The students will reach the following NYC standards:

-Read and comprehend at least four books by the same author.

-Produce a response to literature.

-Respond to fiction using interpretative and critical processes.

Day 1:

The first meeting will be to introduce the class to Cynthia Rylant and what they will be doing during the author study. The book for the first read-a-loud will be: Rylant, Cynthia. When I was Young in the Mountains. Viking Penguin: New York. 1981. The author begins each set of pages with, "When I was young in the mountains..." She then proceeds to share her experiences. After listening to the story, we will discuss the definition of "memor." The book will be related to Ms. Rylant's personal life. The students will have time to share where they were born and/or any memories they may have. When the students return to their room, they will write a memoir starting with: When I was young in...... This is an example of text innovation.

Day 2:

The next meeting will begin with the students sharing their memoir from the previous visit. After sharing, the next book to be read aloud will be: Rylant, Cynthia. The Relatives Came. Bradbury Press: New York. 1985. Based on this book, the students will share their family visits and experiences. A chart will then be created to be continued throughout the rest of the author study. This chart will have the following headings: Title, Main Characters, Setting, Illustrations, Language, Story Problem and Solution. In the classroom, the students will respond to this book by sharing their own memoir in their writing notebooks.

Day 3:

Students will begin by sharing their written memoirs. The next read aloud will be a different genre. The following picture book is a character study: Rylant, Cynthia. An Angel for Solomon Singer. Orchard Books: New York. 1992. Upon completion, the class will complete a chart describing Solomon Singer. Each description will be backed up by "proof" from the story. Add book to chart.

Day 4:

The picture book to be used this day is: Rylant, Cynthia. The Bookshop Dog. The Blue Sky Press: New York. 1996. Cynthia Rylant indicates in her author note that she has a dog named Martha. Begin a discussion as to whether or not this is a memoir, why or why not? Add book to chart. Students will go back to their class and respond to this book in their writing notebooks.

Day 5:

The following book will be read: Rylant, Cynthia. The Great Gracie Chase, Stop that Dog! The Blue Sky Press: New York, 2001. A venn diagram will be completed, comparing and contrasting The Bookshop Dog and Great Gracie Chase, Stop that Dog! Add book to chart.

Day 6:

Rylant, Cynthia. The Old Woman Who Named Things. Harcourt: New York. 2000. The class will create a chart entitled: Things we noticed about Cynthia Rylant's books. The LMS will elicit responses from the class. Add book to list. In the classroom, the students will write a letter to Cynthia Rylant. They will share which book they enjoyed the most and why.

Day 7:

Rylant, Cynthia. The Whales. Blue Sky Press: New York. 1996. The students will participate in a discussion on the illustrations in this book. The colors and the use of space will be discussed. The art of beautiful language will also be discussed with the class. The students will then be give a copy of the short text of this book. Examples of "beautiful language" will be pointed out and discussed. Students will go back to their class and respond to this book in their writer's notebook.

Day 8:

Culminating Activity: Each child will create an attribute chart. The titles of the books read will be listed on one side. The students will respond to the following categories: favorite character and why, favorite part of the book and why, what makes this book special. When the students return to their class, they will create a class graph indicating the student's favorite Cynthia Rylant book.