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Action and Adventure in this Survival Story from a Wisconsin Author! March 2016 Middle School Title

February 24th, 2016 | Posted by etownsend in 2015-2016 | Middle School | March - (Comments Off on Action and Adventure in this Survival Story from a Wisconsin Author! March 2016 Middle School Title)

scavengersThe Scavengers by Michael Perry. HarperCollins, Books for Middle School Age2014.

From the publisher: Jeanne DuPrau’s The City of Ember meets Louis Sachar’s Holes (or, as Mike puts it, Little House on the Prairie meets Mad Max) in this imaginative and hilarious middle grade novel from New York Times bestselling author Michael Perry.

When the world started to fall apart, the government gave everyone two choices: move into the Bubble Cities . . . or take their chances outside. Maggie’s family chose to live in the world that was left behind. Deciding it’s time to grow up and grow tough, Maggie rechristens herself “Ford Falcon”—a name inspired by the beat-up car she finds at a nearby junkyard…the same junkyard where Ford’s family goes to scavenge for things they can use and barter with the other people who live OutBubble. Her family has been able to survive this brave new world by working together. But when Ford comes home one day to discover her home ransacked and her family missing, she must find the strength to rescue her loved ones with the help of some friends–including one very feisty rooster.

The Scavengers is a wholly original tween novel that combines an action-packed adventure, a heartfelt family story, and a triumphant journey of self-discovery. It achieves the perfect balance of humor and heart in a world where one person’s junk is another person’s key to survival.

Read an excerpt from the book, hear a clip from the audiobook, read reviews on the Michael Perry’s website, SneezingCow.com.

Find resources for The Scavengers at TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Why does Maggie change her name to Ford Falcon? What is the significance of her name change? What does it mean when her father calls her Ford Falcon at the end of the book?
  2. Why does Ford Falcon stay in the car instead of in the shack with her family?
  3. Why does Ford decide to stay out of the Bubble at the end of the book? Would you have the courage to do so? Would you choose to live InBubble or OutBubble? Explain.

Tales of Extraordinary Bravery: March 2016 Intermediate Titles

February 24th, 2016 | Posted by etownsend in Intermediate (Grades 3-5) | 2015-2016 | March - (Comments Off on Tales of Extraordinary Bravery: March 2016 Intermediate Titles)

flora and ulyssesFlora & Ulysses: The Illuminated Adventures by Icon for the Intermediate (Grades 3-5) readersKate DiCamillo. Illustrated by K. G. Campbell. Candlewick Press, 2013.

Flora’s been pretty cynical since her parents’ divorce. She spends most of her time reading superhero comics while her self-involved mom works on her next romance novel and her dad, with his lack of confidence, flounders. But when Flora sees a hapless squirrel sucked up by a vacuum, she’s on the scene in an instant performing CPR (she learned it in the back of a comic book). “For a cynic I am a surprisingly helpful person,” she thinks. The squirrel not only lives, but is changed by the experience. He understands what Flora says. And he can write—poetry no less—plunking out deep, thoughtful verses on the typewriter belonging to Flora’s mom. Flora names him Ulysses (for the model of vacuum that was almost his demise) and thinks of him as a superhero in real life. Ulysses may not be able to save the world, but he just might be able to save Flora, restoring her belief in friendship and family. Kate DiCamillo’s witty, wonderful work of magical realism is patently absurd with its flights of fancy and wordplay, but that’s its charm. The lively prose narrative is punctuated by interludes of black-and-white panel illustrations by K. G. Campbell that showcase small vignettes of action while referencing the comic-book form.  © Cooperative Children’s Book Center

Find resources for Flora and Ulysses, including links to 8 lesson plans at TeachingBooks.net!

Start some conversation with these discussion prompts:

  1. Before reading: Both stories (Flora and Ulysses and Stubby the War Dog) use headlines. What would be the headline for your life today?
  2. How do the text features affect the story? How do the illustrations affect your understanding of the story and the characters?
  3. How does the mother change throughout the story? Why does the mom want to get rid of Ulysses? What does the mom say that’s hurtful and why?
  4. Why do you think that the boy pretends to be blind? How would the story and characters change if the boy didn’t pretend to be blind?

