Book Review: Street Rhymes Around the World by Jane Yolen

General Information

Title: Street Rhymes Around the World

Author: Jane Yolen

Genre: Rhyme/Poetry

Publisher: Wordsong

Date of Publication: 1992

Illustrator: illustrated by 17 international artists

Lexile Level & Target Audience

Lexile: N/A; approx. 3rd grade level

Age Range: 6-9

Audience: boys and girls, variety of ethnicities (including: Mexican, English, German, Chinese, Danish, French, among others), variety of languages (see above)

Brief Summary

Street Rhymes Around the World is an incredible collection of rhymes from all around the world; each rhyme features its native language (along with an English translation) and illustrations that are reflective of that country (i.e. an artist from Israel created the illustrations for the Israeli rhymes included). Some of the countries included are: Brazil, Israel, Japan, Mexico, England, Greece, Denmark, Republic of Armenia, and The Netherlands.

Evaluation: Pros & Cons

Pros:

1. Incredibly diverse selection of countries. The ethnicities/countries represented in this book are refreshingly diverse; it goes beyond the typical countries often featured in American literature, including countries such as Israel, Republic of Russia, Greece, Republic of Zambia, Denmark, and the Republic of Armenia.

2. Native language before English. In each featured rhyme, the native language is shown before English––a wonderful representation of the fact that English is not the "more important" language.

Cons:

1. Un-parallel translation. In some cases, the English translation of the international rhyme doesn't have the same "ring" or "feel" to it––that is, in translation, it is difficult to convey meaning that is so specific to the native language. However, in my opinion, this book is still a wonderful tool to have in the classroom; the diversity it provides is superb.

Literary Elements

Repetition: Repetition is a major element in many of these rhymes; some examples include: "Let us go . . . Let us buy . . . Let us eat . . ," "Even when . . . Even when . . ," and "Little Ming, little Ming / Little little Ming Ming."

Text Structure: Each rhyme not from the U.S. is italicized for easier frame of reference/recognition.

Rhyme: Not all of the rhymes actually rhyme (at least not in their English translations), but many of them do. Some examples include: "Brow-bone / Eye-stone / Nose-bone" and "One, two, grow tall / Three, four, round as a ball / Five, six, reach up high / Seven, eight, don't scratch the sky."

Illustrations

As alluded to above, the illustrations are incredible; each page is vibrant with the colors and artistic representations of each country––this beautiful, distinct art is an absolutely perfect way for children to be introduced to different cultures.

Mini-lesson Idea(s)

Something wonderful about this book is its vivid representations of other cultures and countries outside of the U.S. Following this same idea of exploring other cultures, students could create a poem which represents/describes aspects of another culture/country; they would first need to do their research on this particular country (much like Yolen did). Students could then use the type of poem format that they feel would best help them describe their country (i.e. free verse, couplet, acrostic, haiku, etc.).

Cheers!

- Aubrey

Book Review: The World According to Humphrey by Betty G. Birney

General Information

Title: The World According to Humphrey

Author: Betty G. Birney

Genre: Fiction

Publisher: Puffin Books

Date of Publication: 2004

Cover Design: Deirdre Newman

Lexile Level & Target Audience

Lexile: 670L

Age Range: 7-12

Audience: boys and girls, hamster lovers, pet owners

Brief Summary

The World According to Humphrey is an early chapter book from the perspective of Humphrey, a hamster who lives in Room 26 (a classroom inside an elementary school). We follow Humphrey through his various escapades and "listen in" as he observes the students who take him home each weekend. Humphrey even learns to read and write, but experiences some trouble along the way with the classroom teacher, Mrs. Brisbane...

Evaluation: Pros & Cons

Pros:

1. Out-of-the-box fiction writing. Birney personifies Humphrey in a way that makes us see ourselves a bit differently; of course, animals don't have human thoughts and emotions, but the way that Birney shapes the perspective of the book makes us think about how our actions may be perceived differently by others––this is something that students can implement in their own creative writing.

2. Friendship and kindness. Themes of friendship and kindness are seen between Humphrey and Aldo (a human); these themes, even situated amongst humor, are beneficial for students to absorb and imitate in their own actions.

Cons:

1. The teacher in the story is portrayed negatively. This isn't a deal breaker, but it is unfortunate that many teachers in children and YA books are portrayed as "mean" or inconsiderate; however, this could be addressed through classroom discussion if needed.

Literary Elements

Repetition: Birney uses repetition to emphasize emotion; examples include: "she's GONE-GONE-GONE," "my life changed FAST-FAST-FAST," and "I felt SAD-SAD-SAD."

Tone: Written from Humphrey's point of view, the tone of the book is humorous, witty, and sarcastic; Birney creates a distinct personality for Humphrey that leaks out of the pages.

Characterization/Personification: Humphrey is a hamster characterized as a human, with human feelings, thoughts, and emotions.

Mini-lesson Idea(s)

Writing from another's perspective is a great way for students to branch out from typical narrative writing. Students could choose from a list of household animals and write a short story from the perspective of that animal; like Birney, students would need to include the animal's thoughts and feelings, as well as what they think of humans and what humans think of them.

Cheers!

- Aubrey

Book Review: Binky the Space Cat by Ashley Spires

General Information

Title: Binky the Space Cat

Author: Ashley Spires

Genre: Fiction

Publisher: Kids Can Press

Date of Publication: 2009

Illustrator: Ashley Spires

Lexile Level & Target Audience

Lexile: GN740L

Age Range: 7-10

Audience: girls and boys, cat lovers, fans of astronauts and space

Brief Summary

Binky the Space Cat is a graphic novel detailing the story of Binky, a typical house cat thirsty for big adventures. He dreams of blasting off into "outer space" (outside) to protect his humans from "alien invaders" (bugs)––but when he finally departs, he realizes he has forgotten something very important...

Evaluation: Pros & Cons

Pros:

1. Good, clean fun. There are no overly mature aspects or inappropriate themes; it's good, clean fun about a lovable character––something wonderful for young readers to engage with.

2. Humorous story with a delightful ending. Young readers will enjoy the humorous fictional elements of this book––especially Binky's obsession with warding off "alien invaders"––which are really just bugs. The ending will have readers chuckling and longing for another story from Binky's adventures.

