In Trees in Spring, beginning readers follow along as a tree responds to the season by growing leaves and flowers. Vibrant, full-color photos and carefully leveled text will engage early readers as they discover how trees use sunlight and water to help them grow....
|Title||:||Trees in Spring|
|Number of Pages||:||24 Pages|
|Status||:||Available For Download|
|Last checked||:||21 Minutes ago!|
Trees in Spring Reviews
Fiction Twin Text: Wellington, M. (2015). My leaf book. New York, NY: Dial Books for Young Readers.Rationale:These texts can be used as twin texts because the nonfiction book provides very clear images to support the text. It is easily understood and visually appealing as it explains how trees change in the spring to bud and grow leaves and fruit. The fiction text focuses on leaves in the fall as a young girl collects leaves and teaches the reader about them, causing it to almost fall into the genre of narrative nonfiction. This would be a successful introduction to the idea that sometimes genre identification can be muddled, which as writers perhaps the students would enjoy trying. Nonfiction Structure and Features:The nonfiction structure that this this text follows is established sequence. The text follows the tree from the beginning of spring to summer, identifying characteristics of the growth or seasonal change as time passes. The text features of this book include a table of contents, headings, photograph images to support text, all text in clear text boxes, page numbers, a diagram of a tree with labels, picture glossary, index, and learning links. Strategy:The strategy I would use to engage students with these two texts would be a response journal. I feel that the fiction text lends itself to journaling and writing in a new genre. Before reading the nonfiction text I would give students a change to either write or draw something they have learned or know about leaves. After reading the text, I would give them a chance to write their thoughts about the topic, whether it be something they learned or make a diagram or a timeline. I would provide a chance to share with their partner. Later I would have them listen to the fiction text, stopping a couple of times to allow students to write their thoughts about the text, whether it is a summary of what has happened, or make a list of facts they have learned, or make a judgment about the text. After finishing the text I would have them talk about the genre and challenge them to think of a topic they know a lot about and write a fiction story that includes a lot of factual concepts like this text. Reading Educator. (2007). Active reading strategies. Retrieved June 22, 2017 from http://www.readingeducator.com/strate...