Adler, David A. DR.MARTIN LUTHER KING, JR. Illustrated by Colin Bootman. New York: Holiday House, 2001.
This book is a Holiday House Reader, Level 2 book. I very much prefer Adler’s Picture Book Biography Series, but because of the current popularity of leveled readers and the essential and perennially appealing subjects of Dr. King, the holiday named in his honor, Black History Month, and the study of Civil Rights the book will certainly find an audience. The writing and illustrations are dull and unimaginative. This may be an unfair criticism such as wanting a “Rookie Reader” to be a book that a child will automatically reach for. The book is adequate but does not do justice to the man or the movement. It appears to be written for profit, with an agenda possibly of being used with a "fill in the blank" type of school report ditto. With books like Marzollo & Pinkney's HAPPY BIRTHDAY, MARTIN LUTHER KING, Rappaport & Collier's multiple award winning MARTIN'S BIG WORDS, Christine King Farris' MY BROTHER MARTIN or MARCH ON! I believe it would truly be a rare teacher, parent, or child that would prefer Adler's version. I am surprised and disappointed by the lack of quality in this work. I would not purchase it for a public library and only if a teacher made a specific request would I purchase it for a media center. I would first attempt to talk the educator into one of the above titles. If the demand is high for a leveled book about MLK, Robin Hill School's MARTIN LUTHER KING, JR. DAY, in the Ready-to-Read series, level by McNamara is a remarkable improvement over this Adler volume.
Friday, November 28, 2008
Advanced Children's Literature: Traditional Tales
Pinkney, Jerry. NOAH’S ARK. New York: SeaStar Books, 2002.
The Senior Mr. Pinkney does not disappoint with this Biblical retelling. His signature style of blended and flowing earth tones is very much apparent but with a tiny and positive addition. Almost every page has a small spot of strikingly vivid color that jumps right off the page and in most every instance that color is lipstick red. From poppies to tomatoes, the butterfly wings on the cover, apples, Noah’s belted sash, the nose of the baboons, a pomegranate, a lobster or a woman’s shawl the technique draws the eye in and causes it to linger. Though the illustrations of all the animals are uncommonly beautiful the numerous close ups and details of the humpback whales and doves approach legendary to this writer. The inside front cover may prompt some very interesting discussions as a wooly mammoth and brachiosaurus are pictured near the top of the spread in much smaller scale than the various other animals that are represented. Pinkney does a superlative job of showing children the enormous amount of work that went into the making of the ark by showing the beams, frame, scaffolding, and towers used to complete the project. The picture in the center of the book is an imaginative likeness of the ark with little else on the spread except sea and sky. The technique is especially effective in illustrating the incredibly long horizontal façade of the ark that Pinkney sees in his mind’s eye. Many pages show details such as board by board, plank by plank pictures and items that would be of special interest to children such as the stalls of the zebra and the giraffe, how the bottom of the ark appeared to the creatures of the deep looking up from below. The use of quotations from Genesis are very effective at the beginning and end of the book when God gives Noah instructions about making the ark, who and what to bring aboard, and the promise that a similar flood will not happen in the future. Pinkney’s text flows smoothly and seamlessly whether one is reading the a paraphrase or a quote. A section of text that is sure to delight children is “The zebras munched their hay. The geese gobbled up the grain. The monkeys nibbled on sweet grapes and climbed to the roof where the sparrows perched and sang.” Pinkney is such a master his words would conjure up beautiful pictures even if one could listen alone and not caress the pictures with ones eyes. Pinkney’s volume is a noteworthy addition to an oft written story.
