Traditional Literature

Recommendations for Traditional Literature
4th/5th Grade Students

"Theories on the origin of traditional literature abound with little agreement other than that it is the literature of the human imagination.  The stories entertain, kindle the imagination, add to our language, and lay the groundwork for understanding all literature." 

FAIRY TALES

The Rough-Face Girl
Interest Level: 3-5
Grade level equivalent: 5.5
Lexile Measure: AD504L, DRA: 40, Guided Reading: S

From Algonquin Indian folklore comes one of the most haunting, powerful versions of the Cinderella tale ever told.
In a village by the shores of Lake Ontario lived an invisible being. All the young women wanted to marry him because he was rich, powerful, and supposedly very handsome. But to marry the invisible being the women had to prove to his sister that they had seen him. And none had been able to get past the sister's stern, all-knowing gaze.
Then came the Rough-Face girl, scarred from working by the fire. Could she succeed where her beautiful, cruel sisters had failed? (Amazon)

Rapunzel's Revenge
Lexile Framework: 500L
Grade Level Equivalent: 2.7
Guided Reading Level: U

Age: 11-13
Rapunzel escapes her tower-prison all on her own, only to discover a world beyond what she'd ever known before. Determined to rescue her real mother and to seek revenge on her kidnapper would-be mother, Rapunzel and her very long braids team up with Jack (of Beanstalk fame) and together they perform daring deeds and rescues all over the western landscape, eventually winning the justice they so well deserve. This is one of my all time favorite graphic novels because it takes the fairy tale of Rapunzel and turns it into an amazing story for helping to empower girls. 

                                                                     FOLKTALES

Mufaro's Beautiful Daughters
Reading Level: 5.2
Grade level equivalent: K-2
Guided Reading: N, Lexile Framework: 720L

This is the tale of Mufaro's two daughters, two beautiful girls who react in different ways to the king's search for a wife - one is aggressive and selfish, the other kind and dignified. The king takes on disguises to learn the true nature of both girls and of course chooses Nyasha, the kind and generous daughter, to be his queen. (Amazon)

Anansi the Spider
Lexile Framework: 290L, Guided Reading: L
Grade Level Equivalent: 3.2
One of the great folk heroes of the world... He is a rogue, a mischief maker, and a wise, lovable creature who triumphs over larger foes.

In this traditional Ashanti tale, Anansi sets out on a long, difficult journey. Threatened by Fish and Falcon, he is saved from terrible fates by his sons. But which of his sons should Anansi reward? Calling upon Nyame, the God of All Things, Anansi solves his predicament in a touching and highly resourceful fashion.

In adapting this popular folktale, Gerald McDermott merges the old with the new, combining bold, rich color with traditional African design motifs and authentic Ashanti language rhythms.

Anansi the Spider is a 1973 Caldecott Honor Book. (Amazon)

Tar Beach

Grade Level Equivalent: 2.9

Lexile Measure: AD790L, DRA: 38, Guided Reading: P

"Ringgold recounts the dream adventure of eight-year-old Cassie Louise Lightfoot, who flies above her apartment-building rooftop, the 'tar beach' of the title, looking down on 1939 Harlem. Part autobiographical, part fictional, this allegorical tale sparkles with symbolic and historical references central to African-American culture. The spectacular artwork resonates with color and texture. Children will delight in the universal dream of mastering one's world by flying over it. A practical and stunningly beautiful book." (Goodreads)

Abiyoyo
Grade Level: 3.2
Lexile: 610L, DRA: 34, Guided Reading: O

No one wants to hear the little boy play his ukelele anymore...Clink, clunk, clonk. And no one wants to watch his father make things disappear...Zoop! Zoop! 
Until the day the fearsome giant Abiyoyo suddenly appears in town, and all the townspeople run for their lives and the lives of their children! Nothing can stop the terrible giant Abiyoyo, nothing, that is, except the enchanting sound of the ukelele and the mysterious power of the magic wand. (Amazon)

LEGENDS

The Mitten String

Grade level Equivalent: 3.2

Lexile^® Measure: 800L

DRA: 24

Guided Reading: M

An original Jewish folktale about a girl who knits, a deaf woman, and a piece of blue yarn.
        When her family invites a deaf woman and her baby to stay, Ruthie, a talented knitter of mittens, wonders how the mother will know if her child wakes in the night. The surprising answer inspires Ruthie to knit a special gift that offers great comfort to mother and baby—and to Ruthie herself.
        With language and imagery reminiscent of stories told long ago, this modern Jewish folktale will resonate with those who love crafts, anyone who’s encountered someone with physical differences—and with everyone who has ever lost a mitten in the depths of winter.

