The resources are also available as Google Docs that you may customize if you would like.
Explore
ABOUT
My Books Every Day is a books-to-home literacy program with ready-to-go resources for reading and family engagement.
- Students do activities that help develop life skills, boost confidence, and make personal connections to books.
- Families strengthen reading at home with story-centered questions to spark book talks.
- Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
- Literacy messages to send home
- Discussion questions to build book connections and community in the classroom
Grade 3 Booklist
HOW TO START
1
Review the Materials
- Classroom Conversations include creative activities to connect at-home reading to the classroom.
- Family Communications include messages you can copy and paste to send literacy tips and book information to families. Some messages invite families to write back to spark positive two-way communication.
2
Choose the Materials
Decide if you will be using all or some resources.
- If you use the Classroom Conversations activity prompts, it is helpful to send the Book-Specific Messages first so families will have read the same book at the same time.
- Classroom Conversations can be used in whole group, small group, or to support teaching comprehension strategies like making connections.
3
Plan Your Schedule
Schedule your messages and activities. You may wish to do one picture book per week and one chapter book every two weeks, if applicable.
- There is a sample messaging schedule in the Kickoff Messages document.
4
Enjoy the Conversation
Have fun discussing with students how books connect to our lives and act as models for handling life’s ups and downs. Learn new things about your students, which can generate opportunities to deepen your relationship and their trust in you.
Self-Awareness Pack
The Self-Awareness book pack features characters who learn about themselves by interacting with others and exploring their world. Use these resources to help students see themselves in the stories, make connections, and build confidence.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
Perfect
An eraser likes to have a clean sheet of paper and is upset when a pencil makes marks on the page. As the pencil draws more and more, the eraser finds its own creativity.
Discuss the Book
1. POLL
What word do you think best describes the eraser at the beginning of the story?
confident
bossy
picky
Discuss your choice with the class. Have you ever felt confident, bossy, or picky? What made you feel this way? How could you handle it if you feel someone else is being bossy? When is it okay to be picky and when is it important to be flexible? In what situations is it helpful to be confident?
2. DISCUSS
The eraser likes a clean sheet of paper, but the pencil starts drawing all over the page. What advice would you give the eraser? How could you handle it when you like things a certain way but someone makes a different choice?
3. CREATE
The eraser is frustrated at first, but it discovers how to make its own creative designs on the page. Make a comic or write a paragraph about a time that YOU learned how to do something new—even if it was frustrating at first.
4. WRITE
The eraser speaks in the book, but the pencil doesn’t. What do you think the pencil would say to the eraser if it could talk? Write a conversation between the two characters.
Save a copy of the prompts via Google Docs.
Where’s Rodney?
Rodney has trouble focusing in class because he would much rather spend time outside. When his class takes a field trip to a park, he is able to enjoy the majesty of nature.
Discuss the Book
1. POLL
Rodney always wants to do activities outside. Do you prefer spending time inside or outside?
I like to go outside!
I prefer to stay inside!
I like to have a mix of inside and outside time.
Discuss your favorite activities as a class. What are some of the good things about inside and outside? What are some of the not-so-great things about inside and outside?
2. WRITE
Write a description of a place that YOU would like to visit with your class. Write a paragraph about what your class would see, hear, and do while you were there.
3. CREATE
What do you think Rodney will say to his mom about his trip to the park when he gets home? Make a comic or write a paragraph showing their conversation.
4. DISCUSS
What was the most majestic illustration in the book? What made you feel that way? Have you ever seen anything majestic in real life?
Save a copy of the prompts via Google Docs.
Cody and the Heart of a Champion
Lots of things in Cody’s life are changing—from her friend Pearl joining the soccer team to her other friend Spencer expecting a new sibling. With help from her friends and family, Cody is able to handle all of the new experiences coming her way.
Discuss the Book
1. CREATE | Chapters 1–4
Spencer creates his own museum underneath his front porch. What type of museum would you want to create? Make a comic or write a paragraph showing how you would set up your museum and what you would include.
2. WRITE | Chapters 5–8
Cody’s teacher asks her to write about something she is looking forward to. What is something that you are looking forward to? Write five or six sentences. Include details about why this event is special to you.
3. POLL | Chapters 9–12
Which character is most like you?
Cody
Spencer
Pearl
Madison
Discuss how you are similar to and different from that character with your class.
