To inspire and ignite young readers, I suggest the following books for a rich reading experience:

1. Brown Girl Dreaming by Jacqueline Woodson

• Diversity
• Before Reading Strategy - Read-Aloud
• During Reading Strategy - Read--Write--Pair--Share
• After Reading Strategy - Readers' Theatre
• After Reading Strategy - Found Poems

2.  Dark Emperor and Other Poems of the Night by Joyce Sidman

• Poetry Collection
• After Reading Strategy - Modeled Writing

3.  Dead End in Norvelt by Jack Gantos

• Read Aloud for 5th-6th grade
• Infographic
• Before Reading Strategy - Interview
• During Reading Strategy - Fishbowl Discussion

4.  Deep Blue by Jennifer Donnelly

• Choice List Book
• Before Reading Strategy - Word Wall
• During Reading Strategy - Fishbowl Discussion

5.  The Evolution of Calpurnia Tate by Jacqueline Kelly

• Historical Fiction to Support Science

6.  Firebird by Misty Copeland

• Diversity

7.  Fly Away by Patricia MacLachlan

• Choice List Book
• Before Reading Strategy - Anticipation Guide
• During Reading Strategy - CLOSE reading
• After Reading Strategy - Collaborative Conversations
• After Reading Strategy - Response Writing

8.  The Higher Power of Lucky by Susan Patron

• Newbery Award Winner
• During Reading Strategy - Word Scavenger Hunt
• After Reading Strategy - Debate
• After Reading Strategy - SPAWN Writing

9.  Life on Earth--and Beyond: An Astrobiologist's Quest by Pamela S. Turner

• Nonfiction
• Before Reading Strategy - Text Impressions
• Blabberize
• After Reading Strategy - Exit Slip

10.  Moon Over Manifest by Clare Vanderpool

• Newbery Award Winner
• Voki
• Padlet - Web 2.0

11.  Penny from Heaven by Jennifer L. Holm

• Read Aloud for 5th-6th grade
• Before Reading Strategy - Guest Speaker
• After Reading Strategy - Socratic Seminar

12.  Roller Girl by Victoria Jamieson

• Graphic Novel
• During Reading Strategy - Directed Notetaking
• After Reading Strategy - ReQuest

13.  Turtle in Paradise by Jennifer L. Holm

• Read aloud for 3rd-4th grade

14.  Where the Mountain Meets the Moon by Grace Lin

• Diversity

15.  Wild About Bears by Jeannie Brett

• Nonfiction
• Before Reading Strategy - KWL Chart

Life on Earth--and Beyond: An Astrobiologist's Quest by Pamela S. Turner

Life on Earth--and Beyond: An Astrobiologist's Quest (2008)
Written by: Pamela S. Turner
Photographs by: individual copyright holders
Charlesbridge, Watertown, MA
Lexile: 890L
Accelerated Reader: 2.0

Eye Opening, Informative, Exploratory, Expansive, Invigorating

Suggested Delivery: whole class read aloud

Electronic Resources to Support Reading:

     1.  Astrobiology Magazine

          This website is Astrobiology Magazine, which provides a wealth of information on outer space and the galaxy.  It includes featured, current stories and new information that is constantly surfacing, as well as factual information on the solar system, exploration, highly read articles, videos, and much more.  

     2.  Mars Funzone

          Students can have fun learning about Mars with interactive games and coloring, such as computing your weight on Mars and experiencing what it would be like to drive on Mars, and making a spacecraft model.

