Tikki Tikki Tembo by: Arlene Mosel (multicultural)

Set in ancient China, this book tells the story of two brothers, Chang and Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo who decide to play near a well, even though they are told not to. Their names were so different because in ancient China it was custom for parents to give their firstborn sons elaborate, short names and their second-born sons unimportant, short ones. One day when they are playing, Chang accidently falls into the well, leaving his older brother to run and find his mother so they can rescue him. However, when his brother Tikki tikki tembo falls into the well he shouts to his mother that Tikki tikki tembo has fallen in the well over and over again because his mother cannot hear him, so he goes to an old man. The old man gets the ladder and uses the ladder to get Tikki tikki tembo out of the well just in time. It takes a long time for Tikki Tikki Tembo to be found which goes to show it is better to give children shorter names instead of great, long names. This is also the reason Chinese names are often short and one syllable.

After reading this story to students, I would ask them how they thought the two brothers felt about each other and why. I would then discuss the Chinese culture with them and use other books from the library as references. I would ask students to get into groups and read another Chinese story, discussing what they liked about it. If possible, I would invite a Chinese guest to share a story, custom, or tradition with the class shortly after.

Sarah, Plain and Tall by: Patricia MacLachlan (historical fiction)

This book is set during the late 19th century in the western United States and begins with a woman from Maine named Sarah. Sarah replies to an advertisement looking for a wife and mother for Jacob Witting, a widowed farmer that needs help taking care of his farm and two children, Anna and Caleb. When Sarah first arrives, she is homesick for Maine and misses the ocean tremendously. The children are afraid that Sarah will not stay and Caleb is saddened when he thinks that she won’t return after she goes into town alone. However, the children are surprised when she comes back with colored pencils to show them the beauty of Maine through the use of pictures. She explains to the children that if she left she would miss them more than she ever missed Maine.

After reading this story, I would have students create their own cover page that includes a title similar to the book. Sarah uses the words plain and tall to describe herself through the letters she writes to Caleb and Anna. I would have students come up with a title including two adjectives that describe themselves. After they come up with a title, they should create a drawing to match their description. To extend this activity to incorporate writing, you may have students write a story about an experience they’ve had.

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The Three Little Wolves and the Big Bad Pig by: Eugene Trivizas (folktale)

This story is another version of the three little pigs, with wolves instead of pigs and a big bad pig instead of a wolf. After mother wolf warns the three wolves about the big bad big, they set off to construct their first house which is made of bricks. Although the brick stands strong through the pig's huffing and puffing, it is no match for his sledgehammer. As their houses grow sturdier with each new attempt, the pig becomes more clever in his tactics to tear them down. Just as the pig thought he had won, the wolves create a house made of flowers that intoxicates the pig so much until he turns a new leaf and befriends the wolves. After the wolves see that the pig is tame, the three little wolves and the big bad pig live happily ever after.

After reading this story, I would conduct a science lesson and experiment with my students. I would gather various materials for students to build their own versions of the wolves house to see which ones are built the best. It is up to the students to decide what materials to use to build the strongest house and one that can withstand the wind. After students are finished building their houses, they can test the sturdiness by first blowing on them with their mouths, then with fans or blow dryers. Have students guess what they think will happen to their houses as well as their classmates houses. Afterwards, discuss what worked well and what didn't, as well as what may have surprised them. Ask student groups to explain how they constructed their models and how they decided what materials to use while the remains are still present. This is a great activity to engage students in the story and have them get creative with their house designs.

The Rough-Face Girl by: Rafe Martin (multicultural)

This story is a Native American version of Cinderella, where two cruel sisters attempt to marry an "invisible being", but must first prove that they can see him. They ask for ornate clothing and jewelry from their poor father as they prepare to go visit the invisible being. When they go to his wigwam, they see the invisible being's sister and can't answer any of her questions, proving that they had not seen him. While they fail,their sister Rough-Face Girl is able to see him and answer his sister's questions correctly. Although Rough-Face Girl has a scarred face because she is forced by her sisters to feed the fire, she is kind-hearted. Eventually, the two get married and the and the rough face girl becomes pretty with the powers of the invisible being's sister.

I would use this book with students during a fairytale unit. I would read the original version of Cinderella to students first and then the Native American version of the story. Students would then compare the two stories using a Venn diagram, outlining similarities and differences between the two versions.