Cons:

1. No real struggles or growth. This isn't a huge "con," but it's worth mentioning that Binky doesn't change much throughout the story; there aren't real character building or academic building opportunities to branch off with for this book, but, it is an enjoyable and comical story of adventure which could help to spark students' interest in reading. 

Literary Elements

Structure: In addition to this novel being in a comic-strip style, it also has various random artifacts of text placed outside of the comic strip altogether––such as Binky's "acceptance letter" into the "Felines of the Universe Ready for Space Travel (F.U.R.S.T.)" agency and his handwritten list comparing "alien qualities" with "bug qualities."

Dialogue/Diction: Spires uses speech bubbles within the comic strip to indicate the speech of Binky and his humans; she also includes various "sound effect" text lines, shaped to reflect the sound (i.e. "zooom" runs diagonal across the page).

Tone: Spires' tone is light and cheerful; she writes from an all-knowing narrator point of view. An example of her humor includes the lines: "Obviously, bugs and aliens are the same thing. Too bad humans aren't smart enough to figure this out. That must be why they need a cat around."

Illustrations

The illustrations follow a refreshingly distinct style; it's evident that Spires is just as much an artist/designer as she is a writer. The format of the book is organized in a unique structure, with each page feeling different from the last, and the characters themselves (including Binky) are crafted with lots of personality.

Mini-lesson Idea(s)

Spires' use of vivid imagination and a ridiculous plot line is something that young readers can apply in their own writing. Students could be encouraged to come up with something utterly unbelievable and then "normalize" it by talking about it like it's actually possible (just like Spires does). Alternatively, or in addition, students could craft their stories within a comic-style format like Spires. 

Cheers!

- Aubrey

Book Review: Persepolis by Marjane Satrapi

General Information

Title: Persepolis

Author: Marjane Satrapi

Genre: Memoir

Publisher: Pantheon

Date of Publication: 2003

Illustrator: Marjane Satrapi

Lexile Level & Target Audience

Lexile: GN380L

Age Range: 14-17 (or upper middle school, as appropriate)

Audience: girls, comic book lovers, Iranian ethnicity

Brief Summary

Persepolis is a graphic novel memoir of Marjane Satrapi who grows up (age 6-14) during the Islamic Revolution in Iran. We hear her child-eyed perspective on the overthrow of the Shah's regime and the heartbreaking effects of the violent war with Iraq. Marjane experiences great tragedy and loss, but we watch as she also begins to find her footing in a war-torn world, juggling the conflicts between home life, public life, and personal identity.

Evaluation: Pros & Cons

Pros:

1. Eye-opening and empathy building for an often obscure race. Marjane's outspoken (and often humor-filled) narrative is extremely eye-opening to the dynamics of the conflict in Iran and its effects on the Iranian people. Students will be shocked at the tragedy and struggle that Marjane endures, and will be given the opportunity to empathize with her, too.

2. Humorous and relatable. Marjane's life experiences are dramatically different from the present majority of students in American schools; however, her personal thoughts, fears, and emotions, are incredibly relatable. Students will find amusement in her honest writing and will quickly grow to identify with Marjane in her humanity.

Cons:

1. Religious undertones. Marjane is quite open about her views on God, Marx, and Islamic beliefs; this topic could prove potentially challenging or confusing for students who are still working out what it is that they believe. This topic should be approached with great care, and if I were to assign this book to students (which I'm still on the fence about), I would be sure to give them the opportunity to ask questions about these subjects as they arise.

2. Up-front depiction of war and violence. Although the images are in comic-strip style (cartoon/black and white), the depiction of violence is still quite intense––too intense for some readers. This book could potentially be a good choice read for students who show the ability to handle these more mature themes.

3. A subjective view. Although reading from Marjane's perspective is effective in opening our eyes to certain aspects of her people, students should be aware that what they are reading is not necessarily "absolute truth" about this time period; Marjane has certainly done her research, but students should follow up this read with factual research about this people, culture, and era.

Literary Elements

Setting: Marjane's illustrations (comic style) immerse us into the setting in a way that text never could; the images are revealing of place and emotion.

Tone: The book has a mixture of dark and humorous undertones; Marjane conveys the tragedy of her situation, but does so in a quick-witted, honest, and spunky manner.

Conflict: This book is full of tension and conflict; this feeling of tension is presented through Marjane's simple narration––she never says more than necessary. This expert handle of sentence structure, grammar, and connotation is part of what encourages the reader to continue.

Illustrations

As mentioned above, Marjane's illustrations are genius; the amount of meaning conveyed through the simplicity of her art is quite astounding. Readers will get lost in the intricate details of each page.

Mini-lesson Idea(s)

Marjane offers a lot of information even in small sections of the book; she does this through a mixture of narration and dialogue, pacing the text and images in such a way that keeps readers engaged. Students could practice this form of craft by creating their own stories with an intense focus on balancing narration and dialogue just right––i.e. just enough narration to offer adequate information and just enough dialogue to move the plot along and add dimension/personality to the piece.

Cheers!

- Aubrey

Book Review: Babymouse Mad Scientist by Jennifer L. Holm & Matthew Holm

General Information

Title: Babymouse Mad Scientist

Author: Jennifer L. Holm & Matthew Holm

Genre: Fiction

Publisher: Random House

Date of Publication: 2011

Illustrator: Jennifer L. Holm & Matthew Holm

Lexile Level & Target Audience

Lexile: GN440L

Age Range: 8-11

Audience: girls, science lovers, science fair

Brief Summary

Babymouse Mad Scientist (a graphic novel) follows Babymouse as she dreams about becoming a famous scientist. While working on a school science fair project, she discovers a new species of amoeba named "Squish." While at first she is not so enthused about the scientific method, Babymouse realizes that even the more mundane processes of science can produce exciting results.

Evaluation: Pros & Cons

Pros:

1. Babymouse doesn't give in to negative peer pressure. Although she is initially discouraged when her school friends tease her about doing her science project on a "lame ameoba," Babymouse persists and doesn't give in to their negative comments. And as a result, she ends up thoroughly enjoying her project.

