Judy Moody, M.D. The Doctor Is In by Megan McDonald. Illustrated by Peter H. Reynolds. Published by Candlewick Press in 2004. ISBN 978-0-7636-4862-6. Pages - 151. Genre - Fiction.

In this book Judy Moody find out that her class is going to study the human body. Judy gets very excited when she finds this out and decides she wants to be just like Elizabeth Blackwell the first female doctor. While their class is studying the human body they get to take a field trip to the ER where the doctor teaches them all about being a doctor. Judy must then take this information and come up with a class presentation about the human body. The 5 first reading component this book addresses is comprehension. This is because the book is a chapter book filled with important details that support the story. The standard I chose for this book is: RL.3.5 – Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. I chose this standard because the book is a chapter book so students should start learning about how different chapters build off of ones in the past or foreshadow ones in the future. The area of language arts this book goes with is critical thinking because, the students are having to think harder to put the whole story together more so than they have had to in the past. The objective for this book is: Students will be able to describe how chapters in a book build off of earlier chapters. I chose this objective because it aligns well with the standard. The additional resource for this book is an article from PBS called How Elizabeth Blackwell Became the First Female Doctor in the U.S. I chose this resource because the book talks about Elizabeth Blackwell being the first female doctor so I thought it was important for students to understand more about how she became that.

NON-FICTION

A Day in the Life of a Zookeeper by Nate LeBoutillier. Illustrated by the San Diego Zoo. Published by Capstone Press in 2005. ISBN 0-7368-2632-7. Pages - 18. Genre - Non Fiction.

This book goes through what a zookeeper does during their day of work. It also mentions interns and veterinarians and how they help zookeepers. The book talks about what the animals are fed, the tools zookeepers use, how they care for the animals, and how they help the community. The 5 first reading component that goes along with this book is vocabulary development. This book is full of vocabulary words appropriate for third grades to help broaden their vocabulary. The standard I chose for this book is: RI.3.4 – Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. I chose this standard because there are many domain specific words in the book that the student could use context clues to help determine the meaning. The area of language arts this book goes with is speaking because of the rich vocabulary in it that will help expand the students vocabulary. The objective for this book is: Students will be able to construct a meaning for vocabulary words based on context clues. This objectives aligns with all the above because the student is having to determine the meaning of domain specific words in the book based off of the words around it to enhance their vocabulary. The additional resource I chose for this book is a video from YouTube called The Day in the Life of a Zookeeper. This video is much like the book how it goes through what a zookeeper does during the day it just provided more of a visual for students about what a zookeeper does. https://youtu.be/-psyixcn0sU

I'm Getting a Checkup by Marilyn Singer. Illustrated by David Milgrim. Published by Clarion Books in 2009. ISBN 978-0-618-99000-9. Pages - 32. Genre - Non Fiction.

This book is about a child going to the doctor to get a check up and goes over all the typical things a doctor does during a checkup. It goes over why the doctor needs to check your heart, ears, eyes, nose, throat, press on your belly, hit your knees, etc. The child in the book even has to get a shot and talks about why they had to get a shot and that it's not really scary. The 5 first reading component that goes with this book is vocabulary development. This is because the book is full of rich vocabulary specific to doctors but then it explains the meaning of the vocabulary words on the bottom half of the page. The standard I chose for this book is: W.3.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. I chose this standard because I thought it would be interesting for students to take this book even further than just reading it and write their own informative/explanatory text about what happens when you visit the doctor. The area of language arts that could be addressed through this book is writing because the students will be writing about their own experiences based off of the book. The objective for this book and standard is: Students will be able to construct an informative/explanatory text based off of a non-fiction book. The additional resource I chose for this book is an online book from scholastic about a pediatrician so that the students can listen to a reading about what pediatricians do.

Animal Helpers for the Disabled by Deborah Kent. Illustrated by AP/Wide World Photos. Published by Franklin Watts, a Division of Scholastic Inc. in 2003. ISBN 0-531-16663-5. Pages - 47. Genre - Non Fiction.

I chose this book as part of the text set because although dogs are not humans they are part of our community that help people. I believe that students need to be better educated on the purpose of service dogs so that they are more comfortable around them. This book introduces how service dogs came about by helping veterans who were blind. It also talks about the bond between a disabled person and their service dog. It also goes through how the laws allowing service dogs into places like restaurants, schools, and stores came about and the struggles with putting those in place. The different services these animals can do is also covered along with how they can help in schools. The 5 reading first component that goes with this book is comprehension because there is a lot of information in this book and it is filled with facts so it is important to comprehend this information. The standard I chose for this book is: RI.3.3 – Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. I chose this because I think it would be good for students to describe how service dogs came to be and the laws that had to pass in terms of sequence and cause/effect. The area of language arts that goes with this book is critical thinking because students are having to think more in depth about the topic in order to understand it. The objective for this book is: Students will be able to report the time sequence and cause and effect of a historical event. The additional resource I chose for this book is a website about service dogs in schools and how helpful they can be to the students. I think this website would be a good tool for students or parents to get more information on how service dogs are used for students in a school setting.

