Journal

What are Journals?

• There are two main types of journals, scholarly journals and personal journals, and my focus will be on personal journals. Personal journals are very similar to diaries, as they share the inner thoughts and emotions straight from the writer. Journals can tell a number of stories, whether it's being in a foreign country, living through a war, starting a new career, or someone's everyday life. Many journals go unrecognized in society, but some become amazing works of art that end up changing the world. 

Criterion for Quality and Selection:

• The number one criterion I would have for selecting a journal for my students would be purpose. There are a number of journals out there that relate to specific events in history, and these can be used to our advantage. Find journals related to the different wars, U.S. historical events, or scientific discoveries. When students can read about the events from a personal perspective they will be able to connect themselves to the material and gain an understanding of the material.
• Another criteria I would consider when selecting journals is the appeal to students. We want to make sure that the students would enjoy what they are going to read and would be able to connect to the reading. Many students may find reading about a persons daily life boring and uneventful. So finding text that is fun and exciting will keep the students engaged in the reading.

Use in the Classroom:

• Keeping their own journals in the classroom can be very beneficial for young students. Reading example journals to them before having them write their own can inspire them and get their creative juices flowing!
• Journals allow students to step into the shoes of those who lived in the past. This can lead to a great writing activity where students pretend they live in a different era and keep a journal of their experiences.

TEXT EXAMPLES:

Webb, S. (2000). My season with penguins: An Antarctic journal. Boston, MA: Houghton Mifflin.

• Complex Text Level: 6th - 7th
• Grade Level Span for Read-Aloud:
• 4th - 6th
• Major Themes:
• Penguins
• Antarctica Research
• Worthy Qualities of Writing:
• There are drawn illustrations on each page that depict what is being written throughout the journal.
• Each illustration also has a description underneath it for further explanation. 
• The text also uses the illustrations to explain some of the more difficult words associated with the penguins themselves, such as ecstatic display, tobogganing, and incubating bird.
• The text provides a glossary at the conclusion of the text to define some of the more complicate/less heard words.
• Some of the words include hypothermia, natal colony, rookery, and PIT tag. 
• Support Needed:
• Preteaching some of the more difficult terms mentioned above so students don't need to continually refer to the glossary, hence disrupting their reading.
• Talk about some of the characteristics of Antarctica prior to reading the text. Antarctica is a continent that is often over looked and if students have some background information on the text they may be able to understand what the writing is going through. 

Evans, C., & Christensen, B. (1999) Moon over Tennessee: A boy's Civil War journal. Boston, MA: Houghton Mifflin.

• Complex Text Level: 5th - 6th
• Grade Level Span for Read-Aloud:
• 4th - 5th
• Major Themes:
• Civil War
• Growing Up
• Worthy Qualities of Writing:
• The text is written from the perspective of a young boy going through the Civil War. The boy isn't actually fighting in the war, but he witnesses the events from afar while traveling with his father. 
• Students would be able to relate to this because the boy is about the age of the complex text level provided above. 
• Each journal entry begins with the date and the location from which the boy is writing from. This would allow students to locate the location on a map and get a sense of the places he may see and the terrain he would have to go through. 
• The text also provides a map in the back of the text that outlines the path the boy travelled with his father. 
• Use in the Classroom:
• Students could put themselves in the shoes of the main character, and write their own journal about how they would handle the events the main character went through.
• Support Needed:
• Preteaching important events and people of the Civil War. The text make many references to General Lee and different locations such as Fredericksburg, Cumberland and Shenandoah. I feel that the student would gain a better understanding of the text if they background knowledge of the people and locations in which the Civil War took place.

Environmental

What are Environmental texts?

• As the world and the people on it continue to change, we need to know how to take care of the Earth. What is potentially destroying the Earth and how we can protect it, are the main subjects of all environmental texts. This can include air, water, or waste pollution, conserving water, planting trees, and recycling. If we want to continue living on this great Earth, we need to know how to keep it thriving, and that's just what this genre is for!

Criterion for Quality and Selection:

• When it comes to selecting a quality environmental text, I believe that looking for multiple perspectives is the most important. There isn't just one solution that can be implemented to protect and preserve our Earth, there are multiple ways. This idea should be reflected in the text chosen for the classroom. Texts that have a number of different options and ideas would be best to get students thinking!
• Another important quality for selecting a text in this genre is the voice the text is presented in. If we want our students to respond positively to this genre it would be very beneficial to find text written in an informal voice. Students are able to connect on a more personal level when the text has an informal voice, and take to heart what the text is really conveying.

Use in the Classroom:

• Prior to a volunteer experience I would read this genre with my students. They need to be made aware of why we are doing the things we do and how they can benefit the world.
• Students need to be made aware of the world around them and how to protect it. There are so many different aspects of life that could ruin the Earth and if students know about these they may become more self-conscious of what they're doing.

TEXT EXAMPLES:

Furgang, K., & Furgang, A. (2009). On the move: Green transportation. New York, NY: Rosen Publication Group.

