Rla526 book presentations1 a

Nonfiction/Informational Books and Authors
for Primary Grade Children

Types of Nonfiction/Informational Books
CONCEPT BOOKS – explore areas of knowledge that children already
understand and extend their knowledge

NONFICTION PICTURE BOOKS – created with expository text that is well
written and include well designed illustrations, adding visual
connections and aesthetic elements to the story

PHOTOGRAPHIC ESSAYS – generally portray facts of cultural and religious
diversity and history using photography

IDENTIFICATION BOOKS – created with specific information that help
children to identify, sort, and classify

LIFE-CYCLE BOOKS – describe the elements of life cycles of living organisms
in a story-like format with added drama of adventure

EXPERIMENT AND ACTIVITY BOOKS – include experiments and activities that broaden
scientific understanding

DOCUMENTS AND JOURNALS – books written based on the travel experiences or
investigations of authors which include journal entries, written letters, sketchbooks,
drawings, paintings, and photographs

SURVEY BOOKS – provide a general overview with informational facts of a specific
topic that pique the interest of children

SPECIALIZED BOOKS – book about a specific topic with a content area of study

CRAFT AND HOW-TO BOOKS – provide directions about making or creating projects
(Huck, 604-612)

Curriculum Use of Nonfiction Books

 Nonfiction picture books could be used introduce a curriculum topic to begin
a unit of study.
 Trade books are generally more up to date than textbooks. Huck states that
“making several nonfiction books available on a single topic is important for
teachers to consider because this presents ready-made opportunities to
encourage critical thinking” (Huck, 612).
 When only one resource is utilized in the classroom, the children are not
exposed to various interpretations of the facts.
 Reading more than one book allows the students to compare and contrast
different points of view and draw conclusions of their own.

Meet the author, Seymour Simon
Click on picture to view video.
http://www.bing.com/videos/search?q=seymour+simon&view=detail&mi
d=DE35A4DED483E146D61BDE35A4DED483E146D61B&first=0&FOR
M=NVPFVR

Classroom Connections - Grades 1-4
Dolphins by Seymour Simon could be integrated into a study unit about ocean animals. This book could be read
aloud to the students and then made available for independent reading. A project for third graders would include
researching an ocean animal, taking notes on note cards, writing a “sloppy copy,” and typing the final copy. The
project would include a physical creation of their choice to include with their oral presentation.

Efferent question: Describe the characteristics a dolphin.
Aesthetic question: Do you think dolphins are friendly animals? Why or why not?
Common Core Standards:
CCSS.RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the
answers.
CCSS.ELA.Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.

School Library Journal
Partnering with the Smithsonian Institution, the noted science writer captures readers' attention immediately as he
describes the "clever, curious, and mischievous" dolphins that seem to be unafraid of humans. He admits that
there really isn't that much difference between dolphins and porpoises and reveals the way to tell them apart-
"dolphins often swim on or just below the surface, riding the bow waves of fishing boats." The brightly colored
photographs take up one side (or more) of each spread, and the accompanying text balances descriptions of the
characteristics of the animals with the threats posed to their survival in today's world. A half-page glossary defines
a range of terms, including the Marine Mammal Protection Act of 1972 that complements the environmental
information included in the text. Simply outstanding.-Frances E. Millhouser, formerly at Chantilly Regional Library,
Fairfax County, VA
http://www.barnesandnoble.com/w/dolphins-seymour-simon/1101944466?ean=9780064462204

Click on dolphin to view video.
http://www.bing.com/videos/search?q=Dolphins+Animals&view=detail&mid=8519E288C43AF0002BF88519E288C
43AF0002BF8&first=0&FORM=NVPFVR

Classroom Connections - Grades 1-4
Whales by Seymour Simon could be integrated into a study unit about ocean animals. This book could be read aloud
to the students and then made available for independent reading. A project for third graders would include
project would include a physical creation to include with their oral presentation.

Efferent question: Describe three characteristics of Humpback whales.
Aesthetic question: How would you feel if you were standing next to a Big Blue Whale? Why>
CCSS.RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a
basis for the answers.
CCSS.ELA.Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

Whales in their natural habitat, the sea and the sky, are lavishly illustrated in this introduction to their physical
characteristics and biology. The full-color photographs are lush, the text is succinct, and the oversized format sets off
the large scale of these huge, magnificent creatures. Unusual close-ups show body angles not often seen. One
particularly effective shot shows a humpback mother and her baby with their long flippers gleaming white through
the dark blue water. Humpbacks often feed together, and their bodies, photographed glistening with water, look like
huge black rocks. Representational species of the 90 kinds of whales in the world are described in a flowing text
perfectly accented by the photographs. A beautiful and factual addition for all collections. --Frances E. Millhouser,
Reston Regional Library, V
http://www.barnesandnoble.com/w/whales-seymour-simon/1101944467?ean=9780060877118
Click on Humpback whale to view video.
http://www.bing.com/videos/search?q=Humpback+Whale&view=detail&mid=A376B31AD3001E236CDDA376B31A
D3001E236CDD&first=0&FORM=NVPFVR&qpvt=Humpback+Whale

Classroom Connections
Grades 1-4
Sharks by Seymour Simon could be integrated into a study unit about ocean animals. This book could be read
aloud to the students and then made available for independent reading. A project for third graders would include
project would include a physical creation to include with their oral presentation.

Efferent question: Describe what cold-blooded means.
Aesthetic question: Do you think sharks are friendly animals? Why or why not?
CCSS.RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a
basis for the answers.
CCSS.ELA.Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

Children's Literature - Catherine Campbell Wright
Just looking at the cover of Sharks will convince you that you need to learn all you can about sharks! The big,
bold, yellow title and the ominous creature on the cover will lure readers right into this fact-filled and clearly
presented book. Every page contains a full-sized, gorgeous, and sometimes unsettling photograph of a shark.
We see a baby swell shark emerging from its egg case, an enormous-looking sand tiger shark and its rows of
sharp teeth, hammerheads swimming in sunlit shallow water, and a blacktip reef shark devouring a large
mackerel. Simon is skilled at writing for readers who are unfamiliar with scientific terminology. When he says
that sharks are cold-blooded, the very next sentence tells readers just what cold-blooded means. This is a
fun and informative book.
http://www.barnesandnoble.com/w/sharks-seymour-simon/1100580732?ean=9780060877132
Click on sharks picture to view video.
http://www.bing.com/videos/search?q=jonathan+bird%2c+sharks&view=detail&mid=650157D6D579E9C90
F42650157D6D579E9C90F42&first=0&FORM=NVPFVR

Meet the Author, Nic Bishop

2011 ALA Science Medal Award for most distinguished science book
2011 AAAS/Subaru Science Books Prize
2011 National Science Teachers Association Outstanding Science Trade
Books for Students
http://www.nicbishop.com/nic_bishop_008.htm
http://www.bing.com/videos/search?q=nic+bishop&view=detail&mid=C84
E3094D7095AE48280C84E3094D7095AE48280&first=0&FORM=NVPFVR

Grades 2-4
Lizards, written by Nic Bishop, would be integrated into a study about reptiles and amphibians. This book would be
read aloud and then made available for the children to read independently. A project for third graders would be to
write a short report comparing a reptile and an amphibian and then creating a model of their choice.

