This blog was created as an assignment for Library 263: Materials for Children 5-8. It is a Material Selection and Reading log for a variety of genres for that age group.
The assignment was fun, as well as informative for me. As I was looking in the section with beginning chapter books, I realized how important series have become in this category of books. It seems children like to read about familiar characters. I love Junie B. Jones and Ivy and Bean, and can't wait to read more of those stories. I wasn't as impressed with Flat Stanley's Worldwide Adventures, and thought the book I reviewed was poorly written, a little to preachy, and covered a sensitive topic with barely any research.
I think blogs such as this one are an invaluable tool for parents and educators alike. There is so much new material being published, that it is important for parents to have access to not only professional reviews, but the average reader's opinions on what is out there for young children. As a librarian or educator it is important to have basic knowledge on a wide variety of books and topics, so you are prepared to recommend books to a diverse group of readers with a variety of reading levels.
Happy Reading!
Ms. Booky
Wednesday, May 8, 2013
Where Do Polar Bears Live?
Where Do Polar Bears Live? Thomson, Sarah L. (author). Chin, Jason (illustrator). (2010). New York, NY: Harper Collins Publishers. 37 pages. ISBN: 978-0-06-157518-1.
Non-fiction: Informational: Ages 4 to 8
Topics and Main Points:
Where Do Polar Bears Live takes the reader through the life of an Arctic Polar Bear. The book goes through the life cycle and needs of polar bears. When the mother and cub emerge from beneath the ice, they must hunt seals to regain all the weight the mother has lost during hibernation. The reader is informed about the way that a polar bear's body mechanics keep it warm, and allow it to live on the ice. Over the last one hundred years, the earth has become consistently warmer, meaning there is less ice to be used as a habitat and hunting ground for the bears. This means that mother's aren't having as many cubs and more cubs are not surviving into adulthood. The book ends by telling students what they can do to help combat global warming. This discussion of global warming wasn't appreciated by all reviewers. Kirkus Reviews writes that towards the end of the text the tone changes from "informative to exhortative" and that "this series has already addressed global warming, and its heavy presence in this title seems shoehorned in solely to galvanize readers."
Where Do Polar Bears Live takes the reader through the life of an Arctic Polar Bear. The book goes through the life cycle and needs of polar bears. When the mother and cub emerge from beneath the ice, they must hunt seals to regain all the weight the mother has lost during hibernation. The reader is informed about the way that a polar bear's body mechanics keep it warm, and allow it to live on the ice. Over the last one hundred years, the earth has become consistently warmer, meaning there is less ice to be used as a habitat and hunting ground for the bears. This means that mother's aren't having as many cubs and more cubs are not surviving into adulthood. The book ends by telling students what they can do to help combat global warming. This discussion of global warming wasn't appreciated by all reviewers. Kirkus Reviews writes that towards the end of the text the tone changes from "informative to exhortative" and that "this series has already addressed global warming, and its heavy presence in this title seems shoehorned in solely to galvanize readers."
Author/Illustrator:
The author uses a very direct style. She discusses the hunting of seals, and the disappearance of habitat in age appropriate ways. She also makes comparisons as to the size of Polar Bears in ways kids can recognize. For example she says that if "he stood on his hind legs, his head would brush the ceiling of your living room" and "he will weigh as much as three tigers". The illustrator is able to put a lot of expression into the illustrations. When the Polar Bear is standing on the scale with the three tigers, they look scared. When the baby polar bear is frolicking in the snow it looks so cute, but when it and the mother polar bear are settling in to hunt seals, they both have ferocious looks on their faces. Young readers will read into these illustrations more than adults and will study the details of the drawings to better interpret the text. A review in the School Library Journal mentions that the illustrations "are done in frosty shades and enhance the text."
The author uses a very direct style. She discusses the hunting of seals, and the disappearance of habitat in age appropriate ways. She also makes comparisons as to the size of Polar Bears in ways kids can recognize. For example she says that if "he stood on his hind legs, his head would brush the ceiling of your living room" and "he will weigh as much as three tigers". The illustrator is able to put a lot of expression into the illustrations. When the Polar Bear is standing on the scale with the three tigers, they look scared. When the baby polar bear is frolicking in the snow it looks so cute, but when it and the mother polar bear are settling in to hunt seals, they both have ferocious looks on their faces. Young readers will read into these illustrations more than adults and will study the details of the drawings to better interpret the text. A review in the School Library Journal mentions that the illustrations "are done in frosty shades and enhance the text."
Classroom Tie-ins:
The book can be used as a resource in a life science unit, during discussions on earth day and the environment. There are several projects listed in the book that children can undertake at home, or implement in the classroom in order to minimize waste. These discussions could be turned into writing activities, letters to local or state officials, or science projects.
The book can be used as a resource in a life science unit, during discussions on earth day and the environment. There are several projects listed in the book that children can undertake at home, or implement in the classroom in order to minimize waste. These discussions could be turned into writing activities, letters to local or state officials, or science projects.
Personal Response:
I thought this book was well written for young readers. It addresses complex topics in ways that children will relate to and comprehend. The illustrations depict the day to day lives of polar bears, but there is also a polar bear in a doctor's jacket that adds details in a side note. I like that the polar bear seems to be teaching us about it's own kind.
I thought this book was well written for young readers. It addresses complex topics in ways that children will relate to and comprehend. The illustrations depict the day to day lives of polar bears, but there is also a polar bear in a doctor's jacket that adds details in a side note. I like that the polar bear seems to be teaching us about it's own kind.
Resources:
School Library Journal (2010, February). [Review of the book Where Do Polar Bears Live? by Sarah Thomson]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=7&sid=f26756eb-c611-4568-8108-618e7e6ec59a%40sessionmgr4&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=47927583
Kirkus Reviews (2009, December 15). [Review of the book Where Do Polar Bears Live? by Sarah Thomson]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=7&sid=f26756eb-c611-4568-8108-618e7e6ec59a%40sessionmgr4&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=47524226
Tarra & Bella: The Elephant and Dog Who Became Best Friends
Tarra & Bella: The Elephant and Dog Who Became Best Friends. Buckley, Carol (author and photographer). (2009). New York, NY: G.P. Putnam's Sons. 32 pages. ISBN: 978-0-399-25443-7.
NonFiction: Informational: Ages 3 to 5 years
Topics and Main Points:
This story takes place at an elephant sanctuary in Tennessee. Tarra was the only elephant without a friend, so her and Bella formed an unlikely bond. they did everything together. One day, when no one could find Bella, they noticed that Tarra was standing in the same spot and wouldn't move. Searchers looked all around and found Bella lying in the grass, she was hurt and couldn't walk. The humans took Bella to a vet and found out she had a spinal chord injury, so they took her home to rest. Tarra stood fr two days in the spot where Bella had last seen her, waiting for her. She found the barn where Bella was being kept and they saw each other through the window and began talking. Tarra went to the barn everyday until Bella got better. You can find them playing together everyday, and Bella still limps from her injury, but the two best friends are never far apart.
Author/Photographer:
The books text and photographs are both the work of Carol Buckley, the owner of the elephant sanctuary. The layout of the book is very simple, with groupings of photographs over blue and lime green backgrounds. Carol's writing style involves describing the pictures in great detail, and interpreting the animals behaviors towards each other. A Booklist review found that "the photos make good use of the animals’ disparity in size, and the text doesn’t strain itself by trying to make the story unnecessarily earth-shattering." Some reviewers were not so pleased with Buckley's offering. Science Books and Films called it "completely superficial, a wade through a puddle of cuteness whose sole aim appears to make parents feel a twinge of warm-and-fuzzy as they read to their children." The review goes on to say, "as it stands, it is a saccharine treatment of an interesting bit of animal behavior and relationships that makes a Disney cartoon look like a National Geographic documentary by comparison."
