China's Bravest Girl: The Legened of Hua Mu Lan by Charlie Chin; Illustrated by Tomie Arai

Chin, C. (1993). China’s bravest girl:The legend of Hua Mu Lan (T. Arai, Illustrator, W. X. Chu, Trans.). San Francisco, CA: Children’s Book Press.

Summary: This is the story of Hua Mu Lan, the warrior who pretended to be a man and was a hero in the war protecting China against her invaders. Here it is written in verse.

Review: Beautiful pictures and verse makes this story come alive.

Diversity: This is a Chinese folktale.

Suggestions for Teachers: This book could be a read aloud when discussing verse or heroes. It would do nicely to contrast with the princess phenomenon.

Reading Level:

1. Quantitative: Lexile 420-820L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13RMM
2. Qualitative: This text is moderately complex. It is told chronologically. It is written in verse with an ABCB pattern that students will enjoy hearing. Many students will have background of this story from the Disney film version Mulan.  
3. Content Areas: English Language Arts, History

Common Core State Standards:

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Relevant Links: Interview with Charlie Chin

Subjects/Themes: women, China, legends

Awards: N/A

Series Information: N/A

Bink & Gollie by Kate DiCamillo and Alison McGhee; Illustrated by Tony Fucile

DiCamillo, K., & McGhee, A. (2010). Bink & Gollie: Vol. 1. Bink & Gollie (T. Fucile, Illustrator). Somerville, MA: Candlewick Press.

Summary: Bink and Gollie are two best friends who go through three adventures together--not always agreeing, but always returning to their friendship.

Review: These girls are quirky and have wonderful imaginations. I love that they are so different from each other but still love each other's company. The illustrations are fantastic.

Diversity: Not much. Bink is a bit of a tomboy.

Suggestions for Teachers: This makes a wonderful addition to a classroom library.

Reading Level:

1. Quantitative: Lexile 310L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13RMM
2. Qualitative: This text is moderately complex. Each individual story is arranged chronologically. Gollie uses sophisticated vocabulary that is more formal and a little archaic. The illustrations add wonderful context clues to help students make meaning.

Content Areas: English Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Relevant Links: Teaching Books

Subjects/Themes: friendship, adventure

Awards: Theodore Seuss Geisel Award

Series Information: Bink & Gollie #1

Salmon Forest by David Suzuki and Sarah Ellis; Illustrated by Sheena Lot

Suzuki, D., & Ellis, S. (2003). Salmon forest (S. Lot, Illustrator). Vancouver, British Columbia: Greystone Books.

Summary: Kate and Brett discover how salmon are connected to all parts of life in this northwestern forest.

Review: While I was annoyed with the names Kate and Brett, these two characters and their learning by observing nature make this an educational adventure story.

Diversity: Brett, Edna and Patricia could be part First Nation or Asian.

Suggestions for Teachers: Use this book when you teach about ecosystems, habitat, life cycles.

Reading Level:

1. Quantitative: Lexile 740-1010L, ATOS Book Level 4.97-7.03, Flesh-Kincaid 4.51-7.72, 5.42-7.92 RMM
2. Qualitative: This text is moderately complex. It is organized through Kate's observations and wonderings which are explained by her father. That is the repetitive pattern during most of the book. Conceptually, these ideas may be harder for students and multiple exposures of the life cycles would be helpful. Most of the vocabulary is familiar. The illustrations help give life to what could be rather dry. Those students with familiarity with life cycles, ecosystems and habitats will find this more accessible.

Content Areas: Science, Ecosystems

Common Core State Standards:

CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.4.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Relevant Links: Teaching Books

Subjects/Themes: ecosystems, life cycles, salmon, habitat

Awards: N/A

Series Information: N/A

Sky High: The True Story of Maggie Gee by Marissa Moss; Illustrated by Carl Angel

Moss, M. (2009). Sky high: The true story of Maggie Gee (C. Angel, Illustrator). Berkeley, CA: Tricycle Press.

Summary: Maggie always dreamed of flying. Like her family, she wanted to create and experience her own life stories and adventures. She is given that opportunity during the outbreak of WWII when she joins the Women Airforce Service Pilots. She has adventures flying as a Chinese American pilot.

Review: This is a beautiful biography picture book of a strong, determined young woman of color.

Diversity: Maggie Gee is Chinese American; she is confused at one point as a Japanese during her time as a pilot.

Suggestions for Teachers: Use this book when you teach biography.

Reading Level:

1. Quantitative: Lexile 740-1010L, ATOS Book Level 4.97-7.03, Flesh-Kincaid 4.51-7.72, 5.42-7.92 RMM
2. Qualitative: This text is moderately complex. It is organized chronologically although there are some flashbacks. Most of the vocabulary is familiar. Students will be able to make meaning of Maggie's story; those who are familiar with a basic understanding of WWII will be able to access this book more easily. The illustrations are beautiful and help describe Maggie's experiences.

