Suggested Book List for Classroom Libraries
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Homeboyz by Lawrence Sitomer
Graphic Classics: Bram Stoker (Graphic Classics (Graphic Novels)) by Bram Stoker, et al.
Graphic Classics: Mark Twain (2nd edition) (Graphic Classics(Graphic Novels)) by Mark Twain,
et al.
Graphic Classics: Edgar Allan Poe (3rd edition) (Graphic Classics (Graphic Novels)) by Edgar
Allan Poe
Assata: An Autobiography (Lawrence Hill & Co.) by Assata Shakur
Soul on Ice by Eldridge Cleaver
The Autobiography of Malcolm X: As Told to Alex Haley (Mass Market Paperback) by Alex Haley
Interviewer)
The Secret Life of Bees by Sue Monk Kidd
The Secret Story of Sonia Rodriguez by Alan Lawrence Sitomer
8 Ball Chicks by Gini Sikes
The Realm of Possibility by David Levithan
Naomi and Ely’s No Kiss List by Rachel Cohn, David Levithan
Boy Meets Boy by David Levithan
Street Love by Walter Dean Myers
Ball Don’t Lie by Matt de la Pena
The Perfect Shot by Elaine Marie Alphin
Black and White by Paul Volponi
Rucker Park Setup by Paul Volponi
Rooftop by Paul Volponi
Snitch by Allison Van Diepen
Unscripted (WWE) by Mark Vancil
A History of Basketball for Girls and Women: From Bloomers to Big Leagues (Lerner’s Sports
Legacy Series) by Joanne Lannin
Between Boardslides and Burnout: My Notes from the Road by Tony Hawk
How Far do you Wanna go?: The Man Who Turned Fifteen Inner City Kids into a Team – A True
Story by Ramon Dixon
Pickup Artists: Street Basketball in America by Chad Millman, Lars Anderson
Thirteen Reasons Why by Jay Asher
Story of a Girl by Sara Zarr
Elsewhere by Gabrielle Zevin
Unwind by Neal Shusterman
Feed by M.T. Anderson
The Foreshadowing by Marcus Sedgwick
After the Wreck, I Picked Myself Up, Spread My Wings, and Flew Away by Joyce Carol Oates
Twisted by Laurie Halse Anderson
Someone Like You by Sarah Dessen
The Angel Experiment (Maximum Ride, Book 1) by James Patterson
School’s Out – Forever (Maximum Ride, Book 2) by James Patterson
The Final Warning (Maximum Ride, Book 4) by James Patterson
Max (Maximum Ride, Book 5) by James Patterson
Flowers for Algernon by Daniel Keyes
The Bluest Eye by Toni Morrison
16 Isn’t Always Sweet (Kimani Tru) by Cassandra Carter
Developed by Callandra Ehlers-Cook, 2015
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Belle (Kimani Tru) by Beverly Jenkins
Fast Forward (Kimani Tru) by Celeste O. Norfleet
The Edification of Sonya Crane (Kimani Tru) by Jd Guilford
Played by Dana Davidson
Patterson Heights (Kimani Tru) by Felicia Pride
It Chicks by Tia Williams
Decision Time (Kimani Tru) by Earl Sewell
Shortie Like Mine by Ni-Ni Simone
Pushing Pause (Kimani Tru) by Celeste O. Norfleet
Shrink to Fit (Kimani Tru) by Dona Sarkar
Chasing Romeo (Kimani Tru) by A.J. Byrd
A Girl Like Me by Ni-Ni Simone
The Pact (Kimani Tru) by Monica McKayhan
Jaded (Kimani Tru) by Monica McKayhan
The Pledge (Kimani Tru) by Chandra Sparks Taylor
Minnesota Mall Mannequins (American Chillers) by Jonathan Rand
Nebraska Nightcrawlers (American Chillers) by Jonathan Rand
South Carolina Sea Creatures (American Chillers) by Jonathan Rand
Wisconsin Werewolves (American Chillers) by Jonathan Rand
Alien Androids Assault Arizona (American Chillers) by Jonathan Rand
North Dakota Night Dragons (American Chillers) by Jonathan Rand
Chains by Laurie Halse Anderson
Warriors Don’t Cry by Melba Patillo Beals
Burned by Ellen Hopkins
Impulse by Ellen Hopkins