Goldilocks and the Three Bears by: Valeri Gorbachev (traditional literature)

This is the classic tale of three bears who lived in the forest and find their home broken into by Goldilocks. The bear family, consisting of Papa bear, Mama bear, and baby bear, decide to go to the forest for the day. While they are gone, a blonde-haired little girl named Goldilocks visits their house, eats their porridge, sits in their chairs and ultimately falls asleep in baby bear's bed. When she tries to find the right sized porridge, chair and bed, Goldilocks notices that there are three different sizes for each item. She finds that Papa and Mama bear's stuff is too big, and always seems to think that baby bear's things are "just right". When the bears finally come home and find Goldilocks in the bed, they are surprised and eager to meet her. However, when Goldilocks wakes up and sees the bears surrounding her, she runs away into the forest.

After reading this story, I would have students do a writing activity by rewriting the story ending or changing Goldilocks to a boy. After students complete the new versions of the story, we will combine them into a class book. With younger students,such as Kindergarten, I would have them do a sequencing activity using pictures from the story to make sure they understand the order of events.

James and the Giant Peach by: Roald Dahl (modern fantasy)

This story begins with a little boy named James Henry Trotter who has to go live with his two mean aunts after his parents die in a rhinoceros accident.  His wicked aunts, Aunt Sponge and Aunt Spiker, treat James very poorly, leaving him miserable for the next three years. Then, James is approached by a mysterious old man that gives him a bag of magic crystals and tells him that they can help reverse his misery forever. In the midst of his excitement, James accidentally slips underneath an old peach tree in the garden, spilling all of his crystals. Little does he know that the crystals dig into the roots of the tree, causing the growth of a massive peach! His aunts become very excited about this big peach and begin charging people to come see it. James is forced to pick up the trash that people leave, and his curiosity leads him to begin touching the peach. After noticing a huge hole on the peach, he crawls inside and follows a tunnel to the center. Inside the peach, James meets several over sized insects which include Miss Spider, Earthworm, Grasshopper and Centipede who seem to have swallowed the crystals that James spilled.  After the peach's stem is removed, the peach rolls off and their adventure begins!

There are several things that could be done after reading this book with students. First, you could start off by doing a compare and contrast activity with them using the movie. Students could watch the movie and see how it compares to the book by creating a Venn diagram.  Another way to use a Venn diagram would be to compare and contrast two characters from the book. Students would be able to take a closer look at specific characters to see how they are different and/or similar. After reading the book, you could also talk with your students about themes in the story. One of the recurring theme's of the book is overcoming fear, so you could have students write about a time they had to overcome a fear. This will give students a chance to connect with the characters as well as sharing a personal experience and making connections. 

The True of the Three Little Pigs by: John Scieszka (folktale)

Everyone knows the story of the three little pigs, but this time it is told from the wolf's point of view with a twist of humor. In this book, we hear the wolf’s account of what really happened the day the three little pig’s homes were destroyed and how his name as the Big Bad Wolf was a simple misunderstanding. It all started when Al Wolf was making his grandma a cake and realized that he was missing sugar. As he went from house to house, his cold kept him sneezing, which is the real reason those three houses got knocked down.  He claims that he was never blowing down the houses on purpose and was innocently just looking for some sugar. After the pigs were already killed, the wolf decided to stop and have them for snack. In his opinion he did nothing wrong and was framed for the whole thing.

After reading this story, I would have students brainstorm what more they would like to know about the wolf. Then, I would have the students write letters to the wolf, asking him any questions they might have about what happened to the pigs.  Another activity could be to come up with an alternate ending to another well known fairy tale.  This would give students the chance to get creative with their writing and tell a story from a different point of view. You could also simply have students create a Venn diagram comparing the two versions of the story, outlining the similarities and differences.

Rules by: Cynthia Lord (realistic fiction)

This book stars twelve-year old Catherine and her brother David, who she has conflicting feelings about.  David is autistic, and while Catherine loves him, she wishes more than anything that he was normal. Feeling neglected by her parents and worried of what others may think; Catherine creates her own rules for David in hopes that he can understand the world better. Catherine is eager for a new friend when a girl her age named Kristi moves next door, but she is nervous about how she will react to David. Catherine longs for acceptance from Kristi and doesn’t know what to do about David. Things change when Catherine gets to know Jason, a wheelchair patient at her brother’s clinic that uses pictures to communicate. As she becomes closer to Jason, she begins to draw him pictures and vocabulary cards to broaden his speech. Catherine’s relationship with Jason causes her to question what normal is and she realizes that her rules for David are unnecessary. This was a great book on acceptance and differences.