Stubby the War Dog: The True Story of World War I’s stubby the war dogBravest Dog by Ann Bausum. National Geographic, 2014.

As he was training for duty overseas in 1917, Pvt. J. Robert Conroy bonded with a stray dog at the training camp. Conroy named the dog Stubby due to his stub of a tail, and smuggled him on board his ship when he headed for France. Stubby was so smart and so personable that he quickly became the unofficial mascot for Conroy’s division. On the battlefield, Stubby proved his worth by locating fallen soldiers and staying with them until help arrived, and warning the unit of poison gas. He earned a medal for bravery when he captured a German soldier. After the war, Stubby’s reputation and fame continued to grow. Author Ann Bausum did extensive primary research through documents, photos, and mementos at the Smithsonian, which has taxidermy Stubby in its collection, and one of the intriguing aspects of her narrative is occasional comments on the challenges of separating fact from fiction, since even stories written when Stubby was alive were prone to hyperbole. She also interviewed Conroy’s grandson, who shared memories of his grandfather and his stories about Stubby. Numerous photographs of Stubby, Conroy, and other memorabilia are an integral part of a volume that includes a timeline, extensive bibliography, and wonderful research notes.  © Cooperative Children’s Book Center

Check out the great resources for TeachingBooks.net!

Start some conversation with these discussion prompts:

  1. Before reading: Both stories (Flora and Ulysses and Stubby the War Dog) use headlines. What would be the headline for your life today?
  2. Can you identify any primary sources in the book? How do the primary sources affect the story?
  3. Make a timeline of Stubby’s Story.
  4. How do animals help people through difficult times? What examples can you find in this book? Which of Stubby’s feats impressed you most?

Celebrate Nature with the March 2016 Primary Titles

February 24th, 2016 | Posted by etownsend in Primary (Grades K-2) | 2015-2016 | March - (Comments Off on Celebrate Nature with the March 2016 Primary Titles)

firefly julyFirefly July: A Year of Very Short Poems by Primary Icon of a White-Tailed DeerPaul B. Janeczko. Illustrated by Melissa Sweet. Candlewick Press, 2014.

A smile-inducing collection of poems offers a range of perspectives on the seasons and an introduction to an array of poets both contemporary and classic. Charlotte Zolotow’s “Little Orange Cat,” Ralph Fletcher’s “Water Lily,” and Carl Sandburg’s “Window” are among subjects for Spring. Summer includes “Subway Rush Hour” by Langston Hughes and Joyce Sidman’s “Happy Meeting” in which “Rain meets dust: / soft, cinnamon kisses. / Quick, noisy courtship, / then marriage: mud.” Fall and Winter speak in the voices of William Carlos Williams, Eve Merriam, Robert Frost, Ted Kooser, and others. The brevity of the individual poems makes each one feel like a perfect little package, to be opened, sighed over, shared. Melissa Sweet’s lovely illustrations offer concrete yet whimsical images that shift stylistically, providing an appealing accompaniment to poem while maintaining a sense of unity across the pages.  © Cooperative Children’s Book Center

Find more resources for Firefly July at TeachingBooks.net, including this teaching guide from The Classroom Bookshelf and QR codes.

Start some conversation with these discussion prompts:

  1. How do the illustrations help us to understand the words in the poems?
  2. Describe how the words and illustrations identify the seasons?
  3. What are the differences between the fog in Carl Sandburg’s poem (p. 36) and Ever Merriam’s poem (p. 37)?

What Forest Knows by George Ella Lyon. Illustrated by what forest knowsAugust Hall. A Richard Jackson Book / Atheneum, 2014.