Classroom Tie-ins:
The book could be used during a life science unit, or a discussion of different animals. It is a good read aloud, and a way to introduce nonfiction to students who think the genre is boring.
The book could be used during a life science unit, or a discussion of different animals. It is a good read aloud, and a way to introduce nonfiction to students who think the genre is boring.
Personal Response:
I read this story out loud to a class of kindergarteners, and I worried it was too text heavy and would lose their interest. Not only were they enthralled by the story, but they remembered details at the end and asked questions. I love stories of unlikely friendships, and that was the unit we were doing for that month: friendship. However, after reading a few reviews that were unfavorable, I could see where reviewers were coming from. Buckley may have missed the opportunity to teach about animal behaviors more in depth, and the story is almost sickly sweet. Seeing that it is intended for 3 to 5 year olds, one can hardly have expected her to go into any more detail.
Resources:
Booklist. (2009, October 1). [A review of the book Tarra and Bella: The Elephant and Dog Who Became Best Friends by Carol Buckley]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~rvIVoW:1
Science Books and Films. (date unnknown). [Review of the book Tarra and Bella: The Elephant and the Dog Who Became Best Friends by Carol Buckley]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~rvIVoW:1
After the Dinosaurs: Mammoths and Fossil Mammals
After the Dinosaurs: Mammoths and Fossil Mammals. Brown, Charlotte Lewis (author). Wilson, Phil (illustrator). (2006). New York, NY: Harper Collins Publishers. 31 pages. ISBN: 978-0-06-053054-9.
NonFiction: Informative: Ages 4 to 8
Topics and Main Points:
This book in the I Can Read series gives the basic on the small mammals and large ammoths that were alive during the dinosaur era. the author give the pronunciations of the animals, as well as comparing their looks and features to animals that children will recognize. Where the animals lived, what they ate, and how they survived are discussed. Eleven animals are discussed, including early humans. There is a note at the end of the book that discusses how scientists are still discovering the bones of these animals that lived ling ago.
Author/Illustrator:
Charlotte Lewis Brown writes in a basic style, that is easy to understand. The sentences are short and unfamiliar words are phonetically spelled so children can learn their pronunciations. A book review by Kutztown University states that the "text is interesting and presented in a relaxed, conversational style appropriate for the intended reader." Brown follows a pattern with each animal by describing the looks and habitat. A Kirkus review points out that readers "might find the table of contents more helpful if the pages were numbered," but states that the straightforward information is "presented in an interesting and accessible package". The illustrations are beautifully drawn. They are colorful and detailed. The backgrounds give the reader a real look at what the landscape would have looked like millions of years ago. In fact, it is the illustrationon the cover that will draw readers to the book, rather than the title. These two also paired up for another beginning reader story called The Day the Dinosaurs Died.
Classroom Tie-ins:
This book could supplement a unit on dinosaurs, but also be used in a discussion about how mammals differ from other animals. This is addressed early on in the text. Students can be asked, based on the pictures, what modern day animals some of these illustrations resemble. Students could draw their own versions of prehistoric animals and discuss what attributes would have enabled it to survive in that dangerous time. Students could also match the picture to the dinosaur on a worksheet as they are read the specific characteristics of each.
Charlotte Lewis Brown writes in a basic style, that is easy to understand. The sentences are short and unfamiliar words are phonetically spelled so children can learn their pronunciations. A book review by Kutztown University states that the "text is interesting and presented in a relaxed, conversational style appropriate for the intended reader." Brown follows a pattern with each animal by describing the looks and habitat. A Kirkus review points out that readers "might find the table of contents more helpful if the pages were numbered," but states that the straightforward information is "presented in an interesting and accessible package". The illustrations are beautifully drawn. They are colorful and detailed. The backgrounds give the reader a real look at what the landscape would have looked like millions of years ago. In fact, it is the illustrationon the cover that will draw readers to the book, rather than the title. These two also paired up for another beginning reader story called The Day the Dinosaurs Died.
Classroom Tie-ins:
This book could supplement a unit on dinosaurs, but also be used in a discussion about how mammals differ from other animals. This is addressed early on in the text. Students can be asked, based on the pictures, what modern day animals some of these illustrations resemble. Students could draw their own versions of prehistoric animals and discuss what attributes would have enabled it to survive in that dangerous time. Students could also match the picture to the dinosaur on a worksheet as they are read the specific characteristics of each.
Personal Response:
Until I worked in a library, I had no idea how popular these books were with young readers. I couldn't get them reshelved fast enough, and the shelves were always a mess after library time with the younger grades. The students loved the pictures, and sometimes taught me things I didn't know about the dinosaurs. I was always impressed when they knew the difficult names. The author makes the topic exciting, and I think she ordered the book very well.
Until I worked in a library, I had no idea how popular these books were with young readers. I couldn't get them reshelved fast enough, and the shelves were always a mess after library time with the younger grades. The students loved the pictures, and sometimes taught me things I didn't know about the dinosaurs. I was always impressed when they knew the difficult names. The author makes the topic exciting, and I think she ordered the book very well.
Resources:
Kirkus Reviews (2006, August 15). [Review of the book After the Dinosaurs: Mammoths and Fossil Mammals by Charlotte Lewis Brown]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=7&sid=ac77999b-184a-4983-9ba5-87928a417fba%40sessionmgr14&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=21987291
Kutztown University Book Review. (Fall 2007). [Review of the book After the Dinosaurs: Mammoths and Fossil Mammals by Charlotte Lewis Brown]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~nfDbbg:2
Gloria's Way
Gloria's Way. Cameron, Ann (author). Toft, Lisa (illustrator). (2000). New York, NY: Frances Foster Books. 96 pages. ISBN: 0-374-32670-3.
Fiction: Beginning Chapter Book: Ages 8-12
Setting:
This chapter book is not divided into chapters, but is six distinct stories about a young girl named Gloria and her friends. The book is a spinoff to a series about brothers Julian and Huey, and gives more depth to their neighborhood friend Gloria.
Plot:
Since there are six different stories in the book, the plot varies from story to story. In the first story Gloria makes a nice Valentine's card for her mother, but the wind blows it in to the cage of a neighbor's parrot, she has a hard time convincing him to give it back. Another story deals with Gloria's worry that her best friend Julian is starting to like their new friend better than her. There are always adults around to ask for advice, and to help with problems. Publishers Weekly writes that the author "conveys the benefits of effort and high self-esteem while stressing the importance of mothers and fathers taking time out of their busy schedules to participate in their children's lives." The other stories in the book discuss things like promises, friendships, and family, with lessons interwoven throughout the stories in a natural and not overbearing way.
Since there are six different stories in the book, the plot varies from story to story. In the first story Gloria makes a nice Valentine's card for her mother, but the wind blows it in to the cage of a neighbor's parrot, she has a hard time convincing him to give it back. Another story deals with Gloria's worry that her best friend Julian is starting to like their new friend better than her. There are always adults around to ask for advice, and to help with problems. Publishers Weekly writes that the author "conveys the benefits of effort and high self-esteem while stressing the importance of mothers and fathers taking time out of their busy schedules to participate in their children's lives." The other stories in the book discuss things like promises, friendships, and family, with lessons interwoven throughout the stories in a natural and not overbearing way.
Author/Illustrator:
The author has created a very safe place for these children to exist in. They come from two parent, middle class neighborhoods that are safe to play outside and have plenty of kids to occupy each other. She writes about issues that everyday children deal with, and comes up with reasonable ways to deal with them. Problems are not always solved tidily, but some things just have to be tolerated and dealt with. There are full page black and white illustrations sprinkled throughout the text, that add details to the story and showcase the expression of the characters. Hornbook Magazine calls Toft's illustrations "generously supplied, nicely capture key scenes and emotions."