4. DISCUSS | Chapters 13–16
What do you think “the heart of a champion” really means? How does Cody show that she has the heart of a champion? How have you shown that you have the heart of a champion?
Save a copy of the prompts via Google Docs.
Mae Among the Stars
Inspired by the life of Mae Jemison, the first Black woman to travel to space, this book tells the story of Mae as a child. With big dreams and a supportive family, little Mae pursues her goal of becoming an astronaut.
Discuss the Book
1. DISCUSS
Mae’s mother tells Mae anything is possible if you dream it, believe it, and work hard for it. What are some good pieces of advice or words of encouragement you’ve been given? Did the advice help you?
2. CREATE
Mae hangs her drawings on the wall: the moon, shooting stars, the solar system, a rocket ship, and herself in a space suit. Create a collection of three or more drawings that show off your interests. Write a caption on each drawing that explains why this image is important to you.
3. POLL
What do you think is most important for achieving a dream?
Working hard
Planning ahead
Luck
Talking to people who can help you achieve your dream
Discuss your thoughts with the class.
4. WRITE
Fold a piece of paper in half (like a greeting card). On the front, write about a dream you have. On the inside, write about the ways you plan to make your dream come true. On the back, write about the day in the future when you accomplish your dream. Add pictures and give your mini-book a title.
Save a copy of the prompts via Google Docs.
Freddie Ramos Hears It All
Freddie Ramos wants to use his super speed and super hearing to help others, but sometimes his powers get him in trouble! While trying to rescue a lost cat, he learns that an important part of having superpowers is knowing when–and when not–to use them.
Discuss the Book
1. POLL | Chapters 1–2
Would you want to have Freddie’s Zapato powers?
Yes, I would want to have all of Freddie’s powers.
I would want to have some of Freddie’s powers, but not all of them.
No, I would not want to have Freddie’s powers.
Discuss with your class why or why not.
2. CREATE | Chapters 3–4
Make a comic or write a paragraph that shows some of the ways that Freddie tries to help others. Include ways that you like to help other people, too.
3. WRITE | Chapters 5–6
Freddie gets to take two trips to the Air and Space Museum. What would you want to do on a trip to this museum? Write five or six sentences about what you think your visit would be like.
4. DISCUSS | Chapters 7–8
Do you think that Freddie is a superhero? How is he similar or different from other superheroes?
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Challenges and Solutions Pack
The Challenges and Solutions book pack features characters who are figuring out how to tackle problems or face the unexpected. Use these resources to help students strengthen their problem-solving skills and build resilience.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
The Girl With a Mind for Math: The Story of Raye Montague
In this biography, Raye Montague wants to become an engineer. Other people don’t believe she can do it, but she is determined. She not only becomes an engineer but invents a much faster way to design ships using math and computers!
Discuss the Book
1. WRITE
Raye dreams of becoming an engineer. Write a paragraph about your dream job. Why are you interested in it? What do you want to do or create in this job? What are some ideas you have for how you can achieve your dream?
2. POLL
Which of Raye’s actions do you think showed the most determination?
Studying hard at school
Going to college even though she wasn’t allowed to study engineering
Taking computer classes at night
Showing she could do the engineers’ work when they were sick
Explain your choice. Sometimes staying determined can be hard work! What are some things you can do when you want to feel more determined?
3. CREATE
Raye designs the blueprints of a ship with careful measurements. Now it’s your turn to use your creativity and math skills! Using a ruler, design the blueprints of your own special ship. Make sure the ship is exactly twice as wide as it is high.
4. DISCUSS
What lessons do you think we can learn from Raye Montague’s story? Explain which lesson you think is most important to remember.
Save a copy of the prompts via Google Docs.
Harlem Grown: How One Big Idea Transformed a Neighborhood
In this story based on real events, people avoid the abandoned lot across from Nevaeh’s school—until Mr. Tony has the idea to turn it into a garden. Nevaeh’s class learns how to grow plants, but also how to persevere and to give back to the community.
Discuss the Book
1. WRITE
Nevaeh notices lots of details about the haunted garden by her school. Write five or six sentences to describe a place in your neighborhood. Include as many details as you can! What does it look, sound, and smell like? What moves there? What kind of people, animals, plants, or objects are there?