Efferent question: What are the characteristics of a reptile.
Aesthetic question: What type of reader would enjoy this book? Why?
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.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

There's not much to say that hasn't already been said about the high caliber of Bishop's work, and this book is no
exception. The photographs capture a variety of lizards in startling detail. Information is presented in much the same
format as Butterflies and Moths (2009), Spiders (2007), and Frogs (2008, all Scholastic). A key sentence written in a
larger font and different color is set off from the rest of the text on the page. Basic facts about the various lizards are
simple to understand, yet written in a voice that draws readers into another world where geckos wriggle out of their
skin and flying dragons glide from tree to tree. Endnotes help readers appreciate the amount of work and time that
Bishop spent on each photograph and researching his information, particularly for the thorny devil, bearded-dragon
hatchlings, and the basilisk, which is photographed literally running on water. Another amazing must-have title.—
Cathie Bashaw Morton, Millbrook Central School District, NY
http://www.barnesandnoble.com/w/lizards-nic-bishop/1100178221?ean=9780545206341
http://video.nationalgeographic.com/video/animals/reptiles-animals/lizards/lizard_horned_squirtingblood/

Grades 2-4
Snakes, written by Nic Bishop, would be integrated into a study about reptiles and amphibians. This book would be read
aloud and then made available for the children to read independently. A project for third graders would be to write a short
report comparing two amphibians and then creating a model of their choice.

Efferent question: Is this animal a reptile or a frog? How do you know?
Aesthetic question: How do the pictures help tell the story in this book?
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).

Nearly two dozen close-ups of photogenic snakes are highlighted in this introduction. A lucid text, set either on
different colored pages or overlaid on photo backgrounds, briefly describes basic anatomy; major physical
characteristics common to all snakes; distinctive characteristics of more than a dozen world species; locomotion;
diet; hunting and feeding methods; defense mechanisms; and egg-laying and birth of young. The photographs, a mix
of full-page and spreads, are sharply focused, well composed, and expertly lighted so that the reptiles' beautiful skin
colors and patterns are shown to advantage-the shot of a Central American eyelash viper in attack mode is
especially good, and a four-page foldout displaying a coiled Mojave rattlesnake is impressive. Picture captions
identify the species depicted and offer additional information on characteristics; the degree of magnification
employed is indicated. Other snakes shown include the parrot snake, carpet python, and African egg-eating snake.
An afterword describes some of the difficulties Bishop encountered in photographing his subjects. This title
compares well with such standards as Sandra Markle's Outside and Inside Snakes (S & S, 1995) and Seymour Simon's
Snakes (HarperCollins, 1992) and offers some new tidbits of information. Bishop's brilliantly photographed book will
appeal both to snake fans and casual browsers.—Karey Wehner, formerly at San Francisco Public Library
http://www.barnesandnoble.com/w/nic-bishop-snakes-nic-bishop/1108067540?ean=9780545206389
http://www.bing.com/videos/search?q=floridas+most+venemous+snakes&view=detail&mid=03132B4DA6AD98255
BA903132B4DA6AD98255BA9&first=0&FORM=NVPFVR

Meet the author, David A. Adler
http://www.bing.com/videos/search?q=david+a+adler&view=detail&mid=6F3C4
8EEC00B6E5D63D66F3C48EEC00B6E5D63D6&first=0&FORM=NVPFVR

Classroom Connections – Grades 2- 4
A Picture Book of George Washington Carver, written by David A. Adler, would be integrated
into a study unit about diverse biographies. This book could be read aloud to the students and
then made available for independent reading. A project for third graders would include
reading cultural biography books and telling how the main character’s character traits
contributed to his/her life experience as a scientist. The children could work with a partner and
create a Venn diagram or a comparison chart.

Efferent question: As a botanist, what were some of George Washington Carver’s discoveries
about peanuts?
Aesthetic question: How would you feel if you were a scientist and discovered many things
about crops? Why?
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key
details presented in two texts on the same topic
An easy-to-read biography that is well suited for reading aloud or for use by children needing material for social studies
or science. The text contains quotes from Carver, which add to the presentation. Adler begins with Carver's birth near
the end of the Civil War and ends with his death in 1943. Youngsters will learn important facts about slavery and racial
prejudice as well as the botanist's significant contributions. The colorful illustrations complement the simple, but
informative text to give children a solid introduction to one of America's most important scientists. A concluding note
discusses the peanut tariff of 1921 and Carver's attitude toward racial problems.-Susan Knell, Pittsburgh State University,
Pittsburgh, KS Copyright 1999 Cahners Business Information.
http://www.barnesandnoble.com/w/picture-book-of-george-washington-carver-with-book-david-a-
adler/1102845649?ean=978082341633
Click on the peanut picture to view video.
http://www.bing.com/videos/search?q=george+washington+carver&view=detail&mid=F93D4FC8254C5620FD2DF93D4F
C8254C5620FD2D&first=0&FORM=NVPFVR

Grades 1-3
Working with Fractions, written by David A. Adler, could be integrated into a study of math
concepts. This book could be read aloud to the students and then made available for
independent reading. A project for third graders would include working with a partner to
investigate various ways to divide objects into fractions. Use drawings to demonstrate.

Efferent question: What is a numerator?
Aesthetic question: Do you think that math is fun? Why or why not?
CCSS.ELA.Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as a basis for the answers.

Gr 1–3—Young readers are introduced to the man who played a significant role in the establishment of the state of
Texas. Adlers' clearly written narrative offers information on Houston's life and political career, beginning with a glimpse
of Texan soldiers losing their battle at the Alamo, then leading a victorious battle winning independence from Mexico.
The next passage discusses Houston's parents' backgrounds, his birth, childhood farm life, and teen years living among
Cherokee Indians. Houston's military and political career is followed as a soldier with the Tennessee Regulars in the War
of 1812, a position with the U.S. War Department, governor of Tennessee, and the first elected president of the
Republic of Texas. Full-page, colorful computer-generated artwork depicts Texan soldiers during wartime in the 1800s,
the lifestyle, clothing and uniforms, and architecture of the time, and Houston's loving care for the citizens he
represented. Janet Weber, Tigard Public Library, OR
Click on the circles to view video.
http://www.bing.com/videos/search?q=math+for+primary+kids&view=detail&mid=8CA314056A042C849E4E8CA31405
6A042C849E4E&first=181&FORM=NVPFVR

Grades 2-5
You Can, Toucan, Math by David A. Adler could be integrated into a study of math
concepts. This book could be read aloud to the students and then made available
for independent reading. A project for third graders would include working with a
partner to demonstrate various ways to use word problems.

Efferent question: Give two examples word problems in the story. Could you solve
them or did you have to look at the answers?
Aesthetic question: What method do you use to solve word problems?
CCSS.ELA.Literacy.RI.3.1 Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as a basis for the answers.

