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Environmental Awareness
Balanced Literacy Project
Christine Pawlowicz
October, 2009
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Table of Contents

Sections
Overview---------------------------------------------------------------------------------------------1
Children's Books -------------------------------------------------------------------------------------2
Day 1 --------------------------------------------------------------------------------------------------3
Day 2 --------------------------------------------------------------------------------------------------5
Day 3 --------------------------------------------------------------------------------------------------7
Day 4 --------------------------------------------------------------------------------------------------8
Day 5 --------------------------------------------------------------------------------------------------9
Assessment ------------------------------------------------------------------------------------------10
Centers -----------------------------------------------------------------------------------------------11
Collaborative Story Center -----------------------------------------------------------------------12
Listening Center ------------------------------------------------------------------------------------12
Creative Writing Center ---------------------------------------------------------------------------13
Pollution Center ------------------------------------------------------------------------------------14
Silent Reading Center -----------------------------------------------------------------------------14
Vocabulary Center ---------------------------------------------------------------------------------15
Other Classroom Elements -----------------------------------------------------------------------16
Class Books/Classroom Library -----------------------------------------------------------------17
Classroom Dollars ---------------------------------------------------------------------------------17
Pocket Journals -------------------------------------------------------------------------------------17
Whiteboard ------------------------------------------------------------------------------------------18
Writing Journal -------------------------------------------------------------------------------------18
Resources-------------------------------------------------------------------------------------------19
Components
Daily Plans -----------------------------------------------------------------------------------------3-9
Vocabulary/Phonics/Spelling ---------------------------------------------------------------------15
Comprehension --------------------------------------------------------------------------------13, 14
Oral Language ------------------------------------------------------------------------3, 4, 6, 7, 8, 9
Writing ---------------------------------------------------------3, 5, 6, 7, 8, 12, 13, 14, 15, 17, 18
Explicit Teaching ---------------------------------------------------------------------------------5-6
Facilitative Teaching --------------------------------------------------------------------------6, 7, 8
Reader Response -------------------------------------------------------------------------------------7
Modeled Reading ---------------------------------------------------------------------------3, 7, 8, 9
Shared Reading ----------------------------------------------------------------------------------5, 12
Guided Reading -----------------------------------------------------------------------------------7, 8
Independent Reading ------------------------------------------------------------6, 7, 8, 14, 15, 17
Modeled Writing -------------------------------------------------------------------------------3, 5-6
Shared Writing -------------------------------------------------------------------------------5, 6, 12
Interactive Writing ----------------------------------------------------------------------------------6
Guided Writing --------------------------------------------------------------------------------12, 13
Independent Writing--------------------------------------------------------------6, 7, 8, 13, 14, 15
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Overview

The purpose of this Balanced Literacy Unit is to explore the way we impact the

environment. Students will track and graph their usage of aluminum cans, plastic bottles,

and sheets of paper. They will read stories related to the environment and the

environmental impact of humans. Students will be separated into pairs and work together

to research a theme word based on a page and passage from The Great Kapok Tree. At

the end of the week, students will read aloud their passage and share the results of their

research.

Learning centers available include a listening center, silent reading center, pollution

center, creative writing center, collaborative story center, and vocabulary center.

Students are free to use the centers whenever there is free time, and are expected to visit

each center at least once.

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Children's Books

Farewell to Shady Glade by Bill Peet - Someone comes to destroy Shady Glade, forcing
the animals living there to move out. They catch a train to try to find a new
home.
Just a Dream by Chris Van Allsburgh - A boy scoffs at the idea of a tree as a birthday
present, and dumps recyclables into the trash. That night, his dreams take him
to the future, where pollution is overwhelming and humanities' impact on the
environment is apparent. When the boy wakes up, he fixes the recyclables and
plants a tree. When he dreams that night, he is taken to a much more pleasant
future.
The Giving Tree by Shel Silverstein - The story of a boy's life and the tree that loves
him.
The Great Kapok Tree by Lynne Cherry - A man starts to chop down the great Kapok
tree, but falls asleep. As he sleeps, the animals who rely on the tree plead with
him to not chop it down.
The Little House by Virginia Lee Burton - A house in the countryside witnesses the
change from country to city, before finally being picked up and moved to
someplace new.
The Lorax by Dr. Seuss - The Once-ler enters a forest and uses the Truffula trees to
make Thneeds. He disregards and destroys the environment, despite the
protests from the Lorax.
The Salamander Room by Anne Mazer - A young boy finds a salamander in the woods
and brings it home. He imagines the many things he can bring into his room to
turn it into the perfect home for a salamander.
The Wump World by Bill Peet - The Wumps live happily on their Wump World.
Pollutians from the planet Pollutus land and take over, using all of the resources
and forcing the Wumps underground. Once the planet has been mostly
destroyed, the Pollutians leave and the Wumps explore their new world.
Running The Numbers; an American self-portrait by Chris Jordan - A collection of
photos and pictures that depicts the amount we use and waste in America.
Window by Jeannie Baker - A wordless story showing the transformation of countryside
to suburbs.
Where the Forest Meets the Sea by Jeannie Baker - A boy wanders the rainforest and
imagines what it was like a long time ago.
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Day 1

