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 5 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.
Catalina Incognito
When Catalina receives a magical sewing kit that turns clothing into disguises, her inability to sew frustrates her. But a disguise comes in handy for helping her solve a mystery—and soon she learns the value of patience and practice.
Discuss the Book
1. DISCUSS | Chapters 1–4
Catalina is picky. Her sister Coco is not. When do you think it’s important to be picky? When is it okay not to be picky?
2. WRITE | Chapters 5–7
Tía Abuela played characters on TV. She even made some of her own costumes. Write a paragraph about a character you would want to play. A brave kid who solves mysteries? A singing lion in a musical? You can even sketch out a costume idea!
3. CREATE | Chapters 8–10
Coco says about skateboarding, “If I’m afraid to mess up, I’ll lose my chance to get better.” Design a poster with text and illustrations that show how making mistakes is part of learning.
4. POLL | Chapters 11–13
Which disguise would you choose to wear to school?
Your favorite superhero
A famous musician, actor, or sports star
A cat like Catalina
A different animal
Why? Do you think being in disguise would make you act differently?
Save a copy of the prompts via Google Docs.
Meet Me on Mercer Street
When Kacie comes back from vacation and discovers her best friend has left and her neighborhood is changing, she uses her art to process what’s happening and bring the community together.
Discuss the Book
1. WRITE | Chapters 1–5
Pretend you are Kacie, and you’ve just started school without Nisha. Write her a letter saying you’re worried about her and telling her what’s going on in the neighborhood. What do you ask her about Khanna’s Grocery & Deli? What do you say about going to school without her? End the letter by telling her what it’s like to search for answers on your own.
2. DISCUSS | Chapters 6–11
In the book, Kacie says, “Part of being a great artist is seeing EVERYTHING—even things you don’t necessarily want to see” (p. 59). What does Kacie mean by this? Why do you think being able to see everything is important for making art? How could this skill also be important in other areas of life?
3. POLL | Chapter 12–16
Which do you think is the most interesting or important thing that Kacie has heard or noticed during her investigation so far?
“Have you heard they’re planning to get rid of the community garden?” —Mrs. Acosta
“Imagine this—a huge, brand-new, state-of-the-art retail development right in your neighborhood.” —The Suit from $mart
“But the real question is what will OUR neighborhood change into…and who gets to decide?” —The Bench Grandpas
Kacie spots her parents coming out of the bank in “stuffy” clothes, arguing.
Why? And what would your reaction be to hearing something like this about your neighborhood?
4. CREATE | Chapters 17–20
At the end of the book, Kacie and Marcus paint a beautiful mural that shows how much they love their neighborhood. What makes your neighborhood special? On a piece of paper, draw your own mural that shows the places and people that are important to you.
Save a copy of the prompts via Google Docs.
Bobby the Brave (Sometimes)
Sometimes Bobby struggles with living in the shadow of his father, a famous athlete. After his father jumps onstage when Bobby has an asthma attack during the school musical, Bobby finally—bravely—shares his feelings.
Discuss the Book
1. DISCUSS | Chapters 1–5
As Bobby thinks about his famous father and his rising-star sister, he wonders what it’s like to be a star. What do you think it would be like? What would be amazing about it? What would be hard about it? Would you want to be a star? Explain your answer. Be sure to talk about both the positives and the negatives.
2. WRITE | Chapters 6–10
Bobby explains that some kids don’t let it get to them when someone yells at them, but when Bobby gets yelled at, it makes him feel bad for a long time. How do you feel when you get yelled at? Write a paragraph explaining how you feel and why. Then brainstorm a few ideas of what Bobby—or you—could do to feel better.
3. CREATE | Chapter 11–15
In class, Mrs. Carlson makes a list of the things that Bobby and his classmates are afraid of. Help create a Fear List for your class. First, write your own fear(s) on a piece of paper. Then give them to your teacher. After your teacher has written them on the board or posted them, talk about possible ways to deal with each fear.
4. POLL | Chapters 16–19
Which moment do you think is Bobby’s bravest in the book?
