neighbor who shares a love of music; sharing lunch with a friend who has none; teaching an awkward classmate how to swing a bat; loading groceries in the car of a mom with small children; giving up a bus seat to someone who needs it more; tutoring a younger child; writing a letter to a soldier overseas; helping stitch a quilt for someone in need. The quilting poem concludes, “A warm spread / should have maximum size … / but the spread of warmth / should have no bounds.” The illustrations show diverse kids and adults, and a note from the illustrator recounts discovering connections between the models he photographed and some of the poems’ subjects.  © Cooperative Children’s Book Center

Start discussion with these questions:

  1. What kinds of things do you do to help around your community?
  2. How do the illustrations and text work together throughout the book?
  3. The author tells about helpful acts using poetry. Do you think this format works well for the author’s purpose? Why?

Resources at TeachingBooks.net including this teaching guide from Lee & Low.

Intermediate (Grades 3-5) Summer Titles: Something for Everyone

June 1st, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | 2014-2015 | Summer - (Comments Off on Intermediate (Grades 3-5) Summer Titles: Something for Everyone)

Wolf and Dog by Sylvia Vanden Heede. Illustrated by Marije Tolman. Translated from the Dutch by Bill A. Nagelkerke. U.S. edition: Gecko Press, 2013.

“Dog is Wolf’s Cousin. Wolf is Dog’s cousin. That’s strange because: Wolf is wild. And Dog is tame.” The differences and similarities between these canine relatives provide ample material for this funny and charming easy novel in short verse lines. Wolf has bad table manners while Dog is a tidy chef, but both are familiar with the nuisance of flea bites. And although only Dog can read, Wolf enjoys nothing more than a good rhyme; in fact, he believes “rhyme’s sublime.” While each tries to outwit the other, both are nearly undone by a feisty forest cat. The social dynamics are a gem—wolflike, doglike, and childlike. Small illustrations help strike just the right note of warmth and whimsy.  © Cooperative Children’s Book Center

Indian Shoes by Cynthia Leitich Smith. Illustrated by Jim Madsen. HarperCollins, 2002.

An excellent collection of interrelated short stories will appeal to newly independent young readers ready to tackle one or more of these acessible stories. Young Ray Halfmoon lives with his grandpa in Chicago. In each chapter author Cynthia Leitich Smith places Ray and Grandpa into a believable adventure with a manageable challenge: summer fishing, baseball team, lonely holiday situation, contest, etc. Because her main characters have a Seminole-Cherokee heritage, the author has woven important Native cultural details into her narrative. Her adroit uses of colloquial language also earmark this fine collection of brief contemporary fiction. Smith herself lives in Texas, and is a mixed blood, enrolled member of the Muscogee (Creek) Nation. CCBC Categories: Books for Beginning Readers and Newly Independent Readers.  © Cooperative Children’s Book Center

Odessa Again by Dana Reinhardt. Illustrated by Susan Reagan. Wendy Lamb Books, 2013.

Odessa Green-Light still has a hyphenated last name, but her family has been de-hyphenated since her parents’ divorce. Determined to stop her dad’s pending remarriage, Odessa discovers that if she jumps on a certain spot in the bedroom of the house she’s just moved to with her mom and brother, time turns back. The first time she goes back twenty-four hours. The next time she goes back twenty-three. Odessa figures this means she has twenty-two chances left, but that’s plenty of opportunities to undo a bad grade on a quiz, erase an embarrassing moment, or be nicer to her little brother. Plenty of opportunities to make things better or to make them worse: to create some good luck (is it luck of you know in advance what will happen?), or to make her future stepmother angryIcon for the Intermediate (Grades 3-5) readershttp://readon.education.wisc.edu/wp-content/uploads/2011/08/Summer.png in hopes she’ll call off the wedding. As Odessa’s chances to change things dwindle, she begins to think more carefully about what she can change, what she wants to change, and what really matters to her in Dana Reinhardt’s breezy novel.  © Cooperative Children’s Book Center

ROW 2015-2016 Book Lists are HERE!

May 29th, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | Primary (Grades K-2) | Intermediate (Grades 3-5) | 2015-2016 | Middle School | High School - (Comments Off on ROW 2015-2016 Book Lists are HERE!)

After much hard work and diligence from the Read On Wisconsin Literacy Advisory Committee and the CCBC librarians, the Read On Wisconsin book selections are now complete for the 2015-2016 year.

Please check out the NEW 2015-2016 Read On Wisconsin Books here or on the Books page of the website. And, spread the word!

May 2015 Intermediate Title Offers Engaging, Accessible Look at Diversity!

May 1st, 2015 | Posted by etownsend in Intermediate (Grades 3-5) | 2014-2015 | May - (Comments Off on May 2015 Intermediate Title Offers Engaging, Accessible Look at Diversity!)

yes we are latinosGR3-5Yes! We Are Latinos by Alma Flor Ada and F. Isabel Campoy. Illustrated by David Diaz. Charlesbridge, 2013.

An introduction titled “Our Indigenous Roots” discussing the native peoples of Mexico and Central and South America is the entryway into a celebration of diversity within Latino culture in the United States. Thirteen fictional children then tell about their lives in verse narratives that are followed by short informational essays providing background on the cultural history the child represents. Each verse begins with the child stating who they are: “My name is Juanita. I am Mexican. I live in New York. I am Latina … My name is Santiago. I am Dominican. I live in Detroit. I am Latino … My name is Felipe. I am Panamanian and Venezuelan. I am black. I live in Chicago. I am Latino … My name is Lili. I am Guatemalan. I am Chinese. I live in Los Angeles. I am Latina …” The verse narratives are poems grounded in details of family and memories and desires. The essays provide facts about the history of the child’s country/culture of origin and migration to the United States. In truth, no single book can capture the incredible diversity within Latino culture in America. What this book does do is offer a sense of the breadth and depth of the culture and history, along with hopes and dreams, that can be represented by individual lives. Numerous resources for continuing to explore the topic of Latino diversity are suggested at book’s end.  © Cooperative Children’s Book Center

Extend reading and learning experiences with these discussion questions:

1. The book begins with the introduction, “What makes someone Latino?” After reading this book, how would you answer this question?Icon for the Intermediate (Grades 3-5) readers

2. Many stories are told in this book. Is there a story with which you identify or connect? Why? What makes you identify or connect with the story?

3. If you wanted a friend to read this book, how would you describe it?

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