The Senior Mr. Pinkney does not disappoint with this Biblical retelling. His signature style of blended and flowing earth tones is very much apparent but with a tiny and positive addition. Almost every page has a small spot of strikingly vivid color that jumps right off the page and in most every instance that color is lipstick red. From poppies to tomatoes, the butterfly wings on the cover, apples, Noah’s belted sash, the nose of the baboons, a pomegranate, a lobster or a woman’s shawl the technique draws the eye in and causes it to linger. Though the illustrations of all the animals are uncommonly beautiful the numerous close ups and details of the humpback whales and doves approach legendary to this writer. The inside front cover may prompt some very interesting discussions as a wooly mammoth and brachiosaurus are pictured near the top of the spread in much smaller scale than the various other animals that are represented. Pinkney does a superlative job of showing children the enormous amount of work that went into the making of the ark by showing the beams, frame, scaffolding, and towers used to complete the project. The picture in the center of the book is an imaginative likeness of the ark with little else on the spread except sea and sky. The technique is especially effective in illustrating the incredibly long horizontal façade of the ark that Pinkney sees in his mind’s eye. Many pages show details such as board by board, plank by plank pictures and items that would be of special interest to children such as the stalls of the zebra and the giraffe, how the bottom of the ark appeared to the creatures of the deep looking up from below. The use of quotations from Genesis are very effective at the beginning and end of the book when God gives Noah instructions about making the ark, who and what to bring aboard, and the promise that a similar flood will not happen in the future. Pinkney’s text flows smoothly and seamlessly whether one is reading the a paraphrase or a quote. A section of text that is sure to delight children is “The zebras munched their hay. The geese gobbled up the grain. The monkeys nibbled on sweet grapes and climbed to the roof where the sparrows perched and sang.” Pinkney is such a master his words would conjure up beautiful pictures even if one could listen alone and not caress the pictures with ones eyes. Pinkney’s volume is a noteworthy addition to an oft written story.
Advanced Children's Literature: Informational/Biography
Winter, Jonah. DIZZY. New York: Recorded Books, 2007. Narrator: Kevin R. Free. Print Edition illustrated by Sean Qualls, Scholastic, 2006.
After spending time with both the print and audio edition in a read-along set it is hard to ponder which one this writer would select if forced to make a choice. This book is written to be read aloud and Free does the best children’s narration I’ve heard in many a year. Quall’s illustrations, however, beg to be enjoyed as well. The bound volume is reminiscent of the layout, font style, and rather sparse use of muted colors that Lane Smith employs when he teams up with Jon Scieska in THE STINKY CHEESEMAN. The stylized drawings are integral to the text and “speak” especially of the emotions of Mr. Dizzy Gillespie from birth until his ascent into “Jazz Heaven” in the sky. Emotions that could in no way have been conveyed by reading the text alone. The story of this class clown born into abject poverty in the rural South that overcame child abuse, Jim Crow and successfully bucked the status quo of swing to create an entirely new form of jazz, bebop may encourage students in difficult situations that persistence is a vital component of success. From being picked on because of his small stature as a child, children will find someone who understands what it’s like to be bullied, to be different. One can imagine it would speak to the whole realm of children from slower learners to gifted students. In fact my supposition is that it would speak especially strongly to children on the edges of the classroom more than the mythical “average” children. This volume could certainly plant a seed that will help students realize it’s much more than okay to be different, it is preferable. A very effective ending reminding students that the very things that got Dizzy in trouble when he was younger; breaking all the rules, trying hard to stand out from the crowd, challenging authority, were the very things that made him successful in the end. A distinguished contribution to children’s literature; DIZZY has that all-important characteristic of being thoroughly approachable. The Author’s Note does an outstanding job of fleshing out jazz history as it relates to Gillespie by mentioning Cab Calloway, Charlie Parker, and Thelonius Monk. It also makes a teachable moment of the fact that Dizzy was different in many positive ways relating to his personal life by staying married to the same woman and eschewing drugs all his life.
After spending time with both the print and audio edition in a read-along set it is hard to ponder which one this writer would select if forced to make a choice. This book is written to be read aloud and Free does the best children’s narration I’ve heard in many a year. Quall’s illustrations, however, beg to be enjoyed as well. The bound volume is reminiscent of the layout, font style, and rather sparse use of muted colors that Lane Smith employs when he teams up with Jon Scieska in THE STINKY CHEESEMAN. The stylized drawings are integral to the text and “speak” especially of the emotions of Mr. Dizzy Gillespie from birth until his ascent into “Jazz Heaven” in the sky. Emotions that could in no way have been conveyed by reading the text alone. The story of this class clown born into abject poverty in the rural South that overcame child abuse, Jim Crow and successfully bucked the status quo of swing to create an entirely new form of jazz, bebop may encourage students in difficult situations that persistence is a vital component of success. From being picked on because of his small stature as a child, children will find someone who understands what it’s like to be bullied, to be different. One can imagine it would speak to the whole realm of children from slower learners to gifted students. In fact my supposition is that it would speak especially strongly to children on the edges of the classroom more than the mythical “average” children. This volume could certainly plant a seed that will help students realize it’s much more than okay to be different, it is preferable. A very effective ending reminding students that the very things that got Dizzy in trouble when he was younger; breaking all the rules, trying hard to stand out from the crowd, challenging authority, were the very things that made him successful in the end. A distinguished contribution to children’s literature; DIZZY has that all-important characteristic of being thoroughly approachable. The Author’s Note does an outstanding job of fleshing out jazz history as it relates to Gillespie by mentioning Cab Calloway, Charlie Parker, and Thelonius Monk. It also makes a teachable moment of the fact that Dizzy was different in many positive ways relating to his personal life by staying married to the same woman and eschewing drugs all his life.