VISUAL/ILLUSTRATED

Pig Pig Gets a Job by David McPhail. Illustrated by David McPhail. Published by Dutton Childern's Books in 1990. ISBN 0-525-44619-2. Pages - 20. Genre - Fiction.

When Pig Pig decides he wants to buy something he goes to his mom to ask her for money but Pig Pig's mom tells him that to get money you have to do something to earn it. Pig Pig thinks of many different jobs he could do to earn money. He finally decides though that he would like to do all of those jobs for his mom. His mom talks to Pig Pig about how when you earn money you can either spend it or save it. This is a great children's book filled with illustrations about many of the different jobs in the community. The 5 first reading component that would go with this book is fluency because the words are a little less challenging than a third grade level so it would be great for students to practice their fluency. The standard I have chosen for this book is: RL.3.6 – Distinguish their own point of view from that of the narrator or those of the characters. I like this standard because after reading the book the students could think of jobs Pig Pig could do to help his community also instead of just his mom. The language arts area that could be represented with this book is reading because it could be used to practice fluency but viewing could also be one since the book has such detailed pictures. The objective that goes with this book is: Students will be able to critique the narrators view point when distinguishing their own about a story. The additional resource I chose for this book is a website with 200 ways for kids to make money and many of these ways help the community so students could be community helpers themselves.

Officer Buckle and Gloria by Peggy Rathmann. Illustrated by Peggy Rathmann. Published by G.P. Putnam's Sons Books for Young Readers in 1995. ISBN 0399226168. Pages - 40. Genre - Fiction.

In this book Officer Buckle is a police officer who's passion is teaching students about safety. However his safety lectures are boring to most people that is until police dog Gloria joins him. During his lectures with Gloria she is behind him mimicking the safety tips Officer Buckle is saying but he is not aware of this he just thinks that all of a sudden everyone is loving his lectures. When Officer Buckle finds out he becomes sad until Gloria tries to do it on her own and they realize that they need each other in order for it to be a good lecture. The 5 first reading component that goes with this story is comprehension because for students to be able to understand the story they need to be able to understand how the sequencing of events all fit together. The standard I chose for this book is: RL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I chose this standard because the characters traits and feelings greatly contribute to the sequence of events that take place. The language arts area that fits with this book is reading because it's a good fun book for students to practice their reading skills. The objective for this book is: Students will be able to distinguish how different traits and feelings of characters in a story effected the sequence of events. The additional resource I chose for this book is a read aloud on YouTube of the book. I chose this resource for any of the students that might learn better while watching it because this read aloud is read clear and animated.

Big Frank's Fire Truck by Leslie McGuire. Illustrated by Joe Mathieu. Published by Random House Books for Young Readers. ISBN 978-0679854388. Pages - 32. Genre - Fiction.

This book is a very informative book with descriptive pictures about what Big Frank does during his day. In this book it describes what fighter fighters do during the day, what their different cars are called and what they are used for. During Frank's day he visits an accident where a car is on fire, do an inspection at the Kwikstop, and goes to the school to teach about fire safety. While Frank has a busy day it also talks about what the fire fighters like to do while they are hanging out at the station. The 5 first reading component that I would put with this book is reading comprehension because to understand everything a fighter fighter does students must be able to understand and recall the story. The standard I chose to go with this book is: RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This standard would also go along with comprehension but does allow the students to look back in the text which I think is helpful in a text with this much information. The area of language arts that goes with this book is reading because the students are able to practice reading a fictional but yet informative book that may be new to them. The objective I have chosen for this book is: Students will be able to recall factual information from a text. I have chosen this objective because it aligns with the standard of the students being able to answer questions about the text. The additional resource I chose to go along with this book is a video from YouTube about how fire fighters help the community. This video will give the students a better understanding of how fire fighters are community helpers along with allowing them to see a lot of visuals.

ALTERNATIVE

Children's song My Neighborhood about Community Helpers, Learn Jobs, Occupations by Patty Shukla. Published by YouTube in 2016.

This video below is a song about community helpers in your neighborhood. It mentions many different people children may see in their community. The 5 first reading component that I think goes with this song is fluency because students can see the spelling of the word and hear the pronunciation with it while also seeing a picture of the community helper. The standard I have chosen for this song is:RL.3.7 – Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). I chose this standard because students could watch the illustrations and then should be able to explain what is going on. The area of language arts I think this book goes with is listening because it is a song the students could listen to or sing in class. My objective for this is: Students will be able to explain the aspects of a character from looking at illustrations.