Literacy cookbook Recipes for success in teaching 4 th grade History By: Jean Krattley.

Literacy cookbookRecipes for success in teaching 4th grade History

By: Jean Krattley

Cookbook Dedication

This cookbook is dedicated to the teaching of literacy in the content area of History. Literacy allows us to take in information in the form of listening, reading and viewing. Literacy also allows us to share information in the form of writing, speaking and representing. Let the recipes and nutritional facts in this cookbook be your guide to increasing literacy in 4th grade history.

How to use this cookbook

This cookbook was created for literacy development within the content area of History for a select group of fourth grade students. This cookbook incorporates the six modes of communication throughout it. Students will be reading and writing about historic events, people in history and how this connects to us today. They will be speaking and listening to each other as they analyze this new information. Students will also be viewing information in multiple genres and representing this information with use of drawing and technology.

Standards of Content and Literacy• The following are the key standards that this

literacy cookbook was designed to meet.

Standards for English Language Arts & Literacy in HistoryREADING - ANCHOR STANDARDS

• Key Ideas and Details • CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

• Craft and Structure • CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.• Integration of Knowledge and Ideas • CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.1

• CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• Range of Reading and Level of Text Complexity • CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts

independently and proficiently.

Standards for English Language Arts & Literacy in HistoryWRITING - ANCHOR STANDARDS

• Text Types and Purposes • CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or

texts using valid reasoning and relevant and sufficient evidence. • CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

• Production and Distribution of Writing • CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.• CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.• CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing

and to interact and collaborate with others.• Research to Build and Present Knowledge • CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.• CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources,

assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Range of Writing • CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standards for English Language Arts & Literacy in History

SPEAKING AND LISTENING – ANCHOR STANDARDS

• Comprehension and Collaboration

• CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

• Presentation of Knowledge and Ideas

• CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Standards for English Language Arts & Literacy in History

LANGUAGE – ANCHOR STANDARDS

• Conventions of Standard English

• CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• Knowledge of Language

• CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• Vocabulary Acquisition and Use

• CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Invited literacy guest

The sample class that is invited to “dine” from this literacy cookbook is a group of 7 students in the fourth grade. Their reading levels range from a level of O to a level of Z. All seven students scored within the proficient level on the WKCE test in the fall of 2012.

The students have a range of multiple intelligences. However, they all have the common interpersonal intelligence.

Susie1. Susie

2. Girl, funny, silly

3. Loves my Dogs, Mom, Dad

4. Cares about pets, friends, playground, dancing

5. Feels happy, sad, afraid

6. Afraid of ghost, scary movies

7. Excited about making the dance team

8. Wants to take care of dogs and dance

9. Wind Lake

10. Jones

• Susie is a White female from a

middle class family. She has high

interpersonal skills , is highly

linguistic and full of energy. The

strategies in this cookbook allow

Susie to use her linguistic skills as

she learns, work in groups and

allows for movement. These

strategies will facilitate her

learning.

Peter1. Peter

2. Nice, funny, happy

3. Loves Mom, Dad, Little sister

4. Cares about sports, trucks, gym

5. Feels funny, happy, sad

6. Afraid of ghosts, graveyards, spiders

7. Excited about playing sports like baseball and football

8. Wants to be a pro baseball player

9. Wind Lake

10. Smith

• Peter is a white male from a middle

class family. He has high

interpersonal skills , is reading at a

level O and is full of energy. The

strategies in this cookbook allow

Peter to work in groups and choose

literature within his reading level

and a genre that stimulates interest.

These strategies will facilitate his

learning.

Megan1. Megan

2. Nice, friendly, helpful

3. Loves Mom, Dad, sisters

4. Cares about dance, friends, and sleepovers

5. Feels happy, mad, scared

6. Afraid of being alone, snakes, spiders

7. Excited about making the dance team and reading a lot

8. Want to go to a ballet

9. Wind Lake

10.Johnson

• Megan is a white female from a

middle class family. She is

reading at a sixth grade level and

she has high interpersonal skills.

The strategies in this cookbook

allow Megan to work in groups

and choose literature within her

reading level. These strategies

will facilitate her learning.