Key Vocabulary:

• biology - the study of life on Earth
• astrobiology - the study of life in the universe
• Antarctica's Dry Valleys - the largest ice-free areas in Antarctica 
• microbes - the tiniest of all living things, also called microorganisms
• Mars - a cold, dry planet; called the Red Planet because of its rust-colored dirt and rocks
• Europa - a moon of Jupiter
• Venus - the planet closest to Earth
• permafrost - a frozen mix of soil and ice
• genetic code - carried in every cell of every living thing, it is the "recipe" for making that organism
• cyanobacteria - a type of bacteria that obtain energy through photosynthesis, are blue-green algae

Before Reading:  Being a nonfiction book, it is essential to preview important terminology and new vocabulary words with students.  Before beginning the read aloud, present the key vocabulary to students, one by one, on a big poster paper.  With each word, ask students what they already know about the word.  What predictions do they have for what the book will be about?  As each new word is introduced and what students know about that word is recorded, see if students can add any other information to the previously discussed words.  As the book is being read, refer back to the poster board to compare the terminology with the students' definitions and knowledge.  How are they different, or are the same?  Can new information be added to the list?  

During Reading:  Students will be divided into groups to create a Blabberize on an assigned section of the book.  Students will work in groups of four and each have a speaking part on the Blabberize.  These sections include: The Dry Valleys of Antarctica, Mars, Atacama Desert in Chile, Siberia, Northern Russia, the Sahara Desert, and Lake Hoare, Antarctica.  Students should include factual information about their location and new, interesting facts they learned.  Blabberize

After Reading: Students will complete an exit slip on completion of reading and listening to the book.  They must write one interesting and new piece of information they learned from reading the book.  They must also write a topic they would like to learn more about.  This will provide the teacher with a quick, informal assessment of what students gained from reading Life on Earth.  

Writing Activity:  Using students' responses to exit slips on what topic they would like to learn more about, students will research further on this topic.  Then, they will construct a short composition (1-2 pages) on that idea and share their compositions with a classmate.  Students will peer revise and make any necessary revisions, then we will compile all entries into a spiral bound classroom book.

Moon Over Manifest by Clare Vanderpool

Moon Over Manifest (2010)
Written by: Clare Vanderpool
Delacorte Press, New York, New York
Lexile: 800L
Accelerated Reader: 12.0

Mysterious, Nostalgic, Historical, Rich Narrative, Complex Characters, 

Suggested Delivery: small group reading

Electronic Resources to Support Reading:

     1.  Kansas in 1918

          This website contains information on Kansas in 1918, including the Great Pandemic of Kansas that impacted many people and families.  It also includes what life expectancy was during 1918, world snapshots, medical care, and documents and media from 1918.

     2.  A History of Kansas

          This website includes a host of information about the state of Kansas: information on education, history, ancestry, preservation, and much more.  Students may explore this website to learn more about the state in which they are reading about.

          

Key Vocabulary:

• cantankerous - bad-tempered, cranky, argumentative
• evaded - to escape or avoid, usually by trickery
• requisition - demand the use of, usually by official order for military use
• jurisdiction - the official power to make legal decisions
• siphon - a tube bent into legs of unequal lengths, to move a liquid from one container to another
• furtively - done in stealth or in secret, sly
• brogue - an Irish accent in the pronunciation of English, or a strong regional accent
• assenting - expressing approval or agreement
• consternation - feelings of anxiety or dismay

Before Reading:  This story takes place during extremely different time periods than students are used to, transitioning between 1918 and 1936.  Before beginning to read Moon Over Manifest, discuss with students what they already know about either of these time periods and record information on a large board for all to see.  Allow time for students to research further information about these time periods in American history, specifically the midwest and Kansas.  After conducting further research, have students record additional information on the large board and leave up the information throughout reading of the story.  Throughout reading, students may continue to add information they learn about these time periods.

During Reading:  Students will write either a news article or an advertisement, and then read it aloud while creating a Voki, to put a face to the voice.  The news article must be fictional and something original the student created, as well as the advertisement.  Here is an example of a Voki reading aloud a news article: Voki News Article 

After Reading:  Students will work together in groups to comprise a Padlet, an interactive 2.0 tool that allows users to create a story board.  Students are to post important information pertaining to Moon Over Manifest, such as important characters, setting, events that occurred throughout the story, and questions they had while reading.  They may present these questions as unsolved mysteries or explain the outcome of the questions they had.  There must be at least ten pieces of information on their group Padlet.  Groups will present their Padlet to the rest of the class and explain the information they chose to include.  Padlet

Writing Activity:  Students will write a news article or an advertisement (their choice), similar to Hattie May's news auxiliary.  This must be a fictional piece of writing or advertising, and students are urged to be creative or use humor as many of the advertisements throughout the story do.  While the writing must be fictional, students may gain inspiration from current events happening in their town, school, or country.  This news article or advertisement will be read as the students create a Voki.  Afterwards, students may share their Vokis to the rest of the class.