2. The language is natural sounding and engaging. This book is especially beneficial for young readers who are struggling to read at grade level; the small blurbs of text alongside images (in comic-strip format) keep the plot engaging rather than overwhelming.

Cons:

1. Babymouse is a bit irresponsible. In the beginning of the book, Babymouse's father asks her if she's cleaned her room yet, but by the end of the book (after all of her science fair adventures) she still hasn't cleaned it. Her father plays it off in a sarcastic joke, sending the message that this disobedience is somewhat humorous and rationalized.  

Literary Elements

Allusion: Various references are made to other sources of entertainment/literature, including Star Trek ("Beam me up, Scotty!") and Horton Hears a Who.

Tone: The tone here has a sarcastic, "random" nature; short sentence fragments are used to describe images (rather than long paragraphs of text description), and the dialogue between characters is abbreviated and quick-witted.

Characterization/Personification: Babymouse and her family are mice personified as humans; there are also other characters in the books personified as humans, such as a turtle, a pig, and a bird.

Illustrations

The graphic images are humorous and effective at enhancing the action of the plot; they span a variety of shapes and layouts, too, straying away from a typical comic-book style format, but still maintaining the comic-strip feel.

Mini-lesson Idea(s)

This interplay between text and illustration––i.e. their "codependence" on one another to convey meaning––would be a great option for students to explore in their own writing. Students could start small by creating a one to two page comic strip, with an emphasis on allowing the image to help interpret the text, and vice versa. This comic strip could be based on a theme that is currently being discussed in class, or it could be more of a free-write exercise.

Cheers!

- Aubrey

Book Review: Book Fiesta! by Pat Mora

General Information

Title: Book Fiesta!

Author: Pat Mora

Genre: Fiction

Publisher: HarperCollins Publishers

Date of Publication: 2009

Illustrator: Rafael López

Lexile Level & Target Audience

Lexile: AD790L/AD520L

Age Range: 5-7

Audience: boys and girls, avid readers, bilingual, Hispanic ethnicity

Brief Summary

Book Fiesta! is a bilingual book which explains a set aside day (Children's Day/Book Day/Book Fiesta) in which children read, read, read. Told from the perspective of children themselves, they explain: "We read in English and Spanish, in Chinese and Navajo . . . at the library . . . in cars . . . and planes . . . to our puppies and kittens . . . riding an elephant . . . or sailing with a whale . . ." These whimsical descriptions, alongside similarly whimsical illustrations, create a wonderful image of reading and the adventures it brings.

Evaluation: Pros & Cons

Pros:

1. A diverse selection of cultures are represented. The illustrations represent children and families from a large variety of races and cultures, emphasizing reading as a part of cultures worldwide.

2. It's enjoyable and exciting to read. A book which tries to convey the adventure and wonder of reading should be an adventure and wonder to read, right? Well, this book is just that. It contains rhyme, assonance, carefully crafted phrasing, and elements of humor and surprise––successfully reflecting in its own structure that reading is fun and worthwhile.

Cons:

1. English, then Spanish. It would be ideal for Spanish to be listed first, helping to emphasize its value and importance; however, if teachers choose to read this text aloud, they could easily read the Spanish lines before the English ones.

[No other real cons.]

Literary Elements

Assonance: Examples of assonance in the text include: "Hooray! Today is our day," "and planes and trains," and "sailing with a whale." This technique works to create a poetic flow amidst the pages, even without a rhyme scheme.

Phrasing: Traditional sentence structures are split up into phrases, spanning across multiple pages before coming to the sentences' "ends." This technique helps to keep the pages moving, with new illustrations every couple of seconds, and increases the attention span of young readers.

Repetition: The words "we read" are repeated a total of nine times throughout the book, creating a clear theme.

Illustrations

As mentioned above, the illustrations work alongside the text exquisitely; they feel magical, whisking readers away to exciting "destinations"––a representation of what reading itself can be like.

Mini-lesson Idea(s)

The technique of repetition is evident throughout this book, and would be a wonderful skill for students to develop. Students could consider themes/topics that center around an action they are passionate about, such as running, singing, or drumming; students could then use two words to repeat throughout their piece of writing (i.e. "I run," "I sing," or "I drum") which center on their action (just as Mora uses the two words "we read"). This activity could be especially useful in writing poetry, although students could have the option of using free verse or rhyme.  

Cheers!

- Aubrey

Book Review: Water Rolls, Water Rises by Pat Mora

General Information

Title: Water Rolls, Water Rises

Author: Pat Mora

Genre: Poetry

Publisher: Children's Book Press

Date of Publication: 2014

Illustrator: Meilo So

Lexile Level & Target Audience

Lexile: AD930L

Age Range: 7-10

Audience: boys or girls, science lovers, bilingual, Hispanic ethnicity

Brief Summary

Water Rolls, Water Rises is a bilingual book which flows in free verse poetry, describing the many forms of water––from rolling waves to gentle fog to winding rivers. These elegant descriptions appear in both English and Spanish, alongside gorgeous illustrations which represent the descriptions given. 

Evaluation: Pros & Cons

Pros:

1. Exquisite use of action verbs. Mora writes how water "weaves," "sails," "slithers and snakes," "hums," "sloshes," and "quenches," among others! These tangible verbs make the seemingly simple subject of water come alive, and also give students a superb example of a technique for their own writing.

2. Contains multicultural elements. With each page comes a new setting/culture in which water exists; these illustrations provide students with a wonderful opportunity to see people from a diverse range of race and culture, who are all connected by the common element of water.

Cons:

1. English, then Spanish. This subtle structure suggests that English is the "more important" language, which is unfortunate. However, in read-alouds of this text, teachers could choose to simply read the Spanish lines first.

[No other cons. This book is one of my all-time favorites now.]

Literary Elements

Poetry: Mora's free verse poetry glides effortlessly across the page, much like water itself might. Especially vivid lines include: "Swirling in wisps, water twists then it twirls" and "In storms, water plunges in thunder's brash roar."

Personification: Mora personifies water throughout the book, writing that, among other things, it "strokes an old cat," "sails high," "slithers and snakes," and "hums in the dark."

Alliteration: Examples of alliteration include: "cloud plumes curl," "twists then it twirls," "silence shimmers," "murmur of marsh wind," "frog feet," and "careening down cliffs."

