Dexter the Tough

Read Aloud for Grades 3-4
Author: Margaret Peterson Haddix
Illustrator: Mark Elliot
Copyright: Text - Margaret Peterson Haddix, 2007
Illustrations - Mark Elliot, 2007
Publisher: Simon & Schuster Books for Young Readers

Reading Level:
     Ages: 7-10 years old
     Grade Level Equivalent: 4.4
     Lexile Measure: 690L

Five keywords/phrases to describe the book: Emotional, friendship, relatable, family, health issues

Suggested Delivery: Read aloud

Summary: Dexter has recently moved in with his grandmother who lives in Bellgap, Kentucky. Leaving Cincinnatti behind, Dexter's parents have gone to Seattle for his father to get treatment for his illness, forcing Dexter to stay with his grandmother. On the first day of school, Dexter is given a writing assignment where he can write about anything he chooses. Dexter writes, "I'm the new kid. I am tuf. This morning I beat up a kid." Mrs. Abbott, Dexter's teacher, makes it her mission to find out the truth behind Dexter's tale, through a series of revisions that provoke a confession from Dexter. What truly happened on Dexter's first day of school? Did he really hit a kid? Why did he hit him? Is Dexter really as tough as he claims? Students will love following this story and finding out the truth about Dexter.

Vocabulary:
1) Sissy (page 10)
2) Scrawny (page 15)
3) Dutifully (page 20)
4) Heaving (page 32)
5) Drowsily (page 36)
6) Warbling (page 36)
7) Self-sufficient (page 52)
8) Flubbed (page 72)
9) Chemo (page 95)
10) Fortress (page 109)
11) Eavesdropped (page 123)
12) Therapeutic (page 126)
12) Curlicue (page 130)

Electronic Resources:

Margaret Peterson Haddix - This is the author's official website. Students can go here to find out more about the author, other books she has written, or if she will be making an appearance somewhere near them. Sometimes students love a book so much that they want to know more about the author and their other works, thinking they would love to read her other books just as much as the first one. They can also follow her news posts and see when she will be releasing new books. Students can find out why Margaret wrote Dexter the Tough, and teachers can view a discussion guide provided by the author.

Bullying - This information on bullying, provided by PBS, is a great resource for teachers to use to reinforce that bullying of any kind is not acceptable. This website tells students what a bully is, the different kinds of bullying, how to handle bullying, and what bully-free zones are. There is also a section titled, "Are you a bully?" for students to use to see if they are practicing bullying behavior. This informational website can be used to hopefully prevent bullying before it begins.

Comprehension Strategies:
Before: Make a class list of appropriate ways and inappropriate ways to deal with your anger or sadness. By putting this in a T-chart form, students will be able to easily see how to deal with these emotions, compared to how not to deal with them. Teachers could also keep this chart up in the classroom for students to refer to when they're having a bad day in school.

During: Have students mark off the ways Dexter deals with his anger on the class list that was compiled before reading the book. If Dexter exhibits one or more of these actions, have students point it out, and mark a check next to the action. If Dexter exhibits an action that is not on the list, have students point it out, and add it to the list with a different color.

After: Have students summarize the story to a partner. Make sure they include the main events of the story and what fueled these events. If necessary, prompt students with the questions: "Why did Dexter truly hit Robin on his first day of school? Was Dexter actually tough?"After students are done discussing, choose two or three to share their summary with the class.

Writing: Dexter chooses to write his story about the time he was so mad that he hit someone he didn't know. Have students write a story about a time they were just as mad as Dexter was. Students should include why they were so mad, what made them so mad, and how they handled this anger. If they handled it in an inappropriate way, have students include how they would change their actions if they could go back in time.

Citation:
Haddix, M. P., & Elliott, M. (2007). Dexter the tough. New York: Simon & 
          Schuster Books for Young Readers.