Advanced Children's Literature: Realistic Fiction
Codell, Esme Raji. SAHARA SPECIAL. New York: Listening Library, 2003. Narrator: Phylicia Rashad. (Print edition by Hyperion, 2003.)
SAHARA SPECIAL is truly an inspiring, uplifting tale about an only child being raised by a single mom in downtown Chicago. Sahara is an imaginative child who spends each Saturday in the neighborhood public library reading, writing her life story, which she hides in the 900 biography section, and dreaming of becoming a writer. She, however, never does her class work during either the hours she is mainstreamed or in self-contained Special Education. In Special Ed. each day she writes letters to her father who abandoned she and her mother on Sahara’s birthday. These letters are put in Sahara’s file to document her “special needs.” Sahara’s mother is concerned about the methods of instruction and the behavior of her peers in the Special Needs program so in 5th grade she refuses Special Education support for her daughter. Though terrified of spending all day in the “regular” classroom Sahara has a new and different teacher, Ms. Porte’, who tells the students they may call her “Miss Pointy.” Miss Pointy refuses to have preconceived ideas about her students or read their permanent records. They journal daily, read silently and hear stories told by Miss Pointy. With an unorthodox teacher that plays to her strengths Sahara’s confidence begins to grow and she slowly makes friends and is invited by female classmates to join their “club.” Sahara really turns a corner when she finally gets a rainbow star sticker in her journal and is coaxed to read her family story aloud in front of the class. Her classmates are astounded at her vocabulary and writing talent and their support coupled with Porte’s helps her begin to branch out and try her hand at writing fiction. She and her mother become closer in part because Sahara stops hiding her stories from her mother and because of a meeting with Porte’. Mrs. Jones has always loved and been fiercely proud of Sahara, she just never understood the not completing her assignments situation. Sahara realizes she is special but her classmates no longer call her “Sahara Special.” Not only does Ms. Porte’ draw Sahara out of her shell but also another Special Ed. student named Daryl who has often been a teacher’s least favorite student because of his sullen attitude and disrespect for authority. In fact Ms. Porte’ fabricates a story to the Special Ed. teacher in front of her students stating that Daryl’s mom has refused services for her son but the note must have become lost. Ms. Porte’ knows she will have more success with Daryl and in the end she does, much to his surprise. Recommended for students in grades 3-7 the story exemplifies the lasting difference one teacher can have in the life of a child and the intrinsic value of belonging, reading, writing, books and stories. Codell has a real ear for the cadence of childrens’ speech which will quickly draw in many students. SAHARA SPECIAL is at once a unique and authentic tale. The narration by Phylicia Rashad is exemplary!