When Bobby defends his classmates’ right to wear their clothes however they want on picture day
When Bobby comes up with a plan to protect Casey, Beatrice, Koloff, and Wormy Worm Worm from the scary cat
When Bobby wears the costume Dad made for him, even though he knows it’s a bad costume
When Bobby tells Dad that he heard him say, “He’s not like me”
Why?
Save a copy of the prompts via Google Docs.
A Whole New Ballgame
When Rip and Red—who is on the autism spectrum—get a new teacher and basketball coach, they’re thrown off their game. But thanks to their friendship, the year turns out to be a slam-dunk.
Discuss the Book
1. DISCUSS | Pages 1–59
When Mr. Acevedo introduced himself to the class for the first time, he had an embarrassing moment falling down. How did he handle it? What are some good ways to handle things if you feel embarrassed or uncomfortable?
2. CREATE | Pages 60–120
Rip notices that Mr. Acevedo’s tattoo says, “A ship is safe in harbor, but that’s not what ships are for” (pg. 65). What do you think this means? How might it apply to you and your life?
3. WRITE | Pages 121–179
At the end of the game against Coach Crazy and Millwood, the ref tells Clifton United, “Way to make the best of an ugly situation. Your coach would’ve been proud of you.” Think of a time when you were in an unfair situation, or imagine one that might happen. How could you handle it well?
4. POLL | Pages 180–239
Which moment in the book made you the happiest?
When Mr. Acevedo saves a spot for Red on the team
When Avery shares with Rip the story of her flat tire
When Red scores the winning basket
When every student in Mr. Acevedo’s class shows improvement on the test
Why?
Save a copy of the prompts via Google Docs.
Mango Delight
When Mango’s star is rising, the rich and popular Hailey Joanne suddenly wants to be friends. Mango fakes friendship just to help Dad start his business, but then it feels wrong and she confesses.
Discuss the Book
1. DISCUSS | Chapters 1–6
How can something as simple as one friend having a cellphone and the other one not having a cellphone break up a friendship? Imagine you are Mango…and then Brooklyn. What might each person in the situation be feeling?
2. CREATE | Chapters 7–11
Mango’s audition goes viral online because she’s an incredible singer. Create the webpage for Mango’s video, with a drawing of her singing at the audition. Imagine the description that Hailey Joanne wrote when she posted the video. Add that, and add 5–10 positive, supportive comments about Mango’s performance.
3. WRITE | Chapters 12–16
At the beginning of this section, Mango wants to talk to Hailey Joanne about getting her father a job…but she isn’t sure how to say it. Planning a script of what to say can make it easier to bring up a topic that’s important to you. Think of something that you want to talk to someone about. Maybe you want to convince a family member you’re grown up enough to do something new. Maybe someone accidentally hurt your feelings and you want to let them know. Write down a few ideas of what you could say. Then put a check next to the best one!
4. POLL | Chapters 17–22
Which quote from Mango Delight do you think best captures the book’s message? Explain your choice.
“...sometimes when it seems things are falling apart, they are really just falling into place.”
“...fear can be a speed bump, a hill, or a mountain if you let it. But remember, any mountain can be climbed one step at a time.”
“When someone hands you phony baloney, fry it up and chow down!”
“Family loves you whether you’re on top of the hill or deep in the valley.”
Why? What does this quote make you think about, in the book or in life?
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.
Comeback Catcher
Eddie Jackson loves baseball. He’s quick-thinking as catcher, but when it's his turn to bat, his nerves get the best of him. Last summer's strikeout left him ready to hang up his cleats for good. Now, Eddie's back on the field and ready to face his fear–with some help from his friends.
Discuss the Book
1. DISCUSS | Pages 6–19
When Kate tells Louise how to improve her drumming, Louise’s feelings aren’t hurt. What’s the difference between giving a helpful suggestion vs. being mean? If you wanted to give honest feedback to a classmate without hurting their feelings or being discouraging, what are some ideas of what you should—and shouldn’t—say and do?