The author has created a very safe place for these children to exist in. They come from two parent, middle class neighborhoods that are safe to play outside and have plenty of kids to occupy each other. She writes about issues that everyday children deal with, and comes up with reasonable ways to deal with them. Problems are not always solved tidily, but some things just have to be tolerated and dealt with. There are full page black and white illustrations sprinkled throughout the text, that add details to the story and showcase the expression of the characters. Hornbook Magazine calls Toft's illustrations "generously supplied, nicely capture key scenes and emotions."
Classroom Tie-ins:
One of the stories discusses a Valentine's card, and can be read aloud to students during the month of February's activities. There is another story that deals with Gloria's difficulty understanding fractions, and she feels she must be dumb because her other friends understand them. Her father teaches her some tips to make fractions easier, and this might be helpful during a fraction unit in Math.
Students in this age range can be asked to address the five 'W''s in the stories, and relate the problems to their own.
One of the stories discusses a Valentine's card, and can be read aloud to students during the month of February's activities. There is another story that deals with Gloria's difficulty understanding fractions, and she feels she must be dumb because her other friends understand them. Her father teaches her some tips to make fractions easier, and this might be helpful during a fraction unit in Math.
Students in this age range can be asked to address the five 'W''s in the stories, and relate the problems to their own.
Personal Response:
I enjoyed the book. I think it had important lessons on friendship and other issues children deal with growing up. It showcases kids solving common problems and includes good adult role models.
I enjoyed the book. I think it had important lessons on friendship and other issues children deal with growing up. It showcases kids solving common problems and includes good adult role models.
Resources:
Horn Book Magazine (2000, Mar/Apr). [Review of the book Gloria’s Way by Ann Cameron]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?sid=284b7ce6-a644-4350-a75f-0ee0ef6a1cf5%40sessionmgr15&vid=5&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=3225604
http://www.publishersweekly.com/978-0-374-32670-8
Junie B. Jones and the Stupid Smelly Bus
Junie B. Jones and the Stinky Smelly Bus. Park, Barbara (author). Brunkus, Denise (illustrator). (1992). New York, NY: Random House Publishing. 69 pages. ISBN: 978-0-679-82642-2.
Fiction: Beginning Chapter Book: Ages 6 to 9
Setting:
An elementary school that is not listed by name, but could be anywhere in the United States.
Plot:
Junie B. Jones is about to start kindergarten. While she's not sure how she feels about her teacher, whom she refers to as Mrs., she is sure how she feels about riding the bus. She hates it! After a miserable trip on her way to school, where she is told she can't sit with someone who is saving a seat, and is yelled at by a grumpy boy named Jim, she realizes she has to ride the bus home again! This is made worse when she is informed that on the way home, kids dump chocolate milk on each other's heads! Junie decides she will hide out in her classroom to avoid the bus. She wanders around school until she realizes she has to use the bathroom. When she realizes the doors are locked she heads outside worried she'll have an accident! After being rescued by the school's janitor, who gets the bathroom door unlocked just in time, Junie realizes she is in a world of trouble and everyone has been looking for her!
Junie B. Jones is about to start kindergarten. While she's not sure how she feels about her teacher, whom she refers to as Mrs., she is sure how she feels about riding the bus. She hates it! After a miserable trip on her way to school, where she is told she can't sit with someone who is saving a seat, and is yelled at by a grumpy boy named Jim, she realizes she has to ride the bus home again! This is made worse when she is informed that on the way home, kids dump chocolate milk on each other's heads! Junie decides she will hide out in her classroom to avoid the bus. She wanders around school until she realizes she has to use the bathroom. When she realizes the doors are locked she heads outside worried she'll have an accident! After being rescued by the school's janitor, who gets the bathroom door unlocked just in time, Junie realizes she is in a world of trouble and everyone has been looking for her!
Author/Illustrator:
Barbara Park does a great job of making the children in the story come to life. Her writing style is similar to other successful series writers such as Beverly Cleary and Peggy Parish. She plays on words to make the characters believable, and is good at determining how children might act and feel when placed in unfamiliar circumstances. A Booklist review wrote that Parks usually writes for an older age group, and although children usually don't like to read about protagonists who are younger than them, Junie B. Jones is definitely an exception. The illustrator also does a great job of capturing the reality of elementary school kids with detailed pencil drawings. Stuck out tongues, falling down socks, and nervous expressions capture the way a child might react and behave on their first day of school. Kirkus Reviews expresses some of the same impressions: "Junie's abrupt, ungrammatical narration sounds just like the feisty young lady seen in the b&w drawings, with droopy socks, wispy hair, and spit-shined (literally--she licks them) shoes. Kids may need some persuading to read about a younger child, but they're sure to enjoy the understated humor."
Barbara Park does a great job of making the children in the story come to life. Her writing style is similar to other successful series writers such as Beverly Cleary and Peggy Parish. She plays on words to make the characters believable, and is good at determining how children might act and feel when placed in unfamiliar circumstances. A Booklist review wrote that Parks usually writes for an older age group, and although children usually don't like to read about protagonists who are younger than them, Junie B. Jones is definitely an exception. The illustrator also does a great job of capturing the reality of elementary school kids with detailed pencil drawings. Stuck out tongues, falling down socks, and nervous expressions capture the way a child might react and behave on their first day of school. Kirkus Reviews expresses some of the same impressions: "Junie's abrupt, ungrammatical narration sounds just like the feisty young lady seen in the b&w drawings, with droopy socks, wispy hair, and spit-shined (literally--she licks them) shoes. Kids may need some persuading to read about a younger child, but they're sure to enjoy the understated humor."
Classroom Tie-ins:
The Scholastic website has several ideas for ways these books can be used in the classroom. One teacher discussed that she uses them for reading groups, and leads into discussions about behavior, characters and words. Students could also discuss the title and pictures to infer what will happen during the story. Students could also write comparisons about Junie's behavior and responses and how they might act in those same situations. An example of this is when Junie first gets on the bus and a little girl says she can't sit with her. Students could be asked how they would feel,if this happened to them, and write about a similar experience or how they would act if that happened to them.
The Scholastic website has several ideas for ways these books can be used in the classroom. One teacher discussed that she uses them for reading groups, and leads into discussions about behavior, characters and words. Students could also discuss the title and pictures to infer what will happen during the story. Students could also write comparisons about Junie's behavior and responses and how they might act in those same situations. An example of this is when Junie first gets on the bus and a little girl says she can't sit with her. Students could be asked how they would feel,if this happened to them, and write about a similar experience or how they would act if that happened to them.
Personal Response:
Junie B. Jones is reminiscent of the main character in the Ramona series, which I loved as young reader. She is mischievous, opinionated, and always getting into trouble. I think the character is relatable to both boys and girls, and the humor can reach across a broad spectrum of age groups and reading levels.
Junie B. Jones is reminiscent of the main character in the Ramona series, which I loved as young reader. She is mischievous, opinionated, and always getting into trouble. I think the character is relatable to both boys and girls, and the humor can reach across a broad spectrum of age groups and reading levels.
