Piper Reed, Navy Brat by Kimberly Willis Holt

Spunky Girls. Imaginative. 

Full of Knowledge. Sisterly-Love. Militaristic Lifestyle.

Pg. 50-51. Piper Reed eating with her cousins and sisters (Holt, 2007).

Piper Reed, Navy Brat

Written by Kimberly Willis Holt. Pictures by Christine Davenier

Published by Square Fish, 2007.

Pg. 46. Piper Reed on a horse (Holt, 2007).

“Filled with warm, realistic family situations mixed with humor, this chapter book deserves a special flyover by the Blue Angels.”—The Horn Book Magazine

“This entertaining read will appeal to fans of Judy Moody and Ramona Quimby.”—School Library Journal

“...award-winning author Holt tells a lively family story that draws on her experiences of growing up a Navy brat.”—Booklist

“Crisp writing from a National Book Award winner...”—Publishers Weekly

“Piper’s lively imagination, wholesomeness and moments of ‘sister magic’ are likable and believable. This easy chapter book, based on Holt’s own experiences, is spot on with the details of roving family life. Davenier’s fluid black-and-white drawings fit the mood and characters . . . Launching a new series, Piper’s foray sets sail with verve, fun and spunk.”—Kirkus Reviews

Piper Reed Bookmarks

Florida Sunshine State Young Readers Award Master List

Minnesota Maud Hart Lovelace Book Award Master List

Oregon Beverly Cleary Children's Choice Award Master List

South Dakota Prairie Pasque Children’s Book Award Master List

Texas Bluebonnet Award Master List
Kids' Wings Award for Outstanding Literature

The Reed family is not any ordinary family, but a Navy family. Piper Reed's father is enlisted in the Navy, who undoubtly protects one's nation from harm. However, one consequence about being in the Navy is that they will have to relocate one's family to a new location within one or two years. This means... new home, new friends, new tree house, new shopping area, and new everything. What will Piper Reed and her family do now?!

Extras: This novel is part of the Piper Reed series. Therefore, if one is interested in reading this series, they should look for other stories to continue their journey of reading about the Reed family. Also included in this novel are Q&A with the author, Kimberly Willis Holt describing how and why she wrote Piper Reed, Navy Brat, a brief biography of the author and the illustrator, and a summary about the book.

Literary Genre: Fiction

Reading Level: Lexile Framework 610L, Grade 3

Suggested Delivery: Independent Read

ISBN-13: 978-0312625481

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Teachers... Here are some resources to help 

you teach Piper Reed, Navy Brat!

Author of Piper Reed, Navy Brat

Electronic Resources:
The Official Homepage of Kimberly Willis Holt - This is the official Kimbery Willis Holt homepage. Included in this great source are a list of the Piper Reed books, a biography of the author, the ability to have the author come for a school visit or conference, writing tips, FAQ, links, contact information and schedules, awards and honors, what's new, list of novels and pictures book the author wrote, and many more! Great for students and teachers to view before reading as a way to engage and to know the author more.

Piper Reed Series - This link is a great source for students who are in love with the Piper Reed chapter books or are starting to read them. Included in the novel are a list of the Piper Reed books, a letter from the author and a biography, the ability to receive a membership certificate, start a club, view Piper's travel, word searches, moon missions, character maps, crosswords, talent show!, and a curriculum guide for teachers to use in their classroom or lesson plans.

Additional Resources - This link provides additional resources for teachers including interviews from the author, a link to the author's blog, grade level and themes attached, and many more. Great for students to view the audio interviews so that they can hear how the author became a writer today and what perspectives she brings about writing.

Discussion Questions for Teachers - Provided in this link is a list of discussion questions that can be integrated into a lesson plan. Perfect for teachers who needs another activity or a reading strategy to use while reading this story. Great for teachers to review before, but to use during or after reading.

Sibling Rivalry - This link is a brief link about article about sibling rivalry from PBS kids. Great to review before reading so that students understand what sibling rivalry is and how it relates to the story.

Learn about the Navy - This link is a great source for students and teachers who do not know the culture or history of the Navy. Also, one is able to read articles about the Navy, how to join the Navy, and many more. Great to review before, during, or after reading as a purpose for learning and to have prior knowledge.

Key Vocabulary: gypsy, threatened, dramatic, enlisted, prodigy, juniper, blubbering, handkerchief, glimpse, horizon, waddled, dyslexia, commissary, nauseous, lieutenant, saluted, naval, aviation

Teaching Suggestions:

Map of the Navy bases in the United States.

