1. Kevin Henkes Integrating all 2017 Language Arts Strands
Author Study Unit
Kevin Henkes
Integrating all 2017 Language Arts Strands

2. Who Are We? Allison Waggy- Reading Resource
Thomas Jefferson Elementary- Louisa County Public Schools
Bethany Snyder- Reading Resource
Moss-Nuckols Elementary- Louisa County Public Schools

3. Learning Objectives I will be able to:
Integrate standards from each English strand to create an effective unit of study (author study)
Modify activities to meet the needs of all learners

4. Why Do An Author Study? Help Students develop their reading skills
Build critical thinking skills
Improve writing skills
Forge a deeper attachment to books
Establish a community of readers
Expose kids to different types of literature
Boost information literacy skills (research)
Plug in easily to the curriculum

5. How to Complete an Author Study 1
Set a purpose and goals for the author study
Choose an author
Read and respond to the books
Research the author(s),illustrator(s)
Culminating project

6. SOLs Integrated (2nd Grade) 1 of 2
Strand: Reading
2.7d) Describe characters, setting, and plot events in fiction and poetry.
describe a character’s traits, feelings, and actions as presented in fictional text
describe the settings and important plot events using details
explain how illustrations and images contribute to and clarify text
2.7e) Identify the conflict and resolution.
2.7g) Summarize stories and events with beginning, middle, and end in the correct sequence.
use knowledge of transition words (e.g., first, next, and soon) to understand how information is organized in sequence
2.7i) Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.
Strand: Communication and Multimodal Literacies
2.1b) Use oral language for different purposes: to inform, persuade, entertain, clarify, and respond.
participate in collaborative conversations for various purposes
2.1d) Share information orally with appropriate facts and relevant details.
share and retell an experience or story to an audience in logical order with appropriate facts and descriptive details
express ideas clearly and in an organized manner

7. SOLs Integrated (2nd Grade) 2 of 2
Strand: Writing
2.10c) Use prewriting strategies to generate ideas before writing.
generate ideas and organize information before writing
2.10f) Write facts about a subject to support a main idea.
Strand: Research
2.12b) Generate questions to gather information.
work collaboratively to generate questions to gather information
2.12d) Find information from provided sources.
use provided sources to gather information, answer questions, or solve problems
2.12e) Organize information in writing or a visual display.
use templates or visual displays (e.g. graphic organizer, charts, graphs) to organize information

8. Unpacking Standards (2nd Grade)

9. SOLs Integrated (1st Grade) 1 of 2
Strand: Communication and Multimodal Literacies
1.1e) Participate in collaborative and partner discussions about various texts and topics.
Build on others’ ideas and clearly express thoughts and opinions
1.1j) Express ideas orally in complete sentences.
1.1k) Work respectfully with others.
1.1l) Increase listening and speaking vocabularies.
understands that specific word choices makes communication clearer
Strand: Reading
1.9f) Identify characters, setting, and important events.
Identify and describe characters, settings, and important events in a story using important events
1.9g) Retell stories and events, using beginning, middle, and end in a sequential order.
retell stories using the characters, settings, and events in correct sequence from beginning to end
1.9i) Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression.

10. SOLs Integrated (1st Grade) 2 of 2
Strand: Writing
1.12b) Use prewriting activities to generate ideas.
use previous experiences to generate ideas
Participate in teacher -directed brainstorming activities to generate ideas
use prewriting strategies, including, but not limited to: webbing, clustering, brainstorming and semantic mapping, to organize ideas and information
1.12c) Focus on one topic.
1.12d) Organize writing to suit purpose.
Descriptive: describes a person, place, or thing using adjectives
Strand: Research
1.14a) Generate topics of interest.
generate ideas for topics based on interest or content area (e.g. community helpers)
1.14b) Generate questions to gather information.
work collaboratively to generate questions to gather information
1.14d) Find information from provided sources.
understand that many different sources, including people, can help provide information
use provided sources to answer questions or solve problems

11. SOLs Integrated (3rd Grade) 1 of 3
Setting
Identify the setting as the time and place of a story; using supporting details from the text
Identify the details that make settings similar or different
Plot
Identify the plot as the arrangement of events that make up a story; may include conflict and resolutions
Compare Contrast
Compare and contrast characters, setting, and plot in at least two versions of the same story
Strand: Reading
3.5d) Compare and contrast settings, characters and plot events in fiction and poetry
Characterization
Describe a character’s attributes (e.g. traits, motivations or feeling)
use evidence from the text to support generalizations about the character
Compare and contrast characters within a selection or between/among two or more selections
Explain how the actions of characters contribute to the sequence of events

12. SOLs Integrated (3rd Grade) 2 of 3
Strand: Reading
3.7i) Identify the conflict and resolution
3.7m) Read with fluency, accuracy, and meaningful expression.
read with accuracy, fluency, and meaningful expression to support comprehension.
Strand: Communication and Multimodal Literacies
3.2d) organize ideas sequentially around major points of information using appropriate facts and relevant details
reporting on a topic, telling a story, or recounting an experience with appropriate facts and relevant detail
3.2f) Use multimodal tools to create presentations and enhance communication
deliver oral presentations in an engaging manner that maintains audience interest
using multimodal tools to emphasize or enhance facts or details
evaluate their own presentations, using class-designed criteria.
present information with expression and confidence
stay on topic during presentations

