Chato's Kitchen

Chato's Kitchen

Written by Gary Soto

Illustrated by Susan Guevara

Genre: Picture Book

Awards:

Pura Belpre Illustrator Award Parent’s Choice Award Winner

Suggested Grade Levels:

Kindergarten – 3rd; This silly children’s book would be suitable for K – 3rd grade students because the illustrations help tell the story and would clear up any unfamiliar foreign words in the text. Overall, the plot is manageable to follow with the support of the illustrations.

Summary:

After an attempt and failure to catch a sparrow passing by, “cool cat” Chato sees he has new neighbors moving in. His new neighbors are five mice, leading Chato to fathom a way to invite them over for dinner (for his own dinner). As the mice consider the kindness of Chato, they begin preparing dishes to bring to the “fiesta.” The mice consider bringing a friend to dinner and Chato eagerly concedes. In the conclusion, the mice bring a friend who is a dog.

How Chato's Kitchen could be used in the classroom?

Chato’s Kitchen lends itself to being a suitable lesson plan on comprehension because of the obvious sequence of events and distinct characters. Teachers can model and instruct students on how to complete a story map graphic organizer to build comprehension. This story could also be used to demonstrate how to discover meaning of vocabulary words. Using the Spanish words, teachers can show students through a think-aloud how they would use the illustrations and context clues to discover meaning. Because of the prevalence of Spanish words, teachers could also use this book for a lesson to teach those words to native English speakers. This would be especially valuable in schools where a large portion of students come from Hispanic backgrounds.

ESOL strategies/applications/accommodations:

This book would be valuable for ESOL students if their native tongue is Spanish because of the presence of Spanish words throughout the text. It would be useful because it would reduce the students’ cognitive load, allowing them to focus on the meaning of English words. Using the students’ experiences, the teacher can guide the students to discover the meaning of English words. Placing students in small groups or with buddies to read this story would be helpful so Spanish-speaking students could help English-speaking students and vice-versa. This would give each student a purpose for reading and allow them to discuss and laugh at the story at the same time.

Suggested Read Aloud pages:

I would suggest reading aloud the entire book, if time permits, because discussion of the plot, characters, and climax would be profitable. If time is limited, reading aloud pages 6-10 would be beneficial to students because it gives way for a lesson in making predictions at the climax of the story.

My opinion of Chato's Kitchen and its illustrations:

The unexpected sequence of events in Chato’s Kitchen really engaged me as I giggled at the silly plans of each character. The context clues and illustrations made it easy to pick up the meaning of Spanish words so I could see how this book would be profitable in a classroom.

Eleanor Roosevelt

Eleanor Roosevelt

Written by Kem Knapp Sawyer

"Surely, in the light of history, it is more intelligent to hope

rather than to fear; to try rather than to not try.

For one thing we know beyond all doubt:

Nothing has ever been achieved by the

person who says 'It can't be done.'"

-Eleanor Roosevelt

Genre: Biography

Awards: None

Suggested Grade Levels:

3rd – 6th; This biography is well written for young readers in grades 3-6 because it’s vocabulary and length is manageable. The abundance of pictures makes the length of the book not as long as students’ initial perceptions might be.

Summary:

This thorough biography of first lady Eleanor Roosevelt gives a detailed account of her life from being a young girl whose mother passed away to being the president’s wife during the New Deal to being an inspiring leader who overcame her family’s expectations of her. Deemed the “ugly duckling” by her family, she became an active teacher, writer, and political activist, impacting the world in all her positions and leading a beautiful life.     Organized in 18 short chapters, this biography helps readers with comprehension by selecting one event or location as the focus of each chapter. It also contains a timeline and index for research after reading.

How could Eleanor Roosevelt be used in the classroom?