Anything But Typical

Diversity Book
Author: Nora Raleigh Baskin
Copyright: Nora Raleigh Baskin, 2009
Publisher: Simon & Schuster Books for Young Readers

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 4.1
     Lexile Measure: 640L

Five keywords/phrases to describe the book:
"Treat others how you want to be treated," family, acceptance, inclusion, love

Suggested Delivery: Individual read

Summary: Jason is a 12-year-old boy living with autism in the town of Weston, Connecticut. He is unable to live his life on a daily basis without something going wrong each day, leaving Jason feeling partially responsible but without knowing why. Feeling unable to connect with what he calls the "neurotypical" world, Jason finds solace in writing stories, and posting them to a website for others to read. Through this process, Jason finds comfort in a new friend, PhoenixBird, as she calls herself online. By forming a connection with PhoenixBird, also known as Rebecca, Jason feels close to her in a way he is not used to feeling. However, Jason is sure he can never meet Rebecca, even if that means giving up the one thing he's always wanted - to go to the Storyboard convention. Terrified by Rebecca's reaction to him if they were to meet face to face, Jason is faced with a dilemma. Readers will follow Jason through this engaging story told from Jason's point of view, which gives them great insight to what goes on in the mind of a child with autism.

Vocabulary:
1) Neurotypical (page 1)
2) Abstract (page 17)
3) Fontanelle (page 24)
4) Bytes (page 28)
5) Resonance (page 48)
6) IEP (page 58)
7) Regurgitate (page 60)
8) Defective (page 73)
9) Inclusionary (page 105)
10) Virtually (page 133)
11) Appendectomy (page 138)
12) Ricochet (page 142)
13) Autistic (page 151)
14) Mezzanine (page 181)

Electronic Resources

YouTube Video - This 15 minute video will give students a better look into autism and how it affects people who have it. Told by a young girl named Rosie, viewers are able to see how she deals with her autism, as well as other children who have it. They share their experiences, how certain things make them feel, and will give students' an idea of what it is like to have autism.

Nora Raleigh Baskin - This is the author's official website. Students can go here to learn more about the author, find other books she has written, and learn about appearances, author visits, and how to contact her. Teachers can also use this site as Nora provides teacher guides for each of her books.

Comprehension Strategies:
Before: Have a group discussion with the class centered around the question, "What is diversity? Are any two people in the world the same? How can two or more people be different from one another?" Sparking this discussion with students will hopefully make them realize that no two people are alike and there are many, many ways they can be different from one another.

During: Throughout the story, random words just pop into Jason's head out of nowhere, even if he doesn't know what the words mean. Have students compile a running list of the words that appear in Jason's mind throughout the book. Each time a new word comes up, students should also find the definition to write next to the word. Students should keep this list for after they've finished the book.
Note for the teacher: the list of words includes: confluence, adjudicate, halogen, lexicon, vizcaíno, serendipity, placate, Jaba Chamberlain

After: Have students fill out an exit slip with the following two questions on it:
1) After finding all the definitions for the words that appear in Jason's head, why do you think these words were the ones to randomly appear? Do you think they have meaning to Jason and/or his life? Why or why not?
2) How is Bennu related to Jason? Why do you think Jason wrote this story? Why do you think he changed the ending to the story?

Writing: Jason writes a story throughout the book about Bennu, a dwarf who is given the opportunity to have surgery to make him like everyone else, to "fix" him. Ultimately, Bennu represents Jason and how everyone around him wants to "fix" him, but he is just happy being himself. Have students write a short story about a fictional character that is meant to represent themselves and their experiences in life. After each student has written their story, the teacher will read them to the class, and the class will have to guess which story belongs to each student in the class.

Citation:
Baskin, N. R. (2009). Anything but typical. New York: Simon & Schuster 
          Books for Young Readers.

Titanic: Voices from the Disaster

Nonfiction Book
Author: Deborah Hopkinson
Copyright: Deborah Hopkinson, 2012
Publisher: Scholastic Press, an imprint of Scholastic Inc.