Content Areas: Language Arts, Social Studies

Common Core State Standards:

CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Relevant Links: Teaching Books

Subjects/Themes: biography, Chinese American, WWII

Awards: N/A

Series Information: N/A

A Coyote Solstice Tale by Thomas King

King, T. (2009). A coyote solstice tale (G. Clement, Illustrator). Toronto, Ontario: Groundwood Books.

Summary: While waiting for his friends to arrive for dinner one winter night, Coyote is surprised with a strange little girl at his door. This little girl shows Coyote and his friends the evils of consumerism. While Coyote is briefly seduced, his friends and the little girl show him the light.

Review: A great book for kids to remind them of the simple joys of the holidays.

Diversity: Thomas King, the author, is part Cherokee and writes about First Nation issues.

Suggestions for Teachers: Use this book to read aloud during the winter holidays.

Reading Level:

1. Quantitative: Lexile 740-1010L, ATOS Book Level 4.97-7.03, Flesh-Kincaid 4.51-7.72, 5.42-7.92 RMM
2. Qualitative: This text is moderately complex. It is organized chronologically and written in verse. Some of the vocabulary is more formal than what students might be accustomed to. No prior knowledge is necessary, though those students with prior study in consumerism and capitalism will recognize it.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Relevant Links: Teaching Books

Subjects/Themes: consumerism, capitalism

Awards: N/A

Series Information: N/A

Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter; Illusrated by Raúl Colón

Winter, J. (2005). Roberto Clemente: Pride of the Pittsburgh Pirates (R. Colón, Illustrator). New York, NY: Aladdin Paperbacks.

Summary: This book is a short picture biography of Roberto Clemente from him as a boy growing up without money in Puerto Rico to coming to the United States and making a name for himself in a racist society to his tragic death on an airplane to help earthquake victims.

Review: A beautiful story biography for all of our students who aspire to be baseball players.

Diversity: Clemente is a Black Puerto Rican who endured lots of racism.

Suggestions for Teachers: Use this book to teach biography.

Reading Level:

1. Quantitative: Lexile 800L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13 RMM
2. Qualitative: This text is slightly complex. It is organized chronologically. Yet, the sentences are written like poetry in stanzas. Vocabulary is largely familiar and contemporary. The colorful illustrations give life to Clemente's story. Knowledge of baseball and Roberto Clemente will help students.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.

Relevant Links: Teaching Books

Subjects/Themes: racism, identity, biography, perseverance, acceptance, family

Awards: N/A

Series Information: N/A

Naked Mole Rat Gets Dressed by Mo Willems

Willems, M. (2009). Naked mole rat gets dressed. New York, NY: Hyperion Books for Children.

Summary: Wilbur is a naked mole rat who likes to wear clothes. Everyone in his community makes fun of him for doing so until a town meeting is called and Grandpah presides.

Review: This book is about staying true to who you are and being yourself.

Diversity: The identity and individuality could be interpreted as diversity and accepting differences.

Suggestions for Teachers: Use this to book to talk about difference.

Reading Level:

1. Quantitative: Lexile 470L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13 RMM
2. Qualitative: This text is slightly complex. It is organized chronologically. Vocabulary is largely familiar and contemporary. "Proclamation" might be a difficult word. Some students might be confused about what a mole rat is. The beautiful and contrast between the colorful clothes and the drabness of everything else may highlight difference. Knowledge of the mole rats will help students make meaning.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.3.7

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Relevant Links: Teaching Books

Subjects/Themes: individuality, identity, diversity, acceptance

Awards: N/A

Series Information: N/A

When Louis Armstrong Taught Me Scat by Muriel Harris Weinstein; Illustrated by R. Gregory Christie

Weinstein, M. H. (2008). When Louis Armstrong taught me scat (R. G. Christie, Illustrator). San Francisco, CA: Chronicle Books.

Summary: A little girl goes to sleep and wakes up to Louis Armstrong. Armstrong takes her under his wing and teaches her to scat--make up songs by playing with words.

Review: This book is so fun. The illustrations help illustrate the clever songs.

Diversity: The little girl could be a person of color and Louis Armstrong is African American.

Suggestions for Teachers: Use this to introduce Louis Armstrong or to introduce onomatopoeia.

Reading Level:

1. Quantitative: Lexile 420-820L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53-6.13 RMM
2. Qualitative: This text is slightly complex. It is organized chronologically. Vocabulary is mostly these made up song words that are fun to say. Some students might be confused by the girl dreaming. The beautiful colorful illustrations help students make meaning of the text. Knowledge of the Louis Armstrong will help students make meaning.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Relevant Links: PBS, Biography.com, Teaching Books

Subjects/Themes: music, Louis Armstrong, jazz

Awards: N/A

Series Information: N/A

Lakas and the Makibaka Hotel by Anthony D. Robles, Illustrated by Carl Angel & Translated by Eloisa D. de Jesús

Robles, A. D. (2006). Lakas and the Makibaka Hotel (C. Angel, Illustrator, E. D. De Jesús, Trans.). San Francisco, CA: Children’s Book Press.

