Almanac/ Atlas

          Almanacs are made at the beginning of the year. They give you information about what the expected weather is going to be like along with information for farmers. Atlases show the different locations all around the world. These text can be used to give students information about specific location. These text would serve as a great resource in the classroom. The first criterion I look at when selecting an almanac or atlas is organization. The set up needs to be clearly organized in order for students to find what they are looking for. The second criterion I look at when selecting an almanac or atlas is accuracy. Since these text change frequently it is important to make sure the content is accurate. There is also a wide variety of almanacs and atlases it is important to select one that is up to date and accurate. 

          I will incorporate these texts into my classroom when teaching students about geographic locations. I will also have a wide range of these texts in my classroom library. Almanacs and atlas are a great resource for students when they are learning about locations around the world. Exposing children to these texts will give them information about where important locations are. I will use almanacs and atlas's in my classroom as a resource. I will also have a wide variety of these text available in my classroom library for students to refer to on their own time.

Harrison, J., & VanZandt, E. (1996). The young people's atlas of the United States. New York, New York: Grisewood & Dempsey.

Grade level in which text is considered “complex”

• Fourth and fifth grade

Grade level for class read-aloud 

• Third and fourth grade

The major themes discussed throughout this text is the United States. The book talks about each of the states individually. One of the features that I really like is that it breaks down each state. It has a brief description of each state along with facts and images from the state. The pictures used in this text are of monumental locations found in the state. This text would serve as a great resource for students if they needed to research a specific state. I do not foresee that students will need assistance with this text.

Johnson, J. (n.d). Atlas of animals (American ed.).

Grade level in which text is considered “complex”

• Fifth and sixth grade

Grade level for class read-aloud 

• Fourth and fifth grade

This book discusses all the animals found around the world. The chapters discuss animals found in each continent. One of the great features of this text is that I really like is the overview that is found at the beginning of the text. It a topographical map that gives students a great visual of all the different regions found throughout this text. Another great feature of this text is the it highlights important topics discussed with in each chapter. This book would work great as a resource for students to use in the classroom. Students may need assistance with complex vocabulary found throughout the text.

Science

          Science is broad subject to cover, covering concepts from physical, life, earth, and space. Science texts explore many of these concepts and help students get a deeper understanding of these concepts. Science text also try to make science more appealing and fun for students while teaching students important science facts. The first criterion I look at when selecting a science text is accuracy. Science is always making new discoveries. It is important to include text in your classroom that contain the newest discoveries and the correct information. The second criterion I look at when selecting a science text is purpose. Science  covers a wide range of subjects it is important when selecting a text to make sure the topic of the text correlates with the standards being covered in class. It is also important to make sure the text is appropriate for your students.

          When selecting science text to be used with in the classroom its important to make sure the text aligns with Iowa Common Core Literacy standards. It is also important to make sure the text aligns with the specific subject in science that will be covered in class. In my classroom I will use science texts for read aloud and shared readings. If students are struggling with understanding a science topic from the textbook I will find text that correlates with that topic. This way students will be exposed to the concept multiple times. I plan to have multiple science texts available in my classroom library for students to read on their own time. Lastly, I want to make sure my science text are appealing for my students. Students are more likely to grab a book off a shelf it it is appealing to them.

Hanson-Harding, A. (2015). What is matter. New York, New York: Britannica Educational Publishing.

Complex text level

• Second and third grade
  

Grade level for read-aloud

• First and second grade

The major themes discussed throughout the text is matter, liquids, and gases. The text includes text boxes that describe the illustrations. Students can refer to the text boxes to understand why the illustration was incorporated in the text. This will be beneficial for visual learners in the classroom. The text also includes a for your information section which students can refer to when they want to do more research about matter. It gives students multiple references from books and websites. This would be a great tool for students if they had to do a report over this concept. Students may need assistance with complex words found throughout the text.

Adamson, T. (2015). Pluto. Mankato, Minnesota: Pebble Plus.

Complex text level

• First and second grade
  

Grade level for read-aloud

• Kindergarten and first grade

The major themes discussed throughout this text is the solar system and more specifically Pluto. This text is both in English and Spanish. This could be beneficial for students who are bilingual in your classroom. This way students who do not speak English still have text to read in the classroom. Also if students are having difficulty understanding terms they can refer to Spanish part to see if they are correct. The illustrations directly correlate to what the text is discussing. It gives students visuals of what the actual planet pluto looks like. This text refers students to internet sights that students can go to for information about pluto. Students may need assistance with complex vocabulary words found throughout the text.  