Roller Girl by Victoria Jamieson

Roller Girl (2015)
Written and illustrated by: Victoria Jamieson
Dial Books for Young Readers, New York, New York
Lexile: GN440L
Accelerated Reader: 2.0

Tenacious, Relatable, Comical, Visually Appealing, Girl Power!

Suggested Delivery:  independent

Electronic Resources to Support Reading:

      1.  Victoria Jamieson

          This website is author Victoria Jamieson's personal site in which students can explore her blog, other books, learn more about her personal life, and her own journey participating in roller derby.

      2.  A How-To on Writing Graphic Novels
            This website explains a step by step process on writing graphic novels.  It has questions to walk one through the story writing/art process, as well as "character bibles" that outline each character's complexities.  Many of the prompts and questions in this tool will help inspire those writing a graphic novel and look at their work in a fresh new perspective.  

Key Vocabulary:

• tutelage - protection over or authority over someone or something
• jammer - in roller derby, person who tries to pass the blockers on the other team; for every blocker passed, a point is scored
• blocker - in roller derby, a person who tries to prevent the jammer from passing and scoring 
• crossover - a technique while skating to increase speed around the corner, first starting with feet parallel and then crossing one foot over the other foot
• pushcart - a drill in roller derby where one partner places their hands on the other partners' lower back and pushes her around the track
• pointe - in ballet, when a dancer uses the tips of the toes to dance

Before Reading:  Before introducing students to the new book they will be reading, Roller Girl, the teacher will surprise and ignite excitement by skating in the classroom with roller blades on.  Not only will this amuse the students, but get them ready and intrigued to find out what they are going to be reading about next.  Students will watch a short video on roller derby for kids Kids Roller Derby.  Many students may not be familiar with what roller derby is, so this will be a brief introduction to what they will learn much more about while reading Roller Girl.  

During Reading:  Students will be given a journal to complete during the reading of Roller Girl.  The journal will be filled out after each chapter and students are expected to spend approximately ten minutes in completing each entry.  Each entry will have space for the student to draw a picture, or pictures, (this could be doodles, important words or phrases, symbolic representations of what just occurred in the text, or an important event the student took away from reading) as well as space underneath to write about what their picture represents to them.  Students should record important events or pivotal characters that make up each chapter, or any emotional response that a chapter may have had on them personally, especially if they can relate to Astrid's roller derby journey.  This exercise is a form of writing reflection and creative outlet for students to draw and represent their interpretations and experiences while reading Roller Girl.

After Reading:  Upon completion of Roller Girl, students will be divided into four groups with a specific section of the book to pay close attention to.  In those groups, they will comprise a set of discussion questions about their assigned portion of the text, and ask those questions to the teacher.  The teacher will answer the questions in a round table discussion group, answering each discussion question from each group.  Students are welcome to volunteer to participate in discussing their thoughts and responses to discussion questions as well.  After the discussion of the questions is through, have students share their strategies for comprising their list of questions.  Discuss with the class 'What makes a good discussion question?'