The session will begin by using modeled reading to read The Great Kapok Tree
aloud. (10 minutes) The class will then have a grand conversation discussing the book,
focusing on the themes in the book, how they relate to local areas, and where the book
takes place. (15 minutes) This will lead into a KWL chart (K and W only), focusing on
the Amazon, the animals in the book, and environmental themes. Students will be invited
to call out words related to the subject to be written on a whiteboard, or come up and
write themselves, draw pictures, etc. Once everyone has contributed, the students will
discuss connections between the words, and circle words that seem most important.
Lines will be drawn to show connections between pictures and words. Anything that
students come up with they think may be related to the topic will be added to the board.
The words that are circled as important will be added to the word wall (Vocabulary
Center). (15 minutes) (Oral Language, Writing, Modeled Reading, Modeled Writing)

Next, the teacher will separate the students into pairs with a group of three if
necessary. Each group will be assigned one page from the book. Each group will also
have a theme word, which will be added to the word wall and whiteboard. The theme
words are as follows (With the animal of the character that appears on the respective
page):
-Rainforest (1st Page)
-Kapok Tree (2nd Page)
-Habitat (Boa Constrictor)
-Pollinate (Bee)
-Erosion (Monkey)
-Desertification (Toucan)
-Ecosystem (Tree Frog)
-Camouflage (Jaguar)
-Photosynthesis (Porcupines)
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-Deforestation (Anteaters)
-Biodiversity (Sloth)
-Yanomamo (Child)
There is room for about 24 students. If there is more, it is possible to split up some
of the broader topics into groups of 3 or 4. These groups will be predetermined. Thought
will be given to the reading level of the students and what they will be expected to read
and research. Students' seating arrangements will be adjusted so the pairs or groups are
sitting next to each other.
Each group will receive a (preferably color) copy of the page they have been
assigned. The groups will be given time to discuss their theme word and how it relates to
the picture and the theme discussed and written on the whiteboard. (20 minutes) (Oral
Language, Comprehension)

At the end of the lesson, students will be asked to record any words or ideas related
to their theme word or the theme in general that they encounter or think of during the day
and at home in their pocket journals. Explain that at the end of the week, they are going
to present their section of text by reading it out loud to the class, and then presenting
some research they have done on the theme word they have been given.
Students will have been asked the day prior to the start of this unit to save any
plastic bottles or aluminum cans they use. The teacher will model correct usage of the
pollution center by bringing in any bottles or cans he or she has used over the weekend.
The teacher will count with the class the number of bottles and deposit them in the
correct bin. Then, the teacher will count the same number of boxes on the usage chart
(see pollution center description) and color them in to make a bar graph. The same
process will be repeated for the cans. Explain that the same process will be repeated for
the number of sheets of paper used, and throughout the day students will keep a tally in
their pocket journals of the number of sheets used, so they may add it to the graph at the
end of the day.
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Day 2