Resources:
Booklist. (1992, December 1). [Review of the book Junie B. Jones and the Stupid Smelly Bus by Barbara Parks]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~u9b7q8:2
Kirkus Reviews. (1992). [Review of the book Junie B. Jones and the Stupid Smelly Bus by Barbara Parks]. Retrieved from:
https://www.kirkusreviews.com/book-reviews/barbara-park/junie-b-jones-and-the-stupid-smelly-bus/
Scholastic. (2013). Junie B. Jones Lesson Plan. Retrieved from:
http://www.scholastic.com/teachers/lesson-plan/junie-b-jones-lesson-plan
Booklist. (1992, December 1). [Review of the book Junie B. Jones and the Stupid Smelly Bus by Barbara Parks]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~u9b7q8:2
Kirkus Reviews. (1992). [Review of the book Junie B. Jones and the Stupid Smelly Bus by Barbara Parks]. Retrieved from:
https://www.kirkusreviews.com/book-reviews/barbara-park/junie-b-jones-and-the-stupid-smelly-bus/
Scholastic. (2013). Junie B. Jones Lesson Plan. Retrieved from:
http://www.scholastic.com/teachers/lesson-plan/junie-b-jones-lesson-plan
Judy Moody Saves the World!
Judy Moody Saves the World. McDonald, Megan (author). Reynolds, Peter H. (illustrator). (2002). Cambridge, MA: Candlewick Press. 145 pages. ISBN: 0-7636-1446-7.
Fiction: Beginning Chapter Book: Ages 6 to 9
Setting:
The setting of Judy Moody Saves the World could be in any town and any school in the USA. This makes the story relatable to elementary school kids everywhere.
Plot:
Judy's class in school is doing a science unit on the rain forest. Part of the discussion the class has concerns all of the things they use that come from the rain forest and how the waste of these items is causing deforestation and loss of habitat. This inspires Judy to look for various ways she can get her family to conserve. She tries to implement a recycling program at home, releases her brother's pet frog back into the wild, and hides her classmates pencils to save trees. Her most successful idea is a class wide recycling program that will raise money to plant trees to replace those that are being cut down. The program is a big success and Judy gets an award at school that is usually reserved for older students.
Author/Illustrator:
The illustrations that pepper the book are in black and white and add to the text. Judy's expressions are priceless and you can see how important the subject of saving the world is to her. They add to the tone of the overall story and give the reader a better sense of the emotions of the characters. Megan McDonald's writing style is humorous and direct. She gives enough details to engage the reader, but keeps the text simple enough that a wide range of reading levels can enjoy the book. Lynn Burke from Reading Today writes that the third installment of the series has the "snappy dialogue, spunky characters, and Peter Reynold's amusing black and white illustrations" that chapter book fans are looking for. The overall theme of this book is being environmentally friendly, and how kids can make a difference. The characters are memorable and are incorporated throughout the series.
Classroom Tie-ins:
The Reading Rockets website states that the Judy Moody series "does a great job of captivating unmotivated readers who are making the transition into chapter books," according to Virginia-based reading specialist Jennifer Thompson. This book could also be used in the classroom to supplement a science unit on rain forests, to get the students thinking of things they can do in their daily lives to reduce the amount of waste in their homes and communities. The school I worked at had a recycling program, and the classes competed with each other, this book could be used as a read aloud to motivate students to participate.
Personal Response:
This was my first Judy Moody book, and I really enjoyed it. They are popular with young readers, and I can see why. The lessons are incorporated into the writing and don't come across as didactic. The main character has personality, and is relatable. If I had time for leisure reading, I would definitely read the rest of the books in the series!
Resources:
Burke, L.T. (2003). Ecofriendly Books For Kids. Reading Today, April/May 2003: pg. 32.
Retrieved from: http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=3&sid=d4b94208-3a33-49ba-a45c-a56986f1ce58%40sessionmgr12&hid=12
Judy Moody's Mentor is Just a Big Kid Herself. Kansas City Star. Retrieved from:
http://www.readingrockets.org/news/42145/ (original article not retrievable)
Ivy & Bean Make the Rules
Ivy and Bean make the rules. Barrows, Annie (author). Blackall, Sophie (illustrator). (2012). San Francisco, CA: Chronicle Books LLC. 127 pages. ISBN: 978-1-4521-0295-5.
Realistic Fiction: Electronic Resource: ages 6 to 10
Setting:
The setting is 'Monkey Fun' Park in Ivy and Bean's neighborhood.
The setting is 'Monkey Fun' Park in Ivy and Bean's neighborhood.
Plot:
During Spring Break Bean is upset that she is not old enough to attend 'Girls' Rock', the day camp her older sister will be attending. Instead, her and her best friend Ivy decide to create the own camp, Camp Flaming Arrow. Using a brochure from 'Girl's Rock', Ivy and Bean make sure that their camp includes all of the same activities. They even recruit some of the other kids spending time at Monkey Park, who decide that Camp Flaming Arrow is way more fun than soccer camp or 'Puppet Fun' (a camp that is too babyish for Bean). Finally, Ivy and Bean get to be in charge and make the rules, because it seems like people are always telling them what they can and can't do!
During Spring Break Bean is upset that she is not old enough to attend 'Girls' Rock', the day camp her older sister will be attending. Instead, her and her best friend Ivy decide to create the own camp, Camp Flaming Arrow. Using a brochure from 'Girl's Rock', Ivy and Bean make sure that their camp includes all of the same activities. They even recruit some of the other kids spending time at Monkey Park, who decide that Camp Flaming Arrow is way more fun than soccer camp or 'Puppet Fun' (a camp that is too babyish for Bean). Finally, Ivy and Bean get to be in charge and make the rules, because it seems like people are always telling them what they can and can't do!
Author/Illustrator:
The author writes in a humorous tone, and writes in a relatable way to young kids. This novel opens with Bean being upset that she can't do some of the things her older sister can. What child with an older sibling can't relate to that? She also interprets events in the story in a believable way, and it doesn't come off as a writer trying to relate to children. It feels more authentic than that. Children's literature agrees saying that "it is cleverly and realistically written to accurately portray today’s youngsters and their adventures." The illustrations are black and white and show the girls getting into mischief. For some young readers, this will help them put the elements of the story together. Kirkus Reviews writes that "as usual Blackall's art conveys the girl's anarchically imaginative glee, bringing mischief and mayhem to messy, hilarious life."
The author writes in a humorous tone, and writes in a relatable way to young kids. This novel opens with Bean being upset that she can't do some of the things her older sister can. What child with an older sibling can't relate to that? She also interprets events in the story in a believable way, and it doesn't come off as a writer trying to relate to children. It feels more authentic than that. Children's literature agrees saying that "it is cleverly and realistically written to accurately portray today’s youngsters and their adventures." The illustrations are black and white and show the girls getting into mischief. For some young readers, this will help them put the elements of the story together. Kirkus Reviews writes that "as usual Blackall's art conveys the girl's anarchically imaginative glee, bringing mischief and mayhem to messy, hilarious life."
Classroom Tie-ins:
This book is accompanied by a CD that features an uninterrupted reading of the story. If I was a teacher I would have different books with CD's available for various interests in my classroom library. Many classes now have headsets where students can listen to computer programs, and play games when they finish their work early. A struggling reader could utilize this equipment to read along with a story. This could be done for Sustained Silent Reading time, to fulfill a required reading time that might normally be assigned for homework, or just allow a struggling student to read the latest books along with their classmates.
This book is accompanied by a CD that features an uninterrupted reading of the story. If I was a teacher I would have different books with CD's available for various interests in my classroom library. Many classes now have headsets where students can listen to computer programs, and play games when they finish their work early. A struggling reader could utilize this equipment to read along with a story. This could be done for Sustained Silent Reading time, to fulfill a required reading time that might normally be assigned for homework, or just allow a struggling student to read the latest books along with their classmates.
Personal Response:
For years, the girl's at my school would check out these books, one after another. I never bothered to pick one up. When choosing materials for this assignment I decided to give this one a try because it caught my eye in the new releases section. I really like the two protagonists, and how different they are. I plan to read a few more of these this summer. I always try to keep up on what kids are reading, and am sure my nieces will be delighted to know I am reading them!