After reading this biography, the class could utilize their language arts skills to write a letter to Eleanor Roosevelt. Students might consider telling her their honest opinions of her life, what they’ve learned from her, what they think she could’ve done differently, or things they liked about her. This activity would entail students to recall facts and events about her life from the biography, while giving them more experience in writing letters, as well as staying on topic. To instruct students in vocabulary development, students may write down each word they do not understand as they progress through the chapters and write down thoughts of what that word might mean, given the context. If a word is defined in the book (as in the definition boxes), the student would also write down these words. After each chapter students will look up one word from their list in the dictionary to teach the class its meaning. (This activity should be limited to just a few chapters so students are not overwhelmed or distracted from comprehension.) This book could also be used during a social studies unit on presidents or more specifically, the New Deal or World War II. Students could use this book to research a perspective of these historical events and may look for bias in the text compared to other texts.

ESOL strategies/applications/accommodations:

Teachers can use the timeline on pages 122-123 to help guide ESOL students who may struggle with this text. Encouraging them to use the timeline constantly as a reference to keep track of her life would help them feel motivated to continue and reminded of important events they’ve already read about. This biography could be used to instruct ESOL students on the importance of visuals and indexes as sources of information and research for comprehension. Students may also consider completing a Venn Diagram after the first five chapters of this biography. Students can practice comparing and contrasting Eleanor Roosevelt’s life, feelings, and family with their own. This activity would lend itself to building comprehension and making connections so students are engaged, interested, and motivated.

Suggested Read Aloud pages:

Chapters 9 and 10 lend themselves to being great read-alouds because they describe some of the hardest points in Mrs. Roosevelt’s life. It gives her a well-rounded realistic perspective that she is “human,” and not just a hero. There were struggles and trials in her life that she had to overcome. With a read-aloud and discussion of these chapters, students would be exposed to manners of coping and overcoming battles in life and can discuss emotions.

My opinion of Eleanor Roosevelt and its illustrations:

This biography truly captures the beauty, hardship, and excellence of first lady, Eleanor Roosevelt. With each chapter clearly labeled, the reader can stay focused as they explore a new aspect of her life, seeing her true compassion and valuable work ethic. The photographs provided on every page really interest the reader, giving them a greater sympathy and realistic perspective of Eleanor Roosevelt.

Science Verse

Science Verse

Written by Jon Scieszka

Illustrated by Lane Smith

Genre: Poetry

Award: 

ALA Notable Children’s Book Award 2005

Suggested Grade Levels:

Grades 2nd – 5th; These grade levels would be suitable for this text because it engages students in a light, fun manner to the concepts of science, while aiding younger students in their development of reading. The illustrations are humorous and may not be understood by younger audiences, who also may not find the facts in the midst of the poems.

Summary:

This neat collection of poems begins in a story form by telling of a young boy, the only true character, who is sitting in science class. As his mind begins to wander about the “poetry of science” that is mentioned by his teacher, all the concepts and ideas of science turn into various poems. The focus of the poems range from the human body to dinosaurs to astronomy and beyond. With the support of humorous illustrations, the whimsical, silly poems are engaging and factual. The conclusion of the story drifts back to the boy in class who is now asleep in “science verse,” but awoken suddenly by his teacher. He’s cured from “science verse,” but now he must anticipate art class.

How Science Verse can be used in the classroom?

Some of the poems in this book would be excellent for choral reading because it would teach children to read with rhythm of the poem and fluency. Pointing out the various features and introducing them, such as lines and stanzas, would help students understand poetry and how to read it with beginning poetry students. This book could also be used to engage students in a cool new science lesson or concept. Reading poems about the subject will interest students and get them thinking and asking questions as to what it means in a teacher-supported class discussion. Using the poems in Science Verse as a model, students can creatively compose their own “science verse” about a scientific subject, concept, or fact that was taught or reviewed in recent lessons. Each students’ poem will be compiled into a class book for sharing and reading in the classroom.

ESOL strategies/applications/accommodations:

Implementing paired reading or buddy reading activities with native speakers and ESOL students would be an effective approach to helping ESOL students learn fluency. The more experienced native speaker may be able to model appropriate pausing and intonation during reading if they are in upper grade levels, with previous experience to poetry. Using the audio tapes or CDs associated with this book can help ESOL students be exposed to the poems and story in repeated instances. This additional exposure can be beneficial to the student because the poems are being read to them by a different speaker, aiding them in an understanding of fluency, rhyme, and meter. Directing ESOL students to use the illustrations as additional support for general concepts could be an effective strategy for comprehension in this text. Though, teachers should be aware of the students’ understanding because some illustrations are very silly and might be misunderstood if not attended to properly.

