Week 12: Literature for a Diverse Society

The Prince Who Was Just Himself

by: Silke Schnee

Second Grade

• APA Citation: Schnee, S., Sistig, H., & Albertz, E. (2015). The Prince Who Was Just Himself. Walden, NY: Plough Publishing House.

• Description: "The royal couple is looking forward to their third child. “He looks a little different,” muses the king at Prince Noah’s arrival. “He is not like the others,” agrees the queen. Soon they notice what a very special person he is, even though he can’t do everything his brothers can.
  
  When the youngest prince disarms the cruel knight Scarface, the nation’s most dreaded enemy, with an act of compassion, everyone finally realizes how good it is that each person is unique.
  
  This delightfully illustrated fairy tale for children three years and older instills appreciation for children with Down syndrome and other developmental challenges, making it a valuable aid for teaching tolerance in the home or classroom." Retrieved from Amazon.com on November 29, 2017: https://www.amazon.com/Prince-Just-Himself-Noah-Book/dp/0874866820.

• Age/Grade Level: 3-9 years old; Grades 1-2.

• Justification: This book is another example that celebrates uniqueness, and the importance of being kind to one another. Just because someone may be different from you, does not mean that they are any less deserving of kindness and compassion. Students would read this book aloud in small groups, demonstrating CCSS.ELA-Literacy.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Then, the whole class will participate in a discussion and reflection time based on what we have just read, demonstrating CCSS.ELA-Literacy.SL.2.1.A Follow agreed-upon rules for discussions, CCSS.ELA-Literacy.SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others, and CCSS.ELA-Literacy.SL.2.2 Recount of describe key ideas or details from a text read aloud or information presented orally or through other media. (English Language Arts Standards >> Speaking & Listening >> Grade 2, Retrieved from Common Core State Standard Initiatives on November 29, 2017: http://www.corestandards.org/ELA-Literacy/SL/2/.)

• Keywords: Special Needs, Friendship, Kindness, Love

• Review: "A gentle fairy tale about a young prince with Down syndrome who saves his kingdom from a menacing knight.This rather lengthy picture book, first published in Germany, begins with the introduction of the king and queen and their two soccer-playing sons. A third child is born to the family, a son named Noah who “looks a little different.” He is portrayed in cheerful illustrations as a happy child with tilted eyes who moves slowly and seldom speaks, though Down syndrome is not specifically mentioned within the story. While many residents of the kingdom look at Noah in a quizzical or critical way, the family accepts and loves Noah as he is, calling him “the Prince Who Was Just Himself.” When the kingdom is threatened by a knight named Scarface, Prince Noah disarms the invader with an empathetic question and a hug. Though the story is somewhat melodramatic and just a little too sweet, it offers a special needs child in a positive, starring role and can be read simply as a satisfying fairy tale or as a beginning introduction to Down syndrome.
  The author, herself the mother of a child with Down syndrome, and the illustrator ably introduce a difficult subject in a fictional context with a light, sure touch. (author’s note) (Picture book. 4-8)"

• Citation: Retrieved from Kirkus Reviews on November 29, 2017: https://www.kirkusreviews.com/book-reviews/silke-schnee/the-prince-who-was-just-himself/.  

• Awards: Independent Publisher Book Award for Children's Picture Books 2016

Week 11: Informational Books (Nonfictional)

Remember: The Journey to School Integration

by: Toni Morrison

Second Grade 

• APA Citation: Morrison, T. (2004). Remember: the journey to school integration. Boston: Houghton Mifflin Co.

• Description:  "Toni Morrison has collected a treasure chest of archival photographs that depict the historical events surrounding school desegregation. These unforgettable images serve as the inspiration for Ms. Morrison’s text—a fictional account of the dialogue and emotions of the children who lived during the era of “separate but equal” schooling. Remember is a unique pictorial and narrative journey that introduces children to a watershed period in American history and its relevance to us today." Retrieved from Amazon.com on November 17, 2017: https://www.amazon.com/Remember-Journey-School-Integration-Nonfiction/dp/061839740X. 

• Age/Grade Level: 4-7 years old, 3rd - 8th Grade

• Justification: This book serves a wide range of ages as an excellent tool about and glimpse into what it would be like and what it was like when schools were first desegregated. This is an important topic that occurred in the not too distant past. We can't sugar-coat or ignore that fact, and appropriate materials educating and informing students must be provided. The images are striking and thought provoking, and confront readers with realities faced within the civil rights movement. The captions bring a cohesive picture to life, one that readers cannot ignore. The book humanizes everyone involved, you are unable to separate the humanity from a generalized group of people. This is another tough issue to introduce to a young audience, and this well-written book provides a perfect platform to do just that, and to promote interest in further future study. After reading this book as a class, students will be asked to reflect independently including any questions, comments, and related thoughts. They will also be asked to write about the use of photographs in this book. This will demonstrate CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot and CCSS.ELA-Literacy.RI.2.7 Explain how specific images contribute to and clarify a text. After independently reflecting, they will participate in a respectful class discussion in which they can ask questions for clarification. (English Language Arts Standards >> Reading: Informational Text >> Grade 2, Retrieved from Common Core State Standard Initiatives on November 17, 2017: http://www.corestandards.org/ELA-Literacy/RI/2/.)