Bionic Bats of Bay City (Michigan Chillers) by Jonathan Rand
Nuclear Jellyfish of New Jersey (American Chillers) by Jonathan Rand
Mutant Mammoths of Montana (American Chillers) by Jonathan Rand
Wicked Velociraptors of West Virginia (American Chillers) by Jonathan Rand
Teen Rights (and Responsibilities) by Traci Truly
Teens Take it to Court: Young People who Challenged the Law and Changed Your Life by
Thomas A. Jacobs
They Broke the Law – You be the Judge: True Cases of Teen Crime by Thomas A. Jacobs
The Courage to be Yourself: True Stories by Teens about Cliques, Conflicts and Overcoming
Peer Pressure by Al Desetta
The Struggle to be Strong: True Stories about Teens Overcoming Tough Times by Al Desetta
Starting with “I”: Personal Essays by Tennagers by Youth Communication
Crystal by Walter Dean Myers
Tyrell by Coe Booth
Kendra by Coe Booth
Push by Sapphire
My Bloody Life by Reymundo Sanchez
Once A King, Always a King by Reymundo Sanchez
Game by Walter Dean Myers
Hoops by Walter Dean Myers
The Outside Shot by Walter Dean Myers
Lady Q: The Rise and Fall of a Latin Queen by Reymundo Sanchez, Sonia Rodriguez
Developed by Callandra Ehlers-Cook, 2015
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Rage: A Love Story by Julie Anne Peters
Define “Normal” by Julie Anne Peters
Empress of the World by Sara Ryan
Kissing Kate by Lauren Myrade
Keeping You a Secret by Julie Anne Peters
Geography Club by Brent Hartinger
Rainbow Boys by Alex Sanchez
Rainbow Road by Alex Sanchez
Rainbow High by Alex Sanchez
Street Pharm by Allison van Diepen
Hip-Hop High School (Hoopster) by Alan Lawrence Sitomer
Hoopster, The by Alan Lawrence Sitomer
Bottled Up by Jaye Murray
You Don’t Know Me by David Klass
Crank by Ellen Hopkins
Almost Lost: The True Story of an Anonymous Teenager’s Life on the Streets (Avon Flare Book)
by James Jennings, Beatrice Sparks
Go Ask Alice by James Jennings
Annie’s Baby: The Diary of Anonymous, a Pregnant Teenager by Beatrice Sparks
It Happened to Nancy: By an Anonymous Teenager, a True Story from her Diary by Anonymous
Teenager, Beatrice Sparks
Before I Die by Jenny Downham
Deadline by Chris Crutcher
Twilight Saga (all 4 books) by Stephenie Meyer
The Rules of Survival by Nancy Werlin
A Child Called It by Dave Pelzer
The Lost Boy by Dave Pelzer
Speak by Laurie Halse Anderson
Becoming Naomi Leon by Pam Munoz Ryan
Incantation by Alice Hoffman
The Chicken Dance by Jacques Couvilon
Memoirs of a Teenage Amnesiac by Gabrielle Zevin
My Sister’s Keeper: A Novel by Jodi Picoult
Beloved by Toni Morrison
Song of Solomon by Toni Morrison
Sold by Patricia McCormick
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
Jason & Kyra by Dana Davidson
Dirty South (Kimani Tru) by Phillip Thomas Duck
Trouble Follows (Kimani Tru) by Monica McKayhan
Getting’ Hooked (Kimani Tru) by Nyomi Scott
How to Salsa in a Sari (Kimani Tru) by Dona Sarkar
What Goes Around (Hotlanta) by Denene Millner
Suspicion by Kate Brian
She Said, She Said (Kimani Tru) by Celeste O. Norfleet
Alphas #1 by Lisi Harrison
Indigo Summer (Kimani Tru) by Monica McKayhan
Developed by Callandra Ehlers-Cook, 2015
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Friends Til the End (Good Girlz) by ReShonda Tate Billingsley
Hotlanta Novel (If Only You Knew) By Denene Millner
Hotlanta, No. 1 by Denene Millner
Hot Girl by Dream Jordan
If I was Your Girl by Ni-Ni Simone
Washington Wax Museum (American Chillers) by Jonathan Rand
Drama High: Hustlin’ by L. Divine