For years, the girl's at my school would check out these books, one after another. I never bothered to pick one up. When choosing materials for this assignment I decided to give this one a try because it caught my eye in the new releases section. I really like the two protagonists, and how different they are. I plan to read a few more of these this summer. I always try to keep up on what kids are reading, and am sure my nieces will be delighted to know I am reading them!
Resources:
Children's Literature (). [Review of the book Ivy and Bean Make the Rules by Annie Barrows]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~oExWv3:1
Kirkus Reviews (2012, October 1). [Review of the book Ivy and Bean Make the Rules by Annie Barrows]. Retrieved from:
https://www.kirkusreviews.com/book-reviews/annie-barrows/ivy-bean-make-rules/
https://www.kirkusreviews.com/book-reviews/annie-barrows/ivy-bean-make-rules/
Flat Stanley's Worldwide Adventures: The Mount Rushmore Calamity
Flat Stanley's Worldwide Adventures: The Mount Rushmore Calamity. Pennypaker, Sara (author). Pamintuan, Macky (illustrator). (2009). New York, NY: Harper Collins. 71 pages. ISBN: 978-0-06-142991-0.
Fiction: Paperback Series: Ages 6 to 10
Setting:
The novel takes place at Mount Rushmore, in the Black Hills of South Dakota.
Plot:
The Lambchop family is taking a vacation to Mount Rushmore. They are excited to camp and enjoy the scenery. When Stanley's little brother, Arthur, stands to close to the edge, a crack appears in Lincoln's forehead. Stanley acts as a bridge to get Arthur to safety and hold the piece in place until repairs can be made. He is a hero and featured in the local newspapers. Arthur is getting tired of all the attention Stanley is receiving, and is relieved when they meet a new friend. Calamity Jasper is a Lakota cowgirl on the hunt for gold, and the boys go with her on an adventure. After a 'cave in' they are almost trapped but Stanley and Arthur save Calamity who decides that the 'city slickers' aren't so bad after all.
The Lambchop family is taking a vacation to Mount Rushmore. They are excited to camp and enjoy the scenery. When Stanley's little brother, Arthur, stands to close to the edge, a crack appears in Lincoln's forehead. Stanley acts as a bridge to get Arthur to safety and hold the piece in place until repairs can be made. He is a hero and featured in the local newspapers. Arthur is getting tired of all the attention Stanley is receiving, and is relieved when they meet a new friend. Calamity Jasper is a Lakota cowgirl on the hunt for gold, and the boys go with her on an adventure. After a 'cave in' they are almost trapped but Stanley and Arthur save Calamity who decides that the 'city slickers' aren't so bad after all.
Author/Illustrator:
The author's style is slightly unappealing. She has the mother of the two boys constantly inserting things like, "breakfast is the most important meal of the day", and "it's may not can", and mentioning the importance of obeying the local speed limits. These 'lessons' don't occur naturally in the story, but seemed forced. A Kirkus Review of the story explains some of this away by stating that, "a most felicitous use of language mimics (and oh-so-gently mocks) the ingenuous, gee-whiz tone of the original." Young readers today are so savvy, that they may not buy into the series if they feel the writing is low quality. The illustrations are well done and add to the story. There are smaller drawings throughout the story, with a few full page drawings that depict key events for the reader.
The author's style is slightly unappealing. She has the mother of the two boys constantly inserting things like, "breakfast is the most important meal of the day", and "it's may not can", and mentioning the importance of obeying the local speed limits. These 'lessons' don't occur naturally in the story, but seemed forced. A Kirkus Review of the story explains some of this away by stating that, "a most felicitous use of language mimics (and oh-so-gently mocks) the ingenuous, gee-whiz tone of the original." Young readers today are so savvy, that they may not buy into the series if they feel the writing is low quality. The illustrations are well done and add to the story. There are smaller drawings throughout the story, with a few full page drawings that depict key events for the reader.
Classroom Tie-ins:
I wouldn't recommend using this book in the classroom, or even have it available in the classroom or school library. It is culturally insensitive to the Native people of the Black Hills region. It is almost as if the author did the bare minimum of research necessary. The blog, American Indians in Children's Literature, points of some of the specificities of where the author went wrong. Debbie Reese writes, that Calamity Jasper is "part Lakota Sioux. In addition to knowing "useful things" about plants and hunting (can you say STEREOTYPE?), she knows how to send smoke signals (come on, say it again: STEREOTYPE). Course, because Stanley is FLAT, they use him as the blanket to send those smoke signals." She goes on to write that portraying a Lakota person as a gold miner is problematic. The Gold Rush in the Black Hills lead to the United State's government to take military action against the Sioux people who had been promised that land by treaty. They refused to give it up because they considered it sacred. No self respecting Lakota person would ever mine for gold in the Black Hills of South Dakota.
I wouldn't recommend using this book in the classroom, or even have it available in the classroom or school library. It is culturally insensitive to the Native people of the Black Hills region. It is almost as if the author did the bare minimum of research necessary. The blog, American Indians in Children's Literature, points of some of the specificities of where the author went wrong. Debbie Reese writes, that Calamity Jasper is "part Lakota Sioux. In addition to knowing "useful things" about plants and hunting (can you say STEREOTYPE?), she knows how to send smoke signals (come on, say it again: STEREOTYPE). Course, because Stanley is FLAT, they use him as the blanket to send those smoke signals." She goes on to write that portraying a Lakota person as a gold miner is problematic. The Gold Rush in the Black Hills lead to the United State's government to take military action against the Sioux people who had been promised that land by treaty. They refused to give it up because they considered it sacred. No self respecting Lakota person would ever mine for gold in the Black Hills of South Dakota.
Personal Response:
This was my least favorite of the books I chose to review for this assignment. That was before I had even read the blog mentioned above. I thought it was poorly written, and it felt didactic compared to most literature written for children today. When I realized that Flat Stanley was originally published in 1969, I thought these chapter books came soon after and that explained the poor writing style and lack of cultural sensitivity, but this books was published in 2009. Seeing that this is a first in a series, I don't hold out much hope for the stories that follow.
This was my least favorite of the books I chose to review for this assignment. That was before I had even read the blog mentioned above. I thought it was poorly written, and it felt didactic compared to most literature written for children today. When I realized that Flat Stanley was originally published in 1969, I thought these chapter books came soon after and that explained the poor writing style and lack of cultural sensitivity, but this books was published in 2009. Seeing that this is a first in a series, I don't hold out much hope for the stories that follow.
Resources:
Kirkus Reviews. (2009, April 15). [Review of the book Flat Stanley’s Worldwide Adventures: The Calamity at Mount Rushmore by Sara Pennypacker]. Retrieved from:
Reese, D. (2013). Flat Stanley's Worldwide Adventures: The Mount Rushmore Calamity. American Indians in Children's Literature. Retrieved May 4, 2013 from: http://americanindiansinchildrensliterature.blogspot.com/search?q=flat+stanley
A Mare for Young Wolf
A mare for young wolf. Shefelman, Janice (author). Shefelman, Tom (illustrator). (1993). New York, NY: Random House Publishing. 48 pages. ISBN: 0-679-83445-1.
Fiction: Historical: Ages 6 to 9
Setting:
The setting for this story is in an Indian village on the Great Plains. It is difficult to narrow it down any further since the author never mentions specifically what tribe to which Young Wolf belongs. The only clue is that they are enemies of the Apache people. Seeing that they have teepees and war ponies, it leads me to conclude this is a plains tribe.