2. POLL
What would you find most exciting about planting a garden?
Learning how to use gardening tools
Working with other people
Watching the plants grow
Taking vegetables home to eat
Why?
3. CREATE
Create a map of a garden you would want to create. What would you include and where? Think about plants, fruits, vegetables, trees, vines, benches, paths, shade, entrances… Then write a paragraph explaining your picture.
4. DISCUSS
Now that you've read about a community starting a garden, what do you think the biggest challenge would be to starting a garden in your neighborhood? What are some solutions?
Save a copy of the prompts via Google Docs.
Key Hunters: The Mysterious Moonstone
Evan and Cleo are transported from their school library into a mystery book. With the help of the book’s detective, they use their problem-solving skills to get to the bottom of the mystery.
Discuss the Book
1. WRITE | Chapters 1–3
What do you think happened to Ms. Hilliard, the original librarian? Write five or six sentences about where you think she is and how she got there.
2. DISCUSS | Chapters 4–7
What types of challenges do Evan and Cleo face in solving the mystery? What tips would you give them to stay safe and find the person who stole the moonstone?
3. CREATE | Chapters 8–10
Create a comic or write a paragraph showing how the characters worked together to solve a challenge. Then create a comic or write about a time when you worked with others to solve a challenge.
4. POLL | Chapters 11–14
Did you solve the mystery before Evan and Cleo?
Yes, I solved the mystery before the characters.
No, I was surprised by the solution.
I guessed part of the solution but not the whole thing.
Explain what clues helped you decide who stole the moonstone.
Save a copy of the prompts via Google Docs.
Pura’s Cuentos: How Pura Belpré Reshaped Libraries with Her Stories
In this biography, Pura Belpré loves the Puerto Rican stories that she grew up with, but as a librarian, she is only allowed to tell stories from books. With bravery and creativity, she brings her stories—and the stories of many others—to children throughout her city.
Discuss the Book
1. POLL
Pura loves listening to her abuela’s stories. Do you prefer listening to or reading your stories?
I prefer to read stories in books.
I prefer to listen to stories told out loud.
I like both reading and listening to stories.
Why? Are there some types of stories that are better for sharing out loud and others that are better for reading on your own? Share some of your favorites!
2. CREATE
Create a comic or write a paragraph about a story that you would want to tell during story time at the library. Make sure to include the problem that the characters face and how they solve it.
3. DISCUSS
What traits does Pura have that make her such a great librarian? (A personality trait is a way of behaving, which can be used to describe a person.)
4. WRITE
The children at the library admire Pura Belpré. Write five to six sentences to describe someone you admire (respect; have a good opinion of). Make sure to include details about why you admire that person.
Save a copy of the prompts via Google Docs.
Jo Jo Makoons: The Used-to-Be Best Friend
Jo Jo Makoons Azure is a spirited seven-year-old who moves through the world a little differently than anyone else on her Ojibwe reservation. Now Jo Jo must figure out what to do when Fern, her best friend at school, may not want to be friends anymore.
Discuss the Book
1. WRITING | Chapters 1–2
List an interesting fact you’ve learned about Jo Jo. Then write four or five sentences about interesting facts readers should know about YOU and YOUR life.
2. POLL | Chapters 3–4
Do you remember what happened at story time? Which part of story time was funniest to you?
Jo Jo snuck her cat in class and hid her under her shirt.
Mimi went peepee in the tipi.
When Jo Jo couldn’t reach the cat, the teacher laughed at her rhyme of “reach her” and “teacher.”
The teacher thought Jo Jo was rhyming and didn’t know she was talking about the messes her cat was making.
Discuss why that part was the funniest with the class. Have you ever had an accidental misunderstanding that turned out to be funny?
3. DISCUSSION | Chapters 5–6
Why does Jo Jo think the gym teacher’s name is Jim? Why do you think Jim is her favorite teacher? When you make a mistake, how would you want the person who notices to handle it? What would you NOT want them to do?
4. CREATE | Chapters 7–8
Make a comic or write a paragraph to show some of the ways the characters in The Used-to-Be Best Friend show friendship to each other near the end of the story. Include how you have seen your classmates show friendship at your school.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Exploring With STEM Pack
The Exploring With STEM book pack features characters who develop life skills through STEM situations. Use these resources to help students engage their curiosity, set goals, and build growth-mindset and life skills.