• Complex Text Level: 4th - 5th
• Grade Level Span for Read-Aloud:
• 3rd - 4th
• Major Themes:
• Air Pollution
• Transportation
• Worthy Qualities of Writing:
• Within the text there are blue boxes that provide useful information, fun facts, and answers to questions students might have pertaining to the topic.
• Best way to travel on vacation, how to measure fuel efficiency, and California leads the country in hybrid cars.
• The text is easy to navigate due to a detailed table of contents and index. The chapters are also very well organized and present the material in an organized fashion.
• Use in the Classroom:
• When looking at how people lived in the early 1900s and before compared to how we live now. Students can look at how we have made advancements, but not all those advancements are beneficial to the Earth.
• Support Needed:
• Preteaching some of the more complex words/concepts such as, fossil fuels, emissions, and global warming. 
• I believe that students need to have a knowledge of how important it is to protect our Earth before reading this text. If they don't have this knowledge they may not appreciate all the text has to offer.

Nelson, S. (2007). Let's save water! Mankato, MN: Pebble Books.

• Complex Text Level: Kindergarten - 1st
• Grade Level Span for Read-Aloud:
• Pre-K - Kindergarten
• Major Themes:
• Conservation
• Water Usage
• Worthy Qualities of Writing:
• The font is large and easy to read for young readers. There are also headers that are in a different font and color so students are fully aware when there is a shift in content.
• Other great text features include a table of contents, a glossary, an index, and an Internet site to learn more about the topic.
• The illustrations correlate with the text, and also present culturally diverse children in the pictures.
• Use in the Classroom:
• I would love to use this text in correlation with a personal hygiene unit. Students need to know how important water is to the earth and how to conserve it while showering, taking a bath, and brushing their teeth.
• Support Needed:
• Going over some of the more difficult words, which can also be found in the glossary. Those words include, faucet, garbage, pollute, and waste.

Health & PE

What are Health & PE texts?

• In recent years, health has been one of the major topics in the news, and physical education (PE) goes right along with that. There are many ways to becoming a healthy, active individual, but you need to learn how to do that first, and that's where this genre becomes effective. There are books for every topic of health there is (germs, senses, diseases, vaccines, healthy foods, etc.), and the same goes for PE (sports, running, limited screen time, etc). This genre is one of the utmost important for young readers because their health, and the health of those around them is what will shape our future.

Criterion for Quality and Selection:

• My most important criterion for selection of this genre is accuracy. Advancements are constantly being made in the field of health and books should reflect those changes. We want to make sure that the information presented to the students is up-to-date and correct to enhance the students' learning experiences.
• The purpose of the text would be my second criterion for selecting health texts. There are so many different categories that fall under the spectrum of health (vaccines, diseases, drugs, the body, etc.). When introducing these texts to students we want to make sure they are fulfilling the outcome of the lesson and are beneficial to the students' education.

Use in the Classroom:

• Promoting healthy lives, is of the utmost importance, and the main reason for using this genre in the classroom. Students need to know what they can do and eat in order to become a healthy individual, and these books can do that for them. 
• A second use for health text in the classroom is to create positive habits for the students at school and at home. We want students to have the knowledge to make healthy decisions and develop healthy habits that will keep sickness away!
• Examples: healthy eating, washing hands (before & after eating and after blowing their nose), covering their sneezes and coughs.
• For PE text, I would use them as an introduction to the activities mentioned in the text. This will build the students knowledge of what they should get out of the activity, and know how to perform it properly before getting started.

TEXT EXAMPLES:
Phelan, G. (2006). Killing germs, saving lives: The quest for the first vaccines. Washington, D.C.: National Geographic.

• Complex Text Level: 4th - 5th
• Grade Level Span for Read-Aloud: 
• 3rd - 4th
• Major Themes:
• History of Vaccines
• Medicines
• Influential Doctors
• Worthy Qualities of Writing:
• Throughout the text there is a timeline that lists important events that were occurring at the same time as the medical advancements.
• During the 1970s the theory of disease germs is accepted and in 1976 the telephone was invented.
• There are a number of great text features:
• The pages are very bright and appealing to the eye of a reader. 
• The titles and subtitles are bolded and in a different color for clear shifts in topic.
• Fun facts in boxes off to the sides of the pages, and brief biographies of influential people in the field of vaccines.
• Support Needed:
• Preteaching some of the key medical terms, including antiseptic, infectious, immunity, and bacteria. 

Miller, M. (1994). My five senses. New York, NY: Simon & Schuster Books for Young Readers.

• Complex Text Level: Pre-K - Kindergarten
• Grade Level Span for Read-Aloud:
• Kindergarten
• Major Themes:
• Body Awareness
• Using Senses
• Worthy Qualities of Writing:
• The text uses large, bold font that is easy to use, especially for read alouds. 
• There are real-life photographs of young children shown doing actions that correlate with the text. 
• Use in the Classroom:
• When wanting to make students aware of their surroundings I would use this text to prompt awareness. 
• When talking about smell, ask them what they smell on the playground, in the cafeteria, or in the classroom.
• Ask them what they hear when they go to the park, the pool, or the grocery store.
• Support Needed:
• Sounding out some of the multi-syllable words with young students.
• Examples: shadow, popcorn, garbage, secrets, and watermelon.

Encyclopedias

What are Encyclopedias?

• Encyclopedias provide a reader with a bunch of information on one specific topic. If students are interested in a certain topic, such as dinosaurs, oceans, animals, space, etc., and want to know everything about them, find an encyclopedia about it. Nowadays there are a number of great encyclopedias that are made just for kids, with a lot of pictures, fun facts, and bright pages!