2. WRITE | Pages 20–35
When Kate is singing on stage, her fear makes her focus harder. When Eddie is in the batter’s box, his fear makes him mess up. How does fear or nervousness affect you? Write a short paragraph using an example from your life.
3. CREATE | Pages 36–51
Kate wrote a song called “Ricky on Base” about a Major League Baseball star. It goes, “Ricky takes a dangerous lead / Revs his engine picks up speed. / Ricky’s stealing second base. / Heeey, Ricky!” Try writing your own song, rap, or poem about someone you admire!
4. POLL | Pages 52–65
If you were Eddie, which support from your friends would you value or appreciate the most?
Showing up to your game and cheering really loud for you!
Spending time talking with you about what’s on your mind
Helping you practice
Amping you up with a list of all the things you do well!
Why? How do you think the story might have changed if Eddie didn’t have his friends?
Save a copy of the prompts via Google Docs.
The Year of the Dog
Celebrate the Chinese Year of the Dog with Pacy—a year for friendship, family, and self-discovery. Known by her Chinese name, Pacy, at home, and her American name, Grace, at school, she searches for her special talent, faces setbacks, gains a new best friend, and even creates a prize-winning book!
Discuss the Book
1. CREATE | Chapters 1–4
At the start of the story, Pacy teaches her sister Ki-Ki how to draw a dog, step by step, piece by piece. Make a step-by-step tutorial that teaches someone to make one of your favorite drawings. Number your steps. Add arrows and short notes to help explain any steps that feel tricky. Trade your drawing tutorial with another classmate and give their how-tos a try!
2. DISCUSS | Chapters 5–15
When Pacy’s trying to write a book, she can’t think of a good topic. Her mom suggests helping in the garden as a way to beat writer’s block. What are some of the strategies you use when you’re feeling stuck, confused, or frustrated in class or while trying to learn a new hobby? Talk about your ideas and make a class list of strategies!
3. WRITE | Chapters 16–22
Pacy writes and illustrates a storybook about the Chinese vegetables in her garden. You should never judge a book by its cover because the vegetables in her garden aren’t pretty to look at, but they taste delicious in soup. Try writing a storybook that has a lesson or important message to share with kids. Add pictures to help bring your story to life!
4. POLL | Chapters 23–29
Which creative activity from the story would you love to try? Why?
Making decorations for a celebration
Designing a costume
Performing in a play
Learning the steps to a new recipe
Why? How could you start? How does trying a new activity connect the book’s themes?
Save a copy of the prompts via Google Docs.
A Soft Place to Land
When Joy's dad loses his job, her family moves. At their new apartment, Joy meets Nora, who introduces her to a secret hideout the kids in the building have. As Joy adjusts to the move and even starts a dog-walking business, she explores friendship and family dynamics through life’s ups and downs.
Discuss the Book
1. CREATE | Chapters 1–9
Music energizes Joy’s steps and makes her feel like she’s reached the top of a mountain! Choose a mood you’d like to achieve—energized, calm, motivated… Plan a ten-track playlist with songs you think will do the trick. You can either use real songs, or come up with imaginary titles of songs you’d like to hear.
2. WRITE | Chapters 10–18
When Joy and Nora want to start a dogwalking business, they create a presentation to convince their parents. Their arguments include: We’ll spend less time watching TV and we’ll get more exercise. These good arguments persuade their parents to agree. Pick a topic of your own (for example: Kids should come to school four days a week instead of five) and create a list of persuasive arguments to support it!
3. DISCUSS | Chapters 19–27
Joy tells Elena, “If you ever need someone to vent to, I’m a good listener.” What does it mean to vent? In your opinion, what makes someone a good listener? How do we show people we’re listening? What should you avoid doing when you’re trying to be a good listener?
4. POLL | Chapters 28–36
If you visited Home Base, the kids-only hang out, which area would you visit first?
The projector, to watch a movie and have some popcorn
The card table, to join in on a board game
The sewing machine, to work on your cosplay idea
The library, to check out one of the books that looks good
If this class could create a new hangout at our school, what would you put in it? How could you team up to make sure everyone’s ideas were heard and decisions were made together?
Save a copy of the prompts via Google Docs.