Classroom Conversations
Family Communications
Classroom Conversations
Use these prompts to build connections to books, energize the classroom community, and learn more about your students. Students will tap into creativity while activating writing, speaking, and listening skills.
The Rainbow Mystery
When little rainbows mysteriously appear on the living room wall, friends Annie and Mike start thinking like scientists to figure out where they came from.
Discuss the Book
1. WRITE
Annie likes being loud and Mike likes being quiet. Often Annie talks and Mike listens. How does your personality fit in your friendships? Write about what you like doing together.
2. DISCUSS
Annie and Mike both contribute to solving the mystery. How do they solve the mystery? Talk about what they each figure out on their own and also how they work together as a team.
3. CREATE
When sunlight shines through Ms. Reed’s window, it hits her chandelier and makes a rainbow. Draw a diagram of how a prism could lead to a rainbow. Think about the location of the sun and the prism—and where the rainbow might appear.
4. POLL
What do you think is the funniest part of this book?
When Annie’s cat tries to play with the rainbows on the wall
When Annie and Mike search for the prism in Ms. Reed’s house—without her noticing
When Annie and Mike realize a big clue was in Annie’s house the whole time
Another part (describe)
Explain your choice.
Save a copy of the prompts via Google Docs.
Pedro Goes to Mars
After Pedro reads about Mars, he wants to travel there. But when he learns it takes Mars 687 days to go around the sun—which means he’ll have to wait 687 days between birthdays—he decides to stay on Earth for a while longer.
Discuss the Book
1. POLL
Which planet described in the book would you want to visit, and why?
I want to see for myself what the dusty, icy rings of Saturn are made of.
I want to climb the rocky surface of Mars.
I want to relax by gazing at the five moons of Pluto.
I want to explore a different planet.
Explain your choice. Since you can’t visit another planet anytime soon, where would you like to go on Earth to see or do something similar to what you voted for?
2. CREATE
Draw a picture of yourself on the planet you’d most like to visit. What do you think it looks like on the surface? How would you travel across the surface of the planet? What would you wear there? Write a paragraph explaining your picture, including details you couldn’t show in your drawing.
3. WRITE
Imagine you and Pedro have landed on Mars (with your suitcases, sandwiches, and cows, of course). Now it’s time to write an email home to your family. Tell them how you’re doing, what you miss about home, and when you’ll be coming back.
4. DISCUSS
After Pedro enjoyed playing soccer while the sun shone and a red bird sang, he decided Earth was a nice planet and that he wanted to stay. What are some of your favorite things (large and small) about living on Earth? Let’s make a class list!
Save a copy of the prompts via Google Docs.
The Elephant’s New Shoe
When Nick finds Chhouk, a baby elephant, Chhouk has a terrible foot injury and can barely walk. It takes a few tries to create an artificial foot that works for Chhouk, but each try gets closer to success, and soon Chhouk can walk again!
Discuss the Book
1. WRITE
At the beginning of the book, Nick writes that animals “may look a little different, but they are people, too!” Write a few sentences about what you think Nick means. Then write whether you agree or disagree with him and explain your answer.
2. CREATE
Chhouk’s latest shoe has a rubber bottom, plastic top, buckles, and foam padding. Imagine Chhouk’s shoe starts to hurt his skin as he grows bigger—the foam padding on the inside is too thin! What could you do to make a better version of the shoe? Draw a diagram of the shoe, then add the change you want to try out. (You can also decorate the shoe with drawings or encouraging messages for Chhouk.)
3. POLL
Which moment in the book do you like the most, and why?
When Chhouk decides he can trust Nick
When Nick rides in the cage with Chhouk for the 26-hour trip to the rescue center
When Lucky nestles Chhouk under her belly for the first time
When the team figures out how to build the perfect shoe for Chhouk
Why? What made this moment special for you? Can you think of something from your life or from another story that connects to this special moment?
4. DISCUSS
Think about Nick and Chhouk’s friendship. What’s special or unique about it? What’s normal about it? Is there something about their friendship that reminds you of one of your friendships (with a person or an animal)? Explain your answer.
Save a copy of the prompts via Google Docs.