Kirkus Reviews
Twenty-one rhyming bird-centric word problems challenge children to add, subtract, multiply and divide:
"Twenty blue jays / by the bay. / Twelve fly off. / How many stay?" A simple opening page gives youngsters clues
as to when to use each operation, but lacks the explicit vocabulary hints that math teachers would give. The
chosen operation, equation (equations in the case of multiplication) and answer can be found upside down or
sideways on the same page as the problem, making it easy to check work, or peek, for that matter. The
endpapers are resources, featuring addition, subtraction, multiplication and division tables up through ten.
Miller's illustrations keep the details simple so that children can use the pictures to help them solve the
problems. Great practice for those who need it, especially with some teacher or parent guidance. (Picture
book/nonfiction. 5-10)
http://www.barnesandnoble.com/w/you-can-toucan-math-david-a-adler/1110870628?ean=9780823421176

Meet the author, Brian P. Cleary
Author’s website: http://www.brianpcleary.com/math/index.html

Brian P. Cleary
Brian P. Cleary was born in Lakewood, Ohio, in 1959. He earned a B.A. from John Carroll
University in 1982.
Cleary is the author of numerous books for children, including Quirky, Jerky, Extra Perky: More
About Adjectives (Lerner/Carolrhoda, 2009); Rainbow Soup: Adventures in Poetry (2004); A Mink,
A Fink, A Skating Rink: What is a Noun? (1999); Give Me Bach My Schubert (1996), which was
named a Children's Choice selection by the International Reading Association/Children's Book
Council; and You Never Sausage Love (1996).
His work garnered American Booksellers Association Kid's Pick of the List citations in 1999 and
2000. He has also published humor articles, essays, features, and cartoons in local and national
magazines, and has lead word-related workshops at elementary schools all over the country.
Brian P. Cleary currently serves as Senior Editor on the Humor Staff of American Greetings. He
lives in Cleveland, Ohio.
See more at: http://www.poets.org/poet.php/prmPID/509#sthash.ZoKp1tNJ.dpuf

Grades 1-4
I and You and Don’t Forget Who by Brian P. Cleary would be integrated into the language arts
curriculum to teach grammar concepts. This book could be read aloud to the students and then made
available for independent reading. An activity for third graders would include substituting pronouns
for nouns with a partner.

Efferent question: What is a pronoun?
Aesthetic question: What did you like about this book?
CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in
general and their functions in particular sentences.
Children's Literature
He, she, me, I and they are all pronouns. As the author says, just like a substitute teacher fills in for a teacher, "a
pronoun steps in as a sub for a noun, becoming the star of the feature." Without pronouns our sentences would be
clunky and awkward, as in the example "Anne got so excited that when Anne first saw it, Anne couldn't believe
Anne's good luck." Rarely is learning about grammar entertaining, but, after reading this book, young grammarians
will never look at pronouns—from personal to possessive to demonstrative to indefinite—in the same way.
Humorous rhymes and equally wacky illustrations make learning grammar rules fun. The cat characters add comedy
and lightness to the tone as well as serve to reinforce eachaddition to the bookshelf, other titles in this "Words are
Categorical" series include A Mink, a Fink, a Skating Rink: What is a Noun and Hairy, Scary, Ordinary: What is an
Adjective. 2004, Carolrhoda Books/Lerner Publishing Co, concept. An excellent
—Valerie O. Patterson Gr 1-4

Audiobook available at : http://freetrial.lernerbooks.com/
Click on cartoon to view video.
http://www.bing.com/videos/search?q=personal+pronouns&qs=n&form=QBVR&pq=personal+pronouns&sc=8-
17&sp=-1&sk=

Grades 1-4
I’m and Won’t, They’re and Don’t by Brian P. Cleary would be integrated into the language arts
available for independent reading. An activity for third graders would include creating contractions
with a partner.

Efferent question: What is a contraction?
general and their functions in particular sentences.

Children's Literature - Marcie Flinchum Atkins
This book is everything a child might want to know about contractions, told in a sing-songy verse. Contractions can
be made up of two or three words. Examples, a definition, and the use of apostrophes are all covered in this simple
text to introduce contractions. The illustrations show how the words can be taken apart and put back together to
make shorter contractions. Gable shows hilarious animals cutting and taping, sawing and nailing and using knitting
needles and yarn to take apart and put words back together again. The illustrations also include animals acting out
the contractions. The contractions in the text are used in sentences and each contraction is highlighted in a different
color of text to make them easy to spot. This book would make a great addition to a classroom library for an
introduction to a unit on contractions. Marcie Flinchum Atkins
http://www.barnesandnoble.com/w/im-and-wont-theyre-and-dont-brian-p-
cleary/1111604225?ean=9780822591559
http://nancyisanders.files.wordpress.com/2009/09/brian-cleary.jpg
Audiobook available at: http://freetrial.lernerbooks.com/
Video about conjunctions:
http://www.bing.com/videos/search?q=contractions&view=detail&mid=141BC2D85DD130B35A3B141BC2D85DD
130B35A3B&first=0&FORM=NVPFVR

Grades 1-4
I’m and Won’t, They’re and Don’t by Brian P. Cleary would be integrated into the language arts
available for independent reading. An activity for third graders would include creating contractions
with a partner.
.
Efferent question: What is a contraction?
general and their functions in particular sentences
Children's Literature Cleary presents conjunctions in rollicking rhyme in this latest book in the "Words are
CATegorical" series about different parts of speech. The rhyme presents what conjunctions do and uses the
conjunctions as it goes over the rules, such as using them to link verbs and combine sentences. It even touches on a
common misconception—that conjunctions can't begin a sentence. Conjunction pairs such as either/or and
conjunctions that have to do with time are explained. Everything a young grammar student would like to know—or
will need to know—is presented in a comical way. Most of the conjunctions are highlighted in a different color. A
note at the beginning of the text explains that a few conjunctions are not highlighted to challenge readers and see if
they can figure them out. A textbook definition of a conjunction is also given on the dedication page.
http://www.barnesandnoble.com/w/but-and-for-yet-and-nor-brian-p-
cleary/1112171283?ean=9780761385035
http://nancyisanders.files.wordpress.com/2009/09/brian-cleary.jpg
Audiobook available at: http://freetrial.lernerbooks.com/
Video about conjunctions:
http://www.bing.com/videos/search?q=conjunctions&view=detail&mid=1E9886625E80584DC81D1E98
86625E80584DC81D&first=0&FORM=NVPFVR

Meet the author, Laura Vaccaro Seeger
http://www.youtube.com/watch?v=GLgcBlKD3tg

Grades PK -2
First the Egg by Laura Vaccaro Seeger would be integrated into the curriculum to integrate
nonfiction/informational books into the reading curriculum and teach the
children to distinguish the differences between fiction and nonfiction text. This book could also be
used to develop an understanding of life cycles.

Efferent question: What is the difference between fiction and nonfiction text?
Aesthetic question: Which do you think came first, the chicken of the egg? Why?
CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

Kirkus Reviews
A deceptively simple, decidedly playful sequence of statements invites readers to ponder, what comes first: the
chicken or the egg? Carefully choreographed page turns and die-cuts focus on the process of change and becoming,
so "First" sits alone on a yellow background, facing "the EGG"-an egg-shaped die-cut revealing a white egg against
an orange-and-brown background. Turn the page, and "then" appears, the egg-shaped die-cut now forming the
yellow body of a chick emerging from the shell, facing "the CHICKEN"-the white hen whose body gave color to the
previous spread's egg. Tadpole and frog, seed and flower, caterpillar and butterfly all receive the same treatment,
then word and story, paint and picture bring all the disparate elements together, nature being the catalyst for art.
Seeger's vibrant, textured oil-on-canvas illustrations contain a wealth of subtlety, allowing the die-cuts to reveal
cunning surprises with each turn of the page. Children and adults alike will delight in flipping the sturdy pages back
and forth to recreate the transformations over and over again. Another perfectly pitched triumph from an emerging
master of the concept book. (Picture book. 2-6)
http://www.barnesandnoble.com/w/first-the-egg-laura-vaccaro-seeger/1012129303?ean=9781596432727
Audiobook available at: http://www.audible.com/search/ref=ftx_top_nav_search_1
http://www.bing.com/videos/search?q=first+the+egg&view=detail&mid=5BD5B94FE7DC0667C45C5BD5B94FE7DC0
667C45C&first=21&FORM=NVPFVR

PK to Grade 2
Green by Laura Vaccaro Seegar would be integrated into the curriculum to integrate nonfiction/informational books
into the reading curriculum and teach the children to distinguish the differences between fiction and nonfiction text.
This book could also be used to develop an understanding of colors in the natural environment.