Reading Level:
     Ages: 8 and up
     Grade Level Equivalent: 8.3
     Lexile Measure: 1040

Five keywords/phrases to describe the book:
Eye-opening, tragic, heart-wrenching, devastating, historical

Suggested Delivery: Read aloud

Summary: This well-put together, informational text provides a detailed account of what truly happened on April 15, 1912 - the night the Titanic sank. Although many have heard this story before, I don't think most can say they've heard it like Deborah Hopkinson tells it. The 1997 movie Titanic tells the story from the point of view of the infamous couple, Jack and Rose. However, this novel tells the story from the point of view of the captain's crew, the stewards and stewardesses, and other brave souls who helped to save as many of the Titanic's passengers as possible. Although none of us could ever begin to imagine what these people experienced, this book does a great job of making the reader feel as if they were there that fateful night through detailed accounts and quotes from the survivors.

Vocabulary:
1) Transatlantic (page 3)
2) Accommodations (page 3)
3) Stewards/Stewardesses (page 10)
4) Promenade (page 13)
5) Unobtrusively (page 16)
6) Culmination (page 16)
7) Astern (page 18)
8) Briny (page 23)
9) Unenviable (page 57)
10) Pneumatic (page 59)
11) Phosphorescent (page 61)
12) Complacency (page 68)
13) Purportedly (page 80)
14) Roused (page 98)
15) Sublime (page 129)
16) Catastrophic (page 134)
17) Foundering (page 142)
18) Precarious (page 144)
19) Stupefying (page 150)
20) Unfathomable (page 151)
21) Peril (page 174)
22) Destitute (page 208)
23) Negligence (page 212)
**Additional vocabulary relating to the boat and its parts are provided in a glossary in the back of the book for students to refer to if necessary.

Electronic Resources:
Titanic Interactive - This is a great interactive experience for students to complete after reading Titanic: Voices from the Disaster. Provided by the History Channel website, this interactive experience allows students to explore the Titanic in a fun and more detailed way. Students can choose to explore the construction of the Titanic, the disaster itself, and the aftermath. This interactive experience includes pictures, exploration of the boat's components and rooms, and even a video of how the Titanic most likely struck the iceberg.

Deborah Hopkinson - This link will take students specifically to the Titanic: Voices from the Disaster section of Deborah Hopkinson's website. If students want to learn more about Deborah herself, they can go to her home page from this link. However, this part of her website will show students the awards this book has received, give links to reviews of this book, and provides additional resources for both students and teachers.

Comprehension Strategies:
Before: Prior to reading this book, have students complete a vocabulary search in which they find the definitions of the words listed above. There are quite a bit of words in this book that students may need to know the definitions of in order to understand the book. Therefore, by finding the definitions to the vocabulary provided prior to reading, students will be able to have a master list to refer to while reading to ensure comprehension.

During: Have students construct a timeline of the events leading up to the Titanic's voyage, during the voyage, and after the voyage. Students should include the dates, but also the times provided in the book, as most of the book takes place on April 15-16, 1912. Constructing a timeline will allow students to see how quickly things turned bad, and how quickly the Titanic sank.

After: Have students create an acrostic poem using the word "Titanic" to describe that awful night. Students should complete this individually in order to reflect their own point of views of that night and their understanding of the events that took place. After completing, have students share their poems with the class. After all students have shared, hang these poems in the classroom for students to see and be proud of.

Writing: Have students imagine that they are a survivor of the Titanic, and are currently sitting on the Carpathia. Students will be writing a letter to home or to a loved one that tells them about their journey on the Titanic. Students should be including details of their first few nights of the ride, of hitting the iceberg, of the Titanic sinking, and of their long-awaited rescue by the Carpathia.

Citation:
Hopkinson, D. (2012). Titanic: voices from the disaster. New York: 
          Scholastic Press.

Witches! The Absolutely True Tale of Disaster in Salem

Nonfiction Book
Author: Rosalyn Schanzer
Copyright: Rosalyn Schanzer, 2011
Publisher: National Geographic Society

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 5 and
     up
     Lexile Measure: NC1190L

Five keywords/phrases to describe the book:
Paranoia, suspicion, supernatural, betrayal, mass hysteria

Suggested Delivery: Small group read, with teacher guidance

Summary: This informational book centers around Salem, Massachusetts in the late 1600s and early 1700s. Two girls from this colonial village fall ill, and society is quick to blame witchcraft. A domino effect takes place, and soon almost everyone in town, as well as surrounding towns and states in New England, is accusing someone else of being a witch. Afraid of being condemned to death, some confess their practice with witchcraft knowing that confessing is the only thing that will save them from dying. With no physical evidence linking the accused with the Devil, the town is unsure of what to do. This well written story takes readers through the journey of what it was like to live in Salem during this time, and the outcome will surprise all.