Drama High: Courtin’ by L. Divine
Lady J (Drama High) by L. Divine
Drama High: Frenemies by L. Divine
Drama High: Jayd’s Legacy by L. Divine
Drama High: Second Chance by L. Divine
Drama High: The Fight by L. Divine
Drama High: Keep it Movin’ by L. Divine
Terrifying Toys of Tennessee (American Chillers) by Jonathan Rand
Cut by Patricia McCormick
Tricks by Ellen Hopkins
What I Saw and How I Lied by Judy Blundell, Jordan Cray
Disreputable History of Frankie Landau-Banks, The by E. Lockhart
The Adoration of Jenna Fox by Mary Pearson
Unwind by Neal Shusterman
The Hunger Games by Suzanne Collins
Catching Fier (Second Book of the Hunger Games) by Suzanne Collins
Pop by Gordon Korman
Chelsey (Louder than Words) by Chelsey Shannon
Blue Rage, Black Redemption by Stanley Tookie Williams
Monster by Walter Dean Myers
Cirque Du Freak (the whole series, books 1-12) by Darren Shan
Midnight: A Gangster Love Story by Sister Souljah
The Coldest Winter Ever by Sister Souljah
No Disrespect by Sister Souljah
The Hunger Games by Suzanne Collins
Catching Fire by Suzanne Collins
Mockingjay by Suzanne Collins
Paranoid Park by Blake Nelson
GOAL: The Dream Begins! By Robert Rigby
Developed by Callandra Ehlers-Cook, 2015
San Diego Quick Assessment
of Reading Ability
Grade level K-11
Word Recognition
Individual testing
10 minutes
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WHAT This test measures the recognition of words out of context. Generally, proficient
readers read as accurately both in and out of context. This test consists of 13 graded word
lists from preprimer to eleventh grade. The words within each list are of about equal
difficulty.
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WHY Weak readers overrely on context and recognize words in context more easily than
out of context.
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HOW
Begin with a list two or three sets below the student’s grade level and continue
until the student makes three or more errors in a list. Present the Student Material word list
to the student. Use a paper to cover word lists not being read. Mark errors on the Record
form by crossing out each missed word. Mispronunciations can be written down next to the
word.
When the teacher says “next”, the student should move the paper down and read the next
word. Encourage the student to read words that he or she does not know so that you can
identify the techniques used for word identification. Wait no longer than five seconds before
moving on to the next word.
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WHAT IT MEANS
Errors/List
1 error
2 errors
3 errors
Each list completed by the student can be scored as shown below.
Reading Level
Independent Level
Instructional Level
Frustration Level
Student Reading Level = The student’s reading level is the last grade-level word list in
which the student reads eight or more words correctly.
Developed by Callandra Ehlers-Cook, 2015
San Diego Quick Assessment – Record Form
Name ___________________ Grade _______ Date _________
Directions: Begin with a list that is at least two or three sets below the student’s grade level. Have the student read
each word aloud on that list. Continue until the student makes three or more errors in a list.
Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration level. When
testing is completed, record the highest level in each of these categories in the spaces below.