Summary: Lakas finds out his friends at the Makibaka Hotel are being kicked out of their homes. He doesn't like this and so joins in the protest. This is based on a true San Francisco story.

Review: This is a great book to introduce injustice and activism.

Diversity: Lakas is a Filipino boy and the residents of the Makibaka Hotel are all people of color. Also, this book has the original Tagalog juxtaposed with the English translation.

Suggestions for Teachers: Use this to teach injustice and activism as a read-aloud book.

Reading Level:

1. Quantitative: Lexile 740-1010L, ATOS Book Level 4.97-7.03, Flesh-Kincaid 4.51-7.72, 5.42-7.92
2. Qualitative: This text is moderately complex. It is organized chronologically. Vocabulary is largely familiar with some Tagalog phrases. Some students might be confused by the Tagalog on each page. The beautiful colorful illustrations help students make meaning of the text. Knowledge of the Makibaka strike will be helpful but not necessary.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Relevant links: Teaching Books

Subjects/Themes: peace, violence, identity, Filipino, protest, injustice

Awards: N/A

Series Information: N/A

The Story of Ferdinand by Munro Leaf; Drawings by Robert Lawson

Leaf, M. (1936). The story of Ferdinand (R. Lawson, Illustrator). New York, NY: Viking.

Summary: Ferdinand, a Spanish bull, loves sitting under a tree and smelling flowers. But, by accident he is taken to take on the bull-fighters of Madrid. This is what happens when a peaceful bull is faced with violence.

Review: This is a classic story that says it's okay to be peaceful. It is calm and gentle reminder that's it's okay to be who you are. You don't have to be someone you're not; you can be yourself.

Diversity: Ferdinand is a bull in Spain. There are Spanish bull-fighters and ladies as well.

Suggestions for Teachers: My children love this book. It makes a great read-aloud. It would be a good conversation piece. What is the author trying to tell us? What is the theme of this book? How are you like Ferdinand? How are you different?

Reading Level:

1. Quantitative: Lexile 710L, ATOS Book Level 2.75-5.14, Flesh-Kincaid 1.98-5.34, 3.53 RMM
2. Qualitative: This text is slightly complex. It is organized chronologically. Vocabulary is largely familiar although there are some Spanish words to describe people. The simple black and white illustrations help readers make meaning. Prior knowledge of Spain and bullfighting as well as peace and pacifism would help readers understand this text better.

Content Areas: Language Arts

Common Core State Standards:

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.

Relevant links: Teaching Books

Subjects/Themes: peace, violence, identity

Awards: N/A

Series Information: N/A

This I Believe essays

Special features. (2005). Retrieved December 1, 2014, from http://thisibelieve.org/feature/

Summary: This is a collection of "This I Believe" essays and podcasts organized by topic.  

Review:  These short essays are engaging and are often models to help students craft their own belief statements.

Diversity: These essays feature diverse voices.

Suggestions for Teachers: These essays can serve as models for students to craft their own personal essays. They also can be used with various topical units. They can be used to analyze the craft of this type of non-fiction. Students may also contribute their own personal essay to This I Believe.

1. Quantitative: N/A
2. Qualitative: No background information is necessary. These essays are meant to stand alone. Depending on the subject and author, language will vary although it is overall contemporary and familiar. Organization often includes anecdotes or memories to support evidence and thesis.

Content Areas: English, Contemporary Issues, Social Studies

Common Core State Standards:

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Relevant links: This I Believe

Subjects/Themes: English, Social Studies, Personal Narrative

Awards: N/A

Series Information: N/A

90-second Newbery Films created by students; started by author James Kennedy

Kennedy, J. (2013, July 4). 25 successful 90-second Newbery videos. Retrieved December 1, 2014, from http://jameskennedy.com/2013/07/04/the-25-most-popular-90-second-newbery-videos-so-far/

Summary: These are 25 of the most popular student-created 90-second Newbery films.  James Kennedy created a contest for students to make films that cover the entire plot of a Newbery winner or honor book in approximately 90 seconds.  

Review:  These films are great to watch when teaching Newbery books.  They are fun and display creativity of a variety of genres.

Diversity: Some films include students of color. However, many of the Newbery books are white in general.

Suggestions for Teachers: Great to inspire students to do their own book projects. An engaging idea to foster reading the whole book, identifying key plot points, collaborating and creating.

1. Quantitative: N/A
2. Qualitative: Students with knowledge of the particular Newbery book will understand these films better. However, these students could be used as a pre-reading activity to build schema. They are mostly organized chronologically. Some films use the actual dialogue from the text itself. Depending on the book, the language could be contemporary or more from that period. Students will be able to make meaning with the visual context clues.

Content Areas: English, Drama

Common Core State Standards:

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Relevant links: James Kennedy

Subjects/Themes: English, Drama

Awards: N/A

Series Information: N/A