This article from Beyond Weather and the Water Cycle provides ideas on how school librarians can work with elementary teachers to teach about the Sun's impact on weather and climate. The author introduces the Standards for the 21st Century Learner, developed by the American Association of School Librarians. The author focuses on Standard 1, which calls for students to inquire, think critically, and gain knowledge through developing and refining questions, investigating answers, seeking divergent perspectives in information, and assessing whether the information found answers the questions posed. The free, online magazine draws its themes from the Seven Essential Principles of Climate Literacy, with each issue focusing on one of the seven principles.

Introduce Book and Preview Technical Vocabulary:
This book is written as a poem. At the end of the poem there is a lot of information written about water. The book was written by Barbara Shaw McKinney and illustrated by Michael Maydak.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
This “crossover” book is an unusual combination of poetry and content. It will allow you to address multiple standards.
The last 4 pages are nonfiction with a lexile of 820 (grades 4-5). This material is likely to beyond the reach of third graders and is not included in the lesson plans.

Week 19, Day 4
Amelia and Eleanor Go for a Ride
Today’s book is about two very famous women. One of them was Amelia Earhart, one of the first women ever to become a pilot. The other was Eleanor Roosevelt, who was married to President Franklin Roosevelt. The book was written by Pam Muñoz Ryan. It was illustrated by Brian Selznick.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although nonfiction, this book has few content area terms. We have chosen to focus instead on Tier 2 words.
After reading the book, you will need to decide whether or not to reveal the untimely death of Amelia Earhart.
The Author’s Note in the back of the book provides details you may want to share. There is also a photograph of the two women, and you may wish to compare it with Selznick’s illustrations.
Have available a map of the Potomac and Chesapeake Bay area to display or project. You can teach a bit of geography by pointing out some of the places mentioned.

Week 21, Day 1 - Week 22, Day 3
Around the World in a Hundred Years (pages 9-13)
Introduce Book and Preview Technical Vocabulary
The book we will begin today is called Around the World in a Hundred Years. Now, that may sound a little strange because these days you can go around the world in a very short time. But this book is not about the present day. It’s about the age of exploration, centuries ago, when Europeans ventured out into the Atlantic Ocean. They traveled in ships.The book was written by Jean Fritz and illustrated by Anthony Bacon Venti.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Some state Social Studies Standards list several explorers specifically. This read aloud doesn’t replace social studies instruction, but it may provide background knowledge.
A world map and a globe will be essential.

Planning Notes
Although this book is nonfiction and tells the story of Roald Dahl, it follows a chronological order and reads as a narrative. Therefore, we have decided to format these lesson as if it were a fiction text.
Please note that you will only be reading the first 5 chapters of this book.
Develop or Activate Background Knowledge
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Week 5, Day 3--Day 5
Camouflage: Changing to Hide by Bobbie Kalman
Introduce Book and Preview Technical Vocabulary
pattern, color, texture, shape
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
countershading, mimicry
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
It would be useful to grab an Internet picture of a hunter wearing camouflage, or to bring an item of clothing that’s camouflage. There are also good YouTube videos to show after you read the book, if you have time. Here is one that’s 8 minutes long: https://youtu.be/uaYbcN7Wa_M
Also, National Geographic offers stunning photos of camouflaged creatures that you can project: http://news.nationalgeographic.com/news/2014/03/140321-insects-fossil-camouflage-mimicry-pictures/

Week 4, Day 3---Day 5
Cracking Up: A Story about Erosion by Jacqui Bailey, illustrated by Matthew Lilly
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Having on hand a comic book, or even the comics section of the newspaper, will be useful in pointing out the text structure used in Cracking Up.
Bring to class some smooth pebbles if you can find some.
Note that guidance for this read-aloud ends on page 23. The remainder of the book provides additional information and suggests follow-up activities.

Week 8, Day 1
Creatures Yesterday and Today by Karen Patkau
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Chart of animals (yesterday and today)
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Notice that inside the back cover is a glossary of some of the terms used in this book. You may want to review it in advance so that you can scaffold the meanings of these terms as you encounter them while reading.
Note that vocabulary words are introduced in the chart, which also signals the text structure.

Week 29, Day 1---Day 5
D is for Dancing Dragon: A China Alphabet
"This book is called D is for Dancing Dragon: A China Alphabet. It was written by Carol Crane and illustrated by Zong-Zhou Wang.
You might think that an alphabet book is for kindergartners, but this is no ordinary alphabet book. That’s because it also teaches us about China. On the first page, you can see a map of China, which is a country on the other side of the world."
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
visual: comparison chart
Review and Share Written Responses
*Planning Notes
This is an unconventional alphabet book because of the extensive background information about the word that is given for each letter. We have chosen to use the first 5 days for instruction. If you have extra time, you could read additional segments.

Week 8, Day 1 - Day 5
Earthquakes by Seymour Simon
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
Have a rubber band handy for a quick demonstration on Day 1.
Maps on display of North America will be helpful to quickly point out the places mentioned, such as Mexico City and California.
The book is partially paginated. Number the pages of the book in advance, with page 5 being the first page with text. This lesson plan will refer to those numbers.
Bring two square dinner plates if possible to illustrate the action of one “plate” against another.

