A child's grade level and reading ability are two different things. That's why a Lexile® measures the child's ability based on reading comprehension, not grade level. A Lexile (for example, 850L) is the most widely adopted measure of reading ability and text difficulty. Lexile measures are valuable tools that help teachers, librarians, parents and children select books that will provide the right level of challenge for the child's reading ability—not too difficult to be frustrating, but difficult enough to encourage reading growth. A child typically receives a Lexile measure by taking a test of reading comprehension, such as the Scholastic Reading Inventory, the Iowa Tests, and many end-of-grade state assessments. The Lexile measure of a book is based on word frequency and sentence length, and is displayed on Barnes & Noble.com product pages. The higher the Lexile measure, the more difficult the text is likely to comprehend.
To learn if Lexile measures are available in your area, contact your school district or state department of education. For more information on Lexile measures, visit www.Lexile.com.
Please note: A Lexile measures text difficulty only. It does not address the subject matter or quality of the text, age-appropriateness of the content, or the reader's interests. Parents are encouraged to preview all reading materials.
What is a Lexile Code?
Sometimes a Lexile measure does not supply enough information to select a particular book for a particular reader. Because we want children's reading experiences to be positive and successful, we try to give parents and educators as much information as they need to make informed choices about books. When a Lexile measure does not provide a complete picture, some books are assigned an additional two letter code to provide supplemental data about developmental appropriateness, reading difficulty, and common or intended usage.
Guide to Lexile Codes
AD (Adult Directed): The book is generally intended to be read aloud to a child, rather than for the child to read it for the first time independently. Many picture books have been assigned the AD code.
BR (Beginning Reading): The book has a Lexile measure of 0L or below and is appropriate for a beginning reader. The Lexile measure is shown only as BR, without a zero or negative number.
GN (Graphic Novel): The book is a graphic novel or comic book.
HL (High-Low): The book has a Lexile measure much lower than the average reading ability of the intended age range of its readers. HL books include content of a high interest level, but are written in a style that is easier for a struggling reader.
IG (Illustrated Guide): The book consists of independent pieces or sections of text, such as in an encyclopedia or glossary.
NC (Non-Conforming): The book has a Lexile measure that is markedly higher than is typical for the publisher's intended audience or designated developmental level of the book. NC books are good choices for high-ability readers.
NP (Non-Prose): The book contains more than 50% of non-standard or non-conforming prose, such as poems, plays, songs and recipes. NP books do not receive a Lexile measure.
Henry David Thoreau (1817-1862) was an essayist, poet, philosopher, and anti-slavery activist. Among his other notable books are A Week on the Concord and Merrimack Rivers and Civil Disobedience.
Archibald MacLeish (1892-1982), was a Pulitzer Prize-winning poet and author of such eminent works as Conquistador and J.B.
When I wrote the following pages, or rather the bulk of them, I lived alone, in the woods, a mile from any neighbor, in a house which I had built myself, on the shore of Walden Pond, in Concord, Massachusetts, and earned my living by the labor of my hands only. I lived there two years and two months. At present I am a sojourner in civilized life again.
I should not obtrude my affairs so much on the notice of my readers if very particular inquiries had not been made by my townsmen concerning my mode of life, which some would call impertinent, though they do not appear to me at all impertinent, but, considering the circumstances, very natural and pertinent. Some have asked what I got to eat; if I did not feel lonesome; if I was not afraid; and the like. Others have been curious to learn what portion of my income I devoted to charitable purposes; and some, who have large families, how many poor children I maintained. I will therefore ask those of my readers who feel no particular interest in me to pardon me if I undertake to answer some of these questions in this book. In most books, the I, or first person, is omitted; in this it will be retained; that, in respect to egotism, is the main difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. Moreover, I, on my side, require of every writer, first or last, a simple and sincere account of his own life, and not merely what he has heard of other men's lives; some such account as he would send to his kindred from a distant land; for if he has lived sincerely, it must have been in a distant land to me. Perhaps these pages are more particularly addressed to poor students. As for the rest of my readers, they will accept such portions as apply to them. I trust that none will stretch the seams in putting on the coat, for it may do good service to him whom it fits.