Illustrations

So's breathtaking illustrations beautifully show what water is "doing" (according to the text) on each page. In addition, these images take readers to international destinations, including China, Holland, the Sahara, and Mexico.

Mini-lesson Idea(s)

This book provides students with a perfect opportunity to work on their personification skills. Students could ask the question: "What does [insert element of nature here] do?" They could choose from a provided list of natural elements or come up with one of their own. Along the way to answering this question, students could observe the techniques Mora uses to describe water, including poetry, alliteration, assonance, and action verbs.

Cheers!

- Aubrey

Book Review: Me and My Cat? by Satoshi Kitamura

General Information

Title: Me and My Cat?

Author: Satoshi Kitamura

Genre: Fiction

Publisher: Andersen Press

Date of Publication: 2009

Illustrator: Satoshi Kitamura

NOTE: This review is based on an online read-aloud of Me and My Cat? (read by Elijah Wood), which can be found here: Me and My Cat? - Storyline Online (read-aloud).

Lexile Level & Target Audience

Lexile: N/A; comparable to 3rd grade level

Age Range: 3-5

Audience: boys and girls, fans of Anime, cat owners

Brief Summary

Me and My Cat? is a humorous story about a boy who, under the spell of a witch, ends up switching bodies with his cat for a day. As the boy (i.e. Leonardo the cat) explores his neighborhood block, he meets his "cat mother," gets into a fight with some mean looking cats, and gets chased by a scary-looking dog. In the end, he returns home and gets "un-switched," only to find a surprise awaiting him at school the next day...

Evaluation: Pros & Cons

Pros:

1. A good tool for introducing students to the concept of empathy. As humorous as it is, this text shows a boy who is actually seeing from his cat's perspective, sharing in his experiences. This is not just a simple, "Oh, that's too bad," response; the boy actually understands and feels what his cat is feeling, and comes to the conclusion that "Leonardo's life was as tough and complicated as it was for humans." This is a great way for younger children to begin to understand the concept of empathizing with the people around them. 

2. The book transcends stereotypes. Although this book is written by an Asian author and contains an (assumedly) Asian protagonist, it contains no stereotypical elements; in addition, the family appears to be of mixed race, as the mom appears to be Caucasian.

Cons:

1. Negative aspects of relationship with mom. The boy's mother shouts at him to wake up, concerned he'll be late for school, and "drags" him into the kitchen for breakfast. Though she is concerned about him when he's sick, we don't get a very positive view of their relationship.

2. "I didn't have to go to school." The boy makes this short quip about school when he realizes that he won't have to go since he's a cat; however, the wonder of read-alouds is that you could simply choose to leave this one line out. 

Literary Elements

Reversal: The story quickly takes on a dramatic change when the protagonist suddenly finds himself inside the body of his cat, Leonardo. This change is dealt with throughout the story, and is eventually reversed again, with the boy back in his own body. 

Alliteration: Kitamura uses alliteration when he writes that the witch "brandished her broom."

Mood: Kitamura gives this text a quick-moving pace by carefully structuring his sentences into short, concise phrases; there is no excess detail. In fact, there is only just enough description to keep the story moving––that is, each sentence moves the story forward through its brevity and precision.

Illustrations

Readers who enjoy anime will be fond of Kitamura's illustrations, as they have a very similar style. The illustrations also work to convey the humor of the story just as much as the text does (which is probably due in part to the fact that Kitamura both writes and illustrates the text, allowing him to craft the two together seamlessly).

Mini-lesson Idea(s)

This text would be great for helping students develop authentic personalities and narrative for the characters in their writing. For example, much like Kitamura writes about Leonardo's life as a cat (through a boy experiencing the cat's life), students could write from the perspective of an animal, a person they know, or a character they invent themselves. Students could begin these drafts by first listing out things they might experience if they themselves were in this animal/person/character's shoes. Using this information, students could develop a profile and eventually a longer piece of prose or poetry to reflect this character.

- Aubrey

Book Review: Knots on a Counting Rope by Bill Martin Jr.

General Information

Title: Knots on a Counting Rope

Author: Bill Martin Jr. & John Archambault

Genre: Realistic Fiction

Publisher: Square Fish

Date of Publication: 1997

Illustrator: Ted Rand

NOTE: This review is based on an online read-aloud of Knots on a Counting Rope (read by William Daniels & Bonnie Bartlett), which can be found here: Knots on a Counting Rope - Storyline Online (read-aloud).

Lexile Level & Target Audience

Lexile: 480L

Age Range: 6-9

Audience: boys, children with positive grandparent interactions, Indian ethnicity

Brief Summary

Knots on a Counting Rope is told completely through a conversation held by an Indian grandfather and his grandson. They recount, among other things, the boy's birth story, when the boy's horse (Rainbow) was born, and when the boy first raced his horse. Interjecting to "help" his grandfather tell these stories, the boy says, repeatedly, "tell me that part, Grandfather, tell me that part," to which the grandfather replies, "you tell me, boy, I know you remember." The book concludes with the grandfather offering somber yet heartwarming words of wisdom to his grandson about the brevity of life and the reality that we are never alone.

Evaluation: Pros & Cons

Pros:

1. Gives an intimate glimpse into Indian culture, vocabulary, and tradition. This book contains vivid and descriptive vocabulary, which will reveal much about Indian culture and tradition. Examples include: "boy-child," the "naming ceremony," and the boy's name––"boy, strength of blue horses."

2. Conveys the reality of death and community. The book ends with the grandfather explaining that he will not always be physically present with his grandson on earth, but that he will always be "with" his grandson, and, furthermore, that his grandson will never truly be alone. It is helpful for students to be introduced to the very real concept of a grandparent's death while simultaneously realizing that death itself is not the end; there will still be people around them who love them.

Cons:

1. The use of metaphor and figurative language could be difficult for some readers. This is not necessarily a con, as it could be a wonderful teaching moment; however, as a read aloud, it could prove challenging for some students to grasp the concepts being introduced, which could prevent them from truly understanding the significance of the book's lesson and moral.

Literary Elements

Metaphor: The grandfather uses a metaphor ("cross the dark mountains") to explain the process of walking through challenges in life.