INDEPENDENT ____________ INSTRUCTIONAL _____________ FRUSTRATION _____________
Preprimer
see
play
me
at
run
go
and
look
can
here
Grade 4
decided
served
amazed
silent
wrecked
improved
certainly
entered
realized
interrupted
Grade 8
capacious
limitation
pretext
intrigue
delusion
immaculate
ascent
acrid
binocular
embankment
Primer
you
come
not
with
jump
help
is
work
are
this
Grade 1
road
live
thank
when
bigger
how
always
night
spring
today
Grade 5
scanty
business
develop
considered
discussed
behaved
splendid
acquainted
escaped
grim
Grade 9
conscientious
isolation
molecule
ritual
momentous
vulnerable
kinship
conservatism
jaunty
inventive
Grade 2
our
please
myself
town
early
send
wide
believe
quietly
carefully
Grade 6
bridge
commercial
abolish
trucker
apparatus
elementary
comment
necessity
gallery
relativity
Grade 10
zany
jerkin
nausea
gratuitous
linear
inept
legality
aspen
amnesty
barometer
Grade 3
city
middle
moment
frightened
exclaimed
several
lonely
drew
since
straight
Grade 7
amber
dominion
sundry
capillary
impetuous
blight
wrest
enumerate
daunted
condescend
Grade 11
galore
rotunda
capitalism
prevaricate
visible
exonerate
superannuate
luxuriate
piebald
crunch
Copyright © 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability.
Developed by Callandra Ehlers-Cook, 2015
San Diego Quick Assessment – Student Material
see
you
road
our
city
play
come
live
please
middle
me
not
thank
myself
moment
at
with
when
town
frightened
run
jump
bigger
early
exclaimed
go
help
how
send
several
and
is
always
wide
lonely
look
work
night
believe
drew
can
are
spring
quietly
since
here
this
today
carefully
straight
decided
scanty
bridge
amber
served
business
commercial
dominion
amazed
develop
abolish
sundry
silent
considered
trucker
capillary
wrecked
discussed
apparatus
impetuous
improved
behaved
elementary
blight
certainly
splendid
comment
wrest
entered
acquainted
necessity
enumerate
realized
escaped
gallery
daunted
interrupted
grim
relativity
condescend
Developed by Callandra Ehlers-Cook, 2015
San Diego Quick Assessment – Student Material
capacious
conscientious
zany
galore
limitation
isolation
jerkin
rotunda
pretext
molecule
nausea
capitalism
intrigue
ritual
gratuitous
prevaricate
delusion
momentous
linear
visible
immaculate
vulnerable
inept
exonerate
ascent
kinship
legality
superannuate
acrid
conservation
aspen
luxuriate
binocular
jaunty
amnesty
piebald
embankment
inventive
barometer
crunch
Developed by Callandra Ehlers-Cook, 2015
IN-CLASS INDEPENDENT READING RECORD
SILENT focus on reading = 1 stamp for each 5 minutes. Each stamp is worth 5 points, for a total of 100 points/ week!
START/END
# OF PAGES
DATE
TITLE/ AUTHOR
STAMPS FOR CREDIT
PAGE #
READ
(FIVE POINTS FOR FIVE MIN.)
Start Page:
MONDAY
How many
pages did
you read?
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
End Page:
Start Page:
TUESDAY
How many
pages did
you read?
End Page:
Start Page:
WEDNESDAY
How many
pages did
you read?
End Page:
Start Page:
THURSDAY
How many
pages did
you read?
End Page:
Start Page:
FRIDAY
How many
pages did
you read?
Developed by Callandra Ehlers-Cook, 2015
End Page:
5
5
Developed by Callandra Ehlers-Cook, 2015
Setting up Your Reader’s Notebook
STEP
#
WHAT YOU NEED TO DO
1
Fill out the form that says Reader’s Notebook Name
and Teacher. Then, glue it to the front cover of your
composition book.
2
Open to the first page. In the middle of the page, in
large letters, write the words: (Your Name)’s
Reader’s Notebook.
For example: John’s Reader’s Notebook.
3
On the front and back of the next three pages, set up a
Table of Contents.
 Write the words: Table of Contents across the
top line of each page. This means you will write
those words SIX TIMES.
 On the second blue line, to the left of the red
line, write: Page #s.

After the Table of Contents pages, begin numbering
the pages in the upper outside corners. Number
from page 1 to page 30.
4
5
Turn to the page that you just numbered “1.” Title this
page by writing these words on the top line: Reading
List. Remember, this should be on page number 1!
Then, repeat this step on pages 2, 3 and 4. This means
that you will write Reading List FOUR TIMES.
