Johnny Boo; The Best Little Ghost in the World by James Kochalka

Johnny Boo is the story a young ghost and his friend, Squiggle.  Johnny Boo and Squiggle play together, sharing the occasional disagreements, as all friends do.  Together, the meet the dreaded Ice Cream Monster, who ends up not being as scary as they imagined.  This silly little tale with delight young readers.

This graphic novel, the first in its series, written by James Kochalka, reads much like a traditional comic book.  Reluctant readers will enjoy the goofy humor and extensive use of onomatopoeia. The text is not very complex and could be read by a first or second grader.  Because of the simplicity and its high-interest appeal, this story would be an excellent text for practicing fluent reading.  Fluent reading is essential for ensuring students comprehend the text.  Pick up a copy for your classroom library and your students will thank you!

There not any words that need explicit vocabulary instruction.

Close Reading Questions:
Do you think that Johnny Boo and Squiggle play together very often?  How can you tell? p. 8
Why was the ice cream melted? p. 21

Rick & Rack and the Great Outdoors by Ethan Long

If you have reluctant readers in your classroom, Ethan Long is a name to know.  This author and illustrator has released 60+ books.  You may be familliar with his Theodor Seuss Geisel award winning book, Up! Tall! and High!  His illustrations and humorous yet simple writing style are perfect for young readers.  Rick & Rack and the Great Outdoors is a funny compilation of stories about two friends and their adventures.  Your students will laugh as poor Rick is dragged into situations that quite outside his comfort zone.    

This writing is geared toward 6-7 year old readers.  This graphic novel could be easily adapted into a Readers Theatre script for two readers.  Another possible use for this entertaining little book, would be for building background knowledge.  Debbie Miller shares the importance schema plays in students making meaning of what they read.  Though many children have experiences with camping and other outdoor activities, some have not.  Many of my low-income students don't know what a trail is or what a canoe looks like.  This would be a great text to use to develop schema before reading a more complex text in a similar setting.


Vocabulary: nah, ho hum, rod, trail, tracking book, canoe, rhythm

Close Reading Questions:
How do we know that Rick did not want to go fishing? p. 3
Do you think Rick will fish with Rack again? p. 13
What do we know about Rack's character? Rick's? p. 25

Ralph Tell a Story by Abby Hanlon

How many times have you heard this?  "I don't know what to write. I don't know what to write. I don't know what to write. " If you're a teacher, its possible you may even hear this line echo in your sleep.   Writers, young and old, so often find themselves unable to finish a story or many times even to begin one.  Abby Hanlon, a former first grade teacher quite familiar with this woe, decided to write this graphic novel entitled Ralph Tells a Story.  Ralph has writer's block.  He cannot think of anything to write.  Around him, his classmates are buzzing with ideas; filling pages and pages.  Ralph stares at the ceiling.  Ralph goes to the bathroom.  Ralph lays on the floor.  (And every teacher in the house says, "seen that!")  With a little encouragement from his teacher and his friend Daisy, Ralph finally learns that stories can be found everywhere.

The writing is excellent!  Hanlon weaves humor into this all-too-real story.  This story would be a perfect introduction to writers workshop for students of any age.  My kindergarteners loved the story. Hanlon leads the reader through the process of idea generation.  You may want to pair this book with a heart map lesson.  The idea for this lesson is that everyone carries ideas in their heart.  We all have people and things that are important to us and there are stories behind each. I have found this be encourage my writers and support them when they find themselves stuck.  I highly recommend that you buy this book--today!

Vocabulary: kidding, aquarium, squinting

Close Reading Questions:
How do we know Ralph is avoiding writing?
Does Daisy see Ralph differently than he sees himself?
How did Ralph's classmates help him develop his story further?

The Three Little Pigs retold by Lisa Trumbauer, Illustrated by Aaron Blecha

The Three Little Pigs is probably one of the first stories you heard.  This folk tale has been told and retold for generations.  The story teaches young listeners the value of hard work.  Personally, I remember watching the old Disney cartoon version of the singing little pigs.  As a kindergarten teacher, I typically read aloud several versions of this story because of its easy sequence of events and role playing potential.  This classic story has now been adapted into graphic novel form.

This graphic novel retelling by Lisa Trumbauer, illustrated by Aaron Blecha appeals to those reluctant boy readers in your classroom.  The depictions of the pigs are a far cry from the sweet little curly-tailed piglets typically seen in children's literature.  Instead Blecha's pigs are slightly grotesque--a little boy's dream.  The writing is excellent.  Trumbauer retells the story in a simple, yet interesting fashion.  Humor is found throughout.  The ending leaves you wondering.  I would highly recommend adding this graphic novel to your fairy tale/ folk tale collection.  The readability of the text is appropriate for the end of first grade.

As with Airplane Adventure, the creators decided to include resources at the back of the book.  There is a glossary and a history of the tale.  There are discussion questions.  There are even writing prompts.

The Invention of Hugo Cabret by Brian Selznick

By now you've probably heard of The Invention of Hugo Cabret.  If you have not or you've been putting off reading this modern classic, read it--now!  By author Brian Selznick, Hugo is an enchanting tale of mystery, magic, and friendship. The story follows a young orphan named Hugo.  He resides in a Paris railway station where he secretly cares for the clocks after the disappearance of his drunken uncle.  This, however, is not the biggest mystery surrounding Hugo.  He spends his spare time repairing a mysterious object left to him by his father.  Hugo finds himself unwilling entwined with a shopkeeper with his own secrets and his goddaughter. Through these unbidden friendships Hugo discovers answers and learns to trust.

This Caldecott Medal winner is beautifully illustrated by the author.  Double-paged drawings are found throughout the book.  There are so many illustrations that this story can easily be classified as a graphic novel.  These graphics move much of the story along when words are not enough.  Text does not even begin until page 46.

The would be an excellent read aloud for first- third graders.  This story could easily be used to teach comprehension strategies.  Though brimming with illustrations, the language in this book has the potential to create excellent mental images.  The mystery and wonder from cover to cover lends itself to questioning. Beyond comprehension, the vocabulary in this book is phenomenal.  I couldn't possibly list all the possibilities for vocab, but I choose several as a jumping off point.  You may choose to add more depending on your students' needs.

Vocabulary words: perch, agitated, thief, Station Inspector, scavenge, decrepit, intricate, artificial, lull, optimistic, trance, cavernous, mythology, guidance, divert, instinctively

Close Reading Questions:
Why does Hugo rub the notebook?  p. 51
What do you think Hugo was going to do with the gears, nails, and cogs? p. 52-53
Who is the author implying still lives in the train station?  p. 76
Why do you think Hugo is taking care of the clocks instead of his uncle? p. 77
Why is it so important to Hugo that he get his notebook back?  p. 120
Do you think Hugo would be less alone if he fixes the automaton?  p. 131
Would Hugo be happier if he didn't have so many secrets?  p. 205
Why do you think the old man saved the wind-up  mouse? p. 306
How do we know the old man didn't want people to know about his past? p. 385
How do we know Hugo changed his mind about secrets? p. 481
How did the automaton save Hugo's life? p. 510
Who is telling this story? p. 511