Efferent question: How do the pictures tell the story in this book?
Aesthetic question: Do you like the color green? Why or why not?

Kirkus Reviews
In lush paintings outfitted with cleverly positioned die cuts, Seeger's latest explores the color green. In four
simple quatrains, two-word lines each suggest a kind of green, introducing a scene that might show natural,
domestic or built elements: "forest green / sea green / lime green / pea green." Two die-cut leaves on a tree
in the forest's foreground become, with a page turn, two fish swimming in a sea turtle's wake. At "jungle
green," a tiger crouches, peering from thick undergrowth. The page turn yields "khaki green" and a lizard
whose pale, spotted body is camouflaged against similarly speckled and splotched earth. The rectangular die
cut shared by the tiger and lizard spreads reveals that the words "jungle" and "khaki" are each embedded in
the painted scenes: The die cut facilitates the discovery. "[G]low green" shows twilit children chasing tiny
circles--luminescent fireflies--near a deep-red barn; with a page turn, the circles are now apples in a tree.
The last quatrain--"all green / never green / no green / forever green" spans spreads that conclude in the
orchard, near the red barn, with tiny die-cut leaves: on a new plant; on a mature tree. Seeger's paintings vary
in perspective and even in perspicacity: For example, flowers and trees are stylistically more naïf than
animals. In all, lovely, inventive, engrossing and interactive. (Picture book. PK-Gr2)
http://www.barnesandnoble.com/w/green-laura-vaccaro-seeger/1104075577?ean=9781596433977
 Book trailer - http://www.youtube.com/watch?v=lVQeY8bodYs&feature=player_detailpage#t=3s

PK-Grade 2
Alphabet by Laura Vaccaaro Seegar can be integrated into the curriculum as a reinforcement of the letters of the
alphabet. This book presents the children with hidden alphabet letters presented in a challenging format. The
children can use this book as an independent reading activity after it is read aloud and discussed in class.

Efferent question: How do the pictures in this book help tell the story in this book?
Aesthetic question: Did you have any difficulty identifying any of the letters?

Starred review in November issue of The School Library Journal
From the black book jacket with cutout openings for each letter of the title to the vibrant, painterly
strokes of yellow on the endpapers, Hidden Alphabet is a visual delight. A black mat frames an object
on each page. When it is lifted, each of these objects becomes a significant part of the letter's
negative space (e.g., two balloons form circles to make the openings in the letter "B"). This clever trick
of changing viewers' perspective from foreground to background will keep readers turning the pages
to see the other optical illusions this pictorial by-play produces. Because of the way they are formed,
the letters are not always completely conventional in shape. This may challenge very young children
to identify them, but readers of any age will enjoy seeing a mouse turn into an "M" made of cheese
with a few tiny chunks nibbled out of it..
—West Shore School District, Camp Hill, PA
http://www.barnesandnoble.com/w/hidden-alphabet-laura-vaccaro-
seeger/1102847701?ean=9781596436374
http://www.youtube.com/watch?v=My6ECFUqeP0

Meet the Author, Robert Burleigh
http://www.childrenslit.com/childrenslit/mai_burleigh_robert.html
Over the past 35 years, I have published poems, reviews, essays, many
filmstrips and videos, and more than 40 children's picture books.

Born and raised in Chicago, I graduated from DePauw University
(Greencastle, Indiana) and later received an MA in humanities from the
University of Chicago. I've published books for children since the early
1990s. My books - including numerous unpublished ones! - run a broad
gamut, from stories geared for pre-schoolers to survival stories and
biographies aimed at seven to eleven-year-olds. My work is wide-ranging
because, basically, I'm a generalist by experience - and inclination!

In addition to writing, I paint regularly under the art name Burleigh
Kronquist and have shown work in one-person and group shows in
Chicago, New York, and elsewhere around the country.

While the subjects vary, my books are linked philosophically, stylistically
and structurally by my wish to capture where possible the emotional
intensity - the essence - of whatever the subject is. I believe the hard
facts (historical and biographical) are extremely important, and I always
weave them into the narrative. But beyond that, I like the book to convey
the feeling of immediacy, of being there - whether there is flying an
airplane, hitting a baseball, or painting a picture.

Grades 1 – 3
Look Up!: Henrietta Leavitt, Pioneer Woman Astronomer, written by Robert Burleigh, would be integrated into a study
of biographies of famous people as a read aloud. This book would also be available for the students to reread
independently. The unit would include an internet research investigation of a biographical personality and creating a
written report and oral presentation. The students would dress as if they were the character of the story for their
presentations.

Efferent question: What did Henrietta Leavitt discover about the stars?
Aesthetic question: Would you like to be an astronomer? Why or why not?
CCSS.RL.3.3 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Kirkus Reviews
Burleigh weaves imagination and information to sketch the life of a female scientist and illuminate her
achievements. Henrietta Swan Leavitt, born in 1868, was a graduate of Oberlin and of the school that would become
Radcliffe. Her interest in astronomy led her to work for many years in the Harvard Observatory. Although women
were prevented from taking part in many facets of academic exploration, Leavitt made a major discovery within the
parameters of her assigned work. Though little is known of his subject's life, Burleigh posits an early interest in the
stars that may help to engage young listeners. The conversational text moves quickly, taking readers from dreamy
child to dedicated researcher. Sophisticated vocabulary and complex concepts, as well as the variety of
supplementary information Burleigh provides, from quotations about the stars to brief information about other
female astronomers, suggest that this would be most useful as supplemental material in a science curriculum.
http://www.barnesandnoble.com/w/look-up-robert-burleigh/1112483562?ean=9781416958192
Click on the stars to view video.
http://www.bing.com/videos/search?q=milky+way+galaxy&view=detail&mid=C3F1743CA369A0546943C3F1743CA3
69A0546943&first=0&FORM=NVPFVR

Grades 3 – 4

Black Whiteness, written by Robert Burleigh, would be integrated into a study of biographies of famous people as a
read aloud. This book would also be available for the students to reread independently. The unit would include an
internet research investigation of a biographical personality and creating a written report and oral presentation. The
students would dress as if they were the character of the story for their presentations.

Efferent question: Why did carbon monoxide get into Admiral Byrd’s bones?
Aesthetic question: How would feel if you had to endure cold and hardship to travel to the South Pole?
CCSS.RL.3.3 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Byrd's solitary sojourn at Little America during the unimaginably cold, dark Antarctic winter of 1934 is captured in a
lyrical text strengthened by dramatic, impressive paintings. For almost six months, Byrd endured that frozen desert
with none of the comforts today's Antarctic scientists enjoy, while accumulations of carbon monoxide seeped into
his very bones. This simply written version, embellished with slightly edited quotes from Byrd's personal record,
Alone (Putman, 1938; o.p.), reveals to young readers the determination and courage of a human spirit's persistent
survival under horrific conditions. Using Black Whiteness with Michael McCurdy's Trapped by the Ice (Walker, 1997)
would add an extremely human touch to classroom studies of the Antarctic, and demonstrate the risks taken by
scientific explorers in the early 20th century. Patricia Manning, formerly at Eastchester Public Library, NY
http://www.barnesandnoble.com/w/black-whiteness-admiral-byrd-alone-in-the-antarctic-robert-
burleigh/1002142470?ean=9781442453340

Grades 1 – 3
One Giant Leap, written by Robert Burleigh, would be integrated into a space unit as a read aloud, providing
information about the America’s first space landing on the moon. The book would also be available for the students
to reread independently. The unit would include an internet research investigation on a space topic and creating a
Power Point presentation.