Other Traditional Literature Favorite...

Alia's Mission
Interest level: grades 3-5
Reading Level 3.9
Lexile Measure: 850L
The inspiring story of an Iraqi librarian's courageous fight to save books from the Basra Central Library before it was destroyed in the war.
It is 2003 and Alia Muhammad Baker, the chief librarian of the Central Library in Basra, Iraq, has grown worried given the increased likelihood of war in her country. Determined to preserve the irreplacable records of the culture and history of the land on which she lives from the destruction of the war, Alia undertakes a courageous and extremely dangerous task of spiriting away 30,000 books from the library to a safe place.
Told in dramatic graphic-novel panels by acclaimed cartoonist Mark Alan Stamaty, Alia's Mission celebrates the importance of books and the freedom to read, while examining the impact of war on a country and its people. (Goodreads)

Picture Books~ This Is Not My Hat CCSS/ AASL aligned discussion guide

This Is Not My Hat

Jon Klassen

written & illustrated by: Jon Klassen 

Interest level grades K-3

Reading Level:

Grade level Equivalent: 2, Lexile^® Measure:AD340L, DRA: 16, Guided Reading: J

Type of Book: Read-Aloud Book

Themes: Conflict resolution and problem-solving.

WINNER OF THE 2013 CALDECOTT MEDAL!

From the creator of the #1 New York Times best-selling and award-winning I Want My Hat Back comes a second wry tale.

Summary & Mrs. Cowell's endorsement:
When a tiny fish swims onto the page wearing a hat that happens to fit him perfectly, trouble could be following close behind. So it’s a good thing that enormous fish won’t wake up. And even if he does, it’s not like he’ll ever know what happened. . . . Visual humor swims to the fore as the best-selling Jon Klassen follows his breakout debut with another deadpan-funny tale.
I loved reading this book because there is so much to think about based on the illustrations alone including many tie ins with Dale Street School's character education program. Children of all ages will get a thrill out of the little fish's boldness and the big fish's silent retaliation. There are many ways to incorporate this book into our 4th/5th grade classrooms. Here are a few to get you started: 

Aligned to CCSS & AASL:
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.6 Assess how point of view or purpose shapes the content and style of a text. 
 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.
CC.4.R.L.6 Craft and Structure: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
AASL.4.1.1 Read, view, and listen for pleasure and personal growth. 
AASL.4.1.2 Read widely and fluently to make connections with own self, the world, and previous reading. 
AASL 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

OBJECTIVES 
• Students will make inferences and predictions using the text and illustrations. 
• Students will analyze point of view. 
• Students will use shared writing to discover how the story might change from a different point of view.

DISCUSSION QUESTIONS:
• Why did the little fish steal the hat? How did the big fish feel about it? 
• Throughout the book, did the little fish know what was going on? What makes you think that? 
• What events happened in the book that the little fish didn’t know about? Why didn’t he know? 
• What do you see in the picture that the words do not talk about? (The crab told the big fish where the little fish went.) 
• What can we guess, or predict, has will happen next? Did we use textual clues or pictures clues to help us with our prediction? Then, read or play the part when the big fish comes out of the tall plants.  
• What do you think happened to the little fish? What in the pictures make you think that?
• What is stealing?
• Why is stealing wrong?
• How does someone feel if something is stolen from him/her? Why do you think they feel that way?
• What are some reasons that people might steal?
• What are some consequences for stealing?

ACTIVITIES:

• The book is written in the first person. Can you rewrite it in the third person?
• Create speech bubbles using the world language you study.
• Check out the Caldecott Medal requirements and list of winners... Caldecott criteria why do YOU think this book won in 2013?
• Create a set of captions / speech bubbles / thought bubbles for the illustrations in the book
• Use art software/ iPad/ paper/ etc... to design a new hat for the fish & share it with your classmates explaining why you created it the way you did
• Look at the illustrations. How do the images convey movement / expressions?
• Make a list of reasons why it is wrong to steal things from others. How does it make the people involved feel?
• Think of things that the small fish could do if he was ever tempted to steal again. How could he stop himself?