Writing Activity:  While about halfway through Roller Girl, inform students they will be writing their own short graphic novel.  Before brainstorming with the class ideas of what their graphic novels could be about, share aloud a boring narrative story, one without a plot twist, without conflict or an interesting turn of events.  Ask students if they would like to draw and create a graphic novel from that story.  (No hands should be raised and students should look relatively uninspired).  Then, share aloud another story, this one with conflict, excitement, ups and downs, surprises and resolution.  Ask students which story they would rather use to create a graphic novel.  Then help students with brainstorming a list of possible events or conflicts they may construct in their own personal graphic novel.  Stress to students while representing their story artistically and creatively is important to a graphic novel, those not comfortable with their drawing skills are welcome to doodle and represent the events and feelings going on in their story in a way they see fit.  The quality of the artwork is not nearly as important as the feelings and journey the reader is taken on while reading their graphic novel.  As a whole class, closely analyze Victoria Jamieson's graphic novel and what makes it such a wonderful representation of this style of writing, from the illustrations to the humor to the dialogue and shapes of the picture templates.

Brown Girl Dreaming by Jacqueline Woodson

Brown Girl Dreaming (2014)
Written by: Jacqueline Woodson
Nancy Paulsen Books, New York, New York
Lexile: 990L

Accelerated Reader: 5.0

Moving, Emotional, Melodic, Powerful, Honest

Suggested Delivery: small group reading

Electronic Resources to Support Learning:

      1.  Jacqueline Woodson

           This website is author Jacqueline Woodson's personal site in which she gives us fun personal facts, information about her books and inspirations behind them, a biography, research guide, and many other useful tools and information for readers.

      2.  Civil Rights Movement

           This is a Huffington Post article in which the author recounts her experience growing up in North Carolina and the African American woman hired to watch after her.  Unbeknown to the young girl that the woman was hired, she developed a strong relationship to the woman, until her father died and they couldn't afford many of the expenses anymore.  This is a real account of growing up white and the perspective of the Civil Rights Movement through a young girl's eyes.

Key Vocabulary:

• subservient - a person who must obey without question
• pernil - a Puerto Rican dish of pork shoulder
• pasteles - a Puerto Rican dish of plantain covered meat pastries
• mas mejor amiga - Spanish for "a better friend"
• Jehovah's Witness - Christian religion, denies many traditional Christian practices
• kufi - a brimless cap worn by men, a traditional cap in Africa
• Muslim - a person who follows the religion of Islam, based on the Quran

Before Reading:  Teacher will read aloud the first two entries in Brown Girl Dreaming to the whole class, pp. 1-5.  This read aloud will introduce students to what they will be reading about and the point of view of the story, that of Jacqueline Woodson recounting her life from birth through childhood and everything in between.  The read aloud will also help students understand the type of writing in the book, poetry and prose, which takes on its own melodic rhythm and doesn't always read as a narrative.  After reading aloud, the class will construct a list on chart paper of what they know about the time in U.S. history when Jacqueline Woodson was born, specifically that of African American culture and the difficulties they faced during this period, as well as important events and iconic figures in African American history in order to generate schema and set the scene.

During Reading:  After reading "Composition Notebook" on pp. 154-155, students will independently write about a gift they have received that was as special or as powerful to them as the composition notebook was for Jackie.  It can be a material object, but does not have to be; the goal is to get students creatively thinking of a special and meaningful gift they have received that impacted them in a way that the notebook impacted Jackie.  After writing about this object and its importance, students will complete a "Pair Share" with a partner and discuss their gifts and their significance.

After Reading:  Each reading group will perform a "Reader's Theatre" for the rest of the class.  Each group may pick out their own passage to perform with approval from the teacher to ensure appropriate length and that everyone will have a part.  After performing their passage, the groups will share why they picked the passage they did and the significance it had in their choosing.

Writing Activity:  Students will create "found poems" using an excerpt from Brown Girl Dreaming in order to create their found poem.  The teacher will explain what a found poem is by introducing and analyzing An Example of Found Poetry with the class.  Students will then have the opportunity to use "Word Mover", an application on the computer that allows students to manipulate famous speeches, such as Martin Luther King's "I Have a Dream" speech, to create their own found poem.  The app allows students to rearrange and select certain words.  After students practice composing found poems on Word Mover, students will then compose a found poem using an excerpt from Brown Girl Dreaming.  They will construct a final draft on poster paper and may decorate it as they choose to hang on the bulletin board in the hallway.