When You Reach Me

When You Reach Me by Rebecca Stead
Publisher: Wendy Lamb Books
Copyright: 2009 

Citation: Stead, R. (2009). When You Reach Me. New York, NY: Wendy Lamb Books.

 
Literary Awards, Honors, and/or Nominations

1. 2010 John Newbery Award: Winner
2. 2010 Boston Globe/Horn Book Award for Fiction: Winner

Reading Level:
Grade Level Equivalent: 4.6
Lexile: 750L
DRA: 60
Guided Reading: W

-Original description of the book
Rebecca Stead successfully uses a unique point of view for the reader to create a mystery feeling that occurs right up until the fantastic twist that will shock the reader. The writing in this text is incredible and this brings the characters alive.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). (Activity that addresses the standard: Inferential Comprehension Writing Activity)

-Suggested delivery
1) Read Aloud
2) Independent Read

-2 electronic resources
1) When You Reach Me Teacher's Guide
2) When You Reach Me book trailer

-3 teaching suggestions for grades 4-6
1) One way to use When You Reach Me in the class is to have discuss the idea of self-identity. An activity that can be used with this books would be to describe Miranda at the beginning of the novel. How does she change as the story unfolds? How does working at Jimmy’s and being part of a group give Miranda confidence that she didn’t have when she only hung out with Sal? The first note that Miranda receives says, “I am coming to save your friend’s life and my own.” (p. 60) Explain the literal and figurative meaning of this note, and what it has to do with self-identity. Discuss the role of the mysterious notes in boosting Miranda’s self-worth.

2) Another way to use this book in the classroom is to talk with the students about bullying. Ask students to list the characteristics of a bully. Name the bullies in the story. Discuss ways to deal with bullies. What causes Miranda to realize that she is guilty in the bullying ploys against Alice Evans by standing by and doing nothing?

3) This novel can be used in a Language Arts Unit by having the students discuss what the New York Times reviewer means when she calls When You Reach Me “a hybrid of genres.” Ask students to discuss the definition of the following genres: science fiction, adventure, mystery, historical fiction, and realism. Divide the class into small groups and ask each group to prepare a debate about which genre(s) they think the novel fits. Ask them to cite passages from the novel to support their debate. The novel is set in the 1970's, before kids had cell phones and computers. Suppose the novel was set today. Have the class write Facebook or Twitter profile pages for Miranda, Sal, Annemarie, Julia, Colin, Marcus, and Alice Evans.

-Key vocabulary
1) Obstruct: to hide
2) Nag: to bother or worry
3) Omen: a sign of something to come
4) Fundamental: basic
5) Scoured: to search thoroughly
6) Essential: necessary or important
7) Appreciate: value or be grateful for
8) Concentrate: food that has had the water removed

-An inferential comprehension writing activity
1) At the end of the novel, readers will see that Miranda is relieved that she knows who had been writing those secretive letters to her. She also decides to write the letter and to hand it to Marcus. However, what does she mean when she says on page 197, “He’ll understand. He’s a smart kid,” when she wants to give her letter to Marcus? Have students use examples from the book to show that students can support their answers and to assess they are comprehending and making connections to the story.

2) The topic of time traveling is heavily referred in When You Reach Me. It helps Miranda solve one of her biggest conflicts, which is to show that Marcus is the “laughing man”, who traveled back in time to save one of Miranda’s friend. However, why does Miranda believe that the laughing man and Marcus are the same person, in which she gives the finished letter to Marcus? How does she connect these two together? What about the laughing man’s drawing with the woman? How is she connected to Julia? Have students complete either activity in their writing journal.

-Before Reading Comprehension Activity: For a variety of before reading comprehension strategies for When You Reach Me, can be found here (pg. 5-6).

-During Reading Comprehension Activity: The following website has comprehension packets that are aligned with groups of chapters that have been chunked together: When You Reach Me Reading Guide (pg. 7-29).

-After Reading Comprehension Activity: The following reading guide has open ended questions that require students to use their inference to answer them (pg. 30-35).


-Reading Mini-Lesson: Asking Strategic Questions

• The objective of this mini-lesson is to provide students with an understanding of the three types of questions that can occur while students are reading the text.

The first chapter of When You Reach Me throws the reader into a strange situation that is difficult to understand (at first.) It reads like turning on a movie that is already in progress. What is going on? As readers puzzle over the mystery of Miranda’s story, they have the opportunity to ask strategic questions that will help them to focus their attention on the clues and details in coming chapters. These questions will prepare them to tackle other comprehension strategies like making inferences, making predictions, and supporting ideas with evidence later on in the novel. By practicing their “question-asking” readers will be able to ground themselves in the story, and to become “hooked” instead of just glossing over the parts that they don’t understand. 

Materials: Chart paper, marker, sticky notes (a few for each student, detective notebooks for each child, 1 copy of When You Reach Me

Directions: (Think Aloud in Italics)
How many of you have ever had questions pop into your head when you were reading something? I have, especially at the beginning of a book when I am trying to figure out what is happening in the story. When is the best time for a reader to ask questions? Yes, it is helpful to ask questions before you start reading a book, during the book, and after finishing it. What are some reasons that readers ask questions? How do you think asking questions can be helpful?
(record answers on chart paper)

How does asking questions help us to improve our understanding? Let’s practice asking questions as we begin this new Read Aloud. Think of yourself as a detective arriving on the scene of a crime. Show the cover: does anyone have any questions before we being?
(record)

As we read, I am going to stop every once in a while in order to give you a chance to think and ask questions. You can record these questions in your detective notebooks.

Stop after the first three paragraphs and have students discuss with a neighbor any questions they have—then they should write each of their questions down on a different sticky note. Stop again at the end of the chapter.

Students can share any questions they came up with, and brainstorm how we might find the answers to these questions. Usually questions about our reading fall into one of three categories:
1. Questions we can answer through inferring
2. Questions we can answer from an outside source/schema
3. Rhetorical questions that don’t have one answer, but can provoke thought-provoking discussion that enhances the interpretation of the story.

Give a brief definition of each type of question, and write “Infer,” “Outside Source,” and “Rhetorical” in three columns on the board. Sort two or three example questions together, and then have the students sort the rest on their own. Each student can come up to the board and stick each question in the appropriate column. Once everything is sorted, review all the questions again and go over the answers that are easily answered by inference, someone’s prior knowledge, or discussion.