Sam1. Sam

2. Tall, fast, smart

3. Loves Mom, Dad and brothers

4. Cares about basketball, reading and camping

5. Feels happy, sad, mad

6. Afraid of losing a game and nightmares

7. Excited about basketball champs, spelling contest champ

8. Wants to be a basketball player and a coach

9. Wind Lake

10.Beck

• Sam is a white male from a middle

class family. He has high

interpersonal skills, is highly

linguistic and reads at a high

reading level. The strategies in this

cookbook allow Sam to work in

groups and choose literature within

his reading level that stimulates

interest. These strategies will

facilitate his learning.

Nick1. Nick

2. Happy, funny, smart

3. Loves Mom, Dad, Friends

4. Cares about sports, animals, and outside

5. Feels happy, sad, mad

6. Afraid of losing and nightmare

7. Excited about football team, math tile award, reading good

8. Wants to be a Vet or a math teacher

9. Wind Lake

10.Kelly

• Nick is a white male from a middle

class family. He has high

interpersonal skills, is highly

linguistic and has Logical-

mathematical skills. The strategies

in this cookbook allow Nick to work

in groups and choose literature with

in genres that stimulates interest.

These strategies will facilitate his

learning.

Joel1. Joel

2. Funny, smart, talkative

3. Loves Mom, Dad, sister, brother

4. Cares about football, reading mysteries, running

5. Feels happy, sad, mad

6. Not afraid of anything

7. Excited about making a touchdown

8. Want to go to high school and play football

9. Wind Lake

10.Anderson

• Joel is a white male from a

middle class family. He has high

interpersonal skills and is highly

linguistic. The strategies in this

cookbook allow Nick to work in

groups and choose literature

with in genres that stimulates

interest. These strategies will

facilitate his learning.

Mary

1. Mary

2. Happy, friendly, nice

3. Loves Mom, Dad, Sisters

4. Love reading, talking with friends, art

5. Feels happy, sad, silly

6. Afraid of ghost and spiders

7. Reading 6th grade books, being in art show

8. Wants to see the world, and be an artist

9. Wind Lake

10.Thomas

• Mary is a African American female

from a middle class family. She is

reading at a sixth grade level, she

has high interpersonal skills, and

she has strong spatial intelligence.

The strategies in this cookbook

allow Mary to work in groups and

choose literature within her reading

level, and create with technology.

These strategies will facilitate her

learning.

Brain Compatible ClassroomRecipe for success in a “brain compatible” classroom

• 1 cup “Active Meaningful Learning”– Mixed technology, project based activities, showcase of students talents

and interests.

• 1 cup “Stimulated varied input”– Mixed speaking, listening, representing, varied instruction and

accommodating individual learners.

• 1 cup “Accurate timely feedback”– Mixed goal setting, self assessment, rubrics, conferencing and use of

intercultural communication skills.

• 1 cup “Safe non-threatening environment”– Mixed community building, respect for others and respect for differing

cultures.

Adding Vocabulary study to History Content• To gain deeper understanding of the content of

history, it is imperative to highlight key vocabulary words. These key essential words will enhance the students ability to “Think like a Historian”.

• The following recipes will facilitate this deeper thinking while gaining increased vocabulary knowledge in this fourth grade group.

Recipes for vocabularyMarzano’s six steps1 cup of : Listening:-Teacher provides description, explanation, or examples of vocabulary word2 cups of: Writing:-Students restate the above in own words in a vocabulary notebook3 cups of: Representing:- Students construct picture to represent the vocabulary word4 cups of: Viewing:-Teacher extends and refines understanding of word by engaging in activities that help them add to their knowledge of the terms in vocabulary notebooks.5 cups of: Speaking:-Teacher periodically ask student to discuss term with one another.6 cups of: Reading:-Teacher involve students in games that enable them to read the vocabulary word and play with the term to reinforce knowledge.  

Word Analysis• 1 vocabulary word

• Gently break word apart to find meaning by one or more of the following:– Syllables

– Prefixes

– Suffixes

• This can be used with new words in the text, such as “buckskins”. Clothing made from the skin of a buck.