I would fain say something, not so much concerning the Chinese and Sandwich Islanders as you who read these pages, who are said to live in New England; something about your condition, especially your outward condition or circumstances in this world, in this town, what it is, whether it is necessary that it be as bad as it is, whether it cannot be improved as well as not. I have travelled a good deal in Concord; and everywhere, in shops, and offices, and fields, the inhabitants have appeared to me to be doing penance in a thousand remarkable ways. What I have heard of Bramins sitting exposed to four fires and looking in the face of the sun; or hanging suspended, with their heads downward, over flames; or looking at the heavens over their shoulders "until it becomes impossible for them to resume their natural position, while from the twist of the neck nothing but liquids can pass into the stomach"; or dwelling, chained for life, at the foot of a tree; or measuring with their bodies, like caterpillars, the breadth of vast empires; or standing on one leg on the tops of pillars even these forms of conscious penance are hardly more incredible and astonishing than the scenes which I daily witness. The twelve labors of Hercules were trifling in comparison with those which my neighbors have undertaken; for they were only twelve, and had an end; but I could never see that these men slew or captured any monster or finished any labor. They have no friend Iolaus to burn with a hot iron the root of the hydra's head, but as soon as one head is crushed, two spring up.
I see young men, my townsmen, whose misfortune it is to have inherited farms, houses, barns, cattle, and farming tools; for these are more easily acquired than got rid of. Better if they had been born in the open pasture and suckled by a wolf, that they might have seen with clearer eyes what field they were called to labor in. Who made them serfs of the soil? Why should they eat their sixty acres, when man is condemned to eat only his peck of dirt? Why should they begin digging their graves as soon as they are born? They have got to live a man's life, pushing all these things before them, and get on as well as they can. How many a poor immortal soul have I met well-nigh crushed and smothered under its load, creeping down the road of life, pushing before it a barn seventy-five feet by forty, its Augean stables never cleansed, and one hundred acres of land, tillage, mowing, pasture, and woodlot! The portionless, who struggle with no such unnecessary inherited encumbrances, find it labor enough to subdue and cultivate a few cubic feet of flesh.
But men labor under a mistake. The better part of the man is soon plowed into the soil for compost. By a seeming fate, commonly called necessity, they are employed, as it says in an old book, laying up treasures which moth and rust will corrupt and thieves break through and steal. It is a fool's life, as they will find when they get to the end of it, if not before.
Introduction by Joyce Carol Oates ix Economy 3 Where I Lived, and What I lived For 81 Reading 99 Sounds 111 Solitude 129 Visitors 140 The Bean-Field 155 The Village 167 The Ponds 173 Baker farm 201 Higher Laws 210 Brute Neighbors 223 House-Warming 238 Former Inhabitants; and Winter Visitors 256 Winter Animals 271 The Pond in Winter 282 Spring 299 Conclusion 320 Index by Paul O. Williams 335
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Accounts of Thoreau's daily life on the shores of Walden Pond outside Concord, Massachusetts, are interwoven with musings on the virtues of self-reliance and individual freedom, on society, government, and other topics. A selection of the Common Core State Standards Initiative.
Shrinking Walden into picture book size is somewhat like trying to fit Moby Dick into an aquarium. Still, Lowe's selections from Thoreau's iconoclastic work will give children a brief taste of this classic. Using only quotations from the original work, Lowe tells the story of Thoreau's year in the woods, emphasizing his descriptions of nature,stet comma and action rather than his philosophical musings. Readers see the young Thoreau putting shingles on his roof, hoeing beans, welcoming a stranger; they can revel in the natural wonders he describes--the ``whip-poor-wills,'' in summer, the drifting snow in winter, the ice breaking in the pond in spring. Sabuda's superb linoleum-cut prints lend a hard-edged brilliance to the dark woods--where sunlight is filtered through etched leaves, and moonlight shimmers on the waters of the pond made famous by a young man's experiment with life. All ages. (Nov.)
Library Journal
Walden's original publisher releases an annotated edition to celebrate the book's 150th anniversary.
School Library Journal
YA-An unintended effect of the cultural diversity curriculum is that we lose touch with seminal works such as Walden. Written for an audience thoroughly versed in Western tradition, many of Thoreau's metaphors and references are unrecognizable to today's students. Though some references were intended to prove his erudition, one is chagrined at the number of necessary explications of standard classical concepts. Though some annotations are noisy comments upon Thoreau's life, most are informative and enhance the work. Many YAs will view Thoreau's natural essays as he intended, thanks to Harding's efforts. A must for libraries.-Hugh McAloon, Prince William County Public Library, VA
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