Day 2's session will begin with shared reading of The Great Kapok Tree. The students
will pull out the copies they have of the page they are working on. At this point, students
will also be sitting next to each other so they can look on the pages if necessary. Ideal seat
setup is in a C or U shape. Groups will be arranged around the U in consecutive order as
their sections appear in the book. As the book is read aloud, the teacher will point to the
words on the page and stand near the group whose section it is. Students will follow along
on their section. (10 minutes) (Shared Reading)
Next, students will be shown through explicit instruction how to begin research. Use
the word "Environment" as a starting point. Begin by showing or reviewing with the
students how to use a dictionary. Show the parts of a dictionary entry, focusing especially on
the word, part of speech, definition, and use in a sentence. Briefly discuss the pronunciation
key, and make note that it is in alphabetical order.
One definition of environment is "the natural world, as a whole or in a particular
geographical area, esp, as affected by human activity." Write that definition on a
whiteboard. Explain that you want the students to use the definition as a base to explore
more words and concepts related to it. Ask the students which parts they think are important
and could be expanded on. (Natural, geographical, affected by human activity) Write those
on the board in a web format, with the concepts branching off the word "environment." Ask
the students for help spelling words they already know. (Shared Writing) Show the
students other resources they may use to explore those concepts, such as encyclopedias,
internet resources, and books.
Choose one of the concepts the students selected (natural, perhaps) and talk about what
types of information they should look for, such as definition. Ask for any other suggestions
they may have. Write these on the board. Point out a resource that would be most helpful in
giving more information. Demonstrate how to use that resource and find the necessary
information. Write the necessary information by the related word on the word web on the
board. Point out any information you think is relevant that is found in the resource, and write
it on the board. Ask the students if there are any other interesting concepts or words they
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think are important to explore branching off from "natural" and write them as a branch off
the word. (Modeled Writing, Explicit Teaching)
Continue this process with the other words branching off "environment." When a
student identifies a concept to explore, ask for help spelling it or ask exactly what you should
write on the board. Ask another student what specific information you should be looking for
in that resource, and ask how to word it to write it on the board. Ask another student what
resource would be best to use to find information. Have another student use the resource
suggested to find that information. Ask for the student to word the information to be put on
the board, and then write it as the student says. Ask the students if there is any other relevant
information they think should be mentioned, and write it as suggested. (Shared Writing)
Continue to the next word or concept to be explored. This time, ask the students what
the first step is. (Identifying what information needs to be found.) Have a student dictate
what information should be found, and then use interactive writing to have the student and
teacher write it on the board. Ask for the students to identify the next step. (Choosing a
resource.) Ask another student to use the resource to find the information, and then use
interactive writing again to write it on the board. Ask the students to identify the final step.
(Writing down any other relevant information.) Again, use interactive writing. Explain that
it is a good idea to use more than one resource to find out more information on a subject.
The goal for this section is to use scaffolding to build the students' ability to research their
subject. (50 minutes) (Interactive Writing)
Once the word "environment" has been explored, and it is apparent the students all
have enough of a grasp on the process, allow the students to separate into their groups. The
students will make a word web to explore the concepts that are related to the word, and to
add any words they have written down in their pocket journals, if they are relevant to the
topic. The students will begin the research process with one of the concepts. As the students
work in groups, walk around and monitor their progress to make sure they are following the
process correctly and not struggling. (20 minutes) (Oral language, Facilitative Teaching,
Independent Reading, Independent Writing)
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Day 3

The session will begin with a reading of The Giving Tree. After the story has been
read, the students will write a reader response to it in their writing journal. The students
will hand the journal in to be assessed on grammar, spelling, and punctuation that has
already been taught. Correct or mark spelling, grammar, and punctuation they should
already know in red pen, and that which they have not been taught in green pen. (15
minutes) (Assessment, Reader's Response, Independent Reading, Modeled Reading,
Independent Writing)

Students will now break off into groups to work on researching their subjects. As
they are working, check to make sure each group is progressing satisfactorily.
Meet with groups one at a time to discuss their oral readings. Students will
determine who will read the part of the narrator on their page, and who will read the part
of the character. Help the students highlight their parts on their individual pages. Next,
ask the students to practice reading their parts to you out loud. Correct any
mispronunciations or errors. Let the students know they should practice reading their
parts until they can read it at a smooth pace. The students will also show and talk about
the things they have found so far in their research. The teacher will guide the students if
needed. (Guided Reading, Facilitative Teaching, Oral Language, Independent
Reading, Independent Writing)
Students will continue researching for the rest of the time period, but may use this
time to take a break and visit one of the centers with their partner. (45 minutes)
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Day 4

The session will begin with a feltboard presentation of The Wump World. After the
story has been told through the feltboard, the students will take turns retelling it with the
felt pieces. (See lesson plan.) (Modeled Reading, Oral Language) (20 minutes)