13. SOLs Integrated (3rd Grade) 3 of 3
Strand: Writing
3.8c) Use a variety of prewriting strategies
use a variety of prewriting strategies to plan and organize writing
3.8e) Write a clear topic sentence focusing on main idea
3.8f) Elaborate writing by including supporting details
add specific details for further elaboration
use precise nouns, verbs, and adjectives
Strand: Research
3.10a) Construct questions about the topic
develop a list of questions pertaining to a specific topic
3.10b) Access appropriate resources
use appropriate resources to gather information
3.10c) Collect and organize information about the topic
focus on a central topic
organize and present information orally and/or in writing

14. Powerstandard for Fiction
Visualizing
Characters (Infer)
Setting (Infer)
Events (Infer)
Conflict & Resolution
Story Map- Putting all together
Sequencing
Summarizing

15. How to Complete an Author Study 2
Set a purpose and goals for the author study
Choose an author
Read and respond to the books
Research the author(s), illustrator(s)
Culminating project

16. Author Studies First Grade: Leo Lionni Mo Willems Eric Carle Jan Brett
Dr. Seuss
Second Grade:
Doreen Cronin
Mo Willems
Tomie dePaolo
Laura Numeroff
Tedd Arnold
Third Grade:
David Adler
Chris Van Allsburg
Roald Dahl
Andrew Clements
Judy Blume

17. How to Complete an Author Study 3
Set a purpose and goals for the author study
Choose an author
Read and respond to the books
Research the author(s), illustrator(s)
Culminating project

18. Collaborative Plannng- Week 1
I Do
We Do
You Do

19. Story Map
Conflict:
Resolution:

20. Character Traits

21. Epic & Other Online Resources

22. Julius, The Baby of the World By: Kevin Henkes
Text Copy
Julius, The Baby of the World By: Kevin Henkes
Before Julius was born, Lilly was the best big sister in the world. She gave him things. She told him secrets. And she sang lullabies to him every night.
After Julius was born it was a different story. Lilly took her things back. She pinched his tail. And she yelled insulting comments into his crib. “I am the queen,” said Lilly. “And I hate Julius.”
But her parents loved him. They kissed his wet pink nose. They admired his small black eyes. And they stroked his sweet white fur.
Lilly thought his wet pink nose was slimy. She thought his small black eyes were beady. And she thought his sweet white fur was not so sweet. Especially when he needed his diaper changed. “Julius is the baby of the world,” chimed Lilly’s parents. “Disgusting,” said Lilly.
Lilly had to share her room with Julius. “After Julius goes away, do I get my room back?” she asked. “Julius isn’t going anywhere,” said Lilly’s mother. And he didn’t. He stayed and stayed and stayed.

23. Collaborative Planning- Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Equity
Author Study - Kevin Henkes
Sheila Rae The Brave
Summarizing
Wemberly
Worried
Wemberly Worried
Chrysanthemum
Small Group
Story Map
Character Traits
Complete summarizing chart with teacher
Independent
Choice - Epic, Raz, Kevin Henkes books
Prompt - And then Victor moved into the neighborhood
Write a letter to the author
Write a letter to your favorite book character
Work on Google Presentation
Writing
Introduce Google Assignment - Make a list of questions
Google Classroom presentation - Model how to use resources
Google Classroom presentation - Model typing information; adding picture
Google Classroom presentation

24. Summarizing
Created by Beth Estill

25. Responding to Reading Cause and Effect Themes
Chester’s Way - Be kind to everyone
Wemberly Worried - Don’t worry, Be brave
Lilly’s Purple Plastic Purse - It’s okay to make mistakes, following rules
Cause
Effect
The students made fun of her name
She did not like her name anymore
She ate her favorite meal
She felt better

26. How to Complete an Author Study 4
Set a purpose and goals for the author study
Choose an author
Read and respond to the books
Research the author(s), illustrator(s)
Culminating project

27. Researching Kevin Henkes
PEOPLE
1. What did this person do to help others?
Invent
Lead
Create
Discover
Contribute
Overcome
2. When and where did this person live?
3. What events happened to this person before becoming famous?
Jot List of questions during whole group writing:
How old is he?
Why does he like to write?
Does he have any kids?
Created by Beth Estill

28. Student Template (picture) Name: 3 Interesting Facts: Sources:
Birth Date:
Where do/did they live?
How did they help others?
3 Interesting Facts:
Sources:
Websites:
Kids Info Bits
Scholastic Website Kevin Henkes Website with Intro video

29. Student Sample Websites: (picture) Where do/did they live? Wisconsin
Name:Kevin Henkes
(picture)
Birth Date: November 27, 1960
Where do/did they live? Wisconsin
How did they help others? Kevin henkes helped others by making and creating books
3 Interesting Facts:
He wrote books for 30 years
He wanted to be a artist
He always pictures before writes
Sources:
Kevin Henkes web.
Websites:
Kids Info Bits Scholastic Website
Kevin Henkes Website with Intro video

30. How to Complete an Author Study 5
Set a purpose and goals for the author study
Choose an author
Read and respond to the books
Research the author(s), illustrator(s)
Culminating project

31. Collaborative Project Ideas
Create a magazine
Create a video review
Write a newspaper article about the author
Create a comic book
Create a timeline of the author
Digital story book
Create dialogue between author and interviewer
Write reviews of books

32. Bibliography
Reading Rocket Website
Reading Rocket Article (PDF)
Kids InfoBits
Getepic.com
Beth Estill, Virginia Beach City Schools

33. Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.