SAHARA SPECIAL is truly an inspiring, uplifting tale about an only child being raised by a single mom in downtown Chicago. Sahara is an imaginative child who spends each Saturday in the neighborhood public library reading, writing her life story, which she hides in the 900 biography section, and dreaming of becoming a writer. She, however, never does her class work during either the hours she is mainstreamed or in self-contained Special Education. In Special Ed. each day she writes letters to her father who abandoned she and her mother on Sahara’s birthday. These letters are put in Sahara’s file to document her “special needs.” Sahara’s mother is concerned about the methods of instruction and the behavior of her peers in the Special Needs program so in 5th grade she refuses Special Education support for her daughter. Though terrified of spending all day in the “regular” classroom Sahara has a new and different teacher, Ms. Porte’, who tells the students they may call her “Miss Pointy.” Miss Pointy refuses to have preconceived ideas about her students or read their permanent records. They journal daily, read silently and hear stories told by Miss Pointy. With an unorthodox teacher that plays to her strengths Sahara’s confidence begins to grow and she slowly makes friends and is invited by female classmates to join their “club.” Sahara really turns a corner when she finally gets a rainbow star sticker in her journal and is coaxed to read her family story aloud in front of the class. Her classmates are astounded at her vocabulary and writing talent and their support coupled with Porte’s helps her begin to branch out and try her hand at writing fiction. She and her mother become closer in part because Sahara stops hiding her stories from her mother and because of a meeting with Porte’. Mrs. Jones has always loved and been fiercely proud of Sahara, she just never understood the not completing her assignments situation. Sahara realizes she is special but her classmates no longer call her “Sahara Special.” Not only does Ms. Porte’ draw Sahara out of her shell but also another Special Ed. student named Daryl who has often been a teacher’s least favorite student because of his sullen attitude and disrespect for authority. In fact Ms. Porte’ fabricates a story to the Special Ed. teacher in front of her students stating that Daryl’s mom has refused services for her son but the note must have become lost. Ms. Porte’ knows she will have more success with Daryl and in the end she does, much to his surprise. Recommended for students in grades 3-7 the story exemplifies the lasting difference one teacher can have in the life of a child and the intrinsic value of belonging, reading, writing, books and stories. Codell has a real ear for the cadence of childrens’ speech which will quickly draw in many students. SAHARA SPECIAL is at once a unique and authentic tale. The narration by Phylicia Rashad is exemplary!
Wednesday, November 26, 2008
Advanced Children's Literature: Historical Fiction
Speare, Elizabeth George. THE WITCH OF BLACKBIRD POND. Boston: Houghton Mifflin, 1958.
"Witch" is the story of wealthy Kit Tyler, who leaves Barbados in the late 1600's after the death of her Grandfather and ends up sailing to be with her only known relatives, her aunt, uncle, and cousins from her mother's side of the family in the then colony of Connecticut. Speare's modern classic is as fresh as ever. The characterization of her cousins, Mercy, Judith, her Aunt Rachel and Uncle William are detailed and lively. Kit learns to knit, spin, cook, make candles deftly and without complaining. For a free spirited girl treated akin to royalty from the Carribean this is no easy task! The gentlemen in the story are fleshed out as well, the suitors of the girls, the militia men, the ministers, and the shipmen. The central focus of "Witch" is that Kit keeps her uniqueness and mind of her own and in the end is accepted in part by the Puritan village. Into this world of Puritans there exists one outsider such as Kit, Hannah Tupper an elderly widow-woman who is a Quaker and lives on the other side of the settlement on Blackbird Pond. Hannah is an outcast and perceived to be a witch because she is different than her neighbors. Kit visits and becomes friends with Hannah who understands her and becomes a Grandmother figure to her. Kit's mettle is tested when she must warn and help rescue Hannah from the frenzied crowd as troubles are wrongly blamed on Hannah. Prison, the stocks, going to meeting in frigid weather, all these things Kit learns to bear. The central focus of the story is that Kit keeps her uniqueness and mind of her own and in the end is accepted in part by the Puritan village. Being more educated than the rest of the townspeople, knowing how to swim rather than sinking in the water, her expensive and regal dresses, teaching children to "act out" Scriptures when they tire of reading them all make the townspeople have misgivings about Kit. To earn the respect and approval of her Uncle is perhaps her hardest task. Kit's spirit is tested but never broken. She learns to follow her own conscience rather than the dictates of others as she befriends and teaches a young girl who is abused by her harsh parents and is not allowed to attend school where Kit and Judith serve as teachers. Speare's writing comes alive with a richly detailed setting, potent emotions, and a coming of age story where all three young girls find their mate in a believable fashion. It is easy to understand why this title won the Newbery Medal and almost 50 years later is still in print, on summer reading and Accelerated Reader lists.
