Guided Reading Level: 2.5
Summary: “Night Noises”, depicts an old woman named Lily Laceby, as she naps on a winter’s evening. As Lily Laceby naps, she dreams of her past, and cannot hear the noises outside her house. However, her dog, Butch Aggie can hear these noises, and is increasingly aggravated. Finally, as the noise turns into loud knocking at Lily’s door, and Butch Aggie is barking, Lily wakes up to find that all of her extended family has come to celebrate her birthday.
Characteristics That Support the Genre: The pictures in “Night Noises”, are incredibly important to the story. The text never tells the reader what Lily is dreaming about, so the pictures of these dreams add a special narrative. Through the illustrations, we learn about Lily Laceby’s life, beginning with the death of her husband, following the birth of her first child, to Lily as a bride, a teenager, and finally as a child herself. The depth of the lifecycle would be lost without these pictures.
Mentor Writing Traits: (1) Organization – This story follows chronological order which keeps the reader interested. (2) Word Choice - To emphasize the mysterious noises outside of Lily Laceby’s home, the sounds are written expressively. For example, the sound of people walking is written as, “Crinch, crunch”, and the sound of someone turning the doorknob is written as, “Twist, test, rattle.” (3) Conventions – In the story, the expressive language just described is written in all caps, large text, and colored red. This is different than the rest of the text, which follows correct capitalization, is small, and is black in color.
Classroom Integration: “Night Noises” is a terrific book to help students identify word choice and conventions, in a story. Rather than telling the reader what noises are heard, this story shows the noises. As a result, students will experience the benefit of expressive language. This book would be a wonderful addition to a first, second or third grade classroom library.
Other Suggestions: For further use, this book could be the focus point for a mini lesson on expressive language. Students could pick an everyday action that creates sound and then choose expressive words to describe this sound. Their creations could be written on posters and displayed around the room to serve as a reminder to use expressive language.