Social Studies

          There are multiple themes that fall under social studies. The themes include political science, geography, history, economics, and behavioral science. Social studies text gives students multiple perspectives of specific history events. Social studies text help break down tough information that is discussed in classroom textbooks. The first criterion I look at when selecting social studies text is accuracy. Social studies discuss important dates and it is important when selecting a text to make sure the information being discussed is correct. The second criterion I look at when selecting a social studies text is purpose. Social studies covers a wide range of subjects it is important when selecting a text to make topic of the text correlates with the standards being covered in class. It is also important to make sure the text is appropriate for your students.

          When selecting Social Studies text to be used with in the classroom its important to make sure the text aligns with Iowa Common Core Literacy standards. It is also important to make sure the text aligns with the specific subject in Social Studies that will be covered in class. In my classroom I will use social studies texts for read aloud and shared readings. I plan to have multiple social studies texts available in my classroom library for students to read on their own time. Lastly, I need to make sure the text is appealing to my students. Students are more likely to read a text if it is appealing. 

Owings, L. (2013). Exploring countries: Indonesia. Minneapolis, Minnesota: Bellwether Media.

Complex text level

• Third and fourth grade
  

Grade level for read-aloud

• Second and third grade

The major themes discussed throughout this text is the land, people, food, holidays, and dances in Indonesia. The text includes bolded words and the bolded words can be found in the glossary. The glossary helps students understand difficult words used throughout the text. The illustrations used in the text give students insight of what life is like in Indonesia. The illustrations are also directly correlated to what the text is discussing to help with student understanding. The text includes fast facts which helps keep the attention of students when reading the text. Students may need assistance with complex vocabulary words found throughout the text.

McCollum, S. (1999). Kenya. Minneapolis, Minnesota: Carlrhoda Books.

Complex text level

• Second and third grade
  

Grade level for read-aloud

• First and second grade

The major themes discussed throughout this text is the locations, landforms, climate, and culture throughout Kenya. The text includes a pronunciation guide that helps students pronounce difficult words that are used throughout the text. The text bolds complex words used throughout the text. The bolded words can be found at the back of the book in the glossary. This can be a great reference tool for students when reading the book independently. The text includes fast facts on a majority of the pages. The fast facts gives students insight on interesting practices done in Kenya. Students may need assistance with complex vocabulary words found throughout the text.

Health

          Health texts discuss the basic health concepts to enhance personal, family, and community health. Health text gives students insight on how to live a healthy life. It gives students the information that is needed to live a healthy life style. Health texts inform students of important health practices they should be implementing in their daily life. The first criterion I look at when selecting a health text is purpose. Health covers a broad range of subjects, when selecting a text make sure it covers the correct topic. It is also important to make sure the text aligns with Common Core Standards for your specific grade level. The second criterion I look at when selecting a health text is accuracy.  Healthy practices are always changing and new practices for being healthy are always being introduced. When selecting a text make sure the information is accurate and up to date. This way we are teaching students the correct practices. 

          When selecting health text to be used with in the classroom its important to make sure the text aligns with Iowa Common Core Literacy standards. It is also important to make sure the text aligns with the specific subjects in health that will be covered in class. Health texts can be implemented into the classroom when introducing new health practices to students. In my classroom, I will use health texts for read aloud and shared readings. I plan to have multiple health texts available in my classroom library for students to read on their own time. Lastly, I want to make sure my health texts are appealing for my students. Students are more likely to grab a book off a shelf if it is appealing to them.

Cole, J. (1989). The magic school bus: Inside the human body. New York, New York: Scholastic.

Complex Text Level

• First and second grade
  

Grade level for read-aloud

• First and second grade

The major themes discussed throughout this text is the digestive system. It also talks about cells, muscles, and the brain. This text would be great to use in the classroom when introducing students to the human body. The illustrations used in the text guide the readers along with the text. If students are struggling with understanding the text the illustrations can help them understand difficult terms. The text includes side bars that help explain difficult concepts that are discussed in the text. The side bars break down the information into kid-friendly terms. The text includes speech bubbles that are comical and guide students throughout the human body. Students may need assistance with complex vocabulary terms discussed throughout the text.

Showers, P. (1991). Your skin and mine. New York, New York: Harper Collins.