• Keywords: civil rights, desegregation, racial tension, history

• Review: "The photos are electrifying. Beautifully reproduced in sepia prints, the archival images humanize the politics of the civil rights movement. The leaders are shown, but the focus is on ordinary young people and the role they played in school integration. In her eloquent introduction, Morrison talks about what the pictures show: the reality of separate but equal, the 1954 Brown vs. Board of Education decision, the nationwide movement to eliminate racist laws. On the page opposite each photo, however, she imagines the thoughts and feelings of kids in the photos, and the intrusive fictionalized comments get in the way of the visual images ("I think she likes me, but . . .What will I do if she hates me?"). The fiction is not about the angry white mobs; there's no verbal racist confrontation. But there's hatred in the pictures, and children will constantly turn back to the photo notes at the end to find out more. Every library will want this not for the condescending made-up stuff but for the stirring history." Hazel Rochman   Copyright © American Library Association. All rights reserved           

• Citation: Review from Book List, retrieved from Amazon.com on November 17, 2017: https://www.amazon.com/Remember-Journey-School-Integration-Nonfiction/dp/061839740X. 

• Awards: The Coretta Scott King Award for Authors

Week 10: Historical Fiction & Biographical Fiction

Ragtime Tumpie

by: Alan Schroeder

Second Grade 

 

• APA Citation: Schroeder, A., & Fuchs, B. (1993). Ragtime Tumpie. Boston: Joy Street Books.

• Description: "One of the most colorful periods in American history is vividly brought to life in this stirring account of Josephine Baker's childhood. Tumpie, inspired by the vivacious ragtime music of turn-of-the-century St. Louis, dreams of escaping her life on Gratiot Street and becoming a famous honky-tonk dancer. Her determination, pluck, and exuberance will have children clapping, tapping, and rooting for her from the beginning." Retrieved from Amazon.com on November 11, 2017: https://www.amazon.com/Ragtime-Tumpie-HARCOURT-SCHOOL-PUBLISHERS/dp/0316775045.

• Age/Grade Level: 4-8 years old, 2nd - 5th Grade

• Justification: This book is really inspirational, as it is based on the true story of Josephine Baker, who grew up in poverty and overcame obstacles to follow her dream to become a dancer. Following one's dreams is an important lesson to impart to students, as well as the importance of believing in yourself. After reading this book together with the class, students will reflect on what their dreams and talents are. They will then write and illustrate a short story featuring them following their chosen dream. This will demonstrate CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (English Language Arts Standards >> Writing  >> Grade 2, Retrieved from Common Core State Standard Initiatives on November 11, 2017: http://www.corestandards.org/ELA-Literacy/W/2/)

• Keywords: dance, dreams, determination, African-American

• Review: " Full-page paintings in mellow tones of gold and brown, with warm touches of rosy pink, show black Americans in turn-of-the-century St. Louis. Smiling workers, musicians, and housewives surround the small, appealing figure of the young girl who would one day be the famous Josephine Baker. The accompanying text tells how "Tumpie," as she was then called, spent her days picking half-rotted fruit from the freight yards and gathering coal fallen from the hopper cars. At night, Tumpie would go with her mother to the honky-tonks, to hear ragtime music and to dance to the "syn-co-pa-tion" of the drums. When, one day, a traveling peddlar staged a dance contest in the neighborhood, Tumpie won the prize, a shiny silver dollar, and knew that dance would be her life. The story of Tumpie is fiction, based on what is known of Baker's early years, and a brief note describes the entertainer's later career. The book can be used as fictionalized biography to introduce Baker, a black woman who found fame and fortune in Europe earlier in this century. However, its most obvious use, magnificently achieved in the vibrant illustrations, is to present a slice-of-American-life in an urban black community, and to show the capacity of music and dance to enrich the lives of people even in the poorest of material circumstances. --Shirley Wilton, Ocean County College, Toms River, NJ
  Copyright 1989 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title." From School Library Journal. Retrieved from Amazon.com on November 11, 2017: https://www.amazon.com/Ragtime-Tumpie-HARCOURT-SCHOOL-PUBLISHERS/dp/0316775045. 

• Citation: Award listing retrieved on November 11, 2017 from: https://www.penguinrandomhouse.com/authors/27294/alan-schroeder.

• Awards: This was Alan Schroeder's first book, and it was chosen as an ALA Notable Book, a Booklist Children’s Editors’ Choice, and a Parents’ Choice Award winner.

Week 9: Realistic Fiction

Always with You

by: Ruth Vander Zee

Second Grade

 

• APA Citation: Zee, R. V., & Himler, R. (2008). Always with you. Grand Rapids MI: Eerdmans Books for Young Readers.

• Description: "After her mother is killed by an explosion that also destroys her Vietnam village, four-year-old Kim is alone and afraid. Eventually, she is rescued by soldiers who bring her to an orphanage.
  
  Surrounded by the love of the couple who run the orphanage, the companionship of the children who live there, and her mother's promise, “I will always be with you,” Kim finds the strength and courage to survive.
  