Criterion for Quality and Selection:

• My number one criterion for selecting an encyclopedia is appeal. Many students may see encyclopedias as another textbook, when they most definitely are not. The pages need to be appealing and eye-catching in order for the students to want to pick them up and read them.
• Examples: bright pages, bold, clear fonts, correlating illustrations, fun facts, etc.
• Organization is also extremely important when it comes to selecting an encyclopedia for my classroom. Since there is so much information in an encyclopedia there should be a clear table of contents and index for easy access to the content.
• The content should also have some form of organization throughout the text, whether it's alphabetical or categorized.

Use in the Classroom:

• The main use of encyclopedias in my classroom would be as a reference tool. If students were doing research, or just interested in a topic, I would point them in the direction of an encyclopedia. 
• When starting a new chapter/section in the textbook that students have never learned about, pulling from an encyclopedia could be very beneficial. It is a different perspective from their textbooks, and most children's encyclopedias include more pictures and fun facts for the students to visualize and remember.

TEXT EXAMPLES:

Sabuda, R., & Reinhart, M. (2005). Dinosaurs: Encyclopedia prehistorica. Cambridge, MA: Candlewick Press.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: 2nd - 3rd
• Major Themes:
• Dinosaurs
• Archeology
• Worthy Qualities of Writing:
• On every page there is at least 4 detailed dinosaur popups, including descriptions and the name of the dinosaur. This will get students really excited about reading the text and seeing what popup is on the next page.
• The text includes pronunciations for every breed of dinosaur mentioned.
• Triceratops (try-SAIR-uh-tops)
• Support Needed:
• Understanding the organization of the text. There are so many popups on each page it may be difficult for the students to know where to look first.

Spelman, L. (2012). National geographic animal encyclopedia. Washington, D.C.: National Geographic.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud:
• Major Themes:
• Animals
• Habitats
• Protection of Endangered Animals
• Worthy Qualities of Writing:
• The beginning of the text provides a "How to Use this Book" page. There are example pages from the text with little explanation boxes and arrows pointing to the correlating pieces of the text.
• This is great for young readers because they could become overwhelmed when reading an encyclopedia since there is so much information.
• The first few pages of the text give general information about all types of animals before jumping into the bulk of the text.
• Life cycles & babies, senses & communication, and homes & habitats. 
• Animals are organized by taxonomy (mammals, amphibians, fish, etc.) and includes their general and scientific names, along with fact boxes that explain habitat, diet, lifespan, and size.
• There are also fun facts by some of the animals detailing if they are the smallest, the fastest, or the tallest!
• Use in the Classroom:
• When doing research on endangered animals, the students could use this text to figure out which animals are endangered. They could also look at the animals' habits to make educated guess as to what is caused their endangerment.
• This text would also be great to have students explore prior to going on a field trip to the zoo. They could get to know the animals and where their natural habitat is located before seeing them on the field trip.
• Support Needed:
• Understanding the different taxonomy of animals.
• Preteaching about the differences between mammals, amphibians, fish, reptiles, insects, and birds. This will help the students locate the desired animals quicker.

Procedural

What are Procedural texts?

• Procedural texts tell the reader how something is done, or how to do something. There are some things that just can't be done in the home, but procedural texts explain how those tasks are completed in the proper settings. I included an example of this below, From Metal to Music. The other form of procedural text tells the reader how to do something, which can be done by the average person. This can include: cooking, crafts, and other hobbies. Below, I also included an example of this kind of text, Betty Crocker Kids Cook.

Criterion for Quality and Selection:

• The most important quality to look for when selecting a procedural text is its organizational structure. Since they are explaining a process, it's crucial that all of the steps are in order, otherwise the reader could become lost or confused. If the text were explaining a process that could be done by the reader, unorganized steps would result in a flawed final project.  
• The second most important quality to look for in procedural text is the accuracy of the information. In most cases there is more than one way to do something, so we want to make sure the information in text is correct. When students are following a procedure from a text, we want to make sure they get the rest results possible and that requires accurate information. 

Use in the Classroom:

• This genre would be great for introducing how-to writing to younger students. When they are able to see an example of a good procedural/how-to text to build the foundation for their own writing.
• When going on field trips we often learn about how something works, so procedural text could lead into a field trip. 
• If going to a concert read a book about how instruments are made.
• If going to an dairy, learn how ice cream comes from a cow.

TEXT EXAMPLES:

Davis, W. (1997). From metal to music. New York, NY: Children's Press.

• Complex Text Level: 1st - 2nd
• Grade Level Span for Read-Aloud: 
• Kindergarten - 1st 
• Major Themes:
• Procedure
• Musical Instruments
• Worthy Qualities of Writing:
• The text is very well written and goes explicitly through each step of the process from metal to instruments. Also includes realistic illustrations that correlate with the text on the corresponding page.
• The end of the text includes a reference page of the different types of brass instruments. Each instrument has an illustration and a brief description.
• Support Needed:
• Explaining the different places and equipment used throughout the process.
• Examples: mill, mine, grinder, furnace, and molds.

Crocker, B. (2007). Betty Crocker kids cook! Hoboken, NJ: Wiley Publishing, Inc.

• Complex Text Level: 2nd - 3rd
• Grade Level Span for Read-Aloud:
• Not a book I would read aloud to my students.
• Major Themes:
• Cooking
• Nutrition
• Measurement
• Worthy Qualities of Writing:
• There are a number of great text features throughout this text: 
• At the beginning there is a section called "Talk the Talk" which is essentially a glossary defining cooking terms. 
• At the end of the text there is also a metric conversion guide.
• For each recipe there is a realistic illustration of the food so students would have an idea of what their final creation is supposed to look like.
• The "You Are What You Eat" section includes nutrition information along with the MyPyramid, which explains the amounts of each food group a child should eat.
• Use in the Classroom:
• When teaching about nutrition in the classroom, you could send home recipes for the students to make with their parents. 
• Support Needed:
• Learning how to use measuring cups and spoons.
• Adding and subtracting factions.
• Preteaching some of the cooking terms from the beginning of the book. 
• Examples: boil, grate, and knead

Nonfiction Poetry

What is Nonfiction Poetry?

• Nonfiction poetry is the exact same as every other kind of poetry with a bonus quality, it is poetry about education, realistic topics. When most people hear the word poems, they think of love, but that isn't always the case. When science, social studies, or even math is presented in poem form it is a new and fun way to introduce young students to the subjects. Nonfiction poetry presents everyday content in a different, and intriguing form for all ages of readers.

Criterion for Quality and Selection:

• Poetry can range in difficulty, even within a single text, so it's important as a teacher to read through first and pick out what is appropriate for the students. We don't want students to start reading a text and understand it, then get to a passage they aren't able to comprehend.
• Since poetry is something most students aren't drawn towards, finding text that is appealing to them is important. There is poetry that covers all types of subjects and interests to please all the students in the classroom. Finding that interests can get the student exciting about reading, and wanting to read.

Use in the Classroom:

• Poetry is a great avenue to go down when working on comprehension with students. It presents material in a different way, and really makes students analyze what they are reading. Poetry is also great for comprehension because poems are usually short, so students won't become too bored with them and give up.
• Going along with the poems usually being short, helps with students working on fluency. With short passages, it will take the students less time to read them, and they can then reread them more times, thereby improving their fluency.
• Pieces of poetry would be great to assign to advanced students during reading times because it requires deeper thinking for understanding. 

TEXT EXAMPLES:
Hopkins, L., & Halstead, V. (1999). Spectacular science: A book of poems. New York, NY: Simon & Schuster Books for Young Readers.

• Complex Text Level: 2nd - 3rd
• Grade Level Span for Read-Aloud: 1st - 3rd
• Major Themes:
• Life Science
• Earth Science
• Physical Science
• Worthy Qualities of Writing:
• Large, bright illustrations that correspond with the poems on each page.
• Great text features such as, a table of contents to find specific topics, page numbers, easy to read font, and bold, different colored titles for every poem.
• Use in the Classroom:
• Since there are so many different topics, (rocks, dinosaur bones, and seeds) I would use them to introduce new material as they came up during the year. It would be a great way to ease students into the content.
• Support Needed:
• Preteaching words that are associated with the different areas of science such as, protozoans, prism, metamorphosis, magnifying, glaciers, and geysers.
• Preteaching the different structures of poems.
• Sentences may be split up into multiple lines.
• Some lines start with capital letters, even though they are the middle of a sentence. 
• Rhythm in the writing by having rhyming words at the end of lines.

Worth, V., & Jenkins, S. (2007). Animal Poems. Vancouver, BC: Douglas & McIntyre.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud:
• 2nd - 3rd
• Major Themes:
• Animal Characteristics
• Different Animal Families
• Worthy Qualities of Writing:
• Extremely detailed illustrations that correlate precisely to the text.
• Cover picture example text: "Thicket of its own thorns" "Flower out of that cold bower of spines."
• As I mentioned with the text examples above, each animal has text that gives detailed characteristics in a way that allows students to visualize the animals if no illustrations were provided. 
• Support Needed:
• Some of the characteristics given for each animal, could be difficult for students to decipher and comprehend. The names of each animal are given along with an illustration, so students can refer to that as well.
• "Their hollow veils and trailed clappers peal eternal knells" -Jellyfish
• "Not like my shadow I dislike, but that sad sunlight creeping so weak across the winter-weary snow" -Groundhog
•  Preteaching some of the more difficult terms: clamber, latticed, knells, and sumptuous.

Music

What are Music texts?

• Music is a genre that often gets forgotten in the general education classrooms. There are many different ways that music is incorporated into text, whether it's a specific text about instruments, how to play music, or artists and composers (present and past). There is a lot to be learned through music; it is one of the oldest concepts in the world and it is constantly being improved and updated!

Criterion for Quality and Selection:

• Since music generally isn't taught in the everyday classroom, I would say that purpose is the most important criterion. There can be many different reasons for including music in the classroom, whether the students are learning about beat, or are going to be going to a musical or concert. The teacher just needs to make sure that the text is matching what the students are learning or going to be learning to further their knowledge.
• Secondly, I would want to make sure that the text is appropriate for the students. There are some areas of music that are good for students to learn at a young age, and there are those that should be taught later on. Students need to be able to understand what they are reading, in order to fully comprehend music and it's importance.

Use in the Classroom:

• Having a personal love for music, I would want to incorporate music into my classroom in as many ways as possible. Students should be introduced to all the amazing composers of the past such as, Beethoven, Bach, and Mozart. As well as those who have shaped every other type of music including, jazz, country, rock 'n roll, and soul. 
• You could also use music text to introduce simple instruments to young students and teach them about different sounds and pitches they make. This can be done through maracas, shakers, bells, and drums. Simple objects that students can experiment with and explore, while also learning about them through literacy.

TEXT EXAMPLES:
Ardley, N. (1989). Eyewitness books: Music (1st ed.). London, UK: Dorling Kindersley.

• Complex Text Level: 5th - 6th
• Grade Level Span for Read-Aloud: 4th - 5th
• Major Themes:
• Musical Instruments
• Music History
• Worthy Qualities of Writing:
• The text is split into sections according to the different types of instruments such as, woodwind, brass, strings, and percussion. Within each section there are a number of different instruments illustrated, and each have a corresponding explanation.
• Other text features include a table of contents, an index, and history lessons within each of the different sections. 
• At the beginning of the text there is some basic background information on what music is and how it is made. The text shows different wavelengths instruments can make and how different instruments produce different sounds.
• Use in the Classroom:
• I would use this text for students interested in being in band. They would be able to research the instrument they are interested in and learn about it's history and evolution.
• Support Needed:
• On each page there is a lot going on, with all the different instruments listed, some students may need assistance on knowing where to look first. Some of the pictures also go across both pages so that could be extremely confusing. 

Pinkney, A., & Pinkney, B. (1998). Duke Ellington: The piano prince and his orchestra. New York, NY: Hyperion Books for Children.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: 2nd - 3rd
• Major Themes:
• Biography
• Jazz Music
• Worthy Qualities of Writing:
• The text is written chronologically, so the information is organized by Ellington's journey towards jazz music, also those members he picked up along the way.
• There were a number of different members that made up their band, and it includes a bit of background on each of them. 
• There are a number of great text features, the main one being the illustrations. They are artfully drawn and greatly enhance what is being said in the text. There is also a straightforward biography at the end of text (rather than a storyline, which the text is), and sources for more biographies on Ellington.
• Use in the Classroom: 
• I would use this text when teaching about influential individuals associated with music. Students could be assigned different individuals and create their own biography on the person and share it with the class.
• This text would also be great when teaching during Black History Month, and the importantce of Ellington and the creation of jazz music.
• Support Needed:
• What jazz music is and what it sounds like. The basis of the book is Ellington's journey of creating jazz music, so it would be beneficial for students to listen to some of his music and other jazz pieces.
• Preteaching of terms associated to music, such as notes, chords, sharps, and flats. This will allow students to better understand the text.

Atlas & Almanac

What is an Atlas or Almanac?

• Atlases consist of a variety of maps, which cover a wide range of topics. You can find atlases that cover population, natural resources, livestock, travel and roads, economics, and politics. Almanacs are often published annually and cover more general interest areas. Some examples of what an almanac may include are, sports, farming, bugs, fashion, world records, and technology. 

Criterion for Quality and Selection:

• Accuracy is the most important criterion when it comes to selecting atlases and almanacs. The world always seems to be changing so atlases are constantly being updated, and as I mentioned above, almanacs are being published yearly. As educators we need to make sure our students are learning the accurate information, and this can be done through current text.
• Since there are so many different kinds of atlases and almanacs out there, it's important to find the ones that match what the students are learning and serve a purpose towards their learning. If you are teaching a lesson on science, have bug almanac; if you are teaching a lesson on natural resources, have an atlas that shows individual countries information.

Use in the Classroom:

• In my classroom, atlases would most commonly be seen in a social studies lesson. They allow students to look at continents, countries, and cities all in one general location. Depending on the content within the atlas, students can learn a lot about a specific region. Students could use atlases to plan a trip to a region they found and provide reason for their decision based on what they see in the atlas.
• Almanacs can be used in practically any content-area, and be very informational to students. They can look up information pertaining to a specific interest area, and learn real up to date knowledge. 
• Nowadays with all the technology out there, I would definitely utilize online atlases in my classroom. Students can quickly type in a city or country and an image will come up on there screen in seconds. This is be very beneficial when located cities within countries or learning about country locations.

TEXT EXAMPLES:
Pickering, M. (1996). Picture reference atlas. Chicago, IL: World Book & Two-Can Publishing.