Frayer Model

Start with one Vocabulary word

Add the following:

• Create a definition

• List characteristics

• Compile examples

• Determine non-examples

Mix together to develop vocabulary

Adding Comprehension to History Content• Comprehension is gaining meaning from what we

read and expanding on this meaning to create deep thinking. Students will be viewing different genre to make connections and synthesize information. In the content of history, it is imperative that students “Think like a Historian” to gain this deep meaning. The following strategies will address the comprehension needs for students in this fourth grade group.

Recipes for Comprehension

Reader’s Workshop1. Start with one mini-lesson focusing on one reading concept.

– making connections to prior knowledge, generating questions, visualizing, making inferences, determining importance, synthesizing, and monitoring reading

2. Mix in an extended period of time for reading. Each student should choose a book to read at their independent reading level.

– Books can be selected from set genres or themes.

3. Add in sharing time. This allows for students to speak about what they have read or discuss the strategy that was learned in the mini lesson, and listen as others do so.

Follow the Character• Follow one character

• Follow what the character says

• Follow what the character does

• Follow how the character changes

• Follow how the character is involved in the story conflict.

This allows students to read the text and represent, in a graph, understanding of what they read through a strong character analysis.

Think Aloud

To use a Think Aloud:

• A teacher must model her thinking for the students.

• Verbally demonstrate her using a reading strategies out loud for the students to hear (listen). Then allows students to practice, this gradual release of responsibility facilitates learning.

•  In the content of history, a teacher could model making connections to the text. An example of text to text connection could be, connecting the book –”Little House in the Big Woods” to the immigrants who came to Wisconsin in 1800’s.

Adding Writing to History Content• Writing is a dynamic process that allows us to

communicate with the written word. Writing within a content area is especially beneficial for students. It will allow students to: interact with information, connect with their learning, and engage in meaningful communications.

• The following writing recipes were designed with the 7 literacy guest in mind. These strategies will allow them to “Write like a Historian.”

Recipes for WritingNarrative writing:

• 1 cup of storytelling, either fictional or non-fictional.

• 2 cups of “Thinking like a Historian.”

• Mix together to form narrative writing.

Narrative writing example:

• A history writing prompt may be: Imagine you have to leave Wisconsin. Just you and your family. In this new land you have come to, you don’t know anyone and you and your family are the only ones who speak English.

• Write a short story about what it is like, how you feel, and what you are thinking about in this new land.

Quick Writes

The recipe calls for one quick summary of days learning.

• This summary can give an accurate picture of student learning.

• Student logs or history notebooks are an excellent place for a quick write.

An example of Quick Writes:

• Write three things you have learned about your own family’s journey to the United States.

RAFTS1 cup R: stands for “Role” – What is the writer’s

role? (Ex: news reporter)

1 cup A: stands for “Audience” - Who is the writer’s audience? (Ex: people in the community)

1 cup F: stands for “Format” - How should the writer present the information? (Ex: newspaper article)

1 cup T: stands for “Topic” - What is the author writing about? (Ex: recent election)

1 cup S: stands for “Strong Verbs”-What is the writer’s purpose? (Ex: persuade, compare)

Mix together for a delicious writing experience.

Use of Technology• Integrating technology into the classroom is an

ideal way for students to represent their literacy learning. This can be done through graphs, pictures, timelines and much more.

Technology in the ClassroomWebsite

URL Webmaster

Content Purpose Reader/Viewerfriendly

Timetoast http://www.timetoast.com/

Copyright © Timetoast

Historical timelines

Allows students and teachers to Create a timelineFor a specific event in history.

Easy to use and view. A specific event can be chosen or a range of date to create the timeline.

Wordle http://www.wordle.net/

© 2013 Jonathan Feinberg

Word clouds Representing a theme of words into a picture .

Easy to use and view.

Smart exchange

http://exchange.smarttech.com/index.html#tab=0

© Copyright 2012 SMART Technologies ULC

Smart board lessons to share

To cooperatively teach students, this site shares premade smart board lessons

Easy to use and navigate.

Assessment• All good instruction will follow assessment. It is

essential that the teacher knows where a student is learning at so she can scaffold the student to the next developmental level. Then it is imperative that ongoing assessments are in place to keep students in their Zone of Proximal Development. The three assessments are filled with the nutritional facts needed to instruct literacy in the content of History.

RSQC2

• Nutritional facts:Why Use: How to use: Examples:Assessment can give a picture of daily learning.