  This picture book for older readers, based on a true story from the Vietnam War, portrays the hope that exists in even the most desperate situations. Poignant illustrations capture the perseverance of the human spirit and the power of kindness." Retrieved from Amazon.com on November 2, 2017: https://www.amazon.com/Always-You-Ruth-Vander-Zee/dp/0802852955.

• Age/Grade Level: 8-12 years old, 2nd - 3rd Grade

• Justification: This story is heart-wrenching and based on a true story. It covers tough subject matter, but will educate students about war and its far-reaching effects, and be impactful as students can undoubtedly relate to feelings of loneliness and being scared to some extent. Kim's mother's love carries her through difficulties, which is something students should be able to relate to, although they have hopefully, probably not faced personal tragedy and devastation to such an extent. As a class we would read the book, and analyze the effectiveness of the illustration style in aiding the words to present a moving story. This will demonstrate CCSS.ELA-Literacy.RI.2.7. Explain how specific images contribute to and clarify a text.  (English Language Arts Standards >> Reading: Informational Text >> Grade 2, Retrieved from Common Core State Standard Initiatives on November 2, 2017: http://www.corestandards.org/ELA-Literacy/RI/2/.) We will also have a class discussion on a brief overview of war and what it could mean to live in an area affected by various aspects of war, expanding the content covered in the book. This will touch on CCS.ELA-Literacy.RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, and CCSS.ELA-Literacy.RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ((English Language Arts Standards >> Reading: Informational Text >> Grade 2, Retrieved from Common Core State Standard Initiatives on November 2, 2017: http://www.corestandards.org/ELA-Literacy/RI/2/.

• Keywords: tragedy, loneliness, war, inner-strength

• Review: "Toshi Maruki's Hiroshima no Pika (HarperCollins, 1982) and Eleanor Coerr's Sadako and the Thousand Paper Cranes (Putnam, 2002) are outstanding examples of books that try to describe the horrors and inhumanity of war in ways that children would understand. On a lesser scale of strength, this picture book takes a tragedy experienced by a four-year-old and makes it a universal story about being alone and afraid. When her village in Vietnam is bombed, Kim remembers her mother's dying words, "I will always be with you." She holds to them when she is struck on the head by a gun; when she is found, hungry and almost blind, by friendly soldiers; and when she is taken to an orphanage where she is cared for and loved. The pencil and watercolor illustrations are admirably suited to the text: Kim's expressions, the gray lines of marching soldiers, and the devastated land do more to deglorify warfare than any amount of adult preaching, just as the sight of her softly weeping in her bed and being reassured by the orphanage house mistress conveys her longing for her mother better than words would. This is a good book to use in classroom discussions of war, of what happens to the children, or, more specifically, of the Vietnam War and how it was that so many Vietnamese came to the United States."—Marian Drabkin, formerly at Richmond Public Library, CA  Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

• Citation:  Retrieved from the School Library Journal on November 2, 2017, listed on Amazon.com: https://www.amazon.com/Always-You-Ruth-Vander-Zee/dp/0802852955.

• Awards:

Week 8: Fantasy & Mystery

Jumanji

by: Chris Van Allsburg

Second Grade

• APA Citation: Allsburg, C. V. (1988). Jumanji. New York: Scholastic.

• Description: When Judy and Peter find a board game in the park, they take it home, hoping to alleviate their boredom. One live lion, an erupting volcano, and a dozen destructive monkeys later, the children are no longer bored. Their jungle adventure game has come to life! Chris Van Allsburg is a master at walking the line between fantasy and reality. His unusually sculptured drawings (familiar to the many devoted fans of the Caldecott-winning  The Polar Express and The Garden of Abdul Gasazi) convey the magical transition of a normal house to an exotic jungle. Readers will tremble along with Judy and Peter, urging them to roll the dice that will plunge them from one perilous predicament into another. Jumanji, a New York Times Best Illustrated Book and winner of the 1962 Caldecott Medal, is sure to amaze and thrill even the most jaded young reader." Retrieved from Amazon.com on October 27, 2017: https://www.amazon.com/Jumanji-30th-Anniversary-Chris-Allsburg/dp/0547608381/ref=pd_cp_14_1?_encoding=UTF8&psc=1&refRID=Y7S07PHZ0303RB9HYVVM.

• Age/Grade Level: 6-9 years old, 1st - 4th Grade

• Justification: First, I would read the book aloud as part of a story time presentation to the class. At the end of the book, neighborhood children are carrying the game away. Students will be instructed to write their own sequel about Peter and Judy's neighbors' experience. Students will brainstorm their own version of the game, including a unique name, and will draw a board game, complete with detailed spaces and subsequent actions that players would have to face. This illustration will accompany a written description of their version of an interactive board game, in which students will demonstrate CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (English Language Arts Standards >> Language >> Grade 2, Retrieved from Common Core State Standard Initiatives on October 27, 2017: http://www.corestandards.org/ELA-Literacy/L/2/.) This book could also be part of a larger unit that would end with a class viewing of Jumanji. After watching the movie, we could have a class discussion on similarities and differences, and then students would write short responses about the book and the movie, and start to formulate thoughts on why the movie would be so different from the book.