6
Fill out the half sheet called Reading Interests. Then,
turn to the page you numbered page 5 and glue the
half sheet named Reading Interests to the page.
7
Turn to the page you numbered page 6 and title it:
Sample Reading Response.
8
Turn to page 7 and title it: Reader’s Notebook
Rubric. Then, glue the rubric to that page.
PAPER COLOR
FOR THIS STEP
(IF THERE IS ONE)
CHECK IT
OFF!
(FINISHED)
Green
Teal
Red
Developed by Callandra Ehlers-Cook, 2015
9
On the top of the next SIX PAGES (pages 8, 9, 10, 11, 12
and 13), write: Reader’s Notebook Grades.
10
Turn to page 14 and glue in the page labeled:
Sentence Leads for Reader’s Notebooks.
11
12
13
Turn to page 15 and title it: Reading Response Log.
14
Turn back to the first Table of Contents page. Add the
following entries:
Glue the page labeled: Guidelines for Independent
Reading to the inside of the front cover.
Glue the page labeled: Reading Comprehension
Strategies to the inside of the back cover.
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15
Front Cover
Back Cover
1
5
6
7
14
15
Orange
Yellow
Pink
Guidelines for Independent Reading
Reading Comprehension Strategies
Reading List
Reading Interests
Sample Reading Response
Reader’s Notebook Rubric
Sentence Leads for Reader’s NB
Reading Response Log
Decorate your Reader’s Notebook (if you have time)!
Developed by Callandra Ehlers-Cook, 2015
READER’s Notebook
Name: __________________________________
Teacher: _________________________________
READER’s Notebook
Name: __________________________________
Teacher: _________________________________
READER’s Notebook
Name: __________________________________
Teacher: _________________________________
READER’s Notebook
Name: __________________________________
Teacher: _________________________________
Developed by Callandra Ehlers-Cook, 2015
Developed by Callandra Ehlers-Cook, 2015
Reading Interests
Topics That Interest Me
Genre/Type of Books That
Interest Me
Authors That Interest Me
Reading Interests
Topics That Interest Me
Genre/Type of Books That
Interest Me
Authors That Interest Me
Developed by Callandra Ehlers-Cook, 2015
Developed by Callandra Ehlers-Cook, 2015
READER’S NOTEBOOK RUBRIC
3
Total Points
Earned
1
2
4
Notebook
organization is
outdated.
There has been
an attempt to
update notebook
organization
periodically.
There has been
an attempt to
update notebook
organization on a
regular basis.
Notebook
organization is
current (up to
date).
All assigned are
completed,
thoughtful, &
appropriate in
length
Shows simple
restatements of
the text, no
reflection.
Makes an attempt
to reflect and
shows
thoughtfulness.
Displays some
good reflections
and
thoughtfulness.
Deep
thoughtfulness
and reflection.
Weekly Letter:
Some efforts
toward
application of
reading
strategies/skills
learned in class
to text(s). Some
evidence of
deepening
understanding
and improvement
in the use of
reading
strategies.
Appropriate
application of
reading
strategies/skills
learned in class
to text(s).
Significant
deepening of
understanding
and improvement
in the use of
reading strategies
over time.
Thoughtful
application of
reading
strategies/skills
learned in class
to text(s).
Dramatic
deepening of
understanding
and improvement
of reading
strategies over
time.
Creative and
thoughtful
application of
reading
strategies/skills
learned in class
to text(s), as well
as broader
application to
other content
areas and
thinking
processes.
Organization:
Table of
Contents & Book
List Current
Reflections:
Correct format
and length and
thoughtfully
written
Total Points:
READER’S NOTEBOOK RUBRIC
3
Total Points
Earned
1
2
4
Notebook
organization is
outdated.
There has been
an attempt to
update notebook
organization
periodically.
There has been
an attempt to
update notebook
organization on a
regular basis.
Notebook
organization is
current (up to
date).
All assigned are
completed,
thoughtful, &
appropriate in
length
Shows simple
restatements of
the text, no
reflection.
Makes an attempt
to reflect and
shows
thoughtfulness.