Dialogue: The conversation between the boy and his grandfather is captivating; the boy constantly interjects his own memories of the stories his grandfather tells, adding to the intrigue and genuine tone of the story. (In addition, this tone is communicated well by Daniels' and Bartlett's read-aloud, in which Daniels assumes the voice of the grandfather and Bartlett assumes the voice of the boy.)

Personification: In his description of the boy's birth, the grandfather says that the wind "howls" the words "boy, boy."

Illustrations

The illustrations work excellently to convey the mood of the story; rich, dark tones communicate the story's intimate/serious nature, and colorful hues communicate the vibrancy of Indian culture/dress.

Mini-lesson Idea(s)

Metaphor is a strong element of craft in this book. However, the way in which Martin utilizes metaphor is not straightforward; students will need to ask themselves questions like: "What about Martin's use of context makes his metaphor(s) work?" and "How can I do the same in my own writing?" From this place of questioning, students can begin to develop their own metaphors; it may help to have them begin by putting their own personal experiences or emotions into metaphor. For example, students might choose to describe their feeling of excitement ("a bubbling fountain") or their moment of discouragement ("a flower wilted").

Cheers!

- Aubrey

Book Review: The Coal Thief by Alane Adams

General Information

Title: The Coal Thief

Author: Alane Adams

Genre: Realistic/Historical Fiction

Publisher: Rodina Press

Date of Publication: 2015

Illustrator: Lauren Gallegos

NOTE: This review is based on an online read-aloud of The Coal Thief from Christian Slater, which can be found here: The Coal Thief - Storyline Online (read-aloud).

Lexile Level & Target Audience

Lexile: N/A; comparable to 2nd-3rd grade level

Age Range: 4-8

Audience: train lovers, boys

Brief Summary

The Coal Thief is a story set in 1920's Pennsylvania; a young boy named Georgie from a rural, low-income family realizes that there is no more coal to warm the house. Shortly after complaining to his mom about the situation (to which she suggests that he put on a coat, indicative of their inability to purchase more coal), Georgie's friend Harley comes up with a master plan. They climb up into the coal car of a train stopped at the tracks near their house, but when Georgie's father (Papa) finds them and rescues Georgie from the moving train, he reprimands them for stealing––something for which Georgie suddenly feels shame. Unable to return the coal, Papa takes Georgie to give the gathered coal away to a poor, elderly widow, and a children's home (orphanage). 

Evaluation: Pros & Cons

Pros:

1. Teachable moment for different lifestyle in 1920s. This book clearly represents a different time in history––that is, when a coal oven/furnace was the main means of heating a house. This setting created by Adams is a wonderful opportunity to engage students in a conversation about the 1920s and how it differs greatly from our current culture.

2. Short, concise sentences. Adams moves the story along at a pace that keeps the attention of young readers. This is something that is often a struggle to find in regard to read-aloud texts for students. If there is too much text to a page, or too many lengthy sentence structures, children quickly lose interest in the story itself because they are so bogged down with the sheer amount of text and description they are attempting to absorb.

Cons:

1. It plays the line of romanticizing stealing. Although Georgie's father clearly scolds Georgie and Harley, and is vividly upset at their actions, the story takes quite a positive turn after that, even concluding with Georgie's father playfully calling him the "little coal thief." Georgie's father's idea to give away the un-returnable coal to those in need is reminiscent of characters like Robin Hood who steal from the rich to help the poor; this book in no means is condoning or encouraging stealing, but I would certainly work to engage students in a conversation about the seriousness of this topic in an effort to prevent them from simply hearing a "happy ending" to Georgie's actions of theft.

2. The illustrations do not contain diversity of race. Because of the small-town rural setting, this element is not necessarily overly concerning; however, it is worth noting that diversity in race is not present in the illustrations of this book.

Literary Elements

Mood: Adams uses multiple short and concise sentences to create a quickly paced feel; this craft aids young readers especially, who can be easily distracted by excessive amounts of detail and description.

Dialogue: This story is told from the third person point of view and uses dialogue constantly throughout the story to move the story's plot along, which works wondrously.

Diction: In relation to the use of dialogue, Adams also incorporates genuine-sounding tone of voice, especially in the case of Harley, whose speech stops and starts matter-of-factly, giving us a clear glimpse of his personality. 

Illustrations

This text contains beautifully crafted images, which take on the look of paintings. Character emotion and landscape/setting are both represented with hushed yet vivid colors and simple yet elegant brush strokes.

Mini-lesson Idea(s)

One of the main aspects of this text is the author's ability to move the story along at an engaging pace through the use of concise sentence structure and dynamic dialogue. Students could recall a true story from their life––one that is quite mundane or rather climactic––and work to convey that story through very short sentences and abbreviated speech between characters. If needed, you could even set a rough limit for the number of words in each sentence (i.e. no more than 5-8 words per sentence).

Cheers!

- Aubrey

Book Review: Strega Nona by Tomie dePaola

General Information

Title: Strega Nona

Author: Tomie dePaola

Genre: Fiction

Publisher: Simon & Schuster

Date of Publication: 1975

Illustrator: Tomie dePaola

NOTE: This review is based on an online read-aloud of Strega Nona from Mary Steenburgen, which can be found here: Strega Nona - Storyline Online (read-aloud).

Lexile Level & Target Audience

Lexile: AD880L

Age Range: 4-8

Audience: boys and girls, lovers of fairytales and magical themes

Brief Summary

Strega Nona is a fictional story about a witch (Nona) with a secret, magical pasta pot that makes pasta all by itself. Big Anthony, a young boy who Nona hires to do odd jobs and run errands, discovers this secret one day when he overhears Nona casting her spell/song on the pot. He then decides to take matters into his own hands and cast the spell that he overhears from Nona. Much to his surprise, things begin to go terribly awry, as he's missed a key element of Nona's spell...

Evaluation: Pros & Cons

Pros:

1. Steenburgen's character voices and narration is captivating and superb. Steenburgen is phenomenal in her read-aloud of this text. I mean, she even plays the accordion and sings Strega Nona's song! Her narration is steady and calming, and the accents she uses for each of the characters (especially for Nona) are endearing and believable. Students will quickly find themselves getting swept up into this story, largely due to Steenburgen's outstanding performance (you'd think she was an actress or something...).