The setting for this story is in an Indian village on the Great Plains. It is difficult to narrow it down any further since the author never mentions specifically what tribe to which Young Wolf belongs. The only clue is that they are enemies of the Apache people. Seeing that they have teepees and war ponies, it leads me to conclude this is a plains tribe.
Plot:
Young Wolf, is given his first pony by his father as sign of his impending manhood and ability to start going on hunts and raids. He is teased by his peers when he chooses a mare for his first horse as opposed to a stallion. Some people in his tribe believe that a mare will not make a good war pony, and that they are for women and children. Young Wolf has a special relationship with the horses in his village, and feels a bond to this horse in particular, because she listens when he talks. His Grandfather teaches him to ride the horse, and to hold his temper when Young Wolf wants to retaliate against the boys who are teasing him. When his horse saves the day, and keeps the village from being the victim of a raid on their horses, everyone accepts Young Wolf's decision. The story is engaging, and kids will easily relate to Young Wolf and his struggles and frustrations with Big Mouth who is, of course, aptly named. The characters are very typical in stories based on Native American stories. The mother is very demure as her name, Voice of the Sunrise, suggests. The father, Eagle Feather, is stern and no nonsense. The Grandfather is the teacher, and voice of reason to his young grandson. He is full of wisdom and advice. There are countless books on Native Americans that follow this formula.
Young Wolf, is given his first pony by his father as sign of his impending manhood and ability to start going on hunts and raids. He is teased by his peers when he chooses a mare for his first horse as opposed to a stallion. Some people in his tribe believe that a mare will not make a good war pony, and that they are for women and children. Young Wolf has a special relationship with the horses in his village, and feels a bond to this horse in particular, because she listens when he talks. His Grandfather teaches him to ride the horse, and to hold his temper when Young Wolf wants to retaliate against the boys who are teasing him. When his horse saves the day, and keeps the village from being the victim of a raid on their horses, everyone accepts Young Wolf's decision. The story is engaging, and kids will easily relate to Young Wolf and his struggles and frustrations with Big Mouth who is, of course, aptly named. The characters are very typical in stories based on Native American stories. The mother is very demure as her name, Voice of the Sunrise, suggests. The father, Eagle Feather, is stern and no nonsense. The Grandfather is the teacher, and voice of reason to his young grandson. He is full of wisdom and advice. There are countless books on Native Americans that follow this formula.
Author/Illustrator:
The author and illustrator are a husband and wife team. They have since written and illustrated two more titles in the Little Wolf series, along with a chapter book for older readers. The illustrations are large, mostly full or half pages. They are well done and compliment the story nicely. The duo collaborates on all aspects of a story as they are working on it, and the elements feel very cohesive. Seeing that there were no reviews of the book that could be found, the website Integrating New Technologies into the Methods of Education (INTIME) was used. Specifically, the section entitled Evaluating Children's Books for Bias. This section encourages reviewers to look into the author's and illustrator's background as to their qualifications to write stories based on other cultures. "There has been considerable debate recently regarding what has been termed cultural thievery. Is it ethical for mainstream writers to appropriate the literature of parallel cultures? Many people think it is impossible to write authentically from a perspective one has never experienced personally. People who have been silenced in the past do not take kindly to someone else trying to tell their story now that those stories are finally being recognized as significant."
The author and illustrator are a husband and wife team. They have since written and illustrated two more titles in the Little Wolf series, along with a chapter book for older readers. The illustrations are large, mostly full or half pages. They are well done and compliment the story nicely. The duo collaborates on all aspects of a story as they are working on it, and the elements feel very cohesive. Seeing that there were no reviews of the book that could be found, the website Integrating New Technologies into the Methods of Education (INTIME) was used. Specifically, the section entitled Evaluating Children's Books for Bias. This section encourages reviewers to look into the author's and illustrator's background as to their qualifications to write stories based on other cultures. "There has been considerable debate recently regarding what has been termed cultural thievery. Is it ethical for mainstream writers to appropriate the literature of parallel cultures? Many people think it is impossible to write authentically from a perspective one has never experienced personally. People who have been silenced in the past do not take kindly to someone else trying to tell their story now that those stories are finally being recognized as significant."
Classroom Tie-ins:
Students could be encouraged to write their own short story about an experience they have had where they had to follow their heart, or were teased by others because of some way they are different. This could also be tied in to a unit on Native Americans, although the story is so vague on details. According to the PBS Chidlhood Development Tracker, when children learn new information "they try to connect the new information they learn to what they already know about a topic." This book could provide background information on which students could build their knowledge of Native Americans.
Students could be encouraged to write their own short story about an experience they have had where they had to follow their heart, or were teased by others because of some way they are different. This could also be tied in to a unit on Native Americans, although the story is so vague on details. According to the PBS Chidlhood Development Tracker, when children learn new information "they try to connect the new information they learn to what they already know about a topic." This book could provide background information on which students could build their knowledge of Native Americans.
Personal Response:
In order for me to recommend this book, or use it a classroom, I would need more details, such as what tribe is Young Wolf? I would want to give my students background and discuss the historical aspects of the tribe before I introduced them to the story. In reading the story, I definitely felt it was written from an outsider's perspective, and was kept vague and borderline stereotypical due to a lack of real knowledge of tribes.
In order for me to recommend this book, or use it a classroom, I would need more details, such as what tribe is Young Wolf? I would want to give my students background and discuss the historical aspects of the tribe before I introduced them to the story. In reading the story, I definitely felt it was written from an outsider's perspective, and was kept vague and borderline stereotypical due to a lack of real knowledge of tribes.
Resources:
Integrating New Technologies in to the Methods of Education (2002). Evaluating Children's Books for Bias. Retrieved from:
http://www.intime.uni.edu/multiculture/curriculum/children.htm
Public Broadcasting Service [PBS]. (2013). Child development tracker. Retrieved from:
http://www.pbs.org/parents/education/reading-language/reading-milestones/second-and-third-grader-language-development-milestones/second-and-third-graders-listening/
The Egyptian Cinderella
The Egyptian Cinderella. Climo, Shirley (author). Heller, Ruth (illustrator). (1989). New York, NY: HarperCollins Children's Books. 32 pages. ISBN: 0-690-04824-6.
Fiction: Folktale: Ages 4 to 8
Setting:
Ancient Egypt. The story is both fact and fable. It is not known if the slippers really existed, although it is possible. It is recorded that Greek slave girl named Rhodopis married the Pharaoh Amasis and became his queen.
Ancient Egypt. The story is both fact and fable. It is not known if the slippers really existed, although it is possible. It is recorded that Greek slave girl named Rhodopis married the Pharaoh Amasis and became his queen.
Plot:
A young girl, Rhodopis, is kidnapped from her family in Greece and sold into servitude in Egypt. Her master is a kind man, but she is constantly bullied by the other servants. She is different than them and has blonde hair, and slightly sunburned skin. She is kind to animals and they are her only companions. One day as she is singing and dancing, her master notices what a great dancer she is and he gives her a pair of beautiful shoes. When everyone is invited to meet the pharaoh for a feast, Rhodopis is forced to stay behind and do chores. A falcon swoops down and steals one of her shoes. She is heart broken, but the falcon delivers it to the pharaoh. The pharaoh sees it as a sign and searches the land to find the woman the shoe belongs to. At last he sees Rhodopis and she fits the shoe and pulls the other one out from her robe. The Pharaoh makes her his queen. Although some of the elements in the story are familiar, the "mellifluous prose and majestic illustrations...present an inventive twist on the classic tale" (Publisher's Weekly).