1. Use this text in Social Studies to learn and explore more about the military and how the military impacts one country, culture, lifestyle, etc.
2. Use this text in Geography to explore where the Navy and other military bases are in the world and why those bases are there. Have students look at the location, the resources provided and other variables. Also ask questions such as what are the purpose of military bases or what do they hold? Possibly have students locate the different types of colleges that accommodate and educate soldiers, such as West Point, Coast Guard Academy, etc. 
3. Use this text in Reading and Language Arts to learn the literary element of first, second, and third person point of view. Have students dissect the story on why it may be Piper Reed's point of view than the other characters. How would have the story changed or how would the attitude of the book be if it were someone else telling the story? 
4. Use this text to explore the topic of family and what families are and the values that they up hold. Ask students to compare and contrast their families with other families in the classroom. How are they similar or how are they different? What constitutes a good or bad family? Can your friends be considered your family?
5. Use this text to explore the topic of Gypsies as this concept is used throughout the story. Have students research the history of Gypsies.
6. Use this text to explore the topic of dyslexia and what dyslexia is. 

Comprehension Strategies:

• Before Reading: 
• Introduce to students that they will be reading about a family who moves at least once or twice every two years. Ask students around the classroom to see how long they have lived in their house. Have students raise their hands if they lived in their house less than two years. Then, have students participate in a Think-Pair-Share. Ask these students to make text-to-self connections on how it feels to move from your old home to the new one? How does it feel to have to adjust to a new living environment, new school, new friends, and overall, new home? While reading the story, have students record how the characters in the family feels when they have to leave.



Gypsies.

• You can also have students use this worksheet as a way for students to answer the questions about moving by clicking here, just as a way have students make text-to-self connections.
• Have students research the culture and history of the Navy as they will be reading a story about a family who is from the Navy. Ask students to make text-to-self connections if they are from a Navy family or if they know someone who is from the Navy. Have students discuss the militaristic lifestyle and how it impacts their daily activity. Also, discuss how the military tells time and what the purpose of the Navy is when supporting and protecting our country.
• Ask students if they are a middle child or if they know anyone who is a middle child. Discuss what a middle child is and ask students how it feels to be the middle child? How does it feel to be the oldest or the youngest child? Is there any sibling rivalry? Record the characteristics down for these types of siblings on the board. The purpose of this discussion is so that students can make text-to-self connections before and when they are reading so that they can relate to any of the character's personality or characteristics and put themselves in their shoes. Also, have students read the article above about sibling rivalry.
• During Reading: 

• Have students compare and contrast the three sisters: Tori, Sam, and Piper. How are the three sisters similar or different to each other? Have students use a Venn Diagram or a T-Chart so that they are able to make comparisons and encourage students to use examples from the story to support their comparisons.
• While students read, have students map where the family is moving from to their new home. Then, have students measure the distance of how far they traveled. Where is their new home now? This is a great activity for students to know the geography/setting/place, and so that students are able to connect to the story by imagining themselves traveling with the family to their new home, while they read.
• Discuss how rigid and structured Piper's family lifestyle is. Ask students to give examples of how it is rigid and structured. Have students make text-to-self connections if they know anyone who has a similar lifestyle or if they are currently experiencing this.
• After Reading: 
• Have students participate in Response Writing by answering this question: At the end of the story, Tori, Sam, and Piper were singing and dancing to the “Johhny B. Goode” song while getting soaked from the sprinkler (Holt, 2011). Piper said that people might think that they look silly, but to them… “it was sister magic” (Holt, 2011). What does Piper mean by sister magic? What does it symbolize? Why? Was there sister magic in other parts of the story? Provide examples to support your response.
• Piper uses the saying, "Get off the bus!" What does she mean when she says that? Is it literal or figurative language? Do you have a saying that you say with your friends? Have students make text-to-self connections.
• Have students participate in Reader’s Theatre by having small groups of students pick out a scene with dialogue so that students can practice their fluency. Also, it will give the students the ability to put themselves in the character’s shoes and to fully understand the personality or characteristics of the character.

Student Writing Activity:

• Have students write an alternate ending or an additional chapter for the story. Ask students what they think should be added into the story? Or, how would the story be like if the Chief did not leave for the Navy? What would the family dynamic be like? This activity gives students the ability to increase their writing skills, creativity, and to evaluate their comprehension.
• Piper is an imaginative girl and imagines and thinks about certain topics to herself. Have students draw a picture of Piper and have them create a thought bubble. Have students think of a thought that Piper would probably come up with and to write it in the bubble. This activity is a great way to assess if the students truly know who Piper is and how imaginative she is.

Holt, K. W., & Davenier, C. (2007). Piper Reed, Navy brat. New York: Square Fish.