• Keywords: curiosity, imagination, mystery, adventure

• Review: "Jumanji appears to be a perfectly ordinary game, except that it has been abandoned in the park with the cryptic message “fun for some but not for all.” Peter and Judy unfold the playing board and with the first throw of the dice discover that each moved immediately introduces a corresponding jungle phenomenon into their surroundings — a ravenous lion, marauding monkeys, a bewildered guide, an erupting volcano. Tension mounts with each addition, for the play rules state that once Jumanji is begun, it will not be over until one player reaches the Golden City. At the climactic moment Judy completes the last move. The surreal background disappears; the game is hastily returned to its original site; and two exhausted but undaunted children sleepily welcome the homecoming adults, who naturally dismiss the afternoon’s adventure as simply a dream. Meanwhile, Jumanji has been resurrected once more by a pair of curious, though less tenacious, youngsters. Substance or shadow, real or imagined, the bizarre and mythical world of Jumanji exists because of its own logic and the luminous precision of the full-page, black-and-white illustrations. Through the masterly use of light and shadow, the interplay of design elements, and audacious changes in perspective and composition, the artist conveys an impression of color without losing the dramatic contrast of black and white. As in The Garden of Abdul Gasazi(Houghton), he successfully explores the semi-magical country of the mind in which reality and illusion exist as conjoined yet distinct entities." reviewed in the August 1981 issue of The Horn Book Magazine.

• Citation: Retrieved from Horn Book reviews on October 27, 2017: http://www.hbook.com/2013/10/news/awards/horn-book-reviews-caldecott-medal-winners-1980-1989/. 

• Awards: This book was The New York Times Best Illustrated Children's Books citation and The New York Times Outstanding Books citation in 1981. In 1982, this book received a Caldecott Medal, the Boston Globe Horn Book Award for illustration, the Children's Choice from the International Reading Association, and the American Book Award for illustration from the Association of American Publishers. In 1983, this book won a Kentucky Bluegrass Award from Ohio State Library. In 1984, it won the Washington Children's Choice Picture Book Award from the Washington Library Media Association. In 1985, it won the West Virginia Children's Book Award. In 1996, it was the Golden Archer Primary Award Winner from the Wisconsin Educational Media Association. Retrieved on October 27, 2017 from: https://hmhbooks.com/chrisvanallsburg/awards.html.

Week 7: Traditional Literature

The Legend of the Indian Paint Brush

by: Tomie dePaola

Second Grade

• APA Citation: Depaola, T. (1988). The legend of the Indian paintbrush. New York: Putnam. 

• Description: "In spring, the hills and meadows of Texas and Wyoming are ablaze with the reds, oranges, and yellows of the Indian Paintbrush. How this striking plant received its name is told in an old Indian legend. Many years ago, when the People traveled the Plains, a young Indian boy had a Dream-Vision in which it was revealed that one day he would create a painting that was as pure as the colors of the evening sky at sunset. The boy grew up to become the painter of the tribe, but although he found a pure white buckskin for a canvas and made paints from the brightest flowers and the reddest berries, he could not capture the sunset. How the young Indian artist finally fulfills his Dream-Vision is lovingly told and illustrated by Tomie dePaola, in words and pictures that capture the spirit and beauty of this dramatic legend." Retrieved from Amazon.com on October 17, 2017: https://www.amazon.com/Legend-Indian-Paintbrush-Tomie-dePaola/dp/0698113608

• Age/Grade Level: 4-8 years old, Preschool - 3rd Grade

• Justification: This book overall celebrates the uniqueness of everyone and the importance of seeking and utilizing individual talents rather than just trying to fit in and conform to the group. This is an essential lesson then, for any age group to learn and to be reminded of periodically. The story will encourage students to be themselves, and to pursue their own talents, gifts, goals, and interests. I would read this book to my class as part of a story time presentation. Students would then fill out a worksheet about the meaning of the book, fulfilling CCSS.ELA-LITERACY.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe, and also  CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. This would lead to a guided discussion and personal reflection and written response time in which students think about their own strengths and dreams.

• Keywords: multicultural, folklore, talent, individuality

• Review: "Little Gopher can't keep up with the other Indian boys; he prefers making and decorating small figures. When it's his turn to go out into the hills "to think about being a man," a vision tells him to become a painter, using colors "as pure as. . .the evening sky." But though he works hard, Little Gopher is dissatisfied with his dull, dark paintings. Patiently, he gazes at the sunset each evening till at last he is rewarded: brushes with sunset colors spring up for his use, returning next day--and each spring thereafter--as flowers. In a full-page note, dePaola traces this story to Texas Wildflowers, Stories and Legends, a collection of newspaper articles by Ruth D. Isely--which doesn't really give much clue to its Native American source. The retelling is pleasantly cadenced, even though it tells us more about the artist's need for serf-expression within any society than about Plains Indians. And dePaola's somber tones burst forth into satisfyingly brilliant sunsets. This should do well at picture-book tour." Retrieved from Kirkusreviews.com on October 17, 2017: https://www.kirkusreviews.com/book-reviews/tomie-depaola/the-legend-of-the-indian-paintbrush/

• Citation: The Legend of the Indian Paintbrush. (1988, April 15). Kirkus Reviews. Retrieved October 17, 2017, from https://www.kirkusreviews.com/book-reviews/tomie-depaola/the-legend-of-the-indian-paintbrush/. 