A young girl, Rhodopis, is kidnapped from her family in Greece and sold into servitude in Egypt. Her master is a kind man, but she is constantly bullied by the other servants. She is different than them and has blonde hair, and slightly sunburned skin. She is kind to animals and they are her only companions. One day as she is singing and dancing, her master notices what a great dancer she is and he gives her a pair of beautiful shoes. When everyone is invited to meet the pharaoh for a feast, Rhodopis is forced to stay behind and do chores. A falcon swoops down and steals one of her shoes. She is heart broken, but the falcon delivers it to the pharaoh. The pharaoh sees it as a sign and searches the land to find the woman the shoe belongs to. At last he sees Rhodopis and she fits the shoe and pulls the other one out from her robe. The Pharaoh makes her his queen. Although some of the elements in the story are familiar, the "mellifluous prose and majestic illustrations...present an inventive twist on the classic tale" (Publisher's Weekly).
Author/Illustrator:
The author brings the story to life by including details and background common in ancient Egyptian life. She has also written the 'cinderella' stories from other cultures such as Persia and Korea. She received some negative feedback from readers in their reviews of the book. Some of them were disappointed that the protagonist in the story is a fair haired, light skinned woman. Seeing that the book is based on a true story, it doesn't seem the author could have changed that and stayed historically accurate. The illustrations, by Ruth Heller, are vivid and engaging. The backgrounds and animals are very detail oriented so children will enjoy looking at the pictures as the text is being read aloud to them.
The author brings the story to life by including details and background common in ancient Egyptian life. She has also written the 'cinderella' stories from other cultures such as Persia and Korea. She received some negative feedback from readers in their reviews of the book. Some of them were disappointed that the protagonist in the story is a fair haired, light skinned woman. Seeing that the book is based on a true story, it doesn't seem the author could have changed that and stayed historically accurate. The illustrations, by Ruth Heller, are vivid and engaging. The backgrounds and animals are very detail oriented so children will enjoy looking at the pictures as the text is being read aloud to them.
Classroom Tie-ins:
Of course bullying is a hot topic in schools and across the country right now. This book could be used to start a dialogue among students. It can also be used to study other cultures, to compare those stories with the ones we are more familiar with. A compare and contrast unit could be done. Venn Diagram's come to mind. The pages are text heavy, so this might be a better read aloud for younger students. The PBS Childhood Development Tracker states that first graders like to listen to long stories, and retain more from listening than from reading on their own. Their "knowledge of the world, ability to follow complex plots, and natural enthusiasm for stories make longer books ideal for this age and stage."
Of course bullying is a hot topic in schools and across the country right now. This book could be used to start a dialogue among students. It can also be used to study other cultures, to compare those stories with the ones we are more familiar with. A compare and contrast unit could be done. Venn Diagram's come to mind. The pages are text heavy, so this might be a better read aloud for younger students. The PBS Childhood Development Tracker states that first graders like to listen to long stories, and retain more from listening than from reading on their own. Their "knowledge of the world, ability to follow complex plots, and natural enthusiasm for stories make longer books ideal for this age and stage."
Personal Response:
I enjoyed the story and the illustrations. I had no idea that there were other versions of Cinderella. In the notes at the back of the book, it is noted that this is one of the oldest recorded Cinderella stories, leading me to believe there are more. It would be interesting to compare them and find the common themes, and explore the differences. Although children will struggle with some of the unfamiliar words in this story, such as the characters names, and words to describe Egyptian culture, I think there is enough in the story that student's will find familiar and interesting.
I enjoyed the story and the illustrations. I had no idea that there were other versions of Cinderella. In the notes at the back of the book, it is noted that this is one of the oldest recorded Cinderella stories, leading me to believe there are more. It would be interesting to compare them and find the common themes, and explore the differences. Although children will struggle with some of the unfamiliar words in this story, such as the characters names, and words to describe Egyptian culture, I think there is enough in the story that student's will find familiar and interesting.
Resources:
Amazon (2013, February 10). [Review of the book The Egyptian Cinderella by SHirley Climo]. Retrieved from:
http://www.amazon.com/The-Egyptian-Cinderella-Shirley-Climo/product-reviews/0064432793/ref=cm_cr_pr_btm_link_2?ie=UTF8&pageNumber=2&showViewpoints=0
Public Broadcasting Service [PBS]. (2013). Child development tracker. Retrieved from:
http://www.pbs.org/parents/education/reading-language/reading-milestones/first-grader-language-development-milestones/first-grader-listening/
Publishers Weekly. (1991, February). [Review of the book The Egyptian Cinderella by Shirley Climo]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~L7dnma:11
Truckery Rhymes
Truckery Rhymes. Scieszka, Jon (author). Design Garage (illustrator). (2009). New York, NY: Simon and Schuster Books for Young Readers. 57 pages. ISBN: 978-1-4169-4135-4.
Poetry: Nursery Rhymes: Ages 4 to 8
Setting:
The setting can best be described as a Mother Goose type land but with trucks instead of animals and people. The front cover of the book is a huge tire with trucks hanging out the windows, reminiscent of the illustrations depicting the classic tale of the old woman who lived in the shoe. All of the poems within are plays on words of the most popular nursery rhymes today.
The setting can best be described as a Mother Goose type land but with trucks instead of animals and people. The front cover of the book is a huge tire with trucks hanging out the windows, reminiscent of the illustrations depicting the classic tale of the old woman who lived in the shoe. All of the poems within are plays on words of the most popular nursery rhymes today.
Plot:
Truckery Rhymes takes the reader through 22 rhymes and songs that most children today are familiar with. Three Bling Mice becomes Three Loud Trucks. Peter Peter Pumpkin Eater becomes Peter Peter Payload Eater, and Swing Around With Rosie is about a bulldozer who smashes and bashes until "it all falls down!" The poems all stand on their own, with no tie ins to one another except for familiar truck characters appearing from one rhyme to another.
Truckery Rhymes takes the reader through 22 rhymes and songs that most children today are familiar with. Three Bling Mice becomes Three Loud Trucks. Peter Peter Pumpkin Eater becomes Peter Peter Payload Eater, and Swing Around With Rosie is about a bulldozer who smashes and bashes until "it all falls down!" The poems all stand on their own, with no tie ins to one another except for familiar truck characters appearing from one rhyme to another.
Author/Illustrator:
Jon Scieszka takes classic nursery rhymes and Mother Goose rhymes and reconfigures them to include trucks. The author is a big advocate for getting boys to read, and many of his books appeal to both boys and girls. These rhymes maintain their original rhythms and are fun to read aloud. Design Garage is a team of illustrators, and they incorporate everything from dump trucks, to diesels, to monster trucks in the various illustrations.The illustrations are colorful and engaging. They also incorporate the words of the poems into the illustrations to draw the reader in and help them figure out some of the words based on inference from the pictures and their familiarity with the classic versions of the rhymes. School Library Journal called the illustrations "colorful, energetic, and playful: the vehicles have personality plus. One flashy spread shows all of them and their sound words from "The Wheels on the Truck," and another picture shows the ice-cream truck parked on a moon made of ice cream. This effervescent picture book will zoom off your shelves."
Jon Scieszka takes classic nursery rhymes and Mother Goose rhymes and reconfigures them to include trucks. The author is a big advocate for getting boys to read, and many of his books appeal to both boys and girls. These rhymes maintain their original rhythms and are fun to read aloud. Design Garage is a team of illustrators, and they incorporate everything from dump trucks, to diesels, to monster trucks in the various illustrations.The illustrations are colorful and engaging. They also incorporate the words of the poems into the illustrations to draw the reader in and help them figure out some of the words based on inference from the pictures and their familiarity with the classic versions of the rhymes. School Library Journal called the illustrations "colorful, energetic, and playful: the vehicles have personality plus. One flashy spread shows all of them and their sound words from "The Wheels on the Truck," and another picture shows the ice-cream truck parked on a moon made of ice cream. This effervescent picture book will zoom off your shelves."