Have students answer the following prompts on a RSQC2 form

Assessment encourages students to recall and review learning.

Recall: Recall-something specific about the lesson

Assessment allows the teacher to collect data on understanding.

Summarize: Summarize-the main points about it

Assessment allows for differentiation.-Can be assessed orally-Can be worked on in groups

Question: Question-that you have about it

Comment: Comment-that you would like to make

Connect: Connect-with one other person to share

Cloze Procedure• Nutritional Facts:

Why Use: How to use:

Examples:

It is a diagnostic assessment.

Select an passage from the content area textbook, that the students have read.

Scores: 61% or more correctIs independent reading level

Used to gather information about a reader’s ability to understand and use a content area textbook.

Delete every fifth word in the passage and replace with blanks.

41-60% is instructional level

Score students work for text reading ability.

Less than 40% is frustration level

Exit Slips• Nutritional Facts:

Why use How to use

Examples

Informs teacher of how well student understands topic

At the end of a lesson ask students to respond to a prompt-prompt that documents learning-prompts that emphasize learning-prompts that evaluate the lesson effectiveness

-Write one thing you learned today.

-Write one question you have about today’s lesson.

-Did you enjoy the group project today?

Helps student reflect on what they have learned

-Orally state prompt-Visually prompt with a premade response card

-”Where is the capital of Wisconsin”?-Where is the capital of the United States?

Allows student to describe their thinking about the new information

-Review slips and let assessment lead instruction-Collect as part of an assessment portfolio

-I would like to learn more about…

Allows for differentiation -Have students to read responses aloud-Have students to work in pairs or small groups

Annotated Bibliography• The following books were chosen to motivate

students to read about history. They were chosen to match interests, spark new interests, and add to learning within the content of history. They are taken from several genres to allow for the understanding of different types of literature.

Freedom Train North: Stories of the Underground Railroad in Wisconsin

• Pferdehirt, Julia. Freedom Train North: Stories of the Underground Railroad in Wisconsin. Middleton, WI: Living History, 1998. Freedom Train North tells the stories of fugitive slaves who found help in Wisconsin. The stories include Joshua Glover, who was broken out of jail by a mob of freedom workers in Milwaukee, and Jacob Green, who escaped five times before he finally made it to freedom. This book also introduces stories of the strangers who hid fugitive slaves and helped them on their way.

• I chose this book because of the Wisconsin connection. This connection may motivate some students to look closer at the history around them.

• Kann, Bob. Joyce Westerman: Baseball Hero. Madison, WI: State Historical Society of Wisconsin, 2012. Joyce Westerman grew up on a farm in Pleasant Prairie, Wisconsin, she really loved to do was play baseball. She even joined her aunt’s adult softball team when she was only twelve. As Joyce got older, she went to work at a factory in Kenosha. But when World War II broke out, she got a chance to try out for the All American Girls Professional Baseball League. She made the team, and for eight years, Joyce travelled around the United Stated playing ball, winning the league championship in her last season.

• I chose this book because many of the students are athletic, and may be inspired by her story. I also thought the Wisconsin connection would spurs interest.

• Apps, Jerold W. Tents, Tigers, and the Ringling Brothers. Madison: Wisconsin Historical Society, 2007. This book is about seven sons of German and French immigrants who dreamed of escaping poverty through hard work and ambition. These brothers moved with their parents to Baraboo, Wisconsin. With no prior circus experience, the brothers started in the circus business. The brothers each contributed his own talents to make their enterprise successful.

• I chose this book because of the connect to Wisconsin. Many of the students expressed an interest in animals and everyone loves the circus!

• McKissack, Patricia C. Dear America A Picture of Freedom The Diary of Clotee, a Slave Girl. New York: Scholastic, 2000. In 1859 twelve-year-old Clotee, a house slave who must conceal the fact that she can read and write, records in her diary her experiences and her struggle to decide whether to escape to freedom.

• I chose this book because of the connection of a young persons view of life as a slave. This historical fiction book may spark an historical interest. This book may also bring a greater understanding for a different time and different cultures.

• Osborne, Mary Pope. Magic Tree House # 21: Civil War on Sunday. New York: Random House, 2000. In this Magic Tree House adventure, Jack and Annie are whisked back to the Civil War where they meet Clara Barton and save the life of their very own great-great-great-grand-father.