Suggested read-aloud pages:

I would suggest reading the entire book aloud since it covers a wide variety of scientific subjects, with a connected beginning and ending with the young boy. Reading aloud the poems, or repeating the readings of some afterwards, will allow for discussion, enjoyment, and engaged time in a lesson plan on either science or language arts.

My opinion of Science Verse and its illustrations: 

Science Verse truly brings to life the excitement of science while binding together the joy and fun of poetry. I was engaged and interested throughout the book, curious as to what the next topic would be for the next short poem. The funny illustrations support the text and make the book more appealing, as well as factual.

The Sign of The Beaver

The Sign of the Beaver

By Elizabeth George Speare

Genre: Historical Fiction

Awards: Newberry Honor Book

Suggested Grade Levels:

4th – 6th grade; I would suggest this book for these students because the vocabulary is rather advanced requiring familiarity with Indian culture, such as the homes and family structure. The story would also require background knowledge of history of the time, as well as the cultural stereotypes and conflicts associated with Whites and Indians upon settlement.

Summary:

As twelve year old Matt and his father set out to build a new home in the new land areas in Maine, their journey is long and tiresome. When they reach their destination, they build a cabin in which Matt is to live and defend with only his father’s old gun and a small garden he must maintain, until his father returns with his mom, sister, and soon-to-be baby sister. He struggles as he encounters a stranger who steals his weapon, a bear who wipes his cabin clean, and a loss of hope as the days go by. But when he meets Attean, an Indian in a neighboring settlement, a treaty is made in which Matt will teach Attean “White man words” – English, and Attean will instruct Matt on how to live in the woods, without white man’s tools.     As the two battle out their differences throughout the story, fighting stereotypes and mistrusts, the climax comes about as they stumble upon a bear and her cubs. Matt and Attean are forced to come together as one or die. The character development and symbolism in this story is truly remarkable, keeping audiences engaged and curious throughout each of its small chapters.

How The Sign of the Beaver could be used in the classroom?

Because this story has so many important events, the plot gives way for effective instruction on story maps. After students read a few chapters, they can use a visual organizer to describe what is happening, in terms of setting, characters, problems, etc. This will give students an overall purpose for reading as they seek greater comprehension. The Sign of the Beaver could also be used for a lesson on stereotypes and discrimination in a social studies unit for grades 4-6. Discussion about the individual characters’ (Attean, Matt, grandfather, father, grandmother, etc.) attitudes and conflicts would integrate history, social studies, and comprehension into one lesson.

ESOL strategies/applications/accommodations:

In order to accommodate ESOL students, I would consider doing an activity on vocabulary development where pictures or visuals are used to explain specific words, that may be cultural. Items like a stockade could be explained by showing images as the words come up or before reading. Even encouraging students to formulate their own definition through picture word cards could be an effective, interactive, strategy for ESOL students to recognize and define through pictures new words. Another activity pertaining to vocabulary development for ESOL students may be doing a word sort in which students must classify or categorize Indian words and English words under their respective categories. This activity would permit for discussion and allow the teacher to consider where students stand in understanding word meanings. Rather than completing graphic organizers in a lesson on comprehension, teachers may consider having students do a role playing or skit where ESOL students can visually see the events that took place in specific chapters. All students in the class would benefit as they take into consideration their interpretation of the text.

Suggested read aloud pages:

I would suggest reading aloud chapter 5 and 6 (pages 22-31) because it is the first interaction Matt has with the Indians. At this point in the story, he has already been alone for some time and is struggling. With the introduction of the Indians, Matt is forced to subdue his fears as the harmless natives assist him. These chapters would engage students because it allows them to predict and make sense of the attitudes each character is feeling, while considering what else may occur in the plot.