2. The climax is both hilarious and effective in communicating the theme. This story has the essence of an old fairytale or fable, in which the reader is meant to learn a lesson from the character's mistakes. The book ends in a laugh-out-loud climax, illustrating the consequences of wrong actions and the results of disregarding instruction from wise authority figures.

Cons:

1. Witchcraft and wizardry. This is certainly the most off-putting aspect of the text. Although the whole idea of witchcraft and wizardry is––to varying degrees––quite rampant in children's movies and entertainment, the introduction of this concept to students before they are able to distinguish reality from "make-believe" is, in my opinion, potentially harmful. The ridiculous plot line (in which a multiplying bowl of pasta literally begins to "take over" the town) does soften this aspect of the text, making it much more fairytale/fable-esque than dark or sinister. However, certain aspects of the vocabulary––such as Nona being referred to as a "witch"––is unfortunate; if choosing to implement this read-aloud into my classroom, I would be more willing to do so with upper elementary (i.e. 4th grade).

[Above is the main con of this text.]

Literary Elements

Re-occurring Themes: Nona's warning to Big Anthony ("don't touch the pasta pot") is repeated word for word a second time later in the text, increasing its emphasis and impact.

Rhythm/Rhyme: Nona's song (spell) is lilting, rhythmic, and rhyming, contributing all the more to the whimsical nature of this tale.

Word Repetition: dePaola uses the repetition of the word "and" instead of commas to emphasize the sheer number and variety of dishes that the townspeople bring to eat the pasta ("plates and platters and bowls").

Illustrations

dePaola conveys the story with vibrant and distinct images, which perfectly complement his intriguing plot. The characters have just enough realism to be believable and just enough whimsy to make the story seem magical and make-believe.

Mini-lesson Idea(s)

The use of repetition is evident throughout this text, in multiple ways (as outlined above in the "literary elements" section). Students could choose one of these three repetition strategies to mimic in their own real-life or fictional story (re-occurring theme, rhythm/rhyme, or word repetition). Alternatively, students could be randomly assigned an image or phrase to weave repeatedly throughout a piece of writing (whether prose or poetry). Examples of these repeated images/phrases could be things like: piano, sunshine, lonely, "but what he didn't know was...," "and that was when....," etc.

Cheers!

- Aubrey

Book Review: Last Stop on Market Street by Matt De La Peña

General Information

Title: Last Stop on Market Street

Author: Matt de la Peña

Genre: Realistic Fiction

Publisher: G.P. Putnam's Sons

Date of Publication: 2015

Illustrator: Christian Robinson

Lexile Level & Target Audience

Lexile: AD610L

Age Range: 4-7

Audience: young boys or girls, African American, inner city communities

Brief Summary

Last Stop on Market Street follows CJ and his nana's (grandma's) typical Sunday afternoon routine through the city––walk to the bus stop, ride the bus home from church, eat at the soup kitchen. On this particular day, CJ isn't feeling happy about it. He wonders why they can't have things other people have. But Nana reminds him of the beauty that surrounds them even in the midst of their difficult circumstances. And we watch as CJ's perspective starts to change, inspiring us, too, to look beyond...

Evaluation: Pros & Cons

Pros:

1. The moral/theme is challenging, refreshing, and absolutely beautiful. Essentially, Nana is teaching CJ the lesson of thankfulness––of keeping a cheerful and grateful heart even in the middle of difficult situations and times of need. Although not every student will relate to CJ's way of life, every student can be inspired by his and Nana's perspective and attitude.

2. CJ changes. CJ starts off by complaining and feeling sorry for himself. However, after redirection and encouragement from Nana, CJ's attitude changes and he begins to see the beauty all around him. This "transformation" is highlighted quite clearly in the book, and students can clearly point out the moment(s) CJ's perspective starts to shift.

3. The setting is authentic. This is largely due to the illustrations. Robinson does a careful and incredible job of painting familiar scenes in urban neighborhoods, from inside the bus to outside/inside the soup kitchen. His illustrations really help us to feel submerged within this setting, aiding tremendously to the impact of the story itself.

Cons:

1. Some students may not relate to the story/setting as readily. I don't know that this is necessarily a "con;" it's more of a "notice" for a teaching point. The reality is, depending on the demographic of students, many may or may not relate to the environment and circumstances that exist within an urban/high-poverty neighborhood. However, this book would actually be a great tool to help students begin to develop a wider perspective of our world and a greater sense of empathy for those who possess fewer conveniences than they do (and, for students who live in this setting, the book will be that much more accessible).

2. The ending is slightly odd/abrupt. This is my only real miff with the book. The ending is set up wonderfully, with CJ telling Nana that he's glad they came [to the soup kitchen], and she answers sort of simply, with, "Me too, CJ. Now, come on." This would most likely be a "normal" response in that situation (and not a "bad" one!), but it left me feeling like the book hadn't quite "wrapped up" yet. Maybe this simple, nondramatic ending was written on purpose, though, to convey a sense of "normal life" just continuing on.

Literary Elements

Poetry: In one small section, Peña incorporates two lines of rhythmic poetry: "Crumbling sidewalks and broken-down doors, graffiti-tagged windows and boarded-up stores."

Diction: Peña takes care to write CJ's speech in a way that adds believability to his character. Example: "Nana, how come we don't got a car?" / "Miguel and Colby never have to go nowhere." 

Personification: Nana personifies objects, saying: "Trees get thirsty, too. Don't you see that big one drinking through a straw?" / "Boy, what do we need a car for? We got a bus that breathes fire . . ."

Illustrations

Again, see #3 under "Pros." The illustrations are gorgeous. They immerse us into the setting and help to tell the story just as much as––if not more than––the text does. (At times, understanding the text is even dependent on the reader looking at the pictures.)

Mini-lesson Idea(s)

The strong moral of thankfulness and gratitude is certainly what strikes me about this book. Students could work to create a piece––prose or poetry––that reflects on the beauty that exists in their lives, specifically beauty that is not so readily visible or noticeable. In addition to this reflection, you could have students focus on incorporating personification similar to that mentioned above––especially out-of-the-ordinary examples, like "a bus that breathes fire."