I would use this book as one of my first literature circle groups with students at the beginning of the year. It is a great book to use with students when talking about acceptance of others despite their differences. This book would help me create a positive classroom environment for the remainder of the year and influence how my students treat one another.  After reading the book, I would have students pick a character out of the book and write to them, asking any questions they may have. This will allow students to ask questions they may wonder about in a more private manner, rather than a whole group discussion. 

Mufaro's Beautiful Daughters by: John Steptoe (multicultural)

Once upon a time in a far away African village, lived a man named Mufaro who had two beautiful daughters, Manyara and Nyasha. Although the two daughters were both pretty, their personalities differed tremendously. Although she hid her bad temper from her father, Manyara was both selfish and cruel. On the other hand, her sister Nyasha was considerate and kind. One day, the family receives a letter from the king telling them that he is looking for a wife and asking for the sisters to appear before him. Without telling Mufaro or Nyasha, Manyara sneaks out of the village and sets out alone to see the king before her sister can. Along the way, Manyara continues to be self-centered as she ignores a hungry child’s request for food and the advice of an old woman. The next morning, as everyone is wondering where Manyara is, her sister Nyasha goes to see the king with the rest of the wedding party and runs into the same strange people, but instead she feeds the hungry child and gives the old woman sunflower seeds.  When Nyasha arrives to the king’s house, she sees her sister running out and crying about a monster in the room who said that he was very displeased with her. Being the courageous one, Nyasha goes into the chamber only to find the small snake that she met in her garden. To her surprise, he transforms into the king and tells her that he has seen her kindness through the people that she encountered in the forest, as well as the snake.  He tells her that she is the most worthy of being the queen and they get married. Ironically, Manyara becomes the servent of their household, while her sister Nyasha is the queen.

I would use this book in a unit on folktales and fairy tales. Before reading this story, I would read a Cinderella story to the class to get them to begin thinking about fairytales. After reading Mufaro’s Beautiful Daughters, I would have students discuss similarities and differences between the two stories. After talking about the specific details and differences, I would focus on the similar theme of the two stories. I will talk about how the theme “good always wins out over bad” is very common among folktales and fairytales. Then, I would students back to their seats to create their own Venn Diagram comparing and contrasting the two stories.

Amazing Grace by: Mary Hoffman and Caroline Binch (realistic fiction)

Grace is an ordinary girl with a strong sense of imagination and creativity. She immediately soaks up any chance she has to be dramatic and acts out stories, playing various characters. When her teacher announces auditions to play the role of Peter Pan in the school play, Grace immediately wants the part. However, Grace is immediately shot down when she is told by two classmates that she can't because she is black and a girl. When she relays this information to her mom and grandma, they tell Grace right away that she can be anything she wants to be as long as she puts her mind to it. Later that night, her mom takes her to the ballet of "Romeo and Juliet", but to Grace's surprise the part of Juliet is played by an African American female.  This inspires Grace to follow her dreams and audition for the part of Peter Pan, despite her classmate's snide remarks. Grace does an excellent job in her audition and wins the role of her dreams!

I would use this book with students when talking about diversity to emphasize the fact that they can be whatever and whoever they want to be no matter what anyone says. To introduce the story, I would ask students if they have ever been told they can't do something by another person just because of who they are. While reading the story, I may ask students how they would feel if they were Grace and how they would react to the comments from her classmates. After reading the story, I would ask students to draw themselves being what they want to be and how they will accomplish this goal.  I will then post these pictures out in the hall with a caption like "our class is amazing"! For older students, I may have them write a story of what they will be doing in twenty years and what job they will have. This book could also be used for a read aloud during Black History Month to talk about how people felt during the time of segregation. It could also be used at the beginning of the year to build classroom community and teach students to treat everyone with respect.

Alexander and the Terrible, Horrible, No Good, Very Bad Day by: Judith Viorst (realistic fiction)

Alexander wakes up and already has a bad start to his day when he finds gum in his hair.  His day continues to get worse when he gets to school and becomes frustrated when no one seems to care.  He emphasizes the fact that he wants to move to Australia when all these unfortunate things happen to him throughout the day.  His bad day continues when he goes home, but he comes to realize that some days are just going to be worse than others and he has to learn to deal with them.

I would use this book at the beginning of the year when building classroom community.  Before reading the story, I would ask students if they have ever had a bad day and how that made them feel.  After reading the story, I would tell students every day is not going to be good and sometimes things will happen to make them have bad days. I want students to be comfortable enough to tell me when they are having a bad day, so I can know what's going on with them. Then, I would have them write a letter to Alexander sympathizing with him about his bad day and telling him what they would have done to help him out.  This can be a great way to create a positive atmosphere in your classroom early on in the year.

The Other Side by: Jacqueline Woodson (realistic fiction)

This is the story of two girls, one African American and one white, who step out of the racial barriers set in place for them.  The story takes place when Clover and Annie are told by their parents not to cross the fence that separates their two yards.  Instead the two girls stare at each other from across the yard, until one day they introduce themselves and become friends. Even though they are not allowed to cross the fence, their friendship grows as they sit on top of it.  With criticism from her friends, Clover maintains her friendship with Annie and even invites her to play with the rest of her friends.

I would use this book two different ways in the classroom. I could use it once during Black History Month to explain how things used to be in history and how those things have changed. I would continue to tell students that they can make decisions for themselves and do the right thing on their own.  Another way to use this story is to read it to the class at the beginning of the year. It can teach students to treat everyone as equals and to always stand up to what you believe in. You could get pictures of your students and create a fence using Popsicle sticks with the students "sitting" on the fence. This can be displayed outside of your classroom with a caption like "we all sit on the same fence" to create unity in the classroom. It is also a great book for teaching questioning strategies in reading.

The Other Side by: Jaqueline Woodson by Sam Alinaghi

Corn is Maize: The Gift of Indians by: Aliki (nonfiction)

This book discusses the growth of corn and its many uses. It begins by explaining that a corn kernel is a seed and then talks about the effects weather has on the growth of the seed. There are drawings to help children understand this corn growth, using correct terminology. The book describes how corn needs people to survive, while other plants scatter their seeds.  It also emphasizes the fact that scientists have never found any wild corn, but only the civilized kind that we eat now. The book talks about the important role Native Americans played in the corn industry and how it was taken back to Europe by Christopher Columbus.

I would use this book with students during a science lesson learning about plant growth, in particular corn.  I could conduct a lesson or an experiment using a corn based product such as popcorn, corn on the cob or cornbread. I liked the book because it also teaches students about Indian culture and how they shared their corn with pilgrims. It could be used with students during Thanksgiving while learning about the Indians and their relationship with the Pilgrims. I liked that the book incorporated different disciplines such as history, science and social development.

A Place for Butterflies by: Melissa Stewart (nonfiction)

This book is a great introduction to butterflies and their environments for elementary students. It focused on the idea that different butterflies rely on specific habitats to survive and that humans can affect these habitats. Stewart presents eleven different species of butterflies that students may encounter in the environment. She describes the ways butterflies act as pollinators and the role they play in the food chain. The book also provides ways students can help protect butterflies and their habitats.


I would love to use this book with students in a science lesson about butterflies and their life stages. I would read this book to students, then talk about how caterpillars form into butterflies.  I could try to have real caterpillars and their cocoons in the classroom for children to observe this transformation on a firsthand basis. Students would keep a science journal where they observe and note any changes that have taken place each day.  This would be a great learning experience for children and this book could act as a helpful tool when teaching about butterflies.

The Boxcar Children Graphic Novels by: Gertrude Chandler Warner (graphic novel)

This graphic novel begins the journey of Henry, Jessie, Violet and Benny Alden who are a family of orphans.  After their parents pass away, they are forced to be on their own while trying to stay together. Although they had a grandfather, the children were afraid to trust him and didn't think he liked them. The four kids and their dog Watch find an old abandoned boxcar on a stormy night and choose to make it their home. However, Violet becomes sick and their grandfather comes to save them.  This starts their adventure as the Boxcar Children mystery solving team and is the beginning of their long journey. The book is a great start to the series (in comic book form!)

I really enjoyed this unique twist on such a classic mystery series.  I loved reading the Boxcar Children series as a child, and I like the idea of having it in a graphic version.  Although this book is on about a second grade reading level, it is a great choice for some of the reluctant readers in your classroom. It is a great way to get students interested in the series through the comic book style and neat illustrations! I would use this book in the classroom to have students make their own comic book strip of a Boxcar Children adventure they came up with. Students could use sentence strips and tell their own story of what happens next to the Boxcar Children.  This gives students a chance to be creative and use prediction strategies when coming up with their stories.

A Picture Book of Harriet Tubman by: David A. Adler (nonfiction)

This book is a detailed depiction of Harriet Tubman's life as an African American woman from her birth up until her death in 1913. It starts by showing Harriet Tubman as a slave child being beaten for stealing sugar and follows her journey trying to escape slavery. Her biggest role in history was the conductor of the Underground Railroad where she helped slaves escape to the North with the aid of antislavery activists. She was also a nurse and a spy in the civil war.