• Awards:

Week 6: Poetry: Beyond the Ordinary

Snowmen at Night

by: Caralyn Buehner

Second Grade 

• APA Citation: Buehner, C., & Buehner, M. (2002). Snowmen at night. New York: Phyllis Fogelman Books.

• Description: "Not since Frosty paraded through the village square have snowmen enjoyed such a slip-sliding good time as they do in the Buehners' (Fanny's Dream) latest flight of fancy. When a boy observes that the snowman he built the day before now looks droopy and disheveled, he imagines what happened to his snow creation during the night. Soon the boy pictures all the neighborhood snowmen gathered in the park for "ice-cold cocoa," a snowball fight, a round of making snow angels and more. Surely a full night of play and a long glide back to their homes must be the explanation. The rhythm of the rhyming text sometimes matches the rollicking spirit of the snowmen's wintry pursuits, but occasionally stumbles: "Then the snowman games begin: They line up in their places,/ each one anxious for his turn in the snowman races." The glee comes through at its most infectious in Mark Buehner's oil-and-acrylic paintings of the merrymakers, who look so delighted in their revelry that readers won't be able to help smiling in response. Bringing the brisk snap of the season to the fore, his scenes feature a natural light show, depicting an inky night sky and fluffy snow that glistens beneath moonlight and (street) lamplight, and eventually, the gradual brightening of dawn. Children will like being in on the secret here and eagle-eye readers will relish finding hidden figures in the shadows, clouds and snowdrifts. Ages 4-8. Copyright 2002 Reed Business Information, Inc. --This text refers to the Audible Audio Edition edition." From Publishers Weekly, retrieved from Amazon.com on October 17, 2017: https://www.amazon.com/Snowmen-at-Night-Caralyn-Buehner/dp/0803730411

• Age/Grade Level: 3-5 years old, another review said 4-8 years old

• Justification: This book is gorgeous, and an imaginative, magical story about what snowmen do when we're not around. I found it enthralling, and know that students would enjoy it as well. I would read this story to my class as part of a story time presentation. Then, I would ask students questions related to the text, and prompt them to imagine other inanimate objects and what they might do when humans aren't paying attention. Inspired by the text, students would then be instructed to write their own version of a similar story in which they are the main character, and they encounter something non-human doing unexpected things. They should include details and sensory descriptions of what they would feel and think, which demonstrates CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (English Language Arts Standards >> Writing >> Grade 2, Retrieved from Common Core State Standard Initiatives on October 17, 2017: http://www.corestandards.org/ELA-Literacy/W/2/.) This could be tied into a larger creative unit studying works that personify objects, not only for the entertainment value, but also to begin to discern with the use of guided questions why these works would appeal to people, and could include a class viewing of the movie Toy Story.

• Keywords: poetry, snowmen, nature, supernatural

• Review: "PreSchool-Grade 1-A child wonders why a snowman looks droopy the morning after it was made and decides that snowmen must be nocturnal. The bouncy, rhyming text describes the imagined rumpus in which the snowmen have races, do tricks on skates, and bump into one another like clowns. "They gather up their snowballs, the pitcher takes his aim,/and underneath the moonlit sky they play a baseball game./No one knows just how it started,/but soon it's quite a sight-/with snowmen throwing snowballs/in the world's best snowball fight!" After a night of action, the tired snowmen return to their homes. The oil-over-acrylic paintings capture the fun of the rollicking adventures and bring these round creations to life. The illustrations convincingly depict their solid bodies in action, and the moonlit snowy setting provides a sense of mystery. The imaginative description and lively art could provide an entertaining read-aloud for bedtime sharing or winter storytimes." 
  Adele Greenlee, Bethel College, St. Paul, MN
  Copyright 2002 Reed Business Information, Inc. --This text refers to the Audible Audio Edition edition.  From School Library Journal, retrieved from Amazon.com on October 17, 2017: https://www.amazon.com/Snowmen-at-Night-Caralyn-Buehner/dp/0803730411

• Citation:

• Awards:

Week 5: Tell me a (Picture) Story

Cloudy With a Chance of Meatballs
by: Judi Barrett
Second Grade

• APA Citation: Barrett, J., & Barrett, R. (1982). Cloudy with a chance of meatballs. New York: Simon & Schuster.

• Description: "The beloved, bestselling tale of edible weather is brought to life!
  
  If food dropped like rain from the sky, wouldn't it be marvelous! Or would it? It could, after all, be messy. And you'd have no choice. What if you didn't like what fell? Or what if too much came? Have you ever thought of what it might be like to be squashed flat by a pancake?"  Retrieved from Amazon.com on October 4, 2017: https://www.amazon.com/Cloudy-Chance-Meatballs-Judi-Barrett/dp/0689707495. 