• Complex Text Level: 2nd - 3rd 
• Grade Level Span for Read-Aloud: 1st - 2nd
• Major Themes:
• Continents & Countries
• Geographic Resources
• Worthy Qualities of Writing:
• There are a number of really great text features included in this book, including, a table of contents, a fascinating facts page, an index that includes the page number for cities and also the grid reference to find them on the map.
• On every page there is a "Factfile" and a "Fact Finder".
• Example Factfile-"France is visited by more tourists each year than any other country in the world"
• Example Fact Finder-"Which tombs near Cairo were built over 4,000 years ago for ancient Egyptian kinds? (See square K 4.) K 4 is the coordinates on the map that gives the students the answer to the question.
• On each page the map of a different continent, or part of a continent, is shown and there are a number of icons within the different countries. These tell the student what important monuments, resources, and animals you could find in each of the different countries. 
• Use in the Classroom:
• This book would be a great resource for students to look at when they complete work early, specifically social studies lessons. Teachers could assign a country for the students to look at and answer the "Fact Finder" questions. 
• Another way to use the text would be for research projects. Students could learn a lot about a specific country just by looking at the maps provided in the text.
• Support Needed:
• Understanding the organization of each page and what each of the little icons means. 
• At the beginning of the book there is a page that explains each of the different aspects of the atlas. This is something that the teacher would need to go over with the students prior to reading the book.
• Knowing what the purpose of an atlas is. With technology nowadays many students won't use atlases to locate countries and their cities. There would need to be specific lesson covering the purpose and usefulness of atlases.

Allen, J. (1994). Student Atlas of World Politics. Guilford, CT: Dushkin Publishing Group.

• Complex Text Level: 5th - 6th
• Grade Level Span for Read-Aloud:
• I would not use this text as a read-aloud in the classroom. It is more of a resource tool for students to refer to.
• Major Themes:
• Natural Resources
• Population
• Climate
• Worthy Qualities of Writing:
• The table of contents explains each of the different chapters and includes a number of different maps covering different subjects. 
• A crucial text feature included in this text is a key for every map explaining the different colored regions. 
• After each chapter there is a set of tables that show the information in numbers instead of illustrations. This would be great for differentiation for students that are visual, and students with a strong math skills.
• Support Needed:
• Preteaching of the content pertaining to the different maps such as, population density, territorial changes, GNP, and international trade. These are all content areas that aren't common in the classroom, but would be focused on in certain upper level social studies courses.

Math

What are Math texts?

• Math texts can cover a wide range of subjects throughout many grade levels. Younger students can work with counting, shapes, addition, and subtraction books. As the students get older they can read books on multiplication, division, and fractions. 

Criterion for Quality and Selection:

• When it comes to choosing math texts for students, the most important criterion is appropriateness. The text and the material presented in the text needs to be at the grade level of the students. Math texts are great interaction tools for students, and if they don't understand the material they won't be able to fully interact with the text. 
• A second criterion I would have for math text is appeal. Math is a subject that not too many students like. By having text with bright, colorful illustrations the students will want to pick up the books and interact with them.

Use in the Classroom:

• My main use for math text in my classroom would be as additional aid for struggling students. Many students struggle with math because they can't see what they are learning. When they are able to have a visual aid and interact with the material, they will be able to grasp what is being taught.
• I would also use math text to challenge students to expand on their thinking. Teachers could do a number of different activities with a simple counting book that would challenge students to really think about what's in the text. Also having text at a student's reading level that covers a more difficult concept could really help the students improve their math skills.

TEXT EXAMPLES:
Leedy, L. (1995). 2 x 2 = boo!: A set of spooky multiplication stories. New York, NY: Holiday House.

• Complex Text Level: 1st - 2nd
• Grade Level Span for Read-Aloud: 2nd - 3rd
• Major Themes:
• Multiplication Facts
• Halloween
• Worthy Qualities of Writing:
• The table of contents provides a simple way of finding the specific multiplication rule you want to teach. In the back there is all the math facts covered in the whole book laid out for easy reference.
• The book does a great job of explaining the rules through a fun halloween story.
• Example: "The Disappearing Zero" is about two cats fighting over their witch owners and who has the more talented owner. The cats go back and forth saying how their witch made creatures disappear by saying 2x0=0 or 5x0=0. Eventually the cats say, "This is for you: 1x0=0" and they both disappear.
• Another great text feature included in this book was the illustrations and how much they added to the text. Since it is a math text the illustrations were key to the students being able to understand what the text was saying.
• Use in the Classroom:
• I would use this text to introduce the different multiplication rules to my students. They text presents them in a fun way that would be easy for the students to remember and use in the future.
• I might also use this text as a writing resource. The students could make up there own stories about the multiplication rules so that they have an individualized way of remember them.
• Support Needed:
• Being able to understand the organization and the layout of the text. There are many speech bubbles all over the page and knowing where to look first to start reading can be very difficult for young readers. 

Davis, R. (2007). 10, 9, 8 Polar animals!: A counting backward book. Mankato, MN: Capstone Press.

• Complex Text Level: K - 1st
• Grade Level Span for Read-Aloud: K - 1st
• Major Themes:
• Counting
• Polar Animals
• Worthy Qualities of Writing:
• There are a number of great text features throughout the entire text. On every page there is a number line counting down, with the corresponding number highlighted for each page. There is a mini-quiz at the end asking students to count the different animals shown on the page. Also, there is a facts about the animals page, a glossary, an index, and book and Internet resources for more on polar animals.
• The text does a great job of describing the different polar animals in kid friendly terms. Illustrations also match up with the text perfectly and the students could count out each of the polar animals.
• Example: "Four flabby walruses nap on the ice. They aren't lazy, they are just warming up in the sun!"
• Use in the Classroom:
• I would definitely incorporate this book into my math and science lessons. Students would be getting their counting practice in, while also learning about important arctic creatures.
• Support Needed:
• Being able to count forward before counting backwards. 
• Some of the words could be very foreign to young readers such as, arctic, migrate, and herd. This words would either need to be discussed while reading or pre taught for better comprehension.