Cheers!

- Aubrey

Book Review: Sweet Dreams Dulces Sueños by Pat Mora

General Information

Title: Sweet Dreams Dulces Sueños

Author: Pat Mora

Genre: Realistic Fiction

Publisher: HarperCollins

Date of Publication: 2008

Illustrator: Maribel Suárez

Lexile Level & Target Audience

Lexile: N/A

Age Range: 4-6

Audience: young girls or boys, bilingual, Mexican/Hispanic ethnicity, animal lovers

Brief Summary

Sweet Dreams, Dulces Sueños is a charming bilingual book about a Grandmother's (Abuelita's) bedtime tradition with her grandchildren. "Shh, shh," she says, and, one after another, she names the animals that are sleeping, and, one after another, she kisses the three children and wishes them "sweet dreams––dulces sueños."

Evaluation: Pros & Cons

Pros:

1. The story is bilingual. This book is a wonderful way to introduce more of the Spanish language into your classroom. Its simplicity and repetitive pattern will sit well with young children. 

2. It's void of racial stereotypes. This is not a "poor Hispanic family," which is the stereotype all too often depicted in children's and adolescent literature. The characters are cheerful and content; the grandmother's tone of voice is peaceful.

Cons:

1. English is first, Spanish is second. This is really the only qualm I have with this book. Generally speaking, we associate "first" with "most important." As insignificant as it may seem to some, I prefer to choose texts which highlight the non-English language first, as opposed to the other way around. Sure, we are all equal and no language is "better" than another, but in a country that is English-dominant, it doesn't hurt to go out of our way to make other languages and ethnicities shine.

2. Not much educational benefit. This would be a great book to read just before "nap time" in a preschool or kindergarten class, but it doesn't have much educational material. That's not a reason to discard it altogether, but it's good to be aware of what purpose it best serves.

Literary Elements

Repetition/Pattern: Mora uses a repetitive pattern throughout the book, beginning the majority of lines with "Shh, shh," accompanied by an example of an animal sleeping, or the moon "smiling," or "eyes closing."

Dual Language: As previously mentioned, this book contains both English and Spanish, juxtaposed throughout the book (what's sort of cool is that "Shh, shh" is translated the same in Spanish, so students get to hear/identify a universal sound in both languages).

Personification: Grandma (Abuelita) personifies the moon, saying, "the moon is smiling."

Illustrations

These illustrations are simple and unassuming; the animals are personified with happy faces and human-like characteristics; the images work to create a peaceful, contented mood.

Mini-lesson Idea(s)

I think pattern is the main theme I'd focus on for this book. Younger students could begin to practice these skills that Mora employs by thinking about something in their life that happens over, and over, and over everyday. Some examples could include brushing their teeth ("brush, brush, brush my teeth"), eating ("chew, chew, chew my cereal . . . my banana . . . my cookie"), washing their hands ("scrub, scrub, scrub my hands"), and so on. You could have students engage in this activity as a whole group, or, if there are extra helping hands, students could work in small groups.

- Aubrey

Book Review: Mama Loves Me from Away by Pat Brisson

General Information

Title: Mama Loves Me from Away

Author: Pat Brisson

Genre: Realistic Fiction

Publisher: Boyds Mills Press

Date of Publication: 2004

Illustrator: Laurie Caple

Lexile Level & Target Audience

Lexile: N/A

Age Range: 6-10

Audience: children with an incarcerated parent or relative

Brief Summary

Mama Loves Me from Away is told from the perspective of a young girl named (or nicknamed) Sugar whose mother is incarcerated. She recounts memories with her mother and how she misses her mother telling her stories before tucking her into bed at night. Now living with her Grandmother, we see Sugar struggling with her mother's absence; Sugar writes her mother letters, and visits her, too, asking when she'll be coming home––"As soon as I can," her mother replies.

Evaluation: Pros & Cons

Pros:

1. It's not "happily ever after"––yet. This incredibly heavy subject is difficult to approach altogether, but this book does a great job of presenting young readers with a tender, yet emotional and realistic picture of what it looks and feels like to have a parent in jail. Brisson does a good job of balancing the hopefulness and the struggle of a trying situation.

2. The book doesn't present a simple or perfect solution. This book doesn't aim to show readers how to "fix" this situation; rather, it shows Sugar's journey, her memories, and her emotions. Although the love between Sugar and her mother is evident, this isn't an overnight miraculous ending, which is reflective of most students' reality in these circumstances.

Cons:

1. Mama was "out at the club." One surprising line in the book talks about Sugar's mother being "out at the club" one night, the night that she started going into labor with Sugar. Although this is certainly a believable circumstance, it seems like an unfortunate distraction point from the main theme of the book.

[No other real cons here. This is a great read-aloud book to help educate your students on these dynamics.]

Literary Elements

Point of View: The fact that this book is told from the perspective of Sugar is incredibly helpful; it provides an instant opportunity for students to relate to Sugar, whether they themselves have experienced similar emotions or whether they are developing empathy for what she's feeling.

Repetition: Brisson uses repetitive phrases to describe the types of stories Sugar's mother would tell her. Example: "Sometimes it was about Mama and Big Roger and the time they... / Sometimes it was about... / Sometimes it was about...")

Diction: The story is told from Sugar's perspective, and it actually feels that way, too. She narrates in short, simple sentences, with believable vocabulary and flow. This makes her seem like a real person rather than just a character on the page.

Illustrations

The illustrations are quite beautiful, include ample amounts of diversity in race, and "paint the scenes" with realistic emotion and setting.

Mini-lesson Idea(s)

In this story, Sugar writes letters to her mother while she is in prison. A similar project could be a great exercise to help students develop empathy in their writing. Students could write letters to peers (whom they've never met), encouraging them and letting them know that they are thinking about them. In order to write meaningful letters, students would need to go back through the book and find specific things that Sugar is feeling/struggling with.