The Total Eclipse of Nestor Lopez
Nestor has a secret: he can talk to animals. After moving again, Nestor discovers that a shape-shifting witch called the tule vieja is responsible for a series of mysterious animal disappearances. After Nestor, his new friends, and the forest animals band together to defeat the tule vieja, Nestor feels a lot more at home.
Discuss the Book
1. WRITE | Chapters 1–6
With his secret ability to talk to animals, Nestor often has funny conversations with the town raven, Cuervito. Try writing a humorous conversation between you and an animal. Challenge yourself to use creative verbs like cackled, grumbled, disagreed, and hollered in place of more expected verbs like said. Use quotation marks. (“The second quotation mark goes after the comma,” the elephant said.)
2. DISCUSS | Chapters 7–13
If you were Nestor, and your friends didn’t believe you could talk to animals, which clever ideas could you come up with to prove it? Think for a few minutes, then suggest ideas to the class and have your fellow classmates play skeptic. Can they poke holes in your plan or think of ways you might be faking it? Work together as a class to come up with an airtight plan to prove yourself.
3. CREATE | Chapters 14–20
The tule vieja in this story is a witch inspired by Panamanian folklore. If she bites an animal during a solar eclipse, she can take on its power! Try creating your own imaginary character or creature. Think up five characteristics and abilities. Write them down, or draw a diagram and label the parts. Give your creation a name!
4. POLL | Chapters 21–26
In your opinion, what is the coolest animal role in the battle against the tule vieja at the end of the story?
The squirrels scampering unnoticed, delivering important intel and info
The bobcat slashing the thick spider silk cocoons with his razor sharp claws
The coyote leading the way into the pitch black cave with his night vision
The buck launching big things into the air with his antlers and sheer power
Why? Do you think Nestor and his friends could have beat the tule vieja without the animals’ help? When you need support with something, who can you reach out to at school to help?
Save a copy of the prompts via Google Docs.
Not if I Can Help It
Thanks to a sensory processing disorder, Willa has to work hard to deal with smells and experiences that don’t bother most people. Willa is afraid to share this with her best friend Ruby, but it turns out Ruby has a private side too—an anxiety disorder. As the soon-to-be stepsisters bond, they get in step to support each other.
Discuss the Book
1. DISCUSS | Chapters 1–5
When Willa finds out her dad has been dating her best friend’s mom, she says, “You’ve been together all this time and lying to us about it?” Her dad says, “I wasn’t lying, Willa. Lying is a strong word.” In your opinion, has Willa’s dad been lying? If not, what has he been doing? What’s the difference between lying vs. not telling the whole truth? Can you think of examples from your life as a kid that help show the difference?
2. WRITE | Chapters 6–10
The fifth graders are waiting to find out which middle school they’ll be going to. Some students are feeling fearful, and others are excited and hopeful. Have you ever had to wait patiently for big news? What was it? What happened? Try explaining your experience in a paragraph (or more).
3. POLL | Chapters 11–15
Willa’s occupational therapist, Maureen, suggests a physical reset—a little burst of physical activity to help shake things up. A physical reset feels great if you’ve been trying to sit still or focus for too long. Which kind works best for you?
A sport
Yoga, stretching, or deep breathing
A walk or a jog
I have a different idea!
Can you think of ways we can incorporate physical resets into our school life?
4. CREATE | Chapters 16–20
When Willa’s sitter Joshua says he’ll be moving to a new city, Willa can’t believe it. On top of leaving her elementary school, her dad getting married, and Ruby and her mom moving in, she’s also losing Joshua. Willa shrugs like whatever because she doesn’t want to cry in front of him. Have you ever been faced with a change or set of changes that made you feel upset? How did you handle it? Try telling your story in graphic novel format.
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.
Farmer Will Allen and the Growing Table
When former basketballer Will Allen spotted an abandoned city plot, he imagined a giant table heaped with fresh vegetables and enough food to feed everyone on Earth. With imagination and problem-solving, teaching and tenacity, can farmer Will Allen bring his dreams to life?
