Focal Grade Level: This book is intended for transitional to fluent third-grade students, who read one to two levels above their peers and do not require pronunciation guides for high-quality comprehension.

Rationale: The variety of access features and key characteristics typically found in the nonfiction genre, and this text specifically, support student analysis and synthesis of new concepts. For example, bold font ranging in size from 10-40 point is found throughout each section, drawing student attention to important areas of the text, including headings, introductory paragraphs, and subheadings. Graphically appealing photographed and illustrative content draw the reader to italicized captions, providing instantaneous connections between visual and written components. This text feature helps students organize information and create subject specific schemas.

Published in 1992, See Through History: Ancient Egypt, is an expository nonfiction book that inspires readers to travel to a time in ancient history when the first mythical King Re and his chief queen reign over Egypt; creating the lineage of pharaohs that rule for the next 3,070 years. Readers will find themselves captivated by the rainbow of vibrant colors used to showcase the grandeur of Egyptian ingenuity, innovation, and craftsmanship. The education of its citizens was a principal factor in creating a civilization that flourished and prospered for three millennia. The great Egypt of ancient times ended in 30 BC, with the death of Cleopatra the VII, the Roman introduction of Christianity, and the destruction "old religion" relics (pp.45). Throughout, readers are making connections between statues and artifacts they have seen online or elsewhere and the logic behind their importance in Egyptian culture.

1. AUTHORITY: Judith Crosher, of Brompton Ralph Village, Somerset, England has been writing books for children and young adults that focus on ancient civilizations since 1974 (Google Search). In 1999, Ms. Crosher received the International Reaching Association (IRA) Children's Choices Reading Award for her book, Technology in the Time of Ancient Egypt (Library Thing). See Through History: Ancient Egypt is often referenced by others in literature because of Crosher's detailed emphasis on the more mundane aspects of everyday life, rather than the macabre details of ancient Egyptian history (Introducing ancient Egypt, J. Rafla). More recently, she returned to school to obtain her fine arts degree and has been a contributing member of Somerset Art Weeks since 2012 (Spanner in the Workz by N. Parsley).

3. APPROPRIATENESS: The pictures are consistent with clothing and materials used during that time period. Ancient Egyptian children under the age of six did not wear clothes. The author and illustrator worked together to demonstrate this common cultural practice without depicting portions of the body that would seem too graphic or inappropriate. One picture that captivated my daughter's attention portrays a family hunting from a boat on the Nile River. The father and eldest son are preparing to throw snake-shaped sticks at the startled water fowl, as the mother and youngest son observe. If you look closely, the illustration depicts the family's cat preparing to swim out and collect any stunned birds. Children might find this surprising since most people believe cats are afraid of water and today's hunters use dogs to track and retrieve wild animals.

5. APPEARANCE: The content is both engaging and appropriate for third grade students. The author presents various types of text factors that would challenge students without taking them beyond their frustration level. The book covers such a wide range of Egyptian topics that students could easily make connections between themselves and various aspects of the culture. For example, on page 14, photographs illustrate the toys found in ancient Egyptian homes. Many children today own balls, dolls, and other toys that make noise. Additionally, comparisons can be made between today's Beyblade (hard plastic and metal tops that are launched when the gears of the plastic pull cord work against the Beyblade's internal gears, causing it to spin rapidly) and more basic spinning tops children played with 5,000 years ago.

CONTENT AREA: Social Studies

TOPIC: Ancient Egypt

FOCAL GRADE LEVEL: 3rd

TEKS: 113.14.3.(17).(D). The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (D) use various parts of a source including the table of contents, glossary, index, as well as keyword internet searches, to locate information;

LITERACY STRATEGY: Anticipation Guide

INSTRUCTIONAL FOCUS: The students will activate their background knowledge to complete an anticipation guide, engage in think, pair, and share conversations, and use what they know to take part in classroom discussions. Students will also learn how access features make it easier and faster to locate key facts and information.

BACKGROUND KNOWLEDGE: The teacher will begin by asking questions to find out what the class knows about Egypt. Next, the teacher will model a think aloud, beginning with a preview (flipping through the pages), followed by a skimming (go back and read some of the key components).

RATIONALE: The purpose for using anticipation guides is to activate prior knowledge and student curiosity, as well as providing a platform for encouraging group discussion about a new topic.

INSTRUCTIONAL STEPS:

1. The teacher will ask the students, "What do you know about Egypt? Do you know which continent it is on? (Africa) What is Egypt famous for? (pyramids, mummies, pharaohs)

2. The teacher will have a student pass out the worksheets.

3. The teacher will read through the instructions. The students will complete the worksheet.

4. The teacher will model a think aloud as they preview the text by flipping through the pages. The teacher will point out headings, subheadings, illustrations, table of contents, etc. while they make comments or ask questions to themselves.

5. The students will be listening, looking at their worksheet, and think about their thinking (why did they chose their answers for the worksheet? Was their thinking correct?).

6. The teacher will go back through the book while skimming a few pages, reading parts of the text, and making any additional comments (possible pair & share opportunity).

7. The teacher will have eight different students read the marked passages that will answer their questions and provide evidence.