Vocabulary:
1) Horrid (page 11)
2) Vestments (page 13)
3) Seraphs (page 14)
4) Elixir (page 22)
5) Convulsions (page 23)
6) Contortions (page 23)
7) Pious (page 25)
8) Prodigious (page 25)
9) Imps (page 26)
10) Mulatto (page 42)
11) Cantankerous (page 43)
12) Deluge (page 55)
13) Apparition (page 64)
14) Fervently (page 65)
15) Conjurer (page 66)
16) Rapt (page 70)
17) Unvarnished (page 77)
18) Condemned (page 82)
19) Abolish (page 89)
20) Gallows (page 93)
21) Recant (page 96)
22) Unheeded (page 101)
23) Malicious (page 105)
24) Scrutinized (page 109)
25) Embittered (page 117)
26) Restitution (page 120)

Electronic Resources:

Interactive Activity - National Geographic provides an interactive activity for students to use to see what it would feel like to be a part of the Salem Witch Trials through the eyes of an accused witch. The activity provides information and scenarios that were common to most people during this time period, and students can choose to either confess or stay true to their innocence. This is a fun activity that can take the so-called "boredom" out of reading an non-fiction book.

YouTube Video - This 23 minute-long documentary helps solidify the severity of the events that happened in Salem. This video could be used before reading, to help introduce the concepts and events, which will make the book easier to read for students. Students tend to learn a subject more efficiently if they are interested in what they are learning. Incorporating a video into this lesson could help ensure student comprehension.

Comprehension Strategies:
Before: Prior to reading this book, have a class discussion about what students think a "witch" is. Have students draw what they think a witch looks like on their own. After they're done drawing, have students share their drawings with the class and start a class discussion. Ask them to describe what characteristics a witch has, how they act, and why they think they look like how students' drew them.

During: Throughout the story, the author provides pictures for students to look at and refer to in order to depict the current situation. In their small reading groups, have students use sticky notes to caption these pictures. The captions should reflect what they think is going on in the picture, as well as the story text itself.

After: In their small reading groups, have students pick a main character featured in the book. On a sheet of giant poster paper, students should draw a picture of what they think this character looks like, include important facts about the person, their relatives, their role in the Salem Witch Trials (accuser, accused, etc), the outcome they faced, and any important dates in this person's life. Students will share their poster with the class upon completion.

Writing: There are a lot of theories on what caused the Salem Witch Trials. Some believe it was truly the Devil, while others believe the girls' were experiencing some other sickness, and were peer pressured into blaming witches. Have students complete a short writing prompt centered around the question, "What do you think truly caused the Salem Witch Trials? Why do you think this?" Students will hand this prompt in for teacher review.

Citation:
Schanzer, R. (2011). Witches!: the absolutely true tale of disaster in 
          Salem. Washington, D.C.: National Geographic Society.

Return to Sender

Diversity Book
Author: Julia Alvarez
Copyright: Julia Alvarez, 2009
Publisher: Alfred A. Knopf, an imprint of Random House Children's Books, a division of Random House Inc., New York

Reading Level:
     Ages: 10 and up
     Grade Level Equivalent: 5.6
     Lexile Measure: 890L

Five words/phrases to describe the book:
Bravery, survival, enlightening, friendship, morality and right versus wrong

Suggested Delivery: Read aloud

Summary: Tyler is an eleven-going-on-tweleve year old that lives on a farm with his family in a small town in Vermont. After his father is injured in a farming accident, his family is faced with a difficult decision: either hire Mexican workers to help save their farm, or shut down the farm for good. Because the farm has been in their family for years, they decide to hire Mexican workers to help with the farm chores. They come to live on the farm, along with three little girls, who Tyler sparks a particular interest in. Tyler is having a hard time understanding why the Mexicans are there, and wonders if they're legal or not. As his friendship grows with Mari, the oldest daughter, he realizes her struggle of being proud of her Mexican heritage, but loves living on the farm with Tyler's family. With Mari's family living in constant fear of being discovered by the police, Mari and Tyler start a friendship that proves to last through anything. This heartwarming novel tells the story about immigration through the eyes of the immigrants, as well as the American employers, and shows readers the struggles and hardships they must endure.