Efferent question: Why did the United States send a spacecraft to the moon?
Aesthetic question: Would you like to be an astronaut and travel to the moon? Why or why not?
CCEE.ELA.-Literacy.RI3.2 Determine the main idea of a text; recount the key details and explain how they support
the main idea.
CCSS.ELA-Literacy.RI3.7. Use information gained from illustrations (e.g. maps, photographs) and the words in the
text to demonstrate understanding of the text (e.g. where, when, why, and how key events occurred.)
Distinguished language and compelling imagery make this commemoration of the first Moon landing's 40th
anniversary particularly intense. In characteristically dramatic free verse, Burleigh begins with the descent of
the Eagle and the tense search for a safe spot to land. He describes the two astronauts' first impressions of the
"endless, mysterious wasteland" all around, follows Armstrong and Aldrin down the ladder as they take those
historic first steps and then, all too soon, come back aboard for an uncomfortable night, a suspenseful takeoff
("No backing up. No doing it again. No second try./They know one thing only: failure means death"), the
rendezvous with Michael Collins and the Columbia , and the triumphant return to "Earth: fragile, beautiful,
home.".-John Peters, New York Public Library
http://www.barnesandnoble.com/w/one-giant-leap-robert-burleigh/1100473325?ean=9780399238833
http://www.bing.com/videos/search?q=one+small+step+for+man&view=detail&mid=A70DEAA037DEE0EDA7
B6A70DEAA037DEE0EDA7B6&first=0&FORM=NVPFVR

Meet the author, Jean Marzollo
Click on book picture to view video.

http://www.jeanmarzollo.com/bio.html
http://www.bing.com/videos/search?q=jean+marzollo&view=detail&mid=9482
06C0C43B8F1356FB948206C0C43B8F1356FB&first=0&FORM=NVPFVR
FREE eBooks: http://jeanmarzollo.com/ebooks.html

Kindergarten – Grade 2
I Spy A to Z written by Jean Marzollo would be integrated into a primary curriculum to practice
phonetic sounds and visual discrimination to recognize the alphabet letters.

Efferent question: What objects did you find that begin with the letter c?
Aesthetic question: What is your favorite letter? Why?
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).

K-Gr 2–A comparison of this book to earlier “I Spy” publications shows that virtually every illustration
in it appeared in those titles. One redeeming quality is the new text and a nod to phonics. An
introduction for parents and teachers includes suggestions on how to use the book to help children
learn to read. Marzollo’s familiar rhymes feature consistent phonetic sounds for letters that have
more than one. For example, the “c” page colors in red only the instances in which “c” sounds like a
“k.” The hidden items in the colorful photos, full of kid-friendly objects, are easy to locate. This is for a
slightly younger audience than the previous books in the series, but those children might be better
served by Roxie Munro’s Mazeways (Sterling, 2007).–Debbie Whitbeck, West Ottawa Public Schools,
Holland, MI
http://www.barnesandnoble.com/w/i-spy-a-to-z-jean-marzollo/1101104849?ean=9780545107822

Gr 2-4
In 1776, written by Jean Marzollo, would be integrated into a historical study unit about the American
Revolutionary War. This book could be read aloud to the students and then made available for
independent reading. A project for third graders would include researching an the Revolutionary War,
taking notes on note cards, writing a “sloppy copy,” and typing the final copy. The project would
include dressing in the time period when they present their oral report.
Efferent question: What happened in America in the year 1776 ?
Aesthetic question: Do you think the illustrations helped you to understand the story better?
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
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).
As in In 1492 (Scholastic, 1991), this author/illustrator collaboration shows that difficult concepts of history can be
made understandable to young children. Bjrkman's watercolors steal the show here, as they give youngsters an
authentic look at what it was like when the colonists rebelled against British rule. Architecture and artifacts are
accurately portrayed. Colonial dress, military uniforms, and even King George's robes are rich in detail. Marzollo's
verse, though sometimes stilted, is readable and carries the story along. A preface, ``Helping Children Understand
the American Revolution,'' gives background on our country's fight for independence. In 1776 deserves a place on
most library shelves.-Dot Minzer, North Barrington School, Barrington, IL
http://www.barnesandnoble.com/w/in-1776-jean-marzollo/1102325357?ean=9780545110730
Click on lower image to view video.
http://www.bing.com/videos/search?q=in+1776&view=detail&mid=A8B95481EEB7E0D988DDA8B95481EEB7E0D9
88DD&first=0&FORM=NVPFVR

Kindergarten to Grade 2
Happy Birthday, Martin Luther King, written by Jean Marzollo presents the life of Dr. Martin Luther King in simple
language that young children can understand. This book would be included in the primary curriculum as a read
aloud and then made available for the children to read independently. A writing activity could be included where
the children finish the sentence, “I have a dream…” writing about what they believe could be changed in our world.

Efferent question: What is the author’s message in this book?
Aesthetic question: What can you do to promote peace to those around you?
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.

K-2 An eloquent and powerful introduction to the life and death of Martin Luther King, Jr. This simplified
summation leaves out most of the details, while bringing the essence of his life and work to young readers.
A foreword offers options for softening the facts surrounding his murder for preschoolers. Pinkney's
scratchboard and oil pastel illustrations convey both the strength and gentleness of King's character. Both
text and art carry his central message of peace and brotherhood among all people. This is a good choice for
reading aloud. Adler's Picture Book of Martin Luther King, Jr. (Holiday, 1989) covers the same material with
more detail. --Eunice Weech, M. L. King Elementary School, Urbana, IL.
.http://www.barnesandnoble.com/w/happy-birthday-martin-luther-king-jean-mar
zollo/1021015934?ean=9780439782241
Click on image to view video:
http://www.bing.com/videos/search?q=happy+birthday+martin+luther+king&view=detail&mid=1AB406660
E15BAFAF99D1AB406660E15BAFAF99D&first=0&FORM=NVPFVR

Meet the author, Lynne Cheney
http://www.bing.com/images/search?q=Lynne+Cheney&qpvt=Lynne+Cheney&FORM=IGRE
http://www.youtube.com/watch?v=hYw3w3a2HDw

Grades 2-4
A is for Abigail: An Almanac of Amazing American Women, written by Lynne Cheney, would be integrated into a unit
about historical American women and their contributions that to society. This book could be read aloud to the
students and then made available for independent reading. The children could work in pairs and discuss the
contributions that these women made and respond in their journals. A class discussion would occur after the
children had discussed the main points in pairs.
Efferent question: Name three women and name some characteristics that helped them to succeed.
Aesthetic question: What do you know now about American women that you did not know before you read the
book?
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea.

Similar in design and concept to, the profiled women were born before 1950. For each letter, a page features a
person or a concept. The "E" page, for example, discusses six educators. The letter "J" is associated with Anna
Jarvis, advocate of the Mother's Day holiday. Information about each figure is given in a phrase or one-
sentence reference to her major achievement. The colorful, cartoonlike illustrations make this book
particularly engaging, and the detail and varied design of the pages are additional enhancements. Some of the
pages have borders containing the names of the women who fit the letter category, such as the authors listed
in the borders on the "W" page, which cameos Edith Wharton and lauds women as writers. All of the people
are shown in active postures. Lynda Ritterman, Atco Elementary School, Waterford, NJ Copyright 2003 Reed
Business Information.
http://www.barnesandnoble.com/w/a-is-for-abigail-lynne-cheney/1111803162?ean=9780689858192
http://www.bing.com/videos/search?q=abigail+adams&view=detail&mid=761BFF3433F66E607DA77
61BFF3433F66E607DA7&first=0&FORM=NVPFVR

Grades 2-4
We the People: The Story of Our Constitution, written by Lynne Cheney would be integrated into a study of American
history. This book could be read aloud to the students and then made available for independent reading. The
children could further investigate about the creation of the Constitution, and write a short report about their
discoveries.