- Aubrey

Book Review: I Pledge Allegiance by Pat Mora & Libby Martinez

General Information

Title: I Pledge Allegiance

Author: Pat Mora & Libby Martinez

Genre: Realistic Fiction

Publisher: Alfred A. Knopf

Date of Publication: 2014

Illustrator: Patrice Barton

Lexile Level & Target Audience

Lexile: AD580L

Age Range: 4-6

Audience: young girls or boys, immigrants, Mexican ethnicity

Brief Summary

I Pledge Allegiance is a story about a young girl named Libby who is learning the Pledge of Allegiance with her classmates at school; simultaneously, her great-aunt Lobo (who emigrated from Mexico to the United States when she was a young girl) is practicing for when she'll recite the Pledge at a special ceremony in conjunction with obtaining her U.S. citizenship. Libby and her aunt share in this experience together, proud to be called Americans.

Evaluation: Pros & Cons

Pros:

1. The story is relatable to all students. Even though not all students will be in the same situation as Libby, all students will be current inhabitants of the United States; this universal theme is a wonderful connection point for students.

2. Immigration is presented in a positive and heartwarming light. Libby is excited about her aunt becoming a citizen, and her aunt shares in that excitement; she also explains how living in America has been a great gift to her. Libby's teacher wholeheartedly embraces aunt Lobo, too, and, at aunt Lobo's citizenship ceremony, the judge declares, "Today is a happy day."

3. The book includes helpful descriptions and explanations of the "big words" found in the Pledge of Allegiance. Not only is this a great book to use for practicing the Pledge, it's also a great book for understanding the meaning and history behind the Pledge. Libby's teacher talks about who wrote the Pledge and, throughout the book, we find definitions for big concepts like "indivisible" and "liberty and justice for all." 

Cons:

1. Libby is afraid of making a mistake while she recites the Pledge. At a couple of different points in the story, Libby communicates her worry about forgetting the words of the Pledge; the book sort of "normalizes" this fear in such a way that, if I were to read it aloud, I would be sure to emphasize to my class that it wouldn't be so bad if Libby did make a mistake, that she could simply practice more and try again.

2. Libby, her mother, and her aunt are made to look rather white-skinned. This isn't an overly obvious feature (and certainly not a reason to disregard this book), but, in looking at the illustrations, these characters' skin tones look very, very close to the skin tones of the Caucasian students in the class, which is often not always the case.

Literary Elements

Symbolism: Libby's aunt talks about what the flag meant to her. Example: "The flag made me feel like this," she says [as she tucks Libby into bed], "Safe and warm."

Diverse Language: The book includes multiple Spanish words alongside their English counterparts, such as "Lobo" (wolf) and "una familia" (a family).

Simile: Aunt Lobo uses simile to explain "liberty and justice for all," saying: "This country is like one big family, una familia, that works together to take care of people who need our help."

Illustrations

Apart from the concerns I mentioned above (see item #2 under "Cons"), these illustrations are quite lovely and calming. The watercolor-esque style and colors are inviting, and the scenes portray Libby's home and classroom in a natural and believable way. Also, the text and illustrations work extremely well together; we feel very much "inside" the story as we read.

Mini-lesson Idea(s)

Something really special about this book is the way it weaves Libby and Lobo's stories together through their shared experiences. Students could write about an experience they've shared (or would like to share) with someone close to them. Alternatively, students could bring in a series of objects which represent a memory or experience they've shared with a friend or family member. In small groups, students could explain how these objects represent their memory/experience.

- Aubrey

Book Review: The Matchbox Diary by Paul Fleischman

General Information

Title: The Matchbox Diary

Author: Paul Fleischman

Genre: Realistic Fiction

Publisher: Candlewick Press

Date of Publication: 2013

Illustrator: Bagram Ibatoulline

Lexile Level & Target Audience

Lexile: AD420L

Age Range: 6-10

Audience: young girls, collectors of memorabilia, lovers of travel/Europe/Italy

Brief Summary

The Matchbox Diary relays a conversation between an elderly Italian gentleman and his granddaughter. Throughout the book, he retells bits and pieces of his journey as an immigrant to America; he does this through the various artifacts he collected and placed inside matchboxes over the years––something he calls his "matchbox diary." With each new matchbox comes a unique and intimate memory of home, new destinations, tragedies, and loved ones.

Evaluation: Pros & Cons

Pros:

1. The characters are rich with personality and history. After reading, students will feel a sense of connection with these characters––especially with the grandfather. This careful craft both makes the story more meaningful for students and also provides a wonderful example for teaching them about character development in their own writing.

2. Immigration is portrayed both positively and realistically. The grandfather doesn't sugarcoat the hardships of coming to America; the journey is realistically portrayed, including both tragic and joyful moments.

3. Historical events and places are mentioned in a subtle yet teachable way. The grandfather's mention of Ellis Island and the Statue of Liberty is a great teaching point to diverge into during or after reading the text.

Cons:

1. The granddaughter seems slightly too young for the depth of content. The illustrations depict the granddaughter as being quite young, and, I wonder whether the content found in the grandfather's speech would be beyond her comprehension; this is quite a minor factor, but one worth considering when choosing which age group to engage with the book.

[No other cons. This one will have a permanent place on my shelf.]

Literary Elements

Point of View: This story is told completely through the dialogue of the grandfather and granddaughter, with no outside narrator involved, which instantly makes the story intimate and intriguing.

Speech/Dialogue: The conversational tone of the grandfather is elegant and eloquent, crafted with depth, character, and ease; his speech feels genuine and honest.

Fragment Sentences: Fleischman uses a number of short, fragment sentences that help to give the grandfather's speech a natural feel. (Example: " 'Canning fish. Sorting peaches. Shelling peas. Then down to the South, peeling shrimp and opening oyster shells. Where there was work.' ") 

Illustrations

The illustrations in this book are something special––in fact, just paging through the book at first glance, it's easy to get lost in their intricate detail and gorgeous colors. The pages are rich with these images, and each image perfectly complements each moment in the story.

Mini-lesson Idea(s)

Something very intriguing and unique about this story is that there is no outside "narrator voice." Students could practice this element of craft by modifying an existing short story (i.e. taking out the narrative elements and adding more dialogue to make the story flow completely), or, they could create an original piece of writing using only dialogue. For an added level of personal meaning, students could be required (or encouraged) to shape their story around an actual conversation with someone close to them, taking special care to think about how to make their dialogue sound genuine and reminiscent of the person they chose.

- Aubrey