The book is Go Straight to the Source. It was written by Kristin Fontichiaro, and it tells us how to find the facts we need and to make sure they’re right.
Week 9, Days 1-5
WEEK 9, DAY 1
Go Straight to the Source: Chapter 1- "Learning from Primary Sources"
WEEK 9, DAY 2
Go Straight to the Source: Chapter 2- "A Picture Is Worth a Thousand Words"
WEEK 9, DAY 3
Go Straight to the Source: Chapter 3- "If These Things Could Talk"
WEEK 9, DAY 4
Go Straight to the Source: Chapter 4- "Words Can Teach"
Week 9, Day 5
Go Straight to the Source: Chapter 5- “Putting It All Together”
Outline:
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
It would be helpful to project the photos in the second chapter. A document camera would be useful. In the case of the photo on page 13, a URL is given where you can capture the image. For the writing activity for Day 2, you will need to print a photograph from history related to a topic you are teaching or have already taught. For the writing activity for Day 3, you will need to print a photograph of an artifact, preferably one related to a social studies topic you are studying.
We suggest building two diagrams as you read the first chapter rather than before you read. They will visually organize key terms.

Week 8, Day 2---Day 3
Going Home: The Mystery of Animal Migration by Marianne Berkes, illustrated by Jennifer DiRubbio
Introduce Book and Preview Technical Vocabulary
Chart: Land, Air, Sea
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
The rhyming verses that are told through the voices of the animals are fiction, but the information given in the prose section is nonfiction. This is a blended genre.
The key terms are names of animals.
A world map would be useful.
After Day 2, consider sharing the poem, “Something Told the Wild Geese,” by Rachel Field.

Introduce Book and Preview Technical Vocabulary
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes:
Be prepared to refer to a globe or world map.
Though this book is nonfiction, there are few technical terms, so the focus is on Tier 2 words.

Introduce Book and Preview Technical Vocabulary: This book is a biography about the life of Cesar Chavez.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is a biography, it contains few content-specific words. For this reason, a Tier 2 approach to vocabulary is used in these lessons.
The timeline does not include dates but simply records the order of a few key events. Add to it as you move through the book.
A map of California would be useful for showing the route of the march.

Week 19, Day 1---Day 3
Helen Keller: Break Down the Walls!---nonfiction---biography--Margaret Fetty
Introduce Book and Preview Technical Vocabulary
diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This biography is organized sequentially, and the timeline at the end is an excellent resource for review. There are many YouTube clips available about Helen Keller. They include recordings of her speech, which was always halting and hard to understand. We recommend clips from the movie, The Miracle Worker, especially the breakthrough scene involving water (6:11 minutes long):
http://www.youtube.com/watch?v=lUV65sV8nu0
Narrated clips from the silent movie, Deliverance, mentioned on page 22, are also available in a single short video (4:34 minutes long). This video includes comments by Anne Sullivan:
http://www.youtube.com/watch?v=75bMtjVv3yc
An example of Braille to pass around would be a plus.
Finally, many of the bolded words in this book are Tier 2 general words. We suggest that you fast-scaffold them. This lesson plan focuses on the terms related to her disability.

Week 31, Day 5--nonfiction
Hello Ocean
The book is called Hello Ocean and was written by Pam Muñoz Ryan. It was illustrated by Mark Astrella. The book tells the story of what one little girl saw, heard, touched, smelled, and tasted while she was there.
Introduce Book and Preview Technical Vocabulary
diagram
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is written in rhyming couplets, it is in many ways an information book in disguise! A girl’s visit to the beach is a vehicle for reviewing each of the five senses. For this reason we focus on the names of the senses as vocabulary words.
However, because the text is rich in Tier 2 words, consider reading the book several times if you can, each time fast scaffolding different words. During the first read, though, you will need to fast scaffold some of Tier 2 words to make the gist clear.
Note that a Spanish language version of this book is available, Hola Mar.

Week 34, Day 4-5
How Do You Raise a Raisin? written by Pam Muñoz Ryan illustrated by Craig Brown.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This is a mixed-genre book, with a poetry strand that parallels information text. One approach to reading it aloud would be to read the poetry and prose during separate sessions, but it seems wiser to take advantage of the humorous verse while making sure that students acquire the substance of the text.
A world map or globe will be useful in indicating other countries where raisins are grown.
Note that the last page contains recipes. These would make a delicious finale to the book. Another idea is to bring a cluster of different kinds of grapes for a grape tasting party. Just make sure you have one of each type for all your students.
Bringing actual raisins in boxes would also provide an excellent prop as well as a reward. These activities could take place later in the day.
Note that the verse that appears on each page is fanciful and fun, but there is also a slight risk that by saying aloud the incorrect information it contains you run the risk of students coming away with misinformation. (For example, the verse asks whether raisins are wrinkled because they are placed in bathtubs.) Simply be careful that the correct information is made clear on each page.

Week 34, Day 1---Day 3
How a Plant Grows written by Bobbie Kalman and illustrated by Barbara Bedell.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book contains many excellent diagrams that explain the process of plant growth. These diagrams also contain technical words. Because of their number, we do not attempt to preview all of these words at the beginning of the read-aloud. Instead, this lesson plan discusses the new words as each diagram is encountered.
This lesson plan does not include the activities at the end of the book, but any of these would make a good follow-up.
A short time-lapse YouTube video (1:43) showing a bean developing over 18 days could be useful: http://www.youtube.com/watch?v=fYY9X5Lw1V4
Bring the following: a green leaf, a dried brown leaf, an apple, a paring knife.

Week 4, Day 1---Day 2
Magnets Push, Magnets Pull by Mark Weakland
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Make sure you have at least one magnet and some thumbtacks or other small objects that contain iron.
If iron filings are available, you’ll be able to demonstrate the lines of energy on pages 8-9.
If you have several magnets, children could actually experiment as they complete their charts during the writing activity at the end of Day 1.

Introduce Book and Preview Technical Vocabulary
This book is called Maps and Globes. It was written by Jack Knowlton and illustrated by Harriett Barton.
The difference between a map and a globe.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses