ED 712/721 Children’s Literature for Diverse Learners



Christine Sanderman – Text Set

ED 712/721 Children’s Literature for Diverse Learners

Children’s books focusing on people with disabilities (grades 3-4)

|Title |Author |Illustrator |Publisher/Date/ISBN |Genre Type |Summary |Instructional Use |

|The Best Worst Brother |Stephanie |Charlotte M. Fremaux |Woodbine House |Contemporary Realistic |Emma’s little brother Isaac has Downs |Students will analyze the plot in this |

| |Stuve-Bodeen | |June 2005 |Fiction |Syndrome and he is unable to communicate |story and fill out a five W’s chart |

|[pic] | | |ISBN: 1890627682 | |yet. Emma and her mom try to teach him sign |after breaking into small groups and |

| | | | | |language and soon Emma learns that it takes |discussing what took place. We will then|

| | | | | |Isaac a little more time to learn things |do a whole class problem - solution |

| | | | | |than it does other kids. |chart on the overhead after discussing |

| | | | | | |their 5 W’s charts. |

|The Flight of a Dove |Alexandra Day |Alexandra Day |Farrar, Straus and |Contemporary Fiction – |Betsy starts out like a normal baby but by |Students will do a character study of |

|[pic] | | |Giroux |Based on a true story |the time she is 3 ½ she shows signs of |Betsy and use a graphic organizer to |

| | | |Aug. 12, 2004 | |severe autism. She is enrolled into a |help them describe what makes her |

| | | |ISBN-10: 0374399522 | |special school and a bird in one of the |special. They will then write in their |

| | | | | |classrooms helps her “open up”. Not long |journals about a time when they felt |

| | | | | |after, she says her first word and will let |scared or nervous like Betsy, and how |

| | | | | |others hold her hand for the first time as |they overcame it. |

| | | | | |well. | |

|Keeping up with Roo |Sharlee Glen |Dan Andreasen |Putnam Juvenile |Contemporary Realistic |Gracie and her Aunt Roo, who is mentally |Students will do a story map of this |

| | | |March 22, 2004 |Fiction |challenged, are best friends. Then when |book and we will identify each story |

|[pic] | | |ISBN-10: 0399234802 | |Gracie is in second grade she is embarrassed|element, including characters, plot, |

| | | | | |by the way Roo acts around her new friends. |setting, conflict, and genre. Afterwards|

| | | | | |Eventually, however, Gracie realizes that |they will get into small groups and use |

| | | | | |she loves her aunt regardless and thinks |the think pair share method to talk |

| | | | | |back to everything they have done together |about how they would react if they had a|

| | | | | | |family member like Roo. |

|Keisha’s Doors: An Autism Story |Marvie Ellis |Jenny Loehr |Speech Kids Texas |Contemporary Realistic |Monica, a nine year old girl, wonders why |The class will do a whole group T-Chart |

|[pic] | | |Press, Inc. July 1, |Fiction |her younger sister Keisha, who is three |graphic organizer to analyze both of the|

| | | |2005 | |years old, won’t play with her like normal |characters from the book, Keisha and |

| | | |ISBN-10: | |little girls. Eventually, the family learns |Monica, in order to discuss character |

| | | |1933319003 | |that Keisha has autism and goes to see a |development. Students will then write in|

| | | | | |therapist to understand what that condition |their journals what they learned about |

| | | | | |means for their family. |autism that they didn’t already know. |

|The Autism Acceptance Book: Being a |Ellen Sabin |Ellen Sabin |Watering Can Press. |Informational |This is an interactive and educational book |Students will fill out photo copies of |

|Friend to Someone with Autism | | |January 30, 2006. | |that introduces children to the challenges |the activities that are provided in this|

|[pic] | | |ISBN-10: | |faced by people with autism This book offers|book and turn them into their own |

| | | |0975986821 | |educational information, |informational packet using a hole punch |

| | | | | |conversation-starters, and engaging |and yarn. They will then decorate a |

| | | | | |exercises that invite children to "walk in |cover to their packet and title it: |

| | | | | |someone else's shoes" as they learn to treat|“(Their name)’s book about Autism. They |

| | | | | |others the same ways they would like to be |will also write a one page summary for |

| | | | | |treated themselves. |their packet that explains how they feel|

| | | | | | |about people with autism and how we can |

| | | | | | |help them. |

|Looking After Louis |Lesley Ely |Polly Dunbar |Albert Whitman & |Contemporary Realistic |This book is told from the perspective of a |Students will break into groups of 3 or |

|[pic] | | |Company. |Fiction |girl who sits next to an autistic boy in |4 and together they will work on a story|

| | | |January 1, 2004 | |class named Louie. The teacher realizes that|map to identify the main plot and |

| | | |ISBN-10: 0807547468 | |Louis is interested in playing soccer so she|conflict of the story. Then, those |

| | | | | |allows him and another student to go outside|groups will each write their own parts |

| | | | | |one day and play. The narrator points out |and act out a reader’s theatre for the |

| | | | | |that this is unfair and the teacher goes on |rest of the class. |

| | | | | |from there to explain that it is okay to | |

| | | | | |allow some students who are special or | |

| | | | | |different to “break the rules” sometimes. | |

|Extraordinary People with Disabilities |Deborah Kent & |None |Children’s Press |Biography |This book is a collection of essays, each 3 |Students will pick one person to do a |

|[pic] |Kathryn Quinlan | |April 1997 | |or 4 pages long, that focuses on famous |character study project on from this |

| | | |ISBN-10: 051626074X | |people, extraordinary people, and well known|book and sign their names on a sign up |

| | | | | |names that have lived with disabilities. |sheet so no two students have the same |

| | | | | |Some people come as a shock, such as Tom |name. Based on the information that the |

| | | | | |Cruise, and others are widely known such as |book provides, students will create a |

| | | | | |Helen Keller. All are insightful and offer |poster about that person that will be |

| | | | | |readers with a different perspective on that|hung in the school library and will give|

| | | | | |person’s disability. |a short presentation to the rest of |

| | | | | | |their class explaining their poster. |

|Lee the Rabbit with Epilepsy |Deborah Moss |Carol Schwartz |Woodbine House. |Modern Fantasy |Lee is a young rabbit who has a seizure when|Students will write a continuation of |

|[pic] | | |November 1989 | |she is out fishing with her grandpa. Lee’s |the story using the same characters from|

| | | |ISBN-10: 0933149328 | |parents take her to the doctor, who |the book, and then will get into small |

| | | | | |discovers that she has epilepsy. Lee's |groups and share their story with |

| | | | | |doctor explains what epilepsy is in an easy |others. As a class, we will do a Venn |

| | | | | |to understand way and gives her special |diagram to compare “Lee the Rabbit with |

| | | | | |medicine. With the help of the medicine Lee |Epilepsy” to “Shelley the Hyperactive |

| | | | | |and her family find out that she can do |Turtle.” |

| | | | | |everything she used to do. | |

|Rolling Along with Goldilocks and the |Cindy Meyers |Carol Morgan |Woodbine House. June|Traditional Fantasy |A family of three bears lives in a house |Students will read the original |

|Three Bears | | |1999 | |with ramps instead of stairs. Baby bear uses|goldilocks and the three bear’s book and|

|[pic] | | |ISBN-10: 1890627127 | |a wheelchair to get around, a transfer board|compare and contrast it to this book. As|

| | | | | |to get from his wheelchair into his regular |a class, students will create a T chart |

| | | | | |chair, and a bed that goes up and down plus |to share their findings. |

| | | | | |he goes to physical therapy. The story then | |

| | | | | |plays on the same characteristics from the | |

| | | | | |original goldilocks and the three bears | |

| | | | | |story. | |

|Loius Braille, The Boy Who Invented |Margaret Davidson |Janet Compere |Scholastic |Biography |This biography tells the story of Loius |Students will read this book in addition|

|Books for the Blind. | | |Paperbacks. June 1, | |Braille who lost his eyesight in an accident|to “Can you Hear a Rainbow?: The story |

|[pic] | | |1991 | |when he was five years old by playing with |of a deaf boy named Chris” and will then|

| | | |ISBN-10: 059044350X | |his father’s harness making equipment. He |get into groups of 3 and work on an ISP |

| | | | | |was sent to a school for the blind and when |chart which contains both books. One |

| | | | | |he turned 12 he developed a new way for |column will contain Information that |

| | | | | |blind people to read using raised bumps on |they think is important, one will |

| | | | | |paper. |contain the Source and the last will |

| | | | | | |contain the Page number. |

|Can you Hear a Rainbow?: The story of a |Jamee Rigio Heelan |Nicola Simmonds |Peachtreee |Informational / |A deaf child named Chris tells how he uses |Students will read this book in addition|

|deaf boy named Chris | | |Publishers. May |Biography |sign language, hearing aids, and his other |to “Louis Braille, the Boy who invented |

|[pic] | | |2002. | |senses to communicate. He also tells about |Books for the Blind” and will then get |

| | | |ISBN-10: 1561452688 | |how his friends help him and how he goes to |into groups of 3 and work on an ISP |

| | | | | |public school with an interpreter. |chart which contains both books. One |

| | | | | | |column will contain Information that |

| | | | | | |they think is important, one will |

| | | | | | |contain the Source and the last will |

| | | | | | |contain the Page number |

|Shelley the Hyperactive Turtle |Deborah Moss |Carol Schwartz |Woodbine House. |Modern Fantasy |Shelley the turtle has a very hard time |Students will write a continuation of |

|[pic] | | |November 1989. | |sitting still and seems to be constantly |the story using the same characters and |

| | | |ISBN-10: 093314931X | |moving around. Shelley learns that he is |then will get into small groups and |

| | | | | |hyperactive when he goes to the doctor and |share their story with others. As a |

| | | | | |finds out hat he can take medicine every day|class, we will do a Venn diagram to |

| | | | | |to control his wiggly feeling. Shelley |compare “Lee the Rabbit with Epilepsy” |

| | | | | |starts to feel much better about himself |to “Shelley the Hyperactive Turtle.” |

| | | | | |after he starts to take the medicine. | |

|My Best Friend Will |Jamie Lowell and |Photography by: Berard|Autism Asperger |Biography/ Informational|This book uses photographs and text to tell |As a class, we will do a Venn diagram |

|[pic] |Tara Tuchel |Portait Design, Hudson|Publishing Company. |- picture book. |the story of the friendship between eleven |comparing and contrasting Will and |

| | |Wisconsin. |June 2005. | |year old author Jamie Lowell and her best |Jamie. Then, students will write journal|

| | | |ISBN-10: 1931282757 | |friend Will who has autism. We get to enter |entries as one of the two characters |

| | | | | |Will’s world through Jamie’s eyes as she |from the books, explaining what they did|

| | | | | |sheds some insight into what it is like to |that day and making sure to mention the |

| | | | | |be autistic. |other character in that entry. |

|Helen Keller, Courage in the Dark |Johanna Hurwitz |Neverne |Random House Books |Biography |This biography tells the story of Helen |Students will complete a cloze activity |

|[pic] | |Covington |for Young Readers. | |Keller, who was left blind and deaf by a |with information from the book and will |

| | | |November 11, 1997 | |childhood illness and learned how to |then get into groups of 3 to compare |

| | | |ISBN-10: 0679877053 | |communicate and live her life through the |their answers. They will record their |

| | | | | |help of a bound and determined teacher. |answers in a group informational poster |

| | | | | |Biography suitable for younger readers. |about the life of Helen Keller. |

|Silent Observer |Christy Mackinnon |Christy Mackinnon |Gallaudet University|Biography – historical |This book is a first person account of the |Students will complete a cloze activity |

|[pic] | | |Press. April 1, |nonfiction |author, Christy MacKinnon, who was born in |with information from the book and will |

| | | |1993. ISBN-10: | |1889 and lost her hearing when she was two |then write in their journals what they |

| | | |156368022X | |years old due to whopping cough. The memoir |learned about people who are deaf and |

| | | | | |was taken from MacKinnon’s diary entries and|how they have to cope with their |

| | | | | |watercolor paintings after she died and |disability. |

| | | | | |talks about her life growing up with | |

| | | | | |deafness. | |

|Nathan’s Wish |Laurie Lears |Stacey Schuett |Albert Whitman and |Contemporary Realistic |Nathan, who has Cerebral Palsy, tries to |Students will get into groups of 3 and |

| | | |Company. January 1, |Fiction |help his neighbor care for a wounded owl and|fill in a story timeline graphic |

|[pic] | | |2005. | |rehabilitate her back to health. He is |organizer. They will then each work on |

| | | |ISBN-10: 0807571016 | |devastated when the owl never regains the |their own illustration from their |

| | | | | |use of her wings. Nathan then decides that |favorite scene in the book and present |

| | | | | |the owl should act as a foster mom for |that illustration to the rest of class, |

| | | | | |orphaned baby owls, which she does |explaining what is taking place in the |

| | | | | |perfectly, and he realizes that even with |picture. |

| | | | | |physical limitations there is always | |

| | | | | |something in life that everyone is good at. | |

|Living with Blindenss |Patsy Westcott |None |Hodder Wayland. June|Informational |This book gives a brief explanation of how |First I will use sticky notes to pull |

|[pic] | | |2003. | |the eye normally works and looks at some of |out some factual information from the |

| | | |ISBN-10: 0750241594 | |the causes of visual impairment, such as |book. Then, students will be asked to |

| | | | | |cataracts, disease, glaucoma, and other |pull out 15 words from the book that |

| | | | | |conditions. There are glossy photographs and|they have never seen before and fill in |

| | | | | |graphs to help students understand the |the squares on an oversized bingo card |

| | | | | |information, and there are also personal |with these words. I will then pull some |

| | | | | |first hand accounts of what it is like to be|of the vocab words from a hat and have |

| | | | | |blind. |the students use M&Ms as bingo markers |

| | | | | | |until someone gets a Bingo. |

|To Be Me: Understanding What it’s like |Rebecca Etlinger |Mark Tomassi |Creative Therapy |Contemporary Realistic |David is ten years old and he has Asperger’s|As a class, the students will create a |

|to have Asperger’s Syndrome | | |Store. May 1, 2005. |Fiction |Syndrome. In this book he explains some of |story timeline that focuses on the |

|[pic] | | |ISBN-10: 0874244528 | |the things that he has to deal with, like |conflict and corresponding resolutions |

| | | | | |being clumsy, having a hard time making |to the story. Afterwards students will |

| | | | | |friends and not being able to carry on a |write an essay about a time in which |

| | | | | |normal conversation. David, his parents, and|they felt different, much like David in |

| | | | | |his teachers explain these things to the |the story does. |

| | | | | |rest of the class and tell them about some | |

| | | | | |ways to help people with Asperger’s | |

| | | | | |Syndrome. Afterwards, the rest of the class | |

| | | | | |realizes that he is not weird after all, | |

| | | | | |just different. | |

|The Berenstain Bears and the Wheelchair |Stan Berenstain |Jan Berenstain |Random House Books |Modern Fantasy |Harry, a new student at Bear Country School |Students will pick their favorite scene |

|Commando | | |for Young Readers. | |who is disabled and uses a wheelchair, has |from the book and illustrate it in their|

|[pic] | | |November 23, 1993 | |trouble making friends. One Bear named |own way. They will also write a short |

| | | | | |“Too-tall” picks on him for being in a |summary that goes along with their |

| | | | | |wheelchair but Harry can handle it and even |illustration, explaining what is taking |

| | | | | |challenges him to a game of basketball to |place in the picture. |

| | | | | |show him that even people who are disabled | |

| | | | | |can still accomplish many things. | |

|Classic Starts: The Hunchback of Notre |Victor Hugo, edited|Lucy Corvino |Sterling; Abridged |Traditional Fantasy |Set in 15th century Paris, Victor Hugo’s |First the class will go over the who, |

|Dame |by Deanna McFadden | |edition. February 5,| |powerful drama focuses on a beautiful gypsy |what, when, where, and why of the book |

|[pic] | | |2008. ISBN-10: | |girl named Esmeralda and the two men who |in order to understand the plot a little|

| | | |1402745753 | |love her, including a man with a hunchback |better. Next, students will use a |

| | | | | |named Quasimodo who tries to save her. |graphic organizer which contains the |

| | | | | | |beginning, a middle, and en end, with |

| | | | | | |room to fill in all of the information |

| | | | | | |after each heading, in order to story |

| | | | | | |map out the events in the story. |

|The Secret Garden (All Aboard Reading |Original author: |Natalie Carabetta |Grosset & Dunlap. |Historical Fiction |An early reader's edition of a popular |As a class, students will analyze one of|

|Version) |Frances Hodgsen | |May 9, 1995. ISBN-10| |classic that follows along on the adventures|the characters from this book by |

|[pic] |Burnett | |0448407361 | |of a lonely little girl named Mary who comes|completing a Venn diagram on the |

| | | | | |to live in her uncle's mysterious and |overhead projector which compares Colin |

| |Adapted by: | | | |foreboding home after her parents die from a|in the beginning of the book to Colin at|

| |Deborah Hautzig | | | |cholera outbreak. With the help of her |the end of the book. Students will also |

| | | | | |cousin who happens to have an illness which |write in their journals about a time |

| | | | | |makes it hard for him to walk around or go |when they discovered something that they|

| | | | | |outside, Mary and her new friends discover a|had never known about, like the |

| | | | | |hidden garden of secrets. |characters in the book do. They will |

| | | | | | |also illustrate the garden scene. |

|Worth |A. LaFaye |None |Simon & Schuster |Historical Fiction |Set in Nebraska in the 1870’s, Nathaniel |I will use sticky notes to pull out |

|[pic] | | |Children's | |Peale becomes disabled after a farming |historical information from the book. |

| | | |Publishing; May 9, | |accident crushes his legs. In order to help |Students will then analyze either of the|

| | | |2006. | |keep up with the work on the farm, |two main characters by writing a letter |

| | | |ISBN-10: 043991342X | |Nathaniel’s father adopts a young boy named |as either Nathaniel or John to a real or|

| | | | | |John Worth off of an “orphan train.” At |fictitious character that is not in the |

| | | | | |first Nathaniel feels replaced and unhappy, |book. In the letter, the students will |

| | | | | |but soon the two grow close through the |explore the story line and explain to |

| | | | | |difficulties that each one has to deal with.|whomever their character is writing to |

| | | | | | |what is going on in their life. |

|Sees Behind Trees |Michael Dorris |None |Hyperion Books. May |Historical Fiction |Set in the Pre-colonial Era, Walnut is a |Students will analyze the events of the |

|[pic] | | |18, 1999. | |young native American boy who can’t see well|book by using their sketchbooks to draw |

| | | |ISBN-10: 0786813571 | |and therefore has a hard time going through |a mural which highlights the main events|

| | | | | |the acts of becoming a man in his tribe, |from the books. Under each illustration |

| | | | | |such as using a bow and arrow. Walnut’s |they will include a few lines about what|

| | | | | |uncle teaches him to “see what can’t be |is taking place in the picture. |

| | | | | |seen” and use his other senses, thus earning| |

| | | | | |him the name Sees Behind Trees. | |

|Little Stevie Wonder |Quincy Troupe |Lisa Cohen |Houghton Mifflin |Biography |This biographical picture book is told |As a class, we will read through some of|

|[pic] | | |Books for Children. | |through free verse poetry that calls to life|Stevie Wonder’s lyrics. Then, students |

| | | |April 4, 2005. | |some of Stevie Wonder’s own lyrics. There is|will work together to create posters |

| | | |ISBN-10: 0618340602 | |a section at the end of the book that gives |that give some bio about Stevie Wonder |

| | | | | |a more detailed biography of Wonder and how |that they found in the book as well as |

| | | | | |he dealt with his blindness, although |include the lyrics to one their favorite|

| | | | | |information and facts about him are also |songs of his. |

| | | | | |spread throughout the pages of the book as | |

| | | | | |well. | |

|Breakfast at the Liberty Diner |Daniel Kirk |Daniel Kirk |Hyperion Books. |Historical Fiction |Set in the 1930’s, this book focuses on |Students will analyze this story by |

|[pic] | | |October 15, 1997. | |Bobby, his baby brother, George, and his |breaking up into groups and filling out |

| | | |ISBN-10: 0786822430 | |mother as they are waiting for Bobby’s uncle|a 5 W’s chart. After a short discussion |

| | | | | |to join them at the Liberty Diner. Bobby is |about the plot of the story with the |

| | | | | |forced to wear a leg brace after an illness |whole class, including some history |

| | | | | |he suffered and to the family’s surprise |notes like who FDR is, the students will|

| | | | | |Franklin D. Roosevelt stops into the diner |illustrate what they think the scene in |

| | | | | |for breakfast while they are there. At |the diner looks like to them. |

| | | | | |first, someone gives George to FDR to take a| |

| | | | | |picture, but FDR pulls Bobby in at the last | |

| | | | | |minute to Bobby’s great surprise and | |

| | | | | |pleasure. | |

|A Boy named FDR: How Franklin D. |Kathleen Krull |Steve Johnson |Knopf Books for |Biography |This picture biography book shows FDR from |I will use sticky notes to pull out some|

|Roosevelt Grew up to Change the World | | |Young Readers. | |childhood to adult, covering the main events|factual information that needs a little |

|[pic] | | |January 11, 2011. | |and decisions of his lifetime. The book also|more explanation. Then in small groups, |

| | | |ISBN-10: 0375857168 | |looks at FDR’s battle with polio and the |students will use a poster board to fill|

| | | | | |disabling effects that it took on him as an |out and decorate a timeline of the |

| | | | | |adult. Book includes timeline, chronology of|events In FDR’s life. |

| | | | | |achievements, and index. | |

|Ian’s Walk: A Story about Autism |Laurie Lears |Karen Ritz |Albert Whitman & |Realistic Fiction |The narrator in this book named Julie, her |Students will do a story map of this |

|[pic] | | |Company (January 1, | |big sister Tara, and their younger brother |book and we will identify each story |

| | | |1998). ISBN-10: | |named Ian who has Autism decide to go for a |element, including characters, plot, |

| | | |0807534811 | |walk in the park. Along the way, Julie |setting, conflict, and genre. Afterwards|

| | | | | |describes how differently her brother acts |they will get into small groups and use |

| | | | | |than every one else, like how he only pays |the think pair share method to talk |

| | | | | |attention the ceiling fan at the diner |about how they would react if they had a|

| | | | | |instead of all the people. Then, Ian wanders|younger brother or sister who was so |

| | | | | |off and Julie takes what she knows about him|different and needed extra help like Ian|

| | | | | |to locate him. This story deals with how |does. |

| | | | | |hard it can be for siblings of people with | |

| | | | | |Autism. | |

|My sister, Alicia May |Nancy Tupper Ling |Shennen Bersani |Pleasant St. Press |Realistic Fiction / |This story is told by Rachel who has a |Students will do a character study of |

|[pic] | | |(May 1, 2009). |Informational |sister named Alicia May that has Down |Alicia May in order to get a better idea|

| | | |ISBN-10: 0979203597 | |Syndrome. The story is all about how Alicia |of what it is like to have Down |

| | | | | |May is special for many reasons, and not |Syndrome. We will create a list of |

| | | | | |just because she has Down Syndrome either. |characteristics that describe her, and |

| | | | | |There are many beautiful pictures to help |then in their journals students will |

| | | | | |tell the story. |write an essay about how people with |

| | | | | | |disabilities are still just like the |

| | | | | | |rest of us in many ways. |

|In Jesse’s Shoes: |Beverly Lewis |Laura Nikiel |Bethany House |Contemporary Realistic |Allie has an older brother named Jesse who |Students will analyze the conflicts in |

|[pic] | | |(October 1, 2007). |Fiction |has special needs and is ‘wired differently”|this book by filling out a problem |

| | | |ISBN-10: 0764203134 | |than other kids, as Allie’s parents explain |solutions chart and then having a whole |

| | | | | |it. Allie has to deal with watching the |class discussion about some of the |

| | | | | |other kids make fun of her brother and comes|problems that Allie and her brother face|

| | | | | |to realize that although she may not |in the book. |

| | | | | |understand him, she loves him anyway. | |

|Athletes with Disabilities |Deborah Kent |None |Franklin Watts |Informational |This book explores the people and events |Students will break into small groups |

| | | |(September 2003). | |that are involved in sports competitions for|and do the think pair share method to |

|[pic] | | |ISBN-10: 0531166643 | |disabled people, and also discusses some |explore the book a little better. Then |

| | | | | |people with disabilities who play |each student will pick one sport or one |

| | | | | |professional sports. |individual person who they are |

| | | | | | |interested in the most from the book and|

| | | | | | |create an informational poster to be |

| | | | | | |displayed in the hallway. |

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