Class room Tie-ins:
Students could be encouraged to pick a popular nursery rhyme or poem and rewrite the words about something that interests them. They could then illustrate the poem and it can be displayed in the classroom. Poetry is fun for young children, and this is way to engage those students who prefer recess to poetry. A teacher or librarian could not tell the title of the poem and get listeners to guess which poem it is based on the rhythm of the words. According to the PBS Child Development tracker, 4 and 5 year olds benefit from listening to "nursery rhymes, songs and poems that contain rhyming words, and by adults explicitly labeling these as "rhymes" for the child. Adults can also point out words that begin with the same sound, sound out words for the child, and play games with rhyming words and words that begin with the same sound."
Students could be encouraged to pick a popular nursery rhyme or poem and rewrite the words about something that interests them. They could then illustrate the poem and it can be displayed in the classroom. Poetry is fun for young children, and this is way to engage those students who prefer recess to poetry. A teacher or librarian could not tell the title of the poem and get listeners to guess which poem it is based on the rhythm of the words. According to the PBS Child Development tracker, 4 and 5 year olds benefit from listening to "nursery rhymes, songs and poems that contain rhyming words, and by adults explicitly labeling these as "rhymes" for the child. Adults can also point out words that begin with the same sound, sound out words for the child, and play games with rhyming words and words that begin with the same sound."
Personal Response:
I thought this was a cute variation on traditional nursery rhymes and poems. Having worked with the preschool through 2nd grade age group, I know how much boys in this age group love trucks. I feel this is the type of book that might appeal to the 'reluctant reader'. I also really applaud Jon Scieszka's efforts to write materials that appeal to boys and get them to enjoy reading at a young age. I was first introduced to his work when I discovered the True Story of the Three Little Pigs, which children also love. He is always incorporating different perspectives into his work and children respond to that.
Resources:
Public Broadcasting Service [PBS]. (2013). Child development tracker. Retrieved from:
http://www.pbs.org/parents/childdevelopmenttracker/four/literacy.html
School Library Journal (2009, August). [Review of the book Truckery Rhymes by Jon Scieszka]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=3&sid=e7f36a94-dc2c-4f73-b7f8-089b82b08f19%40sessionmgr14&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43698372
Resources:
Public Broadcasting Service [PBS]. (2013). Child development tracker. Retrieved from:
http://www.pbs.org/parents/childdevelopmenttracker/four/literacy.html
School Library Journal (2009, August). [Review of the book Truckery Rhymes by Jon Scieszka]. Retrieved from:
http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/detail?vid=3&sid=e7f36a94-dc2c-4f73-b7f8-089b82b08f19%40sessionmgr14&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=43698372
Saturday, May 4, 2013
We Are In A Book!
We Are in a Book! Willems, Mo (author and illustrator). (2010). New York, NY: Hyperion Books for Children. 57 pages. ISBN: 978-1-4231-3308-10152.
Fiction: Humorous: Ages 3 to 7
Plot:
Gerald and Piggie realize that someone is watching them. They are delighted when they discover it is a reader and they are being read! They enjoy making hte reader say silly things, but become distraught when they realize that the book must end. They ask the reader to please read them again. The book comes full circle as the beginning of the book is tied into the end of the book.
Gerald and Piggie realize that someone is watching them. They are delighted when they discover it is a reader and they are being read! They enjoy making hte reader say silly things, but become distraught when they realize that the book must end. They ask the reader to please read them again. The book comes full circle as the beginning of the book is tied into the end of the book.
Author/Illustrator:
Mo Willems is both author and illustrator in this series of books. The simple drawings are set against a white background, and there are simple word bubbles telling the reader which character is saying what. The simplicity of the writing and illustrations are probably comforting to beginning readers, but the humor is appealing to all ages. A review in the Bulletin of the Center for Children's Books also mentions Willems' illustration style saying that, "it’s a good thing that Willems chooses to place his characters on flat white backgrounds and limit the color palette to their signal pink and grey, linking them to more muted shades of those colors in their speech bubbles, since the physical comedy of their actions would be too chaotic otherwise."
Mo Willems is both author and illustrator in this series of books. The simple drawings are set against a white background, and there are simple word bubbles telling the reader which character is saying what. The simplicity of the writing and illustrations are probably comforting to beginning readers, but the humor is appealing to all ages. A review in the Bulletin of the Center for Children's Books also mentions Willems' illustration style saying that, "it’s a good thing that Willems chooses to place his characters on flat white backgrounds and limit the color palette to their signal pink and grey, linking them to more muted shades of those colors in their speech bubbles, since the physical comedy of their actions would be too chaotic otherwise."
Classroom Tie-ins:
These are good read aloud books, and children love these to read on their own. There are several ideas for classroom use. One idea that comes to mind is having students draw Gerald and Piggie comic strips. The website pigeonpresents.com, featured a teacher's guide for the series, and featured ideas like fill in the blanks worksheets with questions about the stories, discussion prompts for some of the titles in the series, and coloring pages. The text in the book itself gives the reader a lesson in the construction of books by turning pages and explaining how the reader is reading their word bubbles. As a Kirkus review points out "Willems displays his customary control of both body language and pacing even as he challenges his readers to engage with his characters and the physicality of their book." This opens the door for a lesson on how books work and the many parts of a book.
These are good read aloud books, and children love these to read on their own. There are several ideas for classroom use. One idea that comes to mind is having students draw Gerald and Piggie comic strips. The website pigeonpresents.com, featured a teacher's guide for the series, and featured ideas like fill in the blanks worksheets with questions about the stories, discussion prompts for some of the titles in the series, and coloring pages. The text in the book itself gives the reader a lesson in the construction of books by turning pages and explaining how the reader is reading their word bubbles. As a Kirkus review points out "Willems displays his customary control of both body language and pacing even as he challenges his readers to engage with his characters and the physicality of their book." This opens the door for a lesson on how books work and the many parts of a book.
Personal Response:
I love these books! The students in the library love these books. In fact, when I was sitting at a table in the children's section getting ready to check out my books for this assignment, a little boy of about three came up and grabbed this book out of my pile! I was perfectly happy letting him keep it and picking another title, but his mother was embarrassed and insisted on giving it back. Sometimes I think the simple design of these books are appealing to children, who may be overwhelmed with all of the visual stimulation they are exposed to on a daily basis. I enjoy reading these books and seeing what kind of silly antics Gerald and Piggie will be up to. Mo Willems is a personal favorite.
I love these books! The students in the library love these books. In fact, when I was sitting at a table in the children's section getting ready to check out my books for this assignment, a little boy of about three came up and grabbed this book out of my pile! I was perfectly happy letting him keep it and picking another title, but his mother was embarrassed and insisted on giving it back. Sometimes I think the simple design of these books are appealing to children, who may be overwhelmed with all of the visual stimulation they are exposed to on a daily basis. I enjoy reading these books and seeing what kind of silly antics Gerald and Piggie will be up to. Mo Willems is a personal favorite.
Resources:
Bulletin of the Center for Children's Books. (2010, October). [Review of the book We Are in a Book! by Mo Willems]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~f30jPH:2
Kirkus Reviews. (2010, September 1). [Review of the book We Are in a Book! by Mo Willems]. Retrieved from:
http://www.clcd.com.libaccess.sjlibrary.org/cgi-bin/member/search/f?./temp/~f30jPH:2
Willems, M. (2010). The Elephant and Piggie Books Party Kit! Hyperion Books. Retrieved from:
http://www.pigeonpresents.com/teachersguides/EandP_EventKit_10.pdf
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