Discuss the Book
1. DISCUSS
Will believes everyone, everywhere has a right to food—not just food, but good food. What is a right? How is it different from a privilege? Can you think of examples of rights and privileges from your life as a student or a kid? Do you agree with Farmer Will—that good food should be a right?
2. POLL
If you visited Farmer Will’s Growing Power Farm, which farming practice would you be most excited to help with or learn more about?
The fish-water-sprouts farm machine
The goats, chickens, and bees
Maintaining a happy and healthy Red Wiggler Crew
Building a vertical farm that’s five stories high
Why?
3. CREATE
Think about Will Allen’s Growing Power farm. If you were starting a mini-farm at school or at home, where would you set it up? What would you plant? How would you make the most of your small plot? Draw a map or diagram of your plans. Label your ideas and give your farm a name!
4. WRITE
Will travels the globe, inspiring others to start growing their own food—no matter if it’s one pot on a porch, or a farm in a city! Will believes that good food is a right. If you could travel the world sharing a message that’s important to you, what would it be? Write a paragraph or outline of your ideas.
Save a copy of the prompts via Google Docs.
Starstruck: The Cosmic Journey of Neil deGrasse Tyson
As a child, Neil sees the sparkling, mysterious night sky at the planetarium, launching his love for space. At first, he walks dogs to save money for a telescope. As a teen and adult, his knowledge and reputation grows—he has a unique ability to inspire others to explore the universe with curiosity and wonder.
Discuss the Book
1. WRITE
Neil loves looking at the stars through his telescope. The stars look “like powdered sugar flung against black velvet.” Write a paragraph about something you love. Include three different similes to describe it. (Remember, a simile is a comparison using like or as. Example: Beating my defenders to the basket is like making it through a maze.)
2. CREATE
A young Neil deGrasse Tyson tests his knowledge of the cosmos against astronauts and other scientists in a trivia contest and wins! Try creating five trivia questions of your own on a topic that you love. Then create a trivia game by asking and answering questions with your classmates.
3. DISCUSS
Sometimes Neil’s love of science leaks into his other interests. For example, he was able to use his knowledge of physics to help win wrestling matches. Can you think of skills you learned in the classroom that you use in your day-to-day life or in some of the hobbies you love?
4. POLL
Which would be your favorite way to see the stars and planets?
Floating on an ocean liner (ship)
On a rooftop
In an audio-visual show on the domed ceiling of a planetarium
On a warm summer night at a sleep away camp
Why? What would you want to see if you had a telescope? What things have you seen in your life that make you feel as amazed as Neil?
Save a copy of the prompts via Google Docs.
Race the Wild: Savanna Showdown
As competitors on The Wild Life, Team Red races through nature while unraveling clues about animals. Mari is feeling the pressure to keep up with stronger and faster racers. Even though she knows a lot about animals, she'll need more than facts to help her team reach the finish line first!
Discuss the Book
1. DISCUSS | Chapters 1–3
Sage shows compassion, but she can also be cold like an iceberg. Mari thinks this combination makes Sage a good leader. What skills and characteristics do you think combine to make a good leader? Does being a good leader come naturally? Or is leadership a set of skills a person can work to develop?
2. CREATE | Chapters 4–5
If you could create your dream vehicle for exploring the savanna, what features would you include? Expandable legs to look at giraffes eye-to-eye? Built-in cameras? Night-vision to watch sleeping leopards? Draw a diagram of your vehicle. Label the cool features you included, and give examples of animals you are equipped to see!
3. WRITE | Chapters 6–7
Choose an animal that you admire. Try writing an animal clue or riddle for your classmates to solve, like Team Red does. Hang your animal clues around the classroom. How many of your classmate’s clues can you guess?
4. POLL | Chapters 8–10
If you were on Team Red, how would you be most excited to contribute to your team’s success?
Catching a killer pic of a croc
Solving the toughest clue in the race
Sprinting across the finish line in a photo finish
Ringing in first with the help of your fast fingers
Why? Your class is like a team too. What would make us successful as a class? How can you, individually, contribute to your class team’s success?
