Books in the Read Side by Side Reading Program have been selected for their quality, exposing all students to award-winning, rich literature. Texts are selected according to:
Below you will find specific notes on text selection by grade level, as well as links to reviews on Common Sense Media.
Titles in the third-grade scope and sequence introduce students to conflict; in the home, in school, in the community, and in the world. Students will read scenes with mild violence and tension. An effort was made to avoid books with foul language.
Units 3-5 explore the topic of the civil rights movement. Be aware that when reading historical fiction, the words 'blacks' and 'negroes' will sometimes be used to indicate the African American people and community. In context of the text, these terms are not meant to be derogatory. When selecting books for these units, an effort was made to avoid books with the 'n' word and shocking imagery.
Of the third grade book club titles, the only title that might raise a red flag is Swindle, by Gordan Korman, simply because the book is about a heist.
Titles in the fourth-grade scope and sequence introduce students to themes of right and wrong, westward expansion, and the pioneering spirit.
Units 1 & 2 explore the difference between right and wrong, and in these books the main character begins by making some bad choices.
Units 3-5 explore the topic of westward expansion and ask students to question the impact of westward expansion on people, cultures, and the environment. Be aware that when reading historical fiction, the word "Indians" will be used in the text to indicate the Native American or First Nations people and community. In the context of the text, this term is not meant to be derogatory.
Some mature content will be introduced in read-aloud titles, including mild use of foul language (Shiloh, by Phyllis Reynolds Naylor). Lessons will guide teachers in how to address mature topics and foul language with students.
Some mature content will be introduced in the book club titles: stealing (in Shoeshine Girl by Clyde Robert Bulla, the main character's friend steals a dress, in How to Steal a Dog by Barbara O'Connor, the main character steals a dog). It is assumed those reading above grade level have greater maturity to handle mild foul language. Lessons will guide teachers in how to address mature content and foul language with students.
Titles in the fifth-grade scope and sequence introduce students to themes of survival, human rights, the American Revolution, and slavery.
Units 3 & 4 explore the topic of slavery and human rights. Throughout these units, the emphasis is not on African American slavery but on the topic of slavery as a whole (African Americans, indentured servants, women, and children). The topic of slavery, past and present, is addressed.
Be aware that some of the content, including visual imagery in unit 4, may be unsettling to students. Lessons will guide teachers in how to address mature topics and unsettling imagery with students.
Some mature content will be introduced in the book club titles. It is assumed fifth graders, especially those reading on and above grade level, have greater maturity to handle more difficult content. (Mature content is also difficult to avoid at higher text levels.) Lessons will guide teachers in how to address mature topics with students.
To teach deep reading, teachers must utilize texts that invoke thoughtfulness. To encourage engagement and collaboration, teachers must utilize texts that 'get students talking'. While the Read Side by Side Reading Program seeks to increase student's engagement with complex text, we also want to be sure that texts are developmentally appropriate for students. We take great care in selecting rich, quality, and appropriate text and hope that you will trust us as your partner in this work!
Written by Sarah Collinge
Founder & President
Read Side by Side Publications, LLC.