My opinion of the book:

The Sign of the Beaver truly captured all the valuable aspects of historical fiction in its opportunities to learn something new about history, while enjoying it. The progression of character’s changing, learning, and overcoming cultural barriers teaches practical lessons with historical backgrounds and settings. Author Elizabeth Speare has such a unique style of writing with the use of Indian words in the story, which makes the reader feel as if they are in the story, taking on one event or hardship after another and desperately wanting to find out what comes next.

City of Snow

City of Snow

Written by Linda Oatman High

Illustrated by Laura Francesca Filippucci

Genre: Informational Children's Literature

Awards: None

Suggested Grade Levels:

1st – 3rd grade; Since the vocabulary in this text is slightly more advanced with many unfamiliar words for younger students, I would recommend this book for first through third grade as a read-aloud, where the teacher can offer support. The age of the speaker would make young audiences engaged and interested because she is so relatable, as she experiences a tremendous storm. Teachers should be alert to students’ prior knowledge, if this book is used in an area where snowstorms are not an occurrence.

Summary:

This fictitious, but informational story tells the experience of a young girl and her family as they experience the “Great Blizzard of 1888” in New York City. Her desires to see the Barnum Brothers Circus, her fears of the weather, and the happiness her family provides make the character relatable and well-rounded. The plot of the story is detailed, with the climax being the peak of the storm, really engaging students because of the strong emotions. Perhaps the most unique feature of City of Snow was the free verse poetical style with which Linda High used to express the book. Rhymes, stanzas, and concise thoughts allow the audience to interpret the story through the support of the illustrations and the flow of the story as a whole.

How City of Snow could be used in the classroom to teach students skills and strategies:

This book could be used in a classroom to provide an educational engaging look at an important event in America’s history. Allowing students to discuss what emotions might have been felt before, during, and after (using the text as suggestions for people’s feelings) would expand students’ experiences with unpredictable weather storms and humanity as a whole. Since this story has a clear beginning, middle, and end, the book could be used to teach students a lesson on story maps. Using a visual display or chart, the teacher could demonstrate and support the students as they complete a map of the story, identifying introduction, climax, events, settings, and conclusion. This book also provides several distinct settings that are described and depicted in the text and illustrations that lend themselves useful for a lesson on setting. Having students picture themselves in the illustrations and thinking about how they would feel (i.e. cold, sad, scared) would give students a deeper understanding of the importance of setting, colors, and the illustrations. Because of the poetical style of the story, this text lends itself for instruction in poetry and rhymes. The teacher may lead discussion in how all poetry does not have to rhyme and is used to primarily express a feeling and meaning. Allowing students to create their own poetry about an event in their lives and using this story as a model would be an interactive activity that would give students more exposure to poetry.

ESOL strategies/applications/accommodations:

The illustrations in this picture book clearly identify emotions, tone, and events being expressed in the text. This would be advantageous to English Language Learners who can grasp comprehension through using the illustrations as support. If this text were to be read as independent reading or as a class in middle grade like 3rd, using paired groups or buddies would be advantageous to ELLs because native speakers could assist nonnative speakers with unfamiliar words, like grocery, applause, and fiddled. The reference to Barnum’s circus would probably require explanation to an ELL because it is an American company who puts on the show. A system of buddy reading would help ELLs with references such as these in the book. While reading this book aloud, a teacher should use gestures and point to the items in the illustrations that may be unclear so ESOL students can connect visuals with the spoken words.

Suggested Read Aloud:

I would read aloud pages 3-8 because it gives an introduction to who the main character is, her emotions, and her concerns. These pages would allow the audience to interact through making predictions, discussion of feelings, and use the illustrations for setting and details.

My opinion of City of Snow and its illustrations:

Personally, I felt this book was a respectable and accurate representation of the emotions, struggles, and fears that were brought about in the “Great White Hurricane” in 1888. This story of a young girl’s fictitious experience was relatable and factual so students would truly learn and be engaged in a lesson utilizing this book. The free verse poetical style was also an enjoyable and creative approach to the story that is unique to most informational children’s books.