An inspired journey through the seasons in a wood offers a growing litany of what Forest knows, from “snow / icy branches / frozen waterfall” in winter to “buds … / waking / opening up” in spring. Forest knows “growing, / going forth … / fruit” in summer, and “gathering in, letting go” in fall. Then Forest knows snow again, and change, in everything and everyone. A picture book full of rich, evocative words moves seamlessly between ideas and concrete details of many things that might be found in the wood across the seasons. Astute observers will appreciate the dual meaning applied to “Forest” through the illustrations. The word can not only be taken as the woods personified, it can also be interpreted as the name of the brown dog seen on every page spread, exploring the woods throughout the year. Highly Commended, 2015 Charlotte Zolotow Award  © Cooperative Children’s Book Center

Find more resources for What Forest Knows at TeachingBooks.net,

Start some conversation with these discussion prompts:

  1. Who or what do you think is Forest? Show examples for your opinion.
  2. In what season does the book begin? In what season does the book end?
  3. Identify words in the story that describe or show action?

Great Books for Literacy Activities: March 2016 Babies, Toddlers and Preschoolers

February 24th, 2016 | Posted by etownsend in Babies, Toddlers and Preschoolers | 2015-2016 | March - (Comments Off on Great Books for Literacy Activities: March 2016 Babies, Toddlers and Preschoolers)

socksSocks! by Tania Sohn. Kane Miller, 2014.Icon_PreSchool

A little girl’s love for socks of all types — “yellow socks so I can play [soccer] … daddy socks,” Christmas stockings, socks that she turns into puppets, others she pretends are an elephant’s trunk — culminates with a pair of extra special socks that arrive in the mail: “Beoseon! Traditional Korean socks, from Grandma.” The simple text is set against clean-lined, appealing illustrations showing a small girl of Korean heritage, and a playful black-and-white kitten that is almost as enamored of all the different socks as she is!  © Cooperative Children’s Book Center

  • Read: Socks!
  • Talk: Talk about the patterns and colors on the socks in the book. What colors are the different socks?
  • Play: Make sock puppets. Let your child make names and characters for their puppets. Put on a puppet show for each other.
  • STEM: Sort laundry, find pairs, and talk about patterns.

If You Were a Dog by Jamie A. Swenson. Illustrated by Chris ifyouwereadogRaschka. Farrar Straus Giroux, 2014.

“If you were a dog, would you be a speedy-quick, lickedy-sloppidy, scavenge-the-garbage, Frisbee-catching, hot-dog-stealing, pillow-hogging, best-friend-ever sort of dog? Would you howl at the moon? Some dogs do.” A playful picture book full of fresh turns of phrase asks similar questions about being a cat, fish, bird, bug, frog, and even a dinosaur in author Jamie Swenson’s merry offering that is sure to invite role-playing (be prepared for moon-howling and dinosaur stomping in story time). Chris Raschka’s whimsical illustrations are a perfect match for Swenson’s imaginative outing that concludes with the very best thing of all to be: a kid! Highly Commended, 2015 Charlotte Zolotow Award  © Cooperative Children’s Book Center

  • Read: If You Were a Dog
  • Talk: Talk about the different words and phrases used to describe the animals in the book. What words would you use to describe yourself, a pet, or a friend.
  • Write: Do some watercolor painting in the spirit of this book’s style.
  • Play: Encourage role play and pretend to be the different animals depicted in the book.

Find more early literacy activities from the Youth Services Section of the Wisconsin Library Association’s 2015 Early Literacy Calendar created by Youth Services librarians across Wisconsin.

ROW February 2016 Selections! Engaging Reads! Check Them Out Below!

February 1st, 2016 | Posted by etownsend in Babies, Toddlers and Preschoolers | Primary (Grades K-2) | Intermediate (Grades 3-5) | 2015-2016 | Middle School | High School | February - (Comments Off on ROW February 2016 Selections! Engaging Reads! Check Them Out Below!)

mouse who ate the moonmooncakes  grandma and the great gourdhttp://readon.education.wisc.edu/wp-content/uploads/2015/08/little-roja-e1440433353684.jpgsugargracefully grayson port chicago 50      http://readon.education.wisc.edu/wp-content/uploads/2015/08/shadow-hero-e1440432919341.jpg

 

 

 

 

 

 

Wow! We’ve got super appealing, accessible books for children and young adults this February here at Read On Wisconsin! The Shadow Hero is a multi-layered graphic novel about a Chinese American super hero in 1940’s America sure to appeal to a wide array of readers from middle school through high school. We also have some absolutely riveting non-fiction from award-winning author, Steve Sheinkin. Port Chicago 50 is difficult to put down. And, those are just the high school selections.