Save a copy of the prompts via Google Docs.
Luz Makes a Splash
Luz and Anika are trying to think of clever ways to keep cool as a heat wave descends on Petroville. They discover that a weeks’ long drought has put not just their favorite swimming pond in jeopardy, but their entire community too! Can Luz and her friends take action to help their neighborhood and its ecosystems?
Discuss the Book
1. WRITE | Pages 6–30
In the beginning of the book, Luz is so excited to take her friends to Spring Pond. On the bus, she tells them all about how she loves going swimming and seeing ducks and trees. What place do you love visiting? Write a conversation between you and a friend where you try to convince them to come with you to your favorite place. Use quotation marks. (“The second quotation mark goes after the comma,” your friend said.)
2. DISCUSS | Pages 31–58
Luz’s mother, father, and abuela are making plans to campaign and petition Top Cola for the role they played in draining Spring Pond. Luz wants to help, but her parents turn her down. Why do you think Luz’s parents aren’t interested in her help? How does this make Luz feel? How can you tell? Have you ever felt this way? Do you think kids are capable of helping with big or complicated problems like the one in Petroville?
3. CREATE | Pages 59–76
Luz has been feeling left out. The three friends promise that from now on, they’ll work together as a team. Anika suggests a team handshake. Get into a team with 3 or 4 classmates and try creating a handshake of your own. Make sure each group member contributes an element, gesture, or movement. Practice your handshake until you’ve got it down! Nice teamwork!
4. POLL | Pages 77–96
What’s the best eco-friendly way to beat the heat on a hot summer day?
Reading a book in the shade of a tree
Playing games in a nice, cool basement
Eating a yummy, frozen treat
Taking a dip in a lake or at the beach
Explain your choice. Are there other eco-friendly actions you’ve heard of or thought of to protect our water, air, land, and living things?
Save a copy of the prompts via Google Docs.
Song for a Whale
Iris is a whiz with electronics, searching for scrap parts and fixing up old radios. Being the only deaf student at her school makes her feel isolated and misunderstood. When Iris discovers Blue 55, a whale unable to communicate with other whales, she’s determined to invent a way to “sing” to him—to help him feel less alone.
Discuss the Book
1. WRITE | Chapters 1–12
Most of the book is from Iris’s point of view, but every once in a while, the narration switches to Blue 55’s thoughts. Fold a piece of paper in half and use it to tell and illustrate a short story in four pages. Challenge yourself to switch narration between two main characters—one human and one animal. (If you’re not sure how to start, try using a pet you know.)
2. DISCUSS | Chapters 13–24
Mrs. Conn, the sixth-grade teacher, keeps speaking to Iris’s interpreter instead of Iris. Moe at the Junk Emporium speaks directly to Iris, even when her brother is there to help interpret. Moe does his best to communicate with his hands, using his fingers to show numbers or a thumbs-up to show approval. Which method of communication does Iris prefer? Which is more respectful? Why? If someone wanted to communicate respectfully with you, what should they do—and not do?
3. CREATE | Chapters 25–36
Iris and her grandparents each had reasons for wanting to visit Alaska. What is a place you’d like to visit one day? Why? Which experiences would you like to have once you get there? (Do a bit of research if you can.) Create an itinerary (a schedule and detailed plan) for a three-day trip. What will you do there that’s different from what you do at home? Imagine the indoor and outdoor activities you’ll do, as well as the food you’ll eat. For each day, you can use a setup like this:
Day 1
Breakfast:
Morning activity:
Lunch:
Afternoon activity:
Dinner:
4. POLL | Chapters 37–48
With which of your senses would you be most excited to experience a whale in real life?
See a whale the size of a school bus leap from the water
Feel a whale brush against the tips of your fingers as it swam past you in the ocean
Hear the song of a whale, the loudest vocalization of any creature on earth
Why? What do you think an experience like that would make you think about? Have you ever seen a whale in real life, or had a different awe-inspiring experience with nature?
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 5 Booklist
K-5 Booklist
Surveys
Use these survey templates to gather meaningful feedback on the program from educators and families.
