Written by Vowery Dodd Carlile.



ABOUT THE SERIES: Using Children's Literature to Teach Important Language Skills

These books use favorite children’s stories to teach children to read, think, and write critically and creatively. An important part of each unit is the series of questions and activities based upon the 6 levels of Bloom’s Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis and evaluation. Also included are project ideas and independent activities. 112 pages each. The books on which the activities are based are not included. Grades 1–4.

Using Children’s Literature uses 10 popular children’s books to encourage children to think critically and creatively. Units are based on the following books, which are readily available at most school libraries: There’s a Nightmare in My Closet; A Giraffe and a Half; Hey, Al; Just Me and My Dad; Alexander & the Terrible, Horrible, No Good, Very Bad Day; Mousekin’s Golden House; The Sweet Tooth; Owl Moon; Patrick’s Dinosaurs, and The Gigantic Balloon.

The lessons and activities in this book align with the following Common Core State Standards*: 

CCSS.ELA-RL.1.1, 1.2, 1.3, 1.4, 1.10; W.1.1, 1.2, 1.3; SL.1.1, 1.1a, 1.1b, 1.1c, 1.2, 1.3,1.6 

CCSS.ELA-RL.2.1, 2.2, 2.3, 2.4, 2.10; W.2.2, 2.3, 2.5; SL.2.1, 2.2, 2.3, 2.6 

CCSS.ELA-RL.3.1, 3.2, 3.3, 3.4, 3.10; W.3.1, 3.2, 3.3, 3.3, 3.4, 3.5; SL.3.1, 3.2, 3.3, 3.4, 3.6 

CCSS.ELA-RL.4.1, 4.2, 4.3, 4.4, 4.10; W.4.1, 4.2, 4.3, 4.3, 4.4, 4.5; SL.4.1, 4.2, 4.3, 4.4, 4.6 



Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 



Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 


By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the [grade- level] text complexity band independently and proficiently. 



Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly. 

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 



Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 



*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers 

Title: Common Core State Standards English Language Arts 

Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C. 

Copyright Date: 2010