Complex text level

• First and second grade
  

Grade level for read-aloud

• Kindergarten

The major themes discussed throughout this text is the basic properties of skin, how skin protects the body, and how skin can vary in color. This text would be great to use when teaching students hygiene along with diversity. The text gives definitions of difficult words that are being discussed. You can find the definitions on the page the word appears along with at the end of the text in the glossary. The illustrations used in this text correlate directly to what is being said in the text. This can help struggling readers understand what the text is discussing. Students may need assistance with complex vocabulary words such as melanin, epidermis, dermis, follicles.

Encyclopedia

          Encyclopedias are a great reference to use in the classroom. Encyclopedias cover a broad range of subjects. Giving students an abundance of information over a certain topic. Encyclopedias can be used as a great resource when students are having to research a specific topic.The first criteria I look at when selecting an encyclopedia is organization. Encyclopedias contain a lot of information and if they are not correctly organized they can be very overwhelming for students. The second criteria I look at when selecting an encyclopedia is purpose. Encyclopedias cover a wide range of content it is important when selecting a text to make sure the topic of the text correlates with the standards being covered in class. It is also important to make sure the text is appropriate for your students.

          When selecting encyclopedia text to be used with in the classroom its important to make sure the text aligns with Iowa Common Core Literacy standards. It is also important to make sure the text aligns with the specific subject that will be covered in class. In my classroom I will use encyclopedias texts for read alouds. When reading these text I will only do sections at a time because they contain so much content. If students are struggling with understanding a topic from the textbook I will find an encyclopedia that correlates with that topic. This way students will be exposed to the concept multiple times. I plan to have a variety of encyclopedias available in my classroom library for students to read on their own time. Lastly, I want to make sure my encyclopedias are appealing for my students. Students are more likely to grab a book off a shelf it it is appealing to them.

Few, R. (1991). Animal encyclopedia for children. New York, New York: Macmillan Publishing Company.

Complex text level

• Sixth and seventh grade

Grade level for read-aloud

• Fifth and sixth grade

The animal encyclopedia for children discusses all the different types of animals and the environment they live in. This text would be great to use when students are conducting a research project. This text is broken down into the different environments. It briefly explains the environments and than discusses all the different animals that live in that environment. The text includes illustrations of all the different types of animals along with a short description of each animal. The text also bolds and make font sizes bigger for important terms students may not know. Students may need assistance with complex vocabulary words. Some of the complex words are amphibian, carnivore, plankton, scavenger, and subtropical.

Masoff, J. (2000). Oh, Yuck! The encyclopedia of everything nasty. New York, New York: Workman Publishing Company.

Complex text level

• Eighth and ninth grade 

Grade level for read-aloud

• Seventh and eighth grade

Oh, Yuck discusses all the disgusting things people encounter throughout a lifetime.  At the end of the text it gives students multiple gross experiments they can try on their own. Oh, Yuck contains multiple text features to grab the attention of students. Green boxes can be found throughout the text. Inside these green boxes are interesting facts about concepts being discussed on that specific page. The illustrations found throughout the text directly correlate to what the text is discussing. They're  fun animations that engage students in understanding. This text discusses all the gross and disgusting that humans can encounter. It talks about gross bodily functions along with gross animals. Students may need assistance with complex vocabulary words. Some of the words include suffocates, accumulates, simmers, clotting, strep, brunettes, blubbery, inflate, and callus.

Environmental

          Environmental text discuss the importance of going green and keeping our environment safe. Environmental texts explain the process of recycling. Since, there is such a push for making our environment green this genre gives students tips on how to be environmentally friendly. One of the criteria I look for when selecting an environmental text is purpose. The text needs to have purpose for telling students to be environmentally friendly. The purpose for the text also needs to grab the attention of students. The second criteria I look for when selecting environmental text is text features. The font of the text needs to be different sizes and colors to grab the attention of students. This way students know when they are coming across important concepts they can remember them because they are a different font. The illustrations throughout the text should also be real life and relatable to students. This way students are understanding what the text is talking about. 

          I will incorporate these texts into my classroom when discussing the importance of keeping our environment safe. I will also have a wide range of these texts in my classroom library. Environmental texts can have a major influence on student’s lives. Exposing children to these texts will give them the resources they need to become a good citizen. I will use environmental texts in my classroom for shared reading and read aloud. I will also have a wide variety of these text available in my classroom library for students to refer to on their own time.

