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.