Zoey and Sassafras: Monsters and Mold
Gorp the monster has got mold growing on his fur and the Monster Ball is only a few days away! He seeks help from Zoey, who’s learning to be a magical-animal veterinarian like her mom. Zoey uses the scientific method to cure him, and Gorp goes to the ball mold-free!
Discuss the Book
1. WRITE | Prologue–Chapter 4
When Zoey was solving Gorp’s problem, she kept a scientific journal. First she wrote the problem down, then she made notes about it, then she listed a possible solution. Now it’s your turn. On a piece of paper, write “Scientific Journal” at the top. Then write down a problem or mystery you’d like to solve. Below that, write two things you’ve observed or noticed that relate to the problem. Last, write down any ideas you may have about how to solve it.
2. DISCUSS | Chapters 5–8
In the book, when Zoey is trying to figure out what preservatives to test, she asks her mother for help. Her mother says, “I’ll bet you can figure that out all by yourself.” Why do you think Zoey’s mother says this? What is she showing about how she sees Zoey? Do you think Zoey’s mother was helping Zoey or making Zoey’s task more difficult? Explain your answers.
3. CREATE | Chapters 9–11
Draw a poster for this year’s Monster Ball. Use your imagination to add all the important information, such as when and where it will be and who will be there. Also, what band(s) will be playing? What other kinds of entertainment will be there? What kind of food and drink will be served?
4. POLL | Chapters 12–13
Zoey is practicing being a magical-animal veterinarian like her mom. Do you think Zoey is ready to be a magical-animal veterinarian by herself?
Yes
No
Why? What did Zoey do well? What could she do to keep growing and become an even better scientist?
Save a copy of the prompts via Google Docs.
Shark Lady
When Eugenie Clark was little, the world told her two things: 1) girls shouldn’t study sharks, and 2) sharks were mindless, dangerous monsters. Eugenie grew up to be a shark expert and advocate, proving the world wrong on both counts.
Discuss the Book
1. CREATE
In the book, Eugenie thinks about sharks as she walks through the aquarium and reads in the library...and imaginary sharks are pictured swimming all around her! Draw a picture of yourself doing an everyday activity surrounded by something you love. Maybe you’re walking down the street as basketballs hover above you, or brushing your teeth while musical notes float out of your ears…
2. POLL
Which of Eugenie’s accomplishments do you find most amazing?
Became one of the smartest students in her field even though many people didn’t believe in her
Discovered three new species of fish
Proved that sharks do NOT have to keep moving to stay alive
Trained a shark the way that people train dogs to prove that sharks are not mindless killers
Why? How did her accomplishments make a difference?
3. WRITE
Eugenie hitched a ride on the back of a whale shark—the largest shark in the world! Imagine you are Eugenie, writing in your journal afterward. Write about the ride—what was it like? Did you and the shark communicate in any way? What do you think the shark was thinking? Was it exciting? Scary? Would you do it again?
4. DISCUSS
One of the most interesting facts in the book is at the end, in the section called Shark Bites. It says, “...humans are much more dangerous to sharks than they are to us.” What do you think this means? How can this be? Talk about the ways in which humans are dangerous to animals, and what we can do about it.
Save a copy of the prompts via Google Docs.
Family Communications
Copy and paste these messages to communicate with families in English and Spanish. You’ll find messages to:
- Kick off the program
- Introduce each book
- Provide literacy strategies for the home
Introduce the program and inform families of books and communications coming home.
Excite families with messages that introduce each book and encourage book discussion at home.
Build families’ skills with literacy strategies and encourage engagement with questions that elicit two-way conversations about reading.
Additional Family Resources
Interested in viewing additional family materials? Here are digital copies of the print materials families received with the book packs.
Student Journal
Family Guide
Family Site
If you’d like, you may review the Family site in English and Spanish.
Username: mybooks
Password: reader
Administrator Resources
My Books Every Day is a books-to-home literacy program with ready-to-go reading resources to support students, families, and the classroom.
Background
Students build reading identities with:
- Books for home
- Activities that help develop life skills, confidence, and problem-solving
Families strengthen reading at home with:
- Story-centered questions to spark book talks
- A digital site with literacy tips and encouragement
Teachers support independent reading with:
- Literacy messages to send home
- Discussion questions to build book connections and classroom community
Grade 3 Booklist
K-5 Booklist
Surveys
Use these survey templates to gather meaningful feedback on the program from educators and families.