Before the students break off into their groups, model to the class how the
presentations will go by using a page from The Wump World. Read the passage that
begins with, "Pretty soon the cities were so clouded by the factory smoke and the fumes
from the freeways the Pollutians could barely breathe." Say, "My word was Pollution.
Pollution is something that goes into the environment that has harmful or poisonous
effects. Some of the things I found related to pollution was poison, which is a substance
that causes death or injury when absorbed by a living being, and some of the types of
pollution are Air, Land, Noise, Water, Thermal (which is heat) and Radiation." Stress
that each student will present at least one related concept they found in their research.
The students will break off into groups again, and the same procedure will follow
from the previous day; students will practice oral readings and the teacher will guide
them to be more fluent, the teacher will check research, and the students will be free to
visit the centers. When the teacher meets with the groups, he or she will ask the students
what the most important things they found in the research are, and what things they will
be presenting to the class. Give the students extra time to work with each other, until it
appears that all groups have finished. Help those groups who are lagging behind.
Groups that have already finished will visit the centers. (40+ minutes) (Facilitative
Teaching, Independent Reading, Independent Writing, Oral Language, Guided
Reading)
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Day 5
As soon as the session starts, the students will get into their groups. They will have
15 minutes to prepare before they will present. The teacher will meet with any students
that need help. (15 minutes)

The students will sit in their U shape, next to their partners and in the order they
appear in the book. Students will have their highlighted passages in front of them, as
well as their notes or papers on the research they did and will be presenting. The students
will stay seated, as it will be less stressful than standing in front of the class. The
students will read their section of the book, and then present their research. Then, the
next section will go. When the last section has gone, the teacher will read the last pages.
(Oral Language, Modeled Reading) (30 minutes)

The session will end with a Grand Conversation on all the themes and concepts and
ideas they encountered in the week through the books and centers and research they did.
(Oral Language)
Students will write a response to the unit in their writing journals after the Grand
Conversation is over, specifically reflecting on their own impact on the environment.
(20+ minutes)
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Assessment

First, students will be assessed on how fluently they were able to present their
passage to the class, making note of any errors in pronunciation and the pace. The point
here is not to grade students on how well they can read their passage, but instead note
where the student struggles and what help can be given to improve fluency. Next, each
student should have presented at least one concept or word related to their theme word,
and should have defined their theme word. The definitions or explanations should be
factually correct and not directly copied from the resource.
Each student is required to submit at least one word wall word, and define at least
one word for the class dictionary. The teacher should make a note of what errors the
student made, and if there is a pattern in these errors. Students should be able to
successfully correct their dictionary entries after the teacher has marked it.
Students should contribute to the pollution center usage chart at least once a day.
The teacher will check to make sure the student signed in each day.
Students should each submit at least one creative writing story from the creative
writing center, and one collaborative story from the collaborative story center. The
creative writing story will be corrected and given back to the student during a writing
conference to submit a final copy. The collaborative story will be corrected, and then the
teacher will conference with the students and type a final copy. The teacher should make
a note of what types of errors occurred, and look for a pattern. The students should be
able to successfully correct their writing stories after the teacher has marked them.
Students should each visit each of the other centers at least once; the silent reading
center, the pollution center to view the images, and the listening center. The teacher will
check the sign-in sheets to make sure the students have visited each center.
A student will be considered successful in the student if he or she visits each center
at least once, submits a word to the word wall, defines at least one word for the class
dictionary, submits and corrects at least one creative writing story, submits and
conferences for at least one collaborative story, submits data and bottles/cans to the
pollution center once a day, and reads his or her section of the book fluently and presents
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at least one concept related to his or her theme word.

Collaborative Story Center

This center is always present in the classroom, but the prompts change with the
units. At this center, there will be a box full of prompts from which students blindly
choose. Prompts will be Characters (On red paper), Setting (On blue paper), and
Situations (On green paper). The prompts will be related to the unit or books read in the
unit. For example, Character prompts may be one of the following: Lorax, Wump, Boy
from Giving Tree, Tiger, Toucan, Tree, Monkey, etc. Settings may be one of the
following: Forest, Rainforest, Recycling Plant, Wump World, Pollutus, etc. Situation
prompts may be one of the following: The forest in your neighborhood is being cut down.
You wake up to find yourself in the middle of a rainforest. A monkey is loose in the
school. Etc. Students may suggest prompts to the teacher, who can put them on the
appropriate color paper and put it in the box.
After students have chosen a prompt, they will begin to write a story one sentence at
a time. Students will pass the paper back and forth, adding sentences to the story and
helping each other to spell words and ensure the sentences are grammatically correct.
Students hand the paper in when they are finished. The teacher corrects spelling and
grammar, conferences with the pair to make sure they agree with the corrections, and
then types the finished story to be bound in a collaborative story class book. (Shared
Writing, Comprehension, Guided Writing)