Check out all of this month’s titles below. Click on the book cover image for the CCBC annotation of the book, links to resources from TeachingBooks.net, and discussion prompts or early childhood activities.  Tell us what you think of this month’s titles @ReadOnWI.

Heroes Rule in these Riveting Non-fiction and Graphic Novel Titles: February 2016 High School

January 24th, 2016 | Posted by etownsend in 2015-2016 | High School | February - (Comments Off on Heroes Rule in these Riveting Non-fiction and Graphic Novel Titles: February 2016 High School)

port chicago 50The Port Chicago 50: Disaster, Mutiny, and the Icon_HighSchoolFight for Civil Rights by Steve Sheinkin. Roaring Brook Press, 2014.

In the segregated military during World War II, Black sailors were responsible for loading munitions at Port Chicago on the San Francisco Bay. They were given no training in how to handle the dangerous cargo, and often felt pressure to increase their speed. On July 17, 1944, a tremendous explosion resulted in the deaths of 320 sailors on the dock and in the ships being loaded. In the aftermath, surviving Black sailors were soon ordered back to loading munitions. A group of them refused, saying they would obey any order but that one. They admitted they were afraid. And they were court martialed and found guilty of mutiny, sentenced to 15 years hard labor in prison. Steve Sheinkin offers a mesmerizing account of individuals and events surrounding the trial of the men who became known as the “Port Chicago 50,” revealing the impact of racism and segregation within the military at that time. The overtly racist Navy prosecutor aimed to show the men had conspired together ahead of time to refuse the order but there was no evidence of this in the testimony. Thurgood Marshall, then with the NAACP, sat in on the trail and appealed the guilty verdict, but the appeal failed: to reverse the decision would be to admit the original trial was unjust. Political and public pressure resulted in the men’s release from prison after sixteen months. They were allowed to resume work as sailors, some serving on ships as the Navy began to desegregate, but the mutiny convictions were never dropped despite recurring efforts over the decades. Sheinkin’s compelling narrative, clearly positioned on the side of social justice, draws on the full-transcripts of interviews done with members of the Port Chicago 50 in the 1970s as well as transcripts of the trial. These accounts and other research is thoroughly documented in an offering that is sure to evoke strong emotional responses among y.a. readers. (MS) ©2014 Cooperative Children’s Book Center

Great resources for Port Chicago 50 available at TeachingBooks.net.

Start some conversation with these discussion questions:

  1. The first chapter in the book, “First Hero,” describes an African American naval kitchen worker who saves many lives during an air raid in 1941 at Pearl Harbor. In what ways does this story foreshadow the events and personal experiences during the Port Chicago 50 disaster?
  2. In the chapter “The Verdict,” the author describes the court proceedings against the Port Chicago 50. The author reports that testimony “ignited” the prosecutor’s “biggest tantrum” thus far (p. 137).   How do words like “ignited” and “tantrum” influence the reader’s perspective about the prosecutor and the court proceedings?   What feelings does the author elicit in the reader in using these descriptors? How would your reaction be different if the author had used the words “prompted” rather than “ignited” or “frustration” rather than “tantrum?’
  3. Have you or someone you know ever been in a situation where you needed to disagree with someone in authority? What were the consequences of that disagreement? How was that situation alike or different from the Port Chicago 50 situation? If you had been on that naval base, would you have continued to load ammunition or would you have joined the 50?   Why or why not?

The Shadow Hero by Gene Luen Yang.  First Second, 2014.shadow hero

The origins of the 1940s comic book hero Green Turtle are imagined in the story of Hank, a young Chinese American man whose mother is desperate he become a superhero, even exposing him to toxic chemicals and other possible mutation-causing agents. This is one of the many moments of high humor in a graphic novel also packed with action, moments of pathos, and social commentary. It’s his humble father’s murder that finally gives