Vocabulary:
1) Migrants (page 6)
2) Extraterrestrials (page 15)
3) Deport (page 18)
4) Serpents (page 27)
5) Converse (page 34)
6) Reluctance (page 42)
7) Stave (page 47)
8) Piddly (page 52)
9) Raid (page 59)
10) Immigration (page 61)
11) Malady (page 69)
12) Remorse (page 86)
13) Stellar (page 91)
14) Alms (page 102)
15) Vehement (page 119)
16) Culpable (page 121)
17) Oppressed (page 160)
18) Premises (page 187)
19) Treason (page 188)
20) Vigilant (page 239)
21) Solemn (page 245)
22) Welter (page 257)
23) Coalesces (page 263)
24) Exemplary (page 282)
25) Incarnations (page 302)

Electronic Resources:

Julia Alvarez - This is Julia Alvarez' official website. Of all the author's websites I've seen so far, this is one of the more impressive ones. It is easy for both students and teachers to navigate, with a menu going down the side of the page. Viewers can learn more about the author, her books, news regarding her and her books, appearances she will be making, and a few other little surprises that readers will love. By clicking on the Return to Sender portion of the website, the author provides her motivation for writing the novel, resources for teachers to use with her book, and awards the book has received. This website is very informative and a great resource for all.

Book Trailer - This is a short, 2 minute video that introduces the book to readers prior to reading. This video is great to catch readers' attention and make them want to read the book to find out what happens to Mari and her family, as well as Tyler and the fate of his family's farm. Using this video as an introduction to the novel gives students an idea of what the book will be about and some of what to expect while reading.

Comprehension Strategies:
Before: Because Mari and her father and uncles are from Mexico, they use a lot of Spanish words integrated into their English sentences throughout the novel. This may be confusing for fifth or sixth graders because they may not have been exposed to another language yet. Therefore, have students as a class with the teacher's guidance do a Spanish vocabulary search. Using a Spanish/English dictionary, and the internet, have students find meanings for the Spanish words provided below. The teacher will make a class master list to put up next to their "reading area" where this book will be read to the class so that students can refer to it if they do not understand the Spanish words being used.
Spanish Vocabulary: Tío, papá, mamá, dinero, bueno, señora, gringo, por favor, abuelita/abuelito/abuelota/abuelote, coyote, patrón (patrones), la migra, quinceañera, hermanita, familia, hola

During: This is a very long book, with very long chapters that students can get lost in if they are not paying attention, which is why I suggested it be delivered through a read aloud. Therefore, after each chapter is read aloud by the teacher, have students write a brief summary in their journals about the chapter that was just read. Therefore, students will have a collective summary if they forget something that happened once we get further into the book.

After: Have a group discussion with the class. In the book, Tyler faces a moral dilemma of whether to support his family in hiring the Mexicans to save their farm, even though he knows they're illegal, or to not support them because he knows it is illegal and hates that he is breaking the law. The class discussion should center around the question, "What would you do?" Have each student put themselves in Tyler's shoes. How would they feel if they were in his position and why?

Writing: Throughout the novel, Mari writes letters to inform family members of what has been occurring, and to just get her feelings out, since she feels as if she has no one to talk to. She mainly writes letters to her mother who has been taken hostage by coyotes, or to her family back in Mexico. Have students write a letter to a loved one that they miss. This person can be someone who has passed, someone who is no longer in their lives, or who they simply haven't seen in a while.

Citation:
Alvarez, J. (2009). Return to sender. New York: Alfred A. Knopf.