Biography & Autobiography

What is a Biography or Autobiography?

• A biography is a text about someone's life, written by another person. Since the life story is written by an outside source, there are often several different versions of biographies on a single person. An autobiography, on the other hand, is when the person writes their own story.

Criterion for Quality and Selection:

• One criteria that is important for this genre is the organizational structure. In order for the information to make sense biographies and autobiographies should be written in chronological order according to the person's life.
• A second criterion is that the text is appealing to the eye and interesting to young readers. Many biographies and autobiographies can be presented in a boring manner, that won't connect with students. By having illustrations, and presenting the text in a storyline, the students will be able to connect with the text and put themselves into the individual's life.

Use in the Classroom:

• Whether it's writing an biography or autobiography, these texts are always great reference for when students are going to write they own. When they are able to refer to another text, they can find out what needs to be included in their own writing, and how to properly present the material.
• These texts are also great when doing research projects on an influential individual, and they want the material presented in a way were they can pick out important moments in their lives. biographies and autobiographies are also written at many different levels, so all kinds of students can refer to them and find one at their own level.

TEXT EXAMPLES:
McDonough, Y., & Weber, J. (2005). Who was John F. Kennedy? New York, NY: Grosset & Dunlap.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: 
• 2nd - 3rd
• Major Themes:
• Presidential History
• History
• Worthy Qualities of Writing:
• Throughout the text there are pages that give a brief history lesson about what was going on during a specific time in JFK's life. Some of the lessons include the Prohibition, Hitler & World War II, Pearl Harbor, Congress, and Space Exploration.
• The text is divided up into chapters chronologically according to JFK's life. 
• At the end of the book there is a timeline that lays out JFK's life and another timeline that includes world events the correspond with the years JFK lived.
• Support Needed:
• Discussion about JFK's time as president and the different things he believed in. I feel that when students have an understanding of what he stood for, they have a better understanding of the text and how his early events led to him becoming president.
• I also feel it would benefit students to preteach the historic events JFK participated in because they also helped shape him during presidency. 

Winter, J. (2011). The watcher: Jane Goodall's life with the chimps. New York, NY: Schwartz & Wade Books.

• Complex Text Level: 
• 2nd - 3rd
• Grade Level Span for Read-Aloud:
• K - 2nd
• Major Themes:
• Animal Awareness/ Protection
• Extinction
• Personal Life
• Worthy Qualities of Writing:
• The illustrations are very well drawn, correlate and add to the text. They would allow struggling readers to look at the illustrations and be able to grasp what is trying to be said.
• The text chronologically goes through the life of Jan Goodall, but it is written in a story so it flows very well.
• There are a few quotes from Jane's journals included throughout the text. An example quote is, "You have to be patient if you want to learn about animals". 
• Use in the Classroom:
• When talking about extinction and conservation; Jane's life is a prime example of what can be done to stop it. Students can get motivated from what Jane did in her lifetime, and students can look into how they can support causes that are important to them. 
• Support Needed:
• Talking about Africa prior to reading the text and explaining where Jane was during her research. Also talking about the climate so students can better understand what she was going through over the years.
• Do some investigating into the way chimps live, and how they interact with one another, and humans. Background knowledge on the chimps themselves will help students understand what Jane was observing.

Science

What are Science texts?

• Quite a few subjects fit into the content-area of science. According to the Iowa Core those subjects include, earth and space, life, and physical science. Many of these topics can be difficult for young readers, and nonfiction texts allows students a simpler and more exciting way to comprehend the material. These text also allow for more student exploration of the subjects and the chance to build a want to learn more about the subjects.

Criterion for Quality and Selection:

• Since science is a constant and rapidly changing subject, two of the most important criterion is accessibility and accuracy. You need to make sure that the texts are up to date and the content is factual and properly representing the material.
• Another major criterion for science text is text features and making sure they add to the text. Science texts can be very difficult for students so having illustrations that help explain the text can be beneficial to struggling readers. Also making sure there is a table of contents or index so readers can pinpoint specific material they are most interested in.

Use in the Classroom:

• The main use of science text in my classroom would be as research aids. Science requires a lot of knowledge acquisition and only so much can be done from a textbook. Nonfiction texts allows the student easy access to the material, and it is presented in a student-friendly manner.
• I would also use science text in my classroom to help those who are struggling with the main content from the textbook. If they aren't grasping it, they can turn to a texts that is at their reading level and will allow them to better understand what the teacher is trying to teach. These text are also great for advanced readers because they can expand on their learning and dig deeper into the material.

TEXT EXAMPLES:
Nathan, E. (2000). What do you call a group of butterflies?: And other insect groups. Woodbridge, CT: Blackbirch Press.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: K - 2nd
• Major Themes:
• Insects
• Animal Classification
• Worthy Qualities of Writing:
• The text uses real illustrations that correlate with the text extremely well. When the text talks about one insect it only shows one in the illustration, and when it talks about the group of insects the illustration shows multiple insects.
• The text is clear and concise getting to the point of the text. There are also "What Do You Know" boxes that include fun facts about each of the different insects.
• Other text features include a table of contents, a glossary, an index, and other books and websites to look at to learn more about the insects mentioned in the book.
• Use in the Classroom:
• I would use this text as an introduction to identifying groups of animals. It presents the material in a fun way that will get the students interesting in the material and exciting for further learning.
• Support Needed:
• The main text is a simple read, but the text in the "What Do You Know?" boxes is rather difficult and could use some additional support. Some of the more difficult words include colony, patrolling, saliva, cooperative, and migration. 