Listening Center

This center is also always present in the classroom, though the books in it change
with the units. Books related to the unit, including the ones read aloud in class, will be
present here. An audio recording of the book will be available, with a player,
headphones, and hard copy of the book. Students listen to the book being read, and
follow along with the hard copy.
A sign-in sheet will be kept at this center. Students will record their name, the sate
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and time they used the Listening Center, and the book they listened to. (Shared Reading)
Creative Writing Center

This center is usually present in the classroom, and changes with the unit. The book
Window by Jeannie Baker, and the image "Oscar and Alphonse" from The Mysteries of
Harris Buridick by Chris Van Allsburgh will be present at this center. Students will be
given the option to work with Window, Oscar and Alphonse, or both for 5 extra
classroom dollars.
If students choose to work with Window, they must look through the book, make
observations about the images, and then write at least one sentence per page describing
what is going on. The sentences should be grammatically correct and spelled correctly.
If the students choose to work with Oscar and Alphonse, they must look at the
image and write a story based off of it and the caption. The students are told that this is
one illustration and caption out of a children's story that was written and lost. Earlier in
the year, the students will be introduced to The Mysteries of Harris Burdick and its
backstory.
The writing pieces will be handed in to the teacher's inbox. The teacher will correct
grammar, punctuation, and spelling the student should already know in red ink, and
spelling grammar and punctuation the student has not yet been taught in green ink. The
student will conference with the teacher, and then submit a revised final copy. Students
should work with the teacher in conferences to improve their stories, especially for the
Harris Burdick story. When all of the students have completed the stories, they will be
bound together into a class book to go in the classroom library. (Independent Writing,
Comprehension, Guided Writing)
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Pollution Center
This center is unit-specific. At this center is the book Running the Numbers by
Chris Jordan. Several pages will be covered with construction paper, specifically the
"breast augmentation" pages, and the "handgun related deaths" pages, as they are not age-
appropriate. Pictures taken by Chris Jordan of the decomposed albatross chicks with the
stomach contents showing plastic bottle caps and other small plastic items will also be
present. Other images of pollution will be on display.
Next to the table with the images will be a bin in which students deposit any plastic
bottles or aluminum cans they use in school or at home. When a student deposits a can or
bottle, he or she will record the number by filling in grid boxes on the usage chart. The
usage chart records the number of plastic bottles, aluminum cans, and sheets of paper the
students use. Any sheet of paper that is not bound in a notebook is counted. This
includes looseleaf, handouts, tests, etc. The usage chart is graph paper mounted on a firm
surface, like cardboard or foamboard. The Y-axis is the number of units used, (cans,
bottles, sheets) and the X axis is the day of the week. The three items being recorded will
be next to each other in the same order each time, and will be clearly labeled. Each item
will have its own color. Students fill in one box for each unit used.
Students will visit the center at least once a day, and record their visit on a sign-in
sheet. At the end of the unit, the class will have a Grand Conversation about the results
of the graph.
Silent Reading Center
This center is always present in the classroom. The books related to the unit will be
pulled out and put on the center rack, while all other books will be shelved. The silent
reading center is located in a corner of the classroom that is somewhat closed off.
Earmuffs are provided for students who need silence to read. Within the Silent Reading
Center is the Class Library, which is a shelf (or shelves) of books containing student
stories. Students may also use this area to write silently. Students use a sign-in sheet to
write down their name, time in and time out, and book read. Students should read
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silently for at least ten minutes. (Independent Reading, Independent Writing)