Efferent question: Why was writing the Constitution so important for our country?
Aesthetic question: What do you think America would be like if the colonists had not won the war?
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how
they support the main idea
Now in paperback, Lynne Cheney’s New York Times bestselling illustrated history of how the Constitution
came to be. “I am mortified beyond expression when I view the clouds which have spread over the
brightest morn that ever dawned upon any country.” —George Washington
America had won the Revolution, but our troubles were far from over. The thirteen states were squabbling,
the country could not pay its bills, and in Massachusetts farmers had taken up arms against the government.
Was our country, which had fought so hard for its independence, going to survive In May 1787 delegates
from across the country—including George Washington, James Madison, and Benjamin Franklin—gathered
in Philadelphia and, meeting over the course of a sweltering summer, created a new framework for
governing: the Constitution of the United States. Their efforts turned a shaky alliance of states into a nation
that would prosper and grow powerful, drawing its strength for centuries to come from “We the people”
and inspiring hope for freedom around the world.
http://www.barnesandnoble.com/w/we-the-people-lynne-cheney/1100375786?ean=9781416954187
http://www.bing.com/videos/search?q=we+the+people&view=detail&mid=FE472037AF10690
D7707FE472037AF10690D7707&first=0&FORM=NVPFVR

Grades 2-4
When Washington Crossed the Delaware, written by Lynne Cheney, would be integrated into a study of American
history. This book could be read aloud to the students and then made available for independent reading. The
children could further investigate the Revolutionary War and create a picture story about their findings. They could
share information with a partner before starting their picture story.

Efferent question: Why was crossing the Delaware River so important?
Aesthetic question: What do you think the outcome would have been if Washington’s army had not crossed the
Delaware River?
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence,
and cause/effect.
main idea.

America had won the Revolution, but our troubles were far from over. The thirteen states were squabbling, the
country could not pay its bills, and in Massachusetts farmers had taken up arms against the government. Was our
country, which had fought so hard for its independence, going to survive?
In May 1787 delegates from across the country—including George Washington, James Madison, and Benjamin
Franklin—gathered in Philadelphia and, meeting over the course of a sweltering summer, created a new framework
for governing: the Constitution of the United States. Their efforts turned a shaky alliance of states into a nation that
would prosper and grow powerful, drawing its strength for centuries to come from “We the people” and inspiring
hope for freedom around the world.
Available as a NooK Book
http://www.barnesandnoble.com/w/we-the-people-lynne-cheney/1100375786?ean=9781416954187
http://www.bing.com/videos/search?q=washington+crossing+the+delaware&view=detail&mid=1D438354E9ED671
263A61D438354E9ED671263A6&first=0&FORM=NVPFVR

Meet the author, Kathleen Krull

http://www.bing.com/videos/search?q=kathleen+krull+books&view=detail&mid=42D7C2F4AD9F4D53C53942D7C2
F4AD9F4D53C539&first=0&FORM=NVPFVR
KATHLEEN KRULL—winner of the 2010 Eureka! Children's Nonfiction Award Silver Honor—is perhaps best known as
a writer of richly entertaining biographies for children, such as FDR and The Boy Who Invented TV. Her Lives of
series, which includes Lives of Extraordinary Women: Rulers, Rebels (and What the Neighbors Thought), has been
hugely popular with readers of all ages. Kathleen lives with her husband, children's illustrator Paul Brewer, in San
Diego, California.
2011 Childen’s Book Guild of Washington, D. C. Nonfiction Award Winner for Body of Work.
STEVE JOHNSON and LOU FANCHER, a husband-and-wife team, are the illustrators of The Boy on Fairfield Street by
Kathleen Krull, My Many Colored Days by Dr. Seuss, and New York's Bravest by Mary Pope Osborne. I Walk At Night
was a New York Times Best Illustrated Book. Visit www.johnsonandfancher.com.
http://www.barnesandnoble.com/w/jim-henson-kathleen-krull/1102622150?ean=9780375857218
http://www.kathleenkrull.com/

Classroom Connections Go to teachingbooks.com for video
Grades 1-3
Jim Henson: The Guy Who Played with Puppets, written by Kathleen Krull would be integrated into into a study unit
about biographies. This book could be read aloud to the students and then made available for independent reading.
The children could watch the video about how Jim Henson crafted his puppets and make puppets of their own.

Efferent question: What does it mean that Jim Henson followed his dream?
Aesthetic question: Why do you think that Jim Henson created puppets?
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on
the same topic

Gr 1–3—This easy-to-read biography of the master muppeteer hits the highlights of Henson's life and shows how he
pursued his personal goal "to be one of the people who made a difference in this world." Years before the world
knew about Kermit and friends, young Henson was already filling notebooks with drawings of imaginative creatures
and trading stories with his grandmother. Later came local plays and shows, and, at age 16, a job on a TV show
working with marionettes. His love of puppets continued, leading to Sam and Friends, a five-minute comedy in the
Washington, D.C., area. His biggest break, of course, came in 1968 with the launching of Children's Television
Workshop and Sesame Street. Johnson and Fancher have filled this picture book with warm and loving watercolor
illustrations on each page. A fine introduction to one of the most creative artists of
thehttp://www.youtube.com/watch?v=TshUSIElhh0&feature=player_embeddedhttp://www.youtube.com/watch?v=
TshUSIElhh0&feature=player_embedded last century.—Roxanne Burg, Orange County Public Library, CA
http://www.barnesandnoble.com/w/jim-henson-kathleen-krull/1102622150?ean=9780375857218
http://www.bing.com/videos/search?q=muppets&view=detail&mid=DEE5E684FBAFBA7B60EBDEE5E684FBAFBA7B6
0EB&first=0&FORM=NVPFVR

Grades 1-3
The Boy on Fairfield Street, How Ted Geisel Grew Up to Be Dr. Seuss, written by Kathleen Krull would
be integrated into a study about famous people and the stories of their lives. This book would be
read aloud and then made available for the children to read independently. A project for third graders
would include reading biography books and comparing how the main character’s character traits
contributed to his/her life experience. The children could work with a partner and use a Venn diagram
or a comparison chart.

Efferent question: What did Ted Geisel do as a child that contributed to his life as a writer?
Aesthetic question: Would you conclude that anyone could become an author of books?
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in
two texts on the same topic.

How Theodore Geisel, a dreamer and doodler from Springfield, Massachusetts, came to be Dr. Seuss,
is reveled through a concise text and selected early work by the artist. This book provides a rare
glimpse into the personal life of the innovative children's book author and illustrator.
http://www.readingrockets.org/article/1766/
http://www.barnesandnoble.com/w/boy-on-fairfield-street-kathleen-
krull/1102777214?ean=9780375855504
http://www.bing.com/videos/search?q=ted+geisel&qs=AS&sk=&FORM=QBVR&pq=ted%20geisel&sc=
8-10&sp=1&qs=AS&sk=

Grades 1-3
The Boy Who Invented TV: The Story of Philo Farnsworth, written by Kathleen Krull, would be integrated into a study about
famous people and the stories of their lives. This book would be read aloud and then made available for the children to read
independently. A project for third graders would include reading biography books and comparing how the main character’s
character traits contributed to his/her life experience. The children could work with a partner and use a Venn diagram or a
comparison chart.

Efferent question: How do you think a farm boy from Idaho became an inventor?
Aesthetic question: Would you be able to invent an electronic device? What would it be?

An inspiring true story of a boy genius.
Plowing a potato field in 1920, a 14-year-old farm boy from Idaho saw in the parallel rows of overturned
earth a way to “make pictures fly through the air.” This boy was not a magician; he was a scientific genius and
just eight years later he made his brainstorm in the potato field a reality by transmitting the world’s first
television image. This fascinating picture-book biography of Philo Farnsworth covers his early interest in
machines and electricity, leading up to how he put it all together in one of the greatest inventions of the
20th century. The author’s afterword discusses the lawsuit Farnsworth waged and won against RCA when his
high school science teacher testified that Philo’s invention of television was years before RCA’s.
2009 Parents' Choice Silver Honor winner
http://www.barnesandnoble.com/w/the-boy-who-invented-tv-kathleen-krull/1111393529?ean=9780375845611
http://www.bing.com/videos/search?q=the+origin+of+television&view=detail&mid=54695A448975CC4FFB5554695
A448975CC4FFB55&first=0&FO

Meet the Author, Elizabeth Rusch

Elizabeth Rusch is an amateur volcanologist, a former editor of Teacher magazine, and an award-winning author.
Her children's books include The Mighty Mars Rover: The Incredible Adventures of Spirit and Opportunity
(Houghton Mifflin, 2012), For the Love of Music: The Remarkable Story of Maria Anna Mozart (Tricycle, 2011), and
Will It Blow?: Become a Volcano Detective at Mount St. Helens (Sasquatch, 2007). She lives in Portland Oregon.
Susan Swan has illustrated many children's books, including Out on the Prairie by Donna M. Bateman; When
Autumn Falls by Kelli Nidey (Albert Whitman, 2004), and It's Fall! by Linda Glaser (Millbrook, 2001). She lives in
Ovilla, Texas.
http://www.barnesandnoble.com/w/volcano-rising-elizabeth-rusch/1109581428?ean=9781580894098
http://www.elizabethrusch.com/AboutMe/AuthorBio.aspx

Grades 2 – 4
Will It Blow?: Become a Volcano Detective at Mount St. Helens, written by Elizabeth Rusch, presents children with
clues about volcanic eruptions and encourages them to make predictions about when a volcano might erupt. The
book would be read aloud and then made available for the students to reread independently. As an extension for
this book the children would create a model of a volcano.

Efferent question: Name three clues that indicate that a volcano is ready to erupt.
Aesthetic question: Would you like to become a volcanologist? Why or why not?
This book challenges readers to become volcanic-eruption predictors. Using Mt. St. Helens and its spectacular 1980
eruption as well as other smaller eruptions there as "the suspect," a variety of clues-on temperature, ground
deformation, etc.-are presented, and their significance to the pre-1980 mountain is explained. Finally, scenarios
describe other, smaller volcanic events on Mt. St. Helens, and detective-readers are asked to deduce from the
conditions whether an explosion happened or not. A concluding page in each chapter gives the answer. The text is
breezy, its light humor masking the fact that it is packed with information. Each chapter contains an easy
experiment, ranging from creating a soda-bottle eruption to acting as a "human seismograph," that's suitable for
science projects or classroom use.—Patricia ManningCopyright 2006 Reed Business Information.
http://www.barnesandnoble.com/w/will-it-blow-elizabeth-rusch/1112156667?ean=9781570615092
Will It Blow?: Become a Volcano Detective at Mount St. Helens (Sasquatch) was aNatural History magazine Best
Book for Young Readers, a Washington Reads pick, and a finalist for the Oregon Book Award. It has been reprinted in
hardcover.
http://www.bing.com/videos/search?q=mt+sy+helens&view=detail&mid=49E9E6FFF517967BEDA749E9E6FFF51796
7BEDA7&first=0&FORM=NVPFVR

Grades 1 – 3
Volcano Rising, written by Elizabeth Rusch, would be read aloud to the children providing them with information
about how a volcano erupts. This would then be available to the children to read independently. As an extension
for this book the children would create a model of a volcano.

Efferent question: What happens during a volcanic eruption? Why does this happen?
Aesthetic question: Does this book help you understand how volcanos erupt? Give three examples of your
understanding.

Junior Library Guild selection
Thought you knew all about volcanoes? Think again! Dramatic, eye-opening stories of volcanoes in this
book bring to life an amazing part of volcanology that has been overlooked in the media and in children's
books - how volcanoes grow and shape the landscape. In Mexico, a volcano emerges in a field before a
farmer's eyes. In Tonga, underwater volcanoes make new islands. In our backyard and across the globe,
volcanoes that blow their tops grow them right back again.
http://www.elizabethrusch.com/MyBooks/ComingSoon.aspx
Click on top image to view video.
http://www.bing.com/videos/search?q=volcanos&view=detail&mid=258E9BE9D6A967D74421258E9BE9D6A967D7
4421&first=0&FORM=NVPFVR

Grades 1 – 3

The Planet Hunter: The Story Behind What Happened to Pluto, written by Elizabeth Rusch, would be integrated into a
study of biographies of famous people as a read aloud. This book would also be available for the students to reread
independently. The unit would include an internet research investigation of a biographical personality and creating
a written report and oral presentation using the processes of researching information, using note cards, writing a
“sloppy copy,” and finally, a final copy.

Efferent question: What does the boy in this story conclude about the planet Pluto?
Aesthetic question: Do you like to investigate about information that you do not understand? Give an example.
main idea.

Her nonfiction book biography, The Planet Hunter: The Story Behind What Happened to Pluto (Rising
Moon), which the L. A. Times called, “a fascinating tale, charmingly told” was also an Oregon Book
Award finalist and has been published in Korean.

Mike's discovery caused an uproar. Astronomers around the globe asked: What is a planet anyway? As a
kid, Mike Brown gazed at his poster of the nine planets and wondered: Is there more out there? The
hunt was on. This nonfiction picture book tells the story of astronomer Mike Brown, from his childhood,
to his growing curiosity about our solar system, to his amazing discoveries.
http://www.barnesandnoble.com/w/the-planet-hunter-elizabeth-
rusch/1008303160?ean=9780873589260
Click on the planets to view video.
http://www.bing.com/videos/search?q=the+planets+in+our+solar+system&view=detail&mid=7EDDB41
108461ECE6D1E7EDDB41108461ECE6D1E&first=0&FORM=NVPFVR

Meet the Author and llustrator, Kadir Nelson

http://www.bing.com/videos/search?q=kadir+nelson&view=detail&mid=85A654AD78B04EDF02E385A654AD78B0
4EDF02E3&first=0&FORM=NVPFVR

Grade 3 and up
We Are the Ship: The Story of Negro League Baseball, written by Kadir Nelson, would be integrated
into a Social Studies unit on African American history. This book would be read aloud and made
available for the students to read independently. The children would discuss and share the main
ideas and details of this book in partners and then respond by writing two paragraphs in their
journals, using main idea, details, and a conclusion sentence.

Efferent question: Why did the African Americans have to form their own baseball league?
Aesthetic question: What do you know that you didn’t know before this book was read?
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how
they support the main

An introduction by baseball great Hank Aaron opens this riveting look at the history of the Negro League.
A large format supports revealing portraits of League players and an absorbing narration revealed in nine
innings. Endnotes and further readings conclude this memorable and accessible history.
http://www.readingrockets.org/books/interviews/nelson/featuredbooks/
Audiobook available from Barnes and Noble
http://www.barnesandnoble.com/w/we-are-the-ship-kadir-nelson/1100548463?ean=9780786808328
http://www.youtube.com/watch?v=EtEDi-fbsQ4

Grades 1 – 3
Nelson Mandella written by Kadir Nelson, portrays the life of the South African leader. Nelson
Mandella led the people of South Africa in their quest for equal rights. The book, Nelson Mandella
would be integrated into a Social Studies unit on biographies of famous people. The unit would
include an internet research investigation of a biographical personality and creating a written report
and oral presentation. The students would dress as if they were the character of the story for their
presentations.