Displays some
good reflections
and
thoughtfulness.
Deep
thoughtfulness
and reflection.
Weekly Letter:
Some efforts
toward
application of
reading
strategies/skills
learned in class
to text(s). Some
evidence of
deepening
understanding
and improvement
in the use of
reading
strategies.
Appropriate
application of
reading
strategies/skills
learned in class
to text(s).
Significant
deepening of
understanding
and improvement
in the use of
reading strategies
over time.
Thoughtful
application of
reading
strategies/skills
learned in class
to text(s).
Dramatic
deepening of
understanding
and improvement
of reading
strategies over
time.
Creative and
thoughtful
application of
reading
strategies/skills
learned in class
to text(s), as well
as broader
application to
other content
areas and
thinking
processes.
Organization:
Table of
Contents & Book
List Current
Reflections:
Correct format
and length and
thoughtfully
written
Total Points:
Developed by Callandra Ehlers-Cook, 2015
Sentence Leads for Reader’s Notebooks
 This [character, place, event] reminds me of. . . because. . .
 I like/ dislike this book because. . .
 I like/ dislike this part of the book because. . .
 This situation reminds me of something that happened in my own life (tell the story and talk about the
connections).
 The character I [like best, admire, dislike the most] is. . . because. . .
 I like this part of the story because. . .
 The setting of this story is important because. . .
 This book makes me think about [a social issue, problem, etc.]. . .
 A question I have about this book is. . . because. . .
 When I read this book I felt. . .
 If I were this character, I would. . .
 [Character] reminds me of [myself, a friend, a family member] because. . .
 If I could talk to one of the characters I would ask. . .
 I predict that. . . because. . .
 This [phrase, sentence, paragraph] demonstrates good writing because. . .
 This [person, place, time] reminds me of. . .
 I admire [character] because. . .
 I didn’t understand the part of the story when. . .
 This book reminds me of another book I read because. . .
 The most exciting part of the book was. . .
 The big ideas in this book were. . .
 Some important details I noticed were. . . . They were important because. .
 My favorite part of the book was. . .
 The book is really about. . .
 I am like or different from [character] because. . .
 The title of the book says to me. . .
 What I would like to remember about this book is. . .
 I’d like to read another book by this author because. . .
 I noticed that the author. . .
 I think the illustrations. . .
 To summarize the text, I would say. . .
Developed by Callandra Ehlers-Cook, 2015
Guidelines for Independent Reading
1. You must always be reading a book or writing your thoughts about your
reading.
2. You need to work silently to enable you and your peers to do your best
thinking.
3. Use a soft voice when conferring with the teacher.
4. Select books that you think you’ll enjoy and abandon books that aren’t
working for you after you’ve given them a good chance.
5. List the book information when you begin and record the date when you
finish.
6. Always do your best work.
Guidelines for Independent Reading
1. You must always be reading a book or writing your thoughts about your
reading.
2. You need to work silently to enable you and your peers to do your best
thinking.
3. Use a soft voice when conferring with the teacher.
4. Select books that you think you’ll enjoy and abandon books that aren’t
working for you after you’ve given them a good chance.
5. List the book information when you begin and record the date when you
finish.
6. Always do your best work.
Developed by Callandra Ehlers-Cook, 2015
Reading Comprehension Strategies
Make Connections
Visualize
What connections do I make as I
read?
Good readers create pictures in
their minds while they read.
Good readers notice pieces of text
that relate to or remind them of:
 Their lives, past
experiences, and prior
knowledge
 Other books, articles,
movies, songs or pieces of
writing
 Events, people or issues
Tips:
 That reminds me of. . .
 This makes me think
of. . .
 I read another book
that. . .
 This is different from. . .
 I remember when. . .
While reading, note places where
you get a clear picture in your
mind that helps you understand
the text:
 I can picture. . .
 I can see the. . .
 I can visualize. . .
 The movie in my head
shows. . .
Use your senses to connect the
characters, events and ideas to
clarify the picture in your head.
 I can taste/hear/smell
the. . .
 I can feel the. . .
Infer
Determine Importance
How do I read between the lines?