Vocabulary Center

The Vocabulary Center is a center that is always present in the classroom,

regardless of the unit. At this center, there are three components: Word Factory Box,
Word Wall, and Class Dictionary.
The Word Factory Box is a phonics manipulative from which students pick out
onsets and rimes, and blend them together to make nonsense and sometimes real words.
The students record and listen to their voice saying the words.
The Word Wall is a bulletin board on which words relevant to the unit or words the
students have found to be interesting are placed. Students can submit a word by putting it
in a box located at the base of the Word Wall. Periodically, the teacher will check the
box, make sure the words are spelled correctly, and then post the words on the wall.
There are two sections of the Word Wall; words that have already been defined, and
words that need to be defined. The wall is split down the center.
The Class Dictionary is a collection of words the students themselves have defined.
The students may define a nonsense word they find in a book or make with the Word
Factory, or they may define a word off the undefined section of the Word Wall. Students
may also submit a word and definition simultaneously. Definitions are submitted on a
dry erase version of the dictionary entry page. Corrections are made, and then given back
to the student, who transcribes the definition onto a final copy of the entry. The student
hands the final copy in, the teacher checks it, and then places it in the Class Dictionary.
Nonsense words are on blue sheets, and real words are on yellow sheets.
A sign-in sheet will be kept at this center. Students will sign in with their name,
date, and time when they use the Word Factory Box. Students are required to submit at
least one word to the Word Wall, and must define at least one word. For every word
submitted or defined, students receive five classroom dollars. (Independent Reading,
Independent Writing, Vocabulary, Phonics, Spelling)
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Class Books/Classroom Library

In the Silent Reading Center, one of the shelves will be designated the classroom
library. The classroom library is a shelf dedicated to books containing student work, or
class books. Class books are collections of writing assignments or projects bound
together in book form. Examples of this are creative stories based on The Mysteries of
Harris Burdick, stories created through collaboration, or writing assignments that are sure
to have a wide array of responses. Students may choose to illustrate their work. Students
may also elect to not have their work included or submit it anonymously. Stories may be
neatly hand written or typed. Class books from prior years will be available for students
to read as well. (Independent Reading)

Classroom Dollars

Classroom dollars are part of the behavior management system used in the
classroom. Students receive dollars for good behavior, contributing to class books,
completing assignments, and other such instances. Dollars can be traded in for
privileges, such as homework passes and preferred activity time, or items such as pens,
pencils, toys, crafts, movie rentals, books, and so on.

Pocket Journals

Each student has a small pocket journal that he or she carries everywhere. The
journal is used to write down interesting facts or ideas, keep small records (such as the
tallying of sheets of paper used) or record words encountered during reading that are
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interesting, relevant, or unknown. The pocket journal is a flexible tool that can be
adapted for the need of the unit or lesson. (Independent Writing)
Whiteboard

The whiteboard is a large, white, reusable sheet of paper that is different from the
usual chalkboard or wall-mounted whiteboard. When the class brainstorms for a unit,
such as in the beginning with the word web, does a KWL chart, or collaborates to put
together ideas related to the unit, the whiteboard is used. Once the initial brainstorming
is finished, the whiteboard is moved to a bulletin board where students are free to refer to
it, add ideas, or post articles or information found that is related to the unit. At the end of
the unit, a picture will be taken of the board for future reference.

Writing Journal

Each student has a writing journal in which they record reader's responses,
responses to movies, images, speakers, class discussions, or other classroom events, or
quickwrites. Students will be corrected on grammar, spelling, or punctuation they
already know in red ink, and that which they have not been taught in green ink.
Quickwrites are not marked for correctness. (Independent Writing)
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Resources
Baker, Jeannie. Where the Forest Meets the Sea. (1988) Greenwillow Books. 32 pages.
Baker, Jeannie. Window. (2002) Walker Books. 32 pages.
Burton, Virginia Lee. The Little House. (1942) Houghton Miffler Company. 40 pages.
Cherry, Lynne. The Great Kapok Tree. (1990) Voyager Books. 30 pages.
Dr. Seuss. The Lorax. (1971) Random House. 72 pages.
Jordan, Chris. Running The Numbers. (2009) Prestel USA. 112 pages.
Mazer, Anne. The Salamander Room. (1991). Dragonfly Books. 21 pages.
Peet, Bill. Farewell to Shady Glade. (1966) Houghton Mifflin Company. 38 pages.
Peet, Bill. The Wump World. (1981) Sandpiper. 48 pages.
Silverstein, Shel. The Giving Tree. (1964) Harper Collins. 52 pages.
Van Allsburgh, Chris. Just a Dream. (1990) Houghton Mifflin Company. 45 pages.
Van Allsburgh, Chris. The Mysteries of Harris Burdick; Oscar and Alphonse (1996).
Houghton Mifflin Company.

Reutzel, Ray & Cooter, Robert B.. Teaching Children to Read; The Teacher Makes the
Difference. (2008) Meerill Prentice Hall. 599 pages.