"Witch" is the story of wealthy Kit Tyler, who leaves Barbados in the late 1600's after the death of her Grandfather and ends up sailing to be with her only known relatives, her aunt, uncle, and cousins from her mother's side of the family in the then colony of Connecticut. Speare's modern classic is as fresh as ever. The characterization of her cousins, Mercy, Judith, her Aunt Rachel and Uncle William are detailed and lively. Kit learns to knit, spin, cook, make candles deftly and without complaining. For a free spirited girl treated akin to royalty from the Carribean this is no easy task! The gentlemen in the story are fleshed out as well, the suitors of the girls, the militia men, the ministers, and the shipmen. The central focus of "Witch" is that Kit keeps her uniqueness and mind of her own and in the end is accepted in part by the Puritan village. Into this world of Puritans there exists one outsider such as Kit, Hannah Tupper an elderly widow-woman who is a Quaker and lives on the other side of the settlement on Blackbird Pond. Hannah is an outcast and perceived to be a witch because she is different than her neighbors. Kit visits and becomes friends with Hannah who understands her and becomes a Grandmother figure to her. Kit's mettle is tested when she must warn and help rescue Hannah from the frenzied crowd as troubles are wrongly blamed on Hannah. Prison, the stocks, going to meeting in frigid weather, all these things Kit learns to bear. The central focus of the story is that Kit keeps her uniqueness and mind of her own and in the end is accepted in part by the Puritan village. Being more educated than the rest of the townspeople, knowing how to swim rather than sinking in the water, her expensive and regal dresses, teaching children to "act out" Scriptures when they tire of reading them all make the townspeople have misgivings about Kit. To earn the respect and approval of her Uncle is perhaps her hardest task. Kit's spirit is tested but never broken. She learns to follow her own conscience rather than the dictates of others as she befriends and teaches a young girl who is abused by her harsh parents and is not allowed to attend school where Kit and Judith serve as teachers. Speare's writing comes alive with a richly detailed setting, potent emotions, and a coming of age story where all three young girls find their mate in a believable fashion. It is easy to understand why this title won the Newbery Medal and almost 50 years later is still in print, on summer reading and Accelerated Reader lists.
Wednesday, November 12, 2008
Advanced Children's Literature: Realistic Fiction
Birdsall, Jeanne. THE PENDERWICKS. New York: Yearling, 2005.
I believe Birdsall's first adventure in writing will become a modern children's classic. The Penderwicks relates the story of 4 spirited girls, Rosalind, Jane, Skye, and Batty, and their father the botanist who often speaks in Latin. The family lost their mother when Batty was an infant and she spends her days with fairy wings on her back, and a protective dog named Hound, in the style of Nana in PETER PAN. Rosalind the oldest serves as the matriarch of the brood in many ways. The family is enjoying a 3 week summer vacation on the grounds of an estate not too far from their home in Massachusetts. The story is one of constant adventure and a fast moving plot as the girls become friends with the upper crust maiden's lonely son, an only child, and the housekeeper of the estate and her son. The girls are loyal and supportive of each other but have very unique personalities that Birdsall has fleshed out with great care and detail. Their activities and behaviors are spot on, burning the cookies, sneaking out of the house at night to ramble in the garden and think pre-pubescent romantic thoughts, playing soccer, making new friends, enjoying pets, sharing well most of the time, but not always, bonding with their new friends in an us against the adults type of manner. Particularly satisfying is how the girls encourage Jeffrey to learn to communicate with his mother and stand up for himself. He dreams of going to the Boston Conservatory of Music but his mother and her boyfriend atempt to push him into going to the military academy that his grandfather attended when the boy has no desire or aptitude for that type of study or career. The conclusion satisfyingly ties up the loose ends but leave the possiblity of more books. Young readers and their parents will be glad to learn this wholesome, but totally appealing title has spurned a series. THE PENDERWICKS is reminicent of LITTLE WOMEN but set in modern society and for a younger audience. A must buy title for all elementary collections!