Seltzer, M. (1992). Here comes the recycling truck. Morton Grove, Illinois: Albert Whitman & Company.

Grade level in which text is considered “complex"

• Fourth and fifth grade

Grade level for class read-aloud 

• Third and fourth grade

The major themes discussed throughout this text is how recycling works and the process recycled products go through in order to be recycled.  The text uses different sizes of fonts depending on what it is describing. This makes the test easier to read and more engaging for students. The text uses real life photographs to show student the process of recycling. This helps students visualize how materials are being recycled. Students may nee pre-teaching of complex vocabulary words. Pre-teaching of complex vocabulary words. Some of the complex words are forklift, hopper, and conveyor belt.  

Nagle, J. (2009). Reducing your carbon footprint at school. New York, New York: The Rosen Publishing Group.

Grade level in which text is considered “complex”

• Fourth and fifth grade

Grade level for class read-aloud 

• Third and fourth grade

The major themes discussed throughout this text are automobiles and how they are harmful towards the environment. The text also discusses atmospheric carbon dioxide and global warming. This text is easy to navigate because it clearly states when its starting a new chapter and it also includes page numbers. This text has multiple text features that are great for students. At the end of the text you can find a glossary, bibliography, and index to help understand the text. The text also has real- life photographs and descriptions under each photograph to help with student understanding. Finally, when the text changes themes it has large green letters explaining what the next section is going to be about. Students may need assistance with complex vocabulary words. Some of the complex words are biodegradable, biodiesel, compressor coils, incinerate, and retrofit. Students may also need assistance with navigating a chapter book. 

Music

          Music text gives students information about specific genres of music along with all the different types of musical instruments. Music text inform students of all the different types of instruments that can be played. Music text also inform students of all the genres of music along with giving background information about each of these genres. These text serve as a great resource for students when they are interested in music or need to do research on music. The first criterion I look for when selecting a music text is appeal. The text should be appealing for students. If the cover of the text draws the attention of the student, they are more likely to read the text. The pages need to be appealing to students in order for them to have continued interest in the text. The second criterion I look for when selecting a music is text features. The text should include different fonts to highlight key concepts of the text. Illustrations in the text correlate directly with what the text is talking about. The text has sidebars of information to help build the students prior knowledge.  The text should also include a glossary to help students with complex words. 

          I will incorporate these texts into my classroom when discussing musical instruments, genres of music, and famous bands or people. I will also have a wide range of these texts in my classroom library. Music text can have a major influence on student’s lives. Exposing children to these texts will give them good role models to follow in the future and gives students motivation to follow their dreams. I will use music text in my classroom for shared reading and read aloud. I will also have a wide variety of these text available in my classroom library for students to refer to on their own time.

Edgers, G. (2006). Who were the beatles? New York, New York: Penguin Group.

Grade level in which text is considered “complex”

• Fifth and sixth grade

Grade level for class read-aloud 

• Fourth and fifth grade

The main theme of this book is the Beatles. It talks about each member of the band individually and also about their time spent on tour. The illustrations throughout the text directly correlate with what the text is discussing. The illustrations give students insight of what the Beatles were doing and helps them picture what the musical artist looked like. The text also includes pages that discuss interesting facts that are being discussed in that chapter. They have facts about Elvis Presley, rhythm and blues, and the sixties. This gives students the prior knowledge they need to understand the upcoming chapters. Students may need assistance with complex vocabulary words used throughout the text. Some of the complex words are hamburg, albums, concerts, albums, banjo, and bass. 

Knapp, B. (1991). Sounds and music. Danbury, Connecticut: Grolier Educational Corporation.

Grade level in which text is considered “complex”

• Fifth and sixth grade

Grade level for class read-aloud 

• Fourth and fifth grade

The major themes discussed throughout this text is sound and music. It talks about the different types of instruments that make sound along with how you play that instrument. This text includes multiple text features that would be beneficial for student learning. Each page talks about a different type of sound. These pages also include a yellow box which gives students experiments to try on their own. When discussing key terms the text is bolded and you can find definitions of the words in the glossary at the end of the text. The pictures in the text are of all different types of instruments. Each picture has arrows pointing to certain parts of the instrument explaining what that part of the instrument does.   Students may need assistance with complex vocabulary words. These words include decibel, gamelan, harpsichord, pan- pipes, stereophonic, and valve.