What’s the big idea?
When the answers are “right
there,” good readers draw
conclusions based on background
knowledge and clues in the text.
So what?
Ask yourself:
 I wonder why. . .
 I wonder how. . .
 I wonder if. . .
Find information from the text
that might be clues to the
answers and use these with your
background knowledge for
possible answers.
Good readers look for things that
help them identify big ideas and
why they are important.
Look at text features for clues:
 Titles and headings
 Bold print
 Pictures and captions
 Graphs and charts
 Chapter objectives and
questions
Tips:
 The big idea is. . .
 The most important
information is. . .
 So far I’ve learned. . .
 The author is saying. . .
 This idea is similar to. . .
Ask Questions
Good readers ask questions
before, during and after reading
to better understand the author
and the meaning of the text.
Ask questions of the author,
yourself and the text:
 What is the author
trying to say?
 What is the message of
this piece?
 Do I know something
about this topic?
 What do I think I will
learn from this text?
 How could this be
explained to someone
else?
 What predictions do I
have about this reading?
Synthesize
How do I use what I’ve read to
create my own ideas?
Good readers combine new
information from their reading
with existing knowledge in order
to form new ideas or
interpretations.
Synthesis is creating a single
understanding from a variety of
sources.
Tips:



Compare and contrast
what I’m reading with
what I already know or
other sources of
information.
Think of new ways to
use this information.
Can connections I make
across this text help me
to create new
generalizations or new
perspectives?
Developed by Callandra Ehlers-Cook, 2015
September 07, 2010
Dear Students,
Right now I’m halfway through the book Twlight by Stephenie Meyer. It’s part of a series about a
teenager named Bella who moves in with her father in a small town near Seattle. Soon after she moves,
she falls in love with Edward, who happens to be a vampire. The book is good so far (all I want to do is
read it instead of working on lesson plans), but I have questions about how Edward and his family have
existed so long without having someone find out about them. It’s strange that he has been alive since
the early 1900s and still looks and (mostly) acts like a normal teenager. Right now he lives with a sort
of “family” of vampires with two adults and five adopted teenagers. They can live somewhat normal
lives because they’ve learned to hunt and drink animal blood instead of needing human blood. Edward
keeps telling Bella, however, that he is very dangerous to her because he is constantly fighting his
natural instinct to kill her.
The question I want answered is about how Edward became a vampire in the first place. He keeps
dropping hints that he was once a regular human being. Is it possible that Bella will choose to become a
vampire instead of just dating Edward when it’s so dangerous to her health? Why are girls always
attracted to people they can’t really have? This book is making me think of stories like The Little
Mermaid, where Ariel wants to be with the prince but can’t because she lives in water and he lives on
land. The difference between their love and the love between Bella and Edward is that Edward has
these violent and destructive tendencies he’s trying to keep under control all the time. Sometimes he
wants to bite her so bad that he’s sitting next to her in physical pain. How far do you think people
should go for love?
Looking forward to hearing back from you!
Love,
Ms. Cook
Developed by Callandra Ehlers-Cook, 2015
Questions to Answer When Writing a Reading Letter
 What is your book about?
 How does it remind you of another book?
 How does it make you feel?
 How does the author describe things?
 Do you like it? Why?
 Why did you choose it?
 How do you feel about the author’s writing style?
 Why did you abandon it?
 Would you recommend it? To whom?
 Can you make any predictions?
 Give some examples of stereotypes or biases.
 What did you find interesting?
 What did you wonder about?
 What genre is it?
 What level is it on: just right, challenging?
 Does it have a message or theme?
 Is it funny? Why or how?
 What do you like/ dislike about it?
 How does the setting affect the characters?
 Do you have any questions about it?
 How did the main character change?
 What connections can you make?
o Text-to-world?
o Text-to-self?
o Text-to-text?
 How do you feel about the characters?
 What is the conflict? What type of conflict is it?
o Person vs. society?
o Person vs. self?
o Person vs. nature?
o Person vs. person?
o Person vs. fate?
Developed by Callandra Ehlers-Cook, 2015