I believe Birdsall's first adventure in writing will become a modern children's classic. The Penderwicks relates the story of 4 spirited girls, Rosalind, Jane, Skye, and Batty, and their father the botanist who often speaks in Latin. The family lost their mother when Batty was an infant and she spends her days with fairy wings on her back, and a protective dog named Hound, in the style of Nana in PETER PAN. Rosalind the oldest serves as the matriarch of the brood in many ways. The family is enjoying a 3 week summer vacation on the grounds of an estate not too far from their home in Massachusetts. The story is one of constant adventure and a fast moving plot as the girls become friends with the upper crust maiden's lonely son, an only child, and the housekeeper of the estate and her son. The girls are loyal and supportive of each other but have very unique personalities that Birdsall has fleshed out with great care and detail. Their activities and behaviors are spot on, burning the cookies, sneaking out of the house at night to ramble in the garden and think pre-pubescent romantic thoughts, playing soccer, making new friends, enjoying pets, sharing well most of the time, but not always, bonding with their new friends in an us against the adults type of manner. Particularly satisfying is how the girls encourage Jeffrey to learn to communicate with his mother and stand up for himself. He dreams of going to the Boston Conservatory of Music but his mother and her boyfriend atempt to push him into going to the military academy that his grandfather attended when the boy has no desire or aptitude for that type of study or career. The conclusion satisfyingly ties up the loose ends but leave the possiblity of more books. Young readers and their parents will be glad to learn this wholesome, but totally appealing title has spurned a series. THE PENDERWICKS is reminicent of LITTLE WOMEN but set in modern society and for a younger audience. A must buy title for all elementary collections!
Advanced Literature for Children: Realistic Fiction
Park, Barbara. JUNIE B., FIRST GRADER: BOSS OF LUNCH. New York: Random House, 2002.
Junie B. Jones is finally a first grader! Park hits another one out of the park by crawling into the skin of a 6 year old who appears to this writer to have a very pronounced case of ADHD. Park is at once authentic in Junie's antics, tone, and language. The book proves equally effective and enjoyable as a beginning chapter book read silently by a student or aloud by an adult. Junie B. is ecstatic when she discovers Mrs. Gladys Gutzman, her favorite lunchroom lady, is back this school year. Junie B's kindergarten teacher, Mrs., has been replaced by Mr. Scary, who along with Mrs. Gutzman finally agree that if Junie B. learns to obey a few school rules she can be a lunchroom helper the next day. Behind the scenes the next day Junie is surprised to learn the kitchen smells like "stinkle" and keeping in character Junie shares her feelings with Mrs. Gutzman. Junie meets with mixed success at her new job as lunchroom helper but is redeemed when Mrs. Gutzman, who is surprisingly as fond of Junie B. as Junie is of her, makes an exception and brings sugar cookies to the 1st graders even though they are no longer kindergartners. Junie B. gets to put on her "real and professional" plastic mitts and pass out cookies to her classmates. A welcome addition to the series that will be enjoyed by students both new to and familar with the other books in the series. Most of the parents and teachers who might be concerned with Junie's manners, grammar, or respect for authority will undoubtly come onboard when observing children devour these titles and automatically want more despite the many distractions of childhood in the technological age. While written for a 1st-3rd grade audience they have wide appeal to K-5th year students.
Junie B. Jones is finally a first grader! Park hits another one out of the park by crawling into the skin of a 6 year old who appears to this writer to have a very pronounced case of ADHD. Park is at once authentic in Junie's antics, tone, and language. The book proves equally effective and enjoyable as a beginning chapter book read silently by a student or aloud by an adult. Junie B. is ecstatic when she discovers Mrs. Gladys Gutzman, her favorite lunchroom lady, is back this school year. Junie B's kindergarten teacher, Mrs., has been replaced by Mr. Scary, who along with Mrs. Gutzman finally agree that if Junie B. learns to obey a few school rules she can be a lunchroom helper the next day. Behind the scenes the next day Junie is surprised to learn the kitchen smells like "stinkle" and keeping in character Junie shares her feelings with Mrs. Gutzman. Junie meets with mixed success at her new job as lunchroom helper but is redeemed when Mrs. Gutzman, who is surprisingly as fond of Junie B. as Junie is of her, makes an exception and brings sugar cookies to the 1st graders even though they are no longer kindergartners. Junie B. gets to put on her "real and professional" plastic mitts and pass out cookies to her classmates. A welcome addition to the series that will be enjoyed by students both new to and familar with the other books in the series. Most of the parents and teachers who might be concerned with Junie's manners, grammar, or respect for authority will undoubtly come onboard when observing children devour these titles and automatically want more despite the many distractions of childhood in the technological age. While written for a 1st-3rd grade audience they have wide appeal to K-5th year students.
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