Diehl, J., & Kampen, V. (2000). What's the difference?: 10 animal look-alikes. Toronto, ON: Annick Press.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: K - 2nd
• Major Themes:
• Animal Look-alikes
• Identifying Animal Characteristics
• Worthy Qualities of Writing:
• The text provides a table of contents for easy navigation to specific animal look-alikes. 
• There are great text features such as the illustrations, the easy to read font, bolded titles to introduce the new animals. The illustrations greatly add to what the font is saying and really enrich the learning experience for the students. The illustrations are also labeled so there is no confusion as to which animal is which.
• Use in the Classroom:
• This text would be a great resource when covering compare and contrast writing. Students would be able to chose a set of animals and using the text and other resources to create a paper.
• Support Needed:
• Preteaching some of the more difficult vocabulary words, such as barbed, snout, burrows, ruffled, and knobs. 
• Talking about the different animal groups, mammals, insects, birds, amphibians, and reptiles either before reading or right after. Students will have a better understanding of the characteristics of the animals with this knowledge.

Social Studies

What are Social Studies texts?

• There are a number of different subjects that fit into the overarching theme of social studies. Some of those subjects include political science, geography, history, economics, and behavioral science, according to the Iowa Core. Nonfiction social studies texts allow students to explore all there is to know about the world, but in a way that is interesting and exciting, if you find the right text for them.

Criterion for Quality and Selection:

• One of the main criterion when selecting a text in this genre is looking for author credibility and accuracy. If the text has a well known author or is published by a well-established company there is a better chance the information in the text will be accurate. It is important to remember that the author doesn't necessarily need to be well known for the information to be accurate, we as teachers will have to be the judge of that.
• A second criterion, that I feel is important with social studies, is the voice of the text. Many students find social studies extremely boring, so finding text that is written in an informal voice would be very beneficial for students. 

Use in the Classroom:

• Can be used as supplementary materials when learning about difficult subjects, or subjects of interest for the students. If students aren't understanding the textbook they could refer to a book in the curriculum library that is more at their readability level to gain a better understanding. 
• There are main different topics when covering social studies, and not all textbooks go into depth on certain subjects that may be important to specific states. Finding books that go into more detail about those subjects and having them available for students to read will help them understand what has happened around them.

TEXT EXAMPLES:

George, J., & Small, D. (2000). So you want to be president? New York, NY: Philomel Books.

• Complex Text Level: 2nd - 3rd Grade
• Grade Level Span for Read-Aloud: 1st - 2nd Grade
• Major Themes:
• Patriotism
• Presidential History
• Worthy Qualities of Writing:
• The purpose of the text is to make United State's presidents relatable to students. There are many different qualities presidents have possessed, such as owning pets, having similar names, having brothers and sisters, being athletes, and careers before becoming presidents.
• The text features include fun, comic pictures that correlate with the text, and provide humor for the reader. A second great text feature is the use of a presidential timeline at the conclusion of the text, with a brief autobiography of each president. There is also a list of featured illustrations, so the reader can know for sure which president is being depicted in the comic-like drawings.
• Use in the Classroom
• Students could compare themselves to the presidents, or they could compare the presidents themselves by simply using the text, or with added resources.
• Support Needed:
• Background knowledge of some of the most influential presidents.
• What a president is and what they do.

Waryncia, L. (2006). If I were a kid in ancient Greece. Peterborough, NH: Cricket Books.

• Complex Text Level: 4th - 5th Grade
• Grade Level Span for Read-Aloud: 3rd- 4th Grade
• Major Themes:
• Ages & Stages of Childhood
• Ancient History
• Compare and Contrast
• Worthy Qualities of Writing:
• The book includes great text features throughout. Some of those features include a table of contents, a glossary, and an index. Another great feature is the "Hist-O-Bits", which provide fun facts that apply to what is being mentioned on the page.
• The voice is informal, which makes it fun for students to read and easy to follow along with. The text continually uses the word "you" so that students can relate to what they are reading.
• Throughout the text multiple Greek words are used and the author does a great job of defining the words for the students. 
• Examples: Zeus, Apollo, Olympia, lyre, temple
• Use in the Classroom
• The text can be used as supplementary to a lesson to add more information, or excite the students about the topic at hand. An example would be using the text, If I Were a Kid in Ancient Greece, to help students connect with children during that time period, while learning the facts from the main text.
• Students can compare and contrast their lives to those of children in ancient Greece and learn more about the culture itself.
• Support Needed:
• Preteaching some of the more difficult vocabulary, and especially the pronunciation of the Greek words. 
• Use this book while discussing Greek culture, since the text refers to many landmarks in Greece, and the Greek gods. 
• Teacher should have some prior knowledge about Greek culture in order to aid the students when they have any questions about the text.