• Age/Grade Level: 4-8 years old; Preschool-Grade 3

• Justification: I would have students pair up and read this book to one another. It's a longer text, and I think would be more beneficial for students to peruse on their own first rather than a group read aloud. If students are paired up, they can help each other figure out any challenging words first before I would intervene. Reading alone or in pairs would support CCSS.ELA-LITERACY.RF.2.4 and potentially CCSS.ELA-LITERACY.L.2.4.A if they run across a word that they don't recognize. This book could spark student creativity and imagination and lead into several subsequent projects. For example, students could imagine themselves in a similar situation in which food falls from the sky and draw a comic strip detailing what they would do. They could create an alternate world in which something else falls from the sky and create that world through writing and drawing. They could recall a time when they experienced strange weather and write about the experience, detailing how it made them feel. 

• Keywords: food, humor, weather, imagination

• Review: "A flying pancake at breakfast triggers Grandpa's bedtime story set in the far-off land of Chewanswallow, where the food comes out of the sky and ""whatever the weather served, that was what they ate."" Most of the book consists of nothing more than elaborations on this conceit, with running menu information decked out in weather report terminology, but Judi Barrett's examples are nutty enough so that kids won't tire of the gag--even though Ron Barrett's flippy pop cartoons are too literal to enlarge it. The plot thickens with the maple syrup, and at last the portions grow so large that the people are being bombarded and buried by food--and so they all sail off on peanut-butter sandwiches to a land where food is purchased at the supermarket. A dubious improvement perhaps, but Grandpa's imaginings are very close to a little kid's funny bone--which everyone knows is located somewhere along the intestinal tract." Retrieved from Kirkusreviews.com on October 5, 2017: https://www.kirkusreviews.com/book-reviews/judi-barrett-8/cloudy-with-a-chance-of-meatballs/

• Citation: (1978, October 18). Kirkus Reviews. Retrieved October 05, 2017, from https://www.kirkusreviews.com/book-reviews/judi-barrett-8/cloudy-with-a-chance-of-meatballs/. 

Deon, S. (n.d.). Awards. Retrieved October 05, 2017, from http://judibarrett.weebly.com/awards.html. 

• Awards: 1980 Colorado Children's Book Award -- Picture Book (Winner)  1984 Georgia Children's Book Award -- Picture Storybook (Winner) 1990 Delaware Diamonds Award -- Grades K-2 (Winner)

Week 4: The History of Children's Literature

Charlotte's Web

by: E.B. White

Second Grade

• APA Citation: White, E.B. (1952). Charlotte's Web. New York, NY: HarperCollins. 

• Description: "This beloved book by E.B. White, author of Stuart Little and The Trumpet of the Swan, is a classic of children's literature that is "just about perfect." This paper-over-board edition includes a foreword by two-time Newbery winning author Kate DiCamillo. Some Pig. Humble. Radiant. These are the words in Charlotte's Web, high   up in Zuckerman's barn. Charlotte's spiderweb tells of her feelings for a little pig named Wilbur, who simply wants a friend. They also express the love of a girl named Fern, who saved Wilbur's life when he was born the runt of his litter. E.B. White's Newbery Honor Book is a tender novel of friendship, love, life, and death that will continue to be enjoyed by generations to come. It contains illustrations by Garth Williams, the acclaimed illustrator of E.B. White's Stuart Little and Laura Ingalls Wilder's Little House series, among many other books." Retrieved from Amazon.com on September 27, 2017: https://www.amazon.com/Charlottes-Web-White/dp/0061124958/ref=pd_lpo_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=ZJ6M9J229WZNYG81V4QR.

• Age/Grade Level: 8-12 years old, 3rd - 7th Grade

• Justification: I would read parts of Charlotte's Web to the class at a time as a story time, broken up into manageable sections over several days. It is a little advanced for the typical second grade reader, but if I read to the class, and only read a couple short chapters at a time, I think that the class would have no trouble following along with the plot line. It's a memorable, heartwarming book that I had to include after being reminded of the influence of E.B. White's works on my childhood reading (through reading Some Writer! The Story of E.B. White). Students would demonstrate both CCSS.ELA-Literacy.SL.2.1.a and CCSS.ELA-Literacy.SL.2.1.b in class discussions following the chapters read as a class each story time. They would be able to reflect, share thoughts and feelings about the book, and relate personal experiences and emotions to the content shared, demonstrating CCSS.ELA-Literacy.SL.2.4. (English Language Arts Standards >> Speaking & Listening >> Grade 2, Retrieved from Common Core State Standard Initiatives on September 27, 2017: http://www.corestandards.org/ELA-Literacy/SL/2/).

• Keywords: friendship, nature, life cycle, compassion

• Review: "A successful juvenile by the beloved New Yorker writer portrays a farm episode with an imaginative twist that makes a poignant, humorous story of a pig, a spider, and a little girl. Young Fern Arable pleads for the life of a runt piglet Wilbur and gets her father to sell him to a neighbor, Mr. Zuckerman. Daily, Fern visits the Zuckermans to sit and muse with Wilbur and with the clever pen spider Charlotte, who befriends him when he is lonely and downcast. At the news of Wilbur's forthcoming slaughter, campaigning Charlotte, to the astonishment of people for miles around, spins words in her web. "Some Pig" comes first. Then "Terrific"- then "Radiant". The last word, when Wilbur is about to win a show prize and Charlotte is about to die from building her egg sac, is "Humble". And as the wonderful Charlotte does die, the sadness is tempered by the promise of more spiders next spring. The three way chats, in which they are joined by other animals, about web spinning, themselves, other humans- are often informative as amusing, and the whole tenor of appealing wit and pathos will make fine entertainment for reading aloud, too." reviewed in the October 1952 issue of Kirkus Reviews.

• Citation: Retrieved from Kirkus Reviews on September 27, 2017: https://www.kirkusreviews.com/book-reviews/eb-white/charlottes-web-white/.

• Awards:  Newbery Honor Book in 1953, ALA Notable Children's Book, Lewis Carroll Shelf Award, Horn Book Fanfare, Massachusetts Children's Book Award. Retrieved from HarperCollins on September 27, 2017: http://www.harpercollinschildrens.com/books/Charlottes-Web/.

Week 3: Great Books to Read Aloud

The Book with No Pictures

by: B.J. Novak

Second Grade

• APA Citation: Novak, B.J. (2014). The Book with No Pictures. New York: Dial Books.

• Description: "A #1 New York Times bestseller, this innovative and wildly funny read-aloud by award-winning humorist/actor B.J. Novak will turn any reader into a comedian.
  You might think a book with no pictures seems boring and serious. Except . . . here’s how books work. Everything written on the page has to be said by the person reading it aloud. Even if the words say . . .
   
  BLORK. Or BLUURF.
   
  Even if the words are a preposterous song about eating ants for breakfast, or just a list of astonishingly goofy sounds like BLAGGITY BLAGGITY and GLIBBITY GLOBBITY.
   
  Cleverly irreverent and irresistibly silly, The Book with No Pictures is one that kids will beg to hear again and again. (And parents will be happy to oblige.)" Retried from Amazon.com on September 22, 2017: https://www.amazon.com/Book-No-Pictures-B-Novak/dp/0803741715.

• Age/Grade Level: 5-8 years old; Kindergarten-3rd grade.

• Justification: I would read this book to students at least twice, using different inflections and voices, and emphasizing different parts. I would then have students draw their own version of accompanying illustrations, and then discuss their different interpretations, and how illustrations and the way a story is read can affect interpretation. They will compare and contrast their illustrations with their classmates to demonstrate CCSS.ELA-LITERACY.RL.2.6. (English Language Art Standards >> Reading: Literature >> Grade 2, Retrieved from Common Core State Standard Initiatives on September 22, 2017: http://www.corestandards.org/ELA-Literacy/RL/2/)

• Keywords: humor, interactive, imagination, onomatopoeia

• Review: "K-Gr 2—The actor (and writer, producer, and director) has penned his first picture book, but can it be called a picture book when there are no pictures? Entering the field of unique interactive books begging to be opened, including Hervé Tullet's Press Here (Chronicle, 2011) and Adam Lehrhaupt's Warning: Do Not Open This Book! (S. & S., 2013), this title will instantly intrigue children. Upon opening the book, readers are drawn in ("Here is how books work: everything the words say, the person reading the book has to say. No matter what."). What follows is an uproariously raucous time, with readers being forced to utter nonsense words ("blork," "bluurf") and phrases that will have young listeners in stitches ("And my head is made of blueberry pizza."). Admittedly, there are no illustrations, but Novak has employed the use of various sizes of black typeface with expansive white space and color to highlight some of the text. This book is sure to be a crowd-pleaser, and it's perfect for one-on-one sharing with a parent or caregiver. Expect requests for repeated readings.—Michele Shaw, Quail Run Elementary School, San Ramon, CA" Retrieved from Amazon.com on September 22, 2017.

"The Book With No Pictures by B.J. Novak – It’s not the first time someone did this idea (the Elephant and Piggie title We Are In a Book does something very similar to what Novak does here) but I’ll admit that I haven’t ever seen anything exactly, precisely like this. With that in mind I bought a reasonable number of copies for my library system.  Then it took off like gangbusters.  Folks who’ve never even heard of Novak were pulling it from the shelves.  I’m not going to say it’s the most successful celebrity picture book of all time, but it sure comes close.  Wowzah." Retrieved on September 22, 2017 from http://blogs.slj.com/afuse8production/2015/05/26/what-makes-a-picture-book-mega-hit/#_. 

• Citation: Bird, E. (2015, May). Novak, B.J. The Book with No Pictures. School Library Journal. Retrieved from: http://blogs.slj.com/afuse8production/2015/05/26/what-makes-a-picture-book-mega-hit/#_. 
• Awards:

Week 2: Inspiring a Love for Books

Our Library

by: Eve Bunting

Second Grade

• APA Citation: Bunting, E. (2008). Our library. New York: Clarion Books.

• Description: "When Miss Goose announces that the library is going to close forever, Raccoon and his friends spring into action. Where will they get the help they need to save their beloved library? In books, of course! This cheery tale from ever-popular author Eve Bunting shows how important libraries are to every community. Bright, playful illustrations enhance the light treatment of this serious subject, in a story that celebrates the value of books in everyone’s lives." Retrieved from Amazon.com on September 22,2017 : https://www.amazon.com/Our-Library-Eve-Bunting/dp/0544808991.

• The Age/Grade Level for which the book is appropriate: 4-7 years; Preschool - 3rd grade. 

• Justification:  This book advocates for what we do, and prompts students to think about what the library can do for them and the community at large. I would have the students read this book, and have a class discussion of what the animals did to overcome what challenges, in order to demonstrate CCSS.ELA-LITERACY.RL.2.3. Students would then respond to written prompts encouraging them to think about and respond to different points of view included in the story, demonstrating CCSS.ELA-LITERACY.RL.2.6. Students will write short reflections about why Raccoon wants to save the library, how the young animals respond to the "grumpy badger", and the importance of teamwork and problem solving.  

• Keywords: teamwork, reading, community, problem solving

• Review: "Kindergarten-Grade 2—When Miss Goose informs the children that the library will have to close because it is in need of repair, Raccoon and his friends spring into action. The first thing they do is check out books (How to Lay a Perfect Roof and Library Painting for Beginners), read them, and accomplish the necessary tasks. However, their problems are far from over. Now the library needs operating money and it has to be moved. Each time, the children turn first to books to guide them toward a solution, until at last the spruced-up library sits cozily in a meadow. The reasons this library is so important to everyone, from toddlers to senior citizens, are woven nicely into the plot. Bunting's style has a graceful simplicity, descriptive enough to be evocative without overwhelming. "On rainy days, we stay cozily inside. On sunny days, we lie in the shade of a big whispering oak tree and read." Smith's watercolor and acrylic illustrations are charming and should have most children longing to enter the buttercup-yellow library with the grass-green door. An excellent vehicle for discussing the importance of libraries, books, reading, and teamwork, this one is a winner.—Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ 
  Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved." 

• Citation: Oliff, G. School Library Journal. Retrieved on September 22, 2017 from: https://www.amazon.com/Our-Library-Eve-Bunting-ebook/dp/B00ALJGY78.
• Awards:

Week 1: Award-Winning Literature

My collection was developed for a school library, with a second grade audience in mind. That means that I picked book selections and planned related activities for students that would be about seven years old. The activities and book selections then, are all age appropriate and would appeal to that age range and be effective, informative learning tools in the classroom.

Swimmy

by: Leo Lionni

Second Grade

• APA Citation: Lionni, L. (1963). Swimmy. New York: Pantheon.

• Description: "The gorgeous, Caldecott Honor-winning tale of a very clever fish by beloved picture book creator Leo Lionni.
  
  Deep in the sea lives a happy school of fish. Their watery world is full of wonders, but there is also danger, and the little fish are afraid to come out of hiding . . . until Swimmy comes along. Swimmy shows his friends how—with ingenuity and team work—they can overcome any danger.
  
  Winner of the 1964 Caldecott Honor, this beloved tale of a brave little fish has been a favorite to generations of readers. To celebrate Swimmy's fiftieth anniversary, we are issuing a handsome special edition hardcover that includes a bonus poster." Retrieved from Amazon.com on September 12, 2017: https://www.amazon.com/Swimmy-Leo-Lionni/dp/0394826205.

• The Age/Grade Level for which this book is appropriate: Pre-school-2nd grade.

• Justification: I love all of the Leo Lionni books that I've read, and feel like they have a timeless quality that will continue to inspire future generations. They are all pretty simple, with minimal, easy to understand word choice and unique illustrations. They all cover important content in a relatable, fable-like manner. I would read this book aloud to my class as part of story time. Afterwards, to demonstrate comprehension and CCSS.ELA-LITERACY.RL.2.3, I would ask students to think about what they just heard and respond to who the book was about, what challenges were faced, and how obstacles were dealt with. This conversation would be interactive as I would pose questions encouraging students to think about how they would feel and respond in similar situations. I would use this story as part of a larger lesson plan with several other fable-like books throughout the week. To demonstrate CCSS.ELA-LITERACY.RL.2.2, at the end of the week, students would be asked to draw and re-tell their favorite fable that we explored as a class, and write out its central message, tell why they liked it, and what they learned from the week overall. (English Language Arts Standards >> Reading: Literature >> Grade 2, Retrieved from Common Core State Standard Initiatives on September 12, 2017: http://www.corestandards.org/ELA-Literacy/RL/2/.)  

• Keywords: teamwork, exploration, aquatic, bullying

• Review: "This classic Caldecott Honor book follows a little fish named Swimmy who bands together with the other fish in his school to fight against the dangers of the open sea and the large fish that is bullying them. The story is wonderful for young children who are fascinated by fish and the artwork brings Swimmy’s world to life beautifully. Great for children from preschool through second grade." Retrieved from Horn Book on September 12, 2017: http://www.hbook.com/2015/06/blogs/lollys-classroom/picture-books-under-the-sea/.

• Citation: Spina, C. “Picture Books under the Sea.” The Horn Book, 9 June 2015, http://www.hbook.com/2015/06/blogs/lollys-classroom/picture-books-under-the-sea/. 

"Swimmy, 1964 Caldecott Honor Book", American Library Association, July 8, 2013.http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecotthonors/1964honorswimmy (Accessed September 12, 2017)

• Awards: This book was a 1964 Caldecott Honor Book. Retrieved from the ALSC list of Caldecott Medal & Honor Books at: http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecotthonors/caldecottmedal#60s.