Efferent question: How does the setting of the action and the main character of this story>
Aesthetic question: Is there anything that you do not understand in this book?
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.

"This picture-book biography matches Mandela's outsize achievements with large, powerful images,
resulting in a presentation that will seize and hold readers' attention…Nelson's paintings range from
poignant, when Mandela's mother tells him good-bye as he leaves home for more education at the
age of nine, to exuberant, when Mandela and 100 men arrested for protesting apartheid respond by
dancing and singing, to inspiring, when people organize rallies demanding his release. When freedom
finally comes, 'a colorful sea of people' celebrate." — School Library Journal
http://www.readingrockets.org/books/interviews/nelson/featuredbooks/
http://www.barnesandnoble.com/w/nelson-mandela-kadir-
nelson/1108621107?ean=9780061783746

Grades 2 – 5
Heart and Soul: The Story of America and African Americans, by Kadir Nelson, tells the story of ho African Americans
“gained their freedom and equal rights… and helped our country achieve its promise of liberty and justice—the true
heart and soul of our nation.” This book would be read aloud and be available to the children to read independently,
and integrated into a Social Studies unit on African American history.”
Efferent question: List three facts that you learn from this book about African American in America?
Aesthetic question: What was the best part of this book?

Expanding his focus from the close-up view of history applied in previous books, Nelson uses his formidable skills for
the larger landscape: the black experience in America from slavery to the presidency. Like most surveys, the book is
organized by struggles and wars; unlike traditional overviews, the facts are filtered through the eyes of a black
woman with attitude to spare. This invented narrator, whose "Pap" was kidnapped as a child in Africa and whose
brothers fought in World War II, does not suffer fools. Her colloquial commentary, addressed to "honey" or "chile,"
introduces and interprets the events. Occasionally her voice drops out, and a more textbook like tone prevails, but
mostly her presence provides the heart and soul of the story; readers will care about this information because they
care about her. Nelson's oil portraits and tableaux consistently display technical virtuosity, drama, and dignity.
Wendy Lukehart, Washington DC Public Library
http://www.barnesandnoble.com/w/heart-and-soul-kadir-nelson/1110766145?ean=9780061730740
Click on lower image to view book trailer.

http://www.youtube.com/watch?v=p0VzAL3WnGY&NR=1&feature=endscreen

Grades 3 – 6
The Action Bible, authored by Sergio Cariello, portrays Bible stories written in graphic style. This book
would be read to the children and made available to them for independent reading. While many people
believe that the stories written in the Bible are tales passed from one generation to the next, others believe
they are true stories. Children could read these stories and create their own version in graphic images.
Efferent question: Why is this book written in graphic style?
Aesthetic question: Briefly describe a favorite Bible story.
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

Experience the Bible in a new way! Featuring comic-book-style storytelling, this
dynamic duo communicates God's Word to today's visually focused culture. Includes
215 chronologically ordered stories with dramatic shading and energetic characters;
and 52-weeks of devotions with action-adventure activities, spiritual lessons,
scriptural truths, and more.
http://www.christianbook.com/the-action-bible-and-devotional-
volumes/pd/447964?item_code=WW&netp_id=1009460&event=ESRCQ&view=details
http://www.bing.com/videos/search?q=action+bible&view=detail&mid=70158012713
9A54F42F9701580127139A54F42F9&first=0&FORM=NVPFVR

Nonfiction Audible Book Anthologies for Children
Kindergarten to Grade 3

Your Story Hour is proud to present this new set of exciting,
dramatized stories. You’ll enjoy hearing the adventures of
dynamic Theodore Roosevelt; pioneering scientist like Wilhelm
Roentgen, who discovered the X-ray; and Alexander Fleming’s
quest for penicillin - plus Russia’s brilliant female
mathematician Sonya Kovalevskaya. Enjoy these heart-warming
stories of courage and character. Great listening and
entertainment for the whole family!

http://www.audible.com/pd/ref=pd_rsp_1?asin=1600791506

References

Adler, D. A.(2000). A picture book of George Washington Carver. New York: Holiday House.
Adler, D. A. (2007). You can, toucan, math. New York: Holiday House.
Adler, D. A.(2007). Working with fractions. New York: Holiday House.
Bishop, N. (2008). Frogs. New York: Scholastic
Bishop, N. (2010). Lizards. New York: Scholastic.
Bishop, N. (2012). Snakes. New York: Scholastic.
Burleigh, R. (2009). One giant leap. New York: Penguin Group.
Burleigh, R. (2011). Black whiteness: Admiral Byrd alone in the Antarctic. New York: Antheneum Books
for Young Readers.
Burleigh, R. (2013). Look up!: Henrietta Leavitt, pioneering woman astronomer. New York: Simon & Schuster/Paula
Wiseman Books.
Cheney, L.. (2003). A is for Abigail: An almanac of amazing American women. New York: Simon & Schuster Books
for Young Readers.
Cheney, L. (2004). When Washington crossed the Delaware: A wintertime story for young patriots. New York:
Simon & Schuster Books for Young Readers.
Cheney, L. (2008). We the people: The story of our Constitution. New York: Simon & Schuster Books for Young
Readers.
Cariello, S. (2010). The action Bible. New York: David C. Cook.
Cleary, B. P. (2012). But and for, yet and nor: What is a conjunction? New York: Lerner Publishing.
Cleary, B. P. (2006). I and you, and don’t forget who?: What is a pronoun? New York: Lerner Publishing.
Cleary, B. P. (2010). I’m and won’t, they’re and don’t: What’s a contraction. New York: Lerner Publishing.

Darmon, C. (2010). Great stories volume 10, (dramatized). Your Story Hour.
http://www.audible.com/pd/ref=pd_rsp_1?asin=1600791506
Huck, C. (2007). Charlotte Huck’s children’s literature. New York: McGraw-Hill.
Marzollo, J. (2006). Happy birthday, Martin Luther King. New York: Scholastic
Marzollo, J. (2009). I spy A to Z: A picture book of riddles. New York: Scholastic.
Marzollo, J. (2009). In 1776. New York: Scholastic.
Nelson, K. (2008). We are the ship: The story of Negro League Baseball. New York: Hyperion Books for Children.
Nelson, K. (2011). Heart and soul: The story of America and African Americans. New York: Balzer + Bray
Nelson, K. (2013). Nelson Mandela. New York: HarperCollins.
Rusch, E. (2007). The planet hunter. New York: Cooper Square Publishing.
Rusch. E. (2013). Volcano rising. New York: Charlesbridge Publishing.
Rusch. E. (2007).Will it blow?: Become a volcano detective at Mount. St. Helens. New York: Sasquatch Books
Seeger, L. V. (2010). Alphabet. New York: Roaring Brook Press.
Seeger, L.. V. (2012). First the egg. New York: Roaring Book Press.
Seeger, L.. V. (2012). Green. New York: Roaring Book Press.
Simon, S. (2011). Dolphins. New York: HarperCollins.

Simon, S. (2006). Sharks. New York: HarperCollins.

Simon, S. (2006). Whales. New York: HarperCollins.

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