I would use this book in the classroom during Black History Month while discussing many of the important people in the Civil Rights Movement and important African Americans. I could have students choose a particular African American to research and then create a poster highlighting important facts from their life. Students may also choose to dress up as that person and pretend like they are them while telling their life stories. This project would be a good way to incorporate technology because students could make a PowerPoint presentation, a video using a flip camera, or create a song.

The Best Book of Nighttime Animals by: Belinda Weber (nonfiction)

This book highlights the animals that can be found after the sun sets and where you might find them. It takes a closer look at nocturnal animals in the forest, jungle, wetlands, desert, woodlands, and Australian bush. The book explores their habitats and diets, as well as how they are able to adapt in the night conditions. The illustrations show animals in their natural habitats and are realistic depictions of the animals.

I would use this book as a resource for my students during a science animal lesson. I could use it to talk about nighttime animals after discussing daytime animals. As a class, we could make a venn diagram comparing the two and how they differ. As individual work, I could have students research an animal and then make a poster detailing important facts.  Students could then get into small groups and share their work.

Harry Potter and the Sorcerer's Stone by: J.K. Rowling (modern fantasy)

Harry Potter thinks he is just a normal kid whose parents died in a car crash, but little does he know the real reason he is stuck living with his awful relatives, the Dursleys. It is not until a giant named Hagrid comes to visit Harry on his eleventh birthday, that Harry realizes his true identity as a wizard and also finds out the real reason of his parents death. He then enters Hogwarts School of Witchcraft and Wizardry as a first year student to learn all there is about becoming a wizard. To Harry's surprise, he is a legend in the wizard world for surviving an attack by evil Lord Voldemort on the night he killed Harry's parents. Harry meets his best friends Ron Weasley and Hermione Granger while at Hogwarts, leading into their first adventure together.  Soon, they discover that everything isn't what it seems at Hogwarts as they sneak around trying to unravel the mystery behind Harry's past.


I really have enjoyed reading all of J.K. Rowling's books in the Harry Potter series. They are all filled with enchantment, suspense and danger, a great combination for upper elementary readers to remain interested in her books. There are several ways to incorporate Harry Potter into reading and writing lessons but I have chosen one for my future classroom. You could have students create their own trading cards, drawing pictures of characters, scenes and events from the book.  This gives students an opportunity to get creative with their drawings and practice their art skills. On the back, have students give who, what, when, where, why, and how details highlighting important concepts and making sure they comprehend the text. Allow students to share their cards with others by reading aloud, asking questions, and trading cards. This activity enables students to practice recalling facts and details, summarizing, establishing sequential order, and presenting work orally. 

Lilly's Purple Plastic Purse by:Kevin Henkes (modern fantasy)

Although Lilly has a strong love for school and in particular her teacher Mr. Slinger, she runs into some trouble with him when he takes away her purple plastic purse.  Along with the purse, Lilly brings to school three jingly quarters and movie-star glasses, all of which distract the other students and take away from Mr. Slinger's teaching. Lilly becomes angry at Mr. Slinger and leaves him a mean drawing as revenge. She soon regrets this action when she gets back her purse and finds a nice note from Mr. Slinger. Feeling guilty, Lilly immediately finds a way to apologize to Mr. Slinger and make things write with her favorite teacher.

I would use this book with students towards the beginning of the year when I am trying to set the tone for my classroom community. I want my students to know how to have fun in the classroom, but also know that there are times to get work done. I think it is a lighthearted book that also emphasizes the fact that teachers are always looking out for the best interest of their students. Although this book is geared more towards younger age students, I think that the message can apply to all elementary aged kids. (Plus, anyone can appreciate a good Kevin Henkes book no matter the age!)

Happy Birthday Martin Luther King by: Jean Marzollo (nonfiction)

This is a picture book outlining the life of Martin Luther King Jr. and the work that he did while he was alive. The book begins with his birth and ends with his tragic death. The book touches on the issues of segregation and the laws that used to be in place. It talks about the good things that he did during his life such as standing up for what he believed in, helping others in need, and being a leader.  These lessons can also carry out in the classroom as you talk about the importance of leadership, equality and standing up for what's right.


I would use this book with a class during the time of Black History Month or the Martin Luther King Jr. holiday. I think it is important for students to be educated on issues of racism and diversity, as well as knowing the real reason why we get a day off from school.  After reading the book, I would discuss with students MLK's "I Have a Dream" speech and go into a writing lesson by asking students to write about their own dreams for the future. I would ask them to also draw a picture at the bottom of the page and share with their classmates. Afterwards, I would display them in the hallway for everyone to see.