Everything on a Waffle

2002 Newbery Medal Honor Book
Author: Polly Horvath
Copyright: Polly Horvath, 2001
Publisher: Scholastic, Inc.

Reading Level:
     Ages: 10-14
     Grade Level Equivalent: 5.9
     Lexile Measure: 950L

Five keywords/phrases to describe the book:
Hope, inspirational, friendship, family, entertaining

Suggested Delivery: Individual read

Summary: This novel is set in a small fishing village in Canada, and centers around an eleven-year-old girl, Primrose Squarp. Her parents are lost at sea during a typhoon, and Primrose refuses to believe that they are dead, regardless of what the rest of the community is telling her. After living with her elderly neighbor, Miss Perfidy, for a while after her parents' disappearance, custody of Primrose is changed to her Uncle Jack, with whom Primrose has a limited relationship. Busy spending his time trying to turn this small village into real estate gold, Jack does not have much time for Primrose, which pushes her to hang out at a local eatery, The Girl on the Red Swing, where each item on the menu is served on a waffle. Primrose befriends the owner, Kate Bowzer, and spend a lot of her time in the restaurant, sharing her life's troubles and struggles with Kate. Following a series of unfortunate accidents involving Primrose, she is removed from Uncle Jack's custody and placed with an elderly couple, still patiently awaiting her parents' return. As the community becomes more concerned about Primrose's emotional state of mind, she never loses hope that her parents will return. Following Primrose on this journey is both heartbreaking and exciting, and students will love the surprise ending that no one saw coming.

Vocabulary:
1) Typhoon (page 3)
2) Summon (page 9)
3) Fortuitous (page 9)
4) Imposition (page 11)
5) Bereavement (page 14)
6) Pacifist (page 18)
7) Pell-mell (page 31)
8) Discombobulated (page 33)
9) Repertoire (page 38)
10) Fatal (page 52)
11) Convalesce (page 71)
12) Encumbrance (page 74)
13) Stymied (page 102)
14) Notoriously (page 104)
15) Anaphylactic shock (page 111)
16) Guffawed (page 120)
17) Sentiment (page 132)
18) Emaciated (page 144)

Electronic Resources:

Polly Horvath - This is the author, Polly Horvath's, official website. Students can visit this site if they want to learn more about the author. They can read about the author, her other books, and awards that her books have won. Students can also browse photos, read about recent news pertaining to Polly Horvath, and have access to contact information for Polly Horvath. If students loved Everything on a Waffle this is a great place for them to go to learn more.

Quiz - This is a short, 25 questions quiz that teachers can have students take after reading Everything on a Waffle to see if students understood the story and its plot. Teachers can administer this as an informal assessment just to assess comprehension, or can use it as a grade in their grade books. The easy, multiple choice question format provides clarity and should be easy for students to complete if they read the book as assigned.

Comprehension Strategies:
Before: Have students complete a vocabulary search prior to starting the book. This can be done as a class, in small groups, or independently. Have students look up the words provided above in the dictionary, and write down their definitions to refer to during reading. This may help them comprehend a sentence or paragraph that they would not be able to understand without knowing the definition.

During: Each chapter in this book has an interesting and unique title. These titles relate to what happens in the chapter, and give you a preview of what's to come. After each chapter in the book, have students write a short explanation as to why the chapter is titled the way that it is. This will ensure that students understood what happened in each chapter, and collectively, what is happening throughout the story.

After: Have students fill out an exit slip before transitioning into the next book. The title, Everything on a Waffle, suggests the story is about waffles. Although everything on at The Girl on the Red Swing is served on waffles, that is not exactly why the book is titled as it is. There is an underlying meaning to the title, and the exit slip students will fill out will center around the question, "Why do you think the book is called Everything on a Waffle?" After students fill out their exit slips and hand them in, have an open class discussion on some of the answers the class provided.

Writing: Throughout the book, Primrose provides recipes for different food items she encounters. In order to replicate the food item, a recipe has to be followed exactly, and in order for it to be followed exactly, the author needs to write a clear but precise recipe for the chef to follow. Have students go home and find a recipe, either online, from a cookbook, or from a family member, to bring into class. Then, in class, in their own words, have students write down their recipe and instructions to follow to make it. They can then decorate the page and even draw a picture of their food item. Compile these recipes into a classroom cookbook for students to take home and make with their families.

Citation:

Horvath, P. (2001). Everything on a waffle. New York: Scholastic, Inc..