The Snowy Day by Ezra Jack Keats

Bibliographic Information:

Keats, Ezra Jack. The Snowy Day. New York: Viking Penguin Inc, 1962.

Plot Description: A small boy wakes up to the delightful sight of fresh snow outside his bedroom window.  He spends the day enjoying himself in the snow, so much so that he tries to bring some of that snow home with him, only to discover that snow does not last inside a warm home.  Fortunately he is greeted again the next day by fresh snow.

Quantitative Reading Level: AD500L, GL K-1

Qualitative Reading Analysis: The watercolor illustrations complementing the story support the meaning of the text.  Overall it is only a slightly complex read for early readers, with easy and familiar language composing simple sentences.  The meaning of the text is transparent and simple, and even students who have not experienced a snowy day can easily access the story through the vivid illustrations.

Content Area: English Language Arts, Reading Literature

Content Area Standard(s):

CCSS for Reading Literature, Grade 1: 1) Ask and answer questions about key details in a text; 4) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses; 7) Use illustrations and details in a story to describe its characters, setting, or events.

Curriculum Suggestions:  The Snowy Day is an excellent winter-themed read aloud for Kindergarten or first grade students.

Supporting Digital Content: Student video biography of Ezra Jack Keats: https://www.youtube.com/watch?v=2ytUze3SMIE

Awards: 1963 Caldecott Medal

The Way by Joseph Bruchac

Bibliographic Information:

Bruchac, Joseph. The Way. Plain City: Darby Creek Publishing, 2007.

Plot Description: The book opens with Cody LeBeau lost in a fantasy – a hero who stands up and effortlessly takes out the bullies who plagues him.  Unfortunately Cody spends a lot of time in that fantasy, until one day when his uncle comes to stay with Cody and his mom while preparing for a mixed martial arts tournament.  In his uncle Cody finally finds a man to look up to, one who teaches him “the way” from his youthful insecurity onto the path of manhood.

Quantitative Reading Level: Lexile 850, GL 4-5

Qualitative Reading Analysis: The Way has a simple, straightforward structure – the plot unfolds chronologically and most of the language is conventional.  There is moderately complex vocabulary sprinkled throughout, but Cody’s first person narration is mostly true to a high school freshman.  The meaning of “the way” is perhaps the most complex aspect to this story, as it isn’t clearly defined.  Cody’s uncle refers to breathing and meditation techniques that, as such, are likely unfamiliar to an adolescent, though they may be reminiscent of some tribal storytelling and heritage.  Thus the meaning and knowledge demands depend on the cultural experience of the student – Anglo readers may be more challenged in this respect but no less impacted by this touching story.

Content Area: English Language Arts, Reading Literature

Content Area Standard(s):

CCSS for Reading Literature, Grade 7: 3) Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot; 4) Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Curriculum Suggestions:  I enjoy connecting coming-of-age stories like this with reflective writing tasks, asking students to recall a time when they have had to persevere, or when they learned something profound from someone in their life.  This book is also a great independent read for adolescent young men.

Supporting Digital Content: There is a series of short interview segments with Joseph Bruchac at Scholastic.com: http://www.scholastic.com/teachers/asset/joseph-bruchac-interview-bruchac-shares-where-he-gets-his-ideas

Personal Thoughts: This story does allude to school violence, when Cody learns of the schemes of two troubled classmates.  This aspect of the story may be difficult for sensitive readers.

Of Thee I Sing: A Letter to My Daughters by Barack Obama

Bibliographic Information:

Obama, Barack. Of Thee I Sing: A Letter to My Daughters. New York: Alfred A. Knopf, 2010.

Plot Description: Barack Obama’s letter to his two daughters is a moving tribute to a diverse selection of distinguished Americans who not only followed their dreams but embodied so many of the ideals of this country. Courage, perseverance, and equality are just a few of these qualities that he sees in these historical figures, and in his daughters.  The letter has a poetic, rhythmic quality that inspires hope in the reader.

Quantitative Reading Level: Lexile 830; RL 4-5

Qualitative Reading Analysis: This is moderate to very complex reading material for second graders, in part for its use of figurative language as well as the cultural references and knowledge demands it contains.  The gorgeous illustrations that accompany the text are integral to understanding some of the references and add a deeper layer of meaning in some cases (Sitting Bull’s picture, for example, is embedded into a landscape).

Content Area: English Language Arts, Reading for Information

Content Area Standard(s):

CCSS for Reading for Information, Grade 2: 4) Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area; 6) Identify the main purpose of a text, including what the author wants to answer, explain, or describe; 7) Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Curriculum Suggestions:  This book would make for an excellent Read Aloud coupled with a reflective writing activity.  Because the letter to Mr. Obama’s children asks them to take pride in themselves and follow their dreams, young people can similarly explore their own identities and dreams for the future and express themselves in academic or poetic writing.

Supporting Digital Content: Barack Obama talks to a second grade class and reads selections of his book: http://www.youtube.com/watch?v=GWOLc_DYKk4

Awards:  Louisiana Young Reader’s Choice Award 2013

Stoner & Spaz by Ron Koertge

Bibliographic Information:

Loertge, Ron. Stoner & Spaz. Cambridge: Candlewick Press, 2002.

Plot Description: Ben and Colleen are an unlikely pair.  Ben, a self-proclaimed nerd without many friends, spends most of his free time enjoying movies and hanging out with his guardian Grandmother.  He also lives with cerebral palsy, or C. P.  Colleen is a drug abuser who shares in Ben’s loneliness, with whom she develops an unlikely friendship, inspiring him to pursue his latent interest in making movies.

Quantitative Reading Level: Lexile 490; GL 5.1

Qualitative Reading Analysis:  This book is slightly complex in terms of structure and language – the story follows a chronological sequence and is simple to follow.  The themes are certainly for a more mature audience, especially scenes and descriptions of Colleen’s drug use, reflecting life experiences that might be unfamiliar or scandalous to some readers.

Content Area: English Language Arts, Reading for Literature

Content Area Standard(s):

CCSS for Reading Literature, Grades 9-12: 3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Curriculum Suggestions:  The short but gritty nature of this book would be an intriguing, hi-low read for some high school students who can identify with the struggles of both main characters.  Its lower reading level makes it more accessible to reluctant readers.

Supporting Digital Content: Book Trailer: http://www.youtube.com/watch?v=DQI60ss54Us

Subjects/Themes: friendship, character and values, cerebral palsy, disability