• I chose this book because of the connection to children. This is a popular series for young readers, and its Civil War topic will add to the literacy development of the reader. This book is also at a independent reading level for a few of the readers in this group. Reading at their level will increase reading success.

• Naylor, Phyllis Reynolds., and Ross Collins. Emily's Fortune. New York: Delacorte, 2010. This book was written by a Newbery Award winning author, and its comical story line takes a cast of orphans and villains on wild adventures in the wild west.

• I chose this book for the adventure and light hearted comedy. This book would be a great team reading book. Students would enjoy discussing and retelling this humorous story.

• Pascoe, Elaine, and Laurie Keller. Fooled You!: Fakes and Hoaxes through the Years. New York: Henry Holt, 2005. This book outlines over a dozen famous frauds from the 1800s to the present, including P.T. Barnum's bogus Fejee mermaid, the Piltdown Man fossil fraud, Bigfoot film footage and the discovery of "mysterious" crop circles in England.

• I chose this book because it would spur interest in researching fact vs. fiction. Students will enjoy seeing who was fooled by the famous hoaxes.

• Yep, Laurence. The Earth Dragon Awakes: The San Francisco Earthquake of 1906. New York: HarperCollins Publishers, 2006. This historical fiction story tells about the 1906 San Francisco earthquake. It looks at the lives of a wealthy family and an immigrant Chinese family.

• I chose this book because of its interesting look at family life for immigrants in the 1900’s. This culturally diverse book may increase awareness of life in the 1900’s and how difficult life for new immigrants was.

• Doeden, Matt. Crazy Cars. Minneapolis, MN: Lerner Publications, 2007. Henry Ford’s Quadricycle , the fastest dragster of all times and many unique cars are looked at in this book. The history of the automobiles is highlighted in this book along with the ongoing fascination with cars.

• I chose this book to give students a wide range of historical books. The interesting facts about how cars have evolved and the unique cars that have been build may open new interest in reading.

• Hermes, Patricia. The Brothers' War. Boston: Kingfisher, 2005. Melody and Marshall are cousins whose family is torn apart when Marshall's father enlists in the Confederate Army and Melody's father backs the Union cause. Marshall assists his father by acting as a spy while Melody helps her father.

• I chose this book because of the family connections. This type of connections helps young readers visualize what they are reading, because they can connect it to their own family life. This creates a deeper understanding.

• Crisp, Marty. White Star: A Dog on the Titanic.

New York: Holiday House, 2004. Twelve-year-old Sam, a passenger on the Titanic's maiden sea voyage, volunteers to help care for the dogs in the ocean liner's kennel and becomes fast friends with the Irish setter of J. Bruce Ismay, the ship's owner.

• I chose this book because of the historical topic and because of the dog lovers in this group of students . This connections of loving animals, may help the students gain a deeper understanding to this time in history.

Thor, Annika, and Linda Schenck. A Faraway Island. New York: Delacorte, 2009. In 1939 Sweden, two Jewish sisters wait for their parents to flee the Nazis in Austria, but while eight-year-old Nellie settles in quickly, twelve-year-old Stephie feels stranded at the end of the world, with a foster mother who is as cold and unforgiving as the island on which they live.

I chose this book because it is a historical fiction story that looks at the lives of children during WWII. This connection will allow for greater understanding. It may also attract some of the girls to look closer at history.

George, Jean Craighead. My Side of the Mountain. York: Dutton, 1959. In this Newbery Honor book, Sam 50’s NewGribley is tired of big-city life, he runs away to the Catskill Mountains to forge a life of his own. Sam tells of his adventures during the year he spends alone, including how he survived, his dependence on nature, his animal friends, and how he needed to be with people again.

I chose this book because it is about a young boy’s not to much older than the readers in this group. I felt this connection may inspire a love for reading.

Special Thanks

A special thanks to all the educational theorist who contributed to the creation of this literacy cookbook.

• Lev Vygotsky-Sociolinguistic scaffolding and Zone of proximal development.

• Benjamin Bloom-Taxonomy of learning objectives

• Howard Gardener- Multiple Intelligence Theory

• Urie Bronfenbrenner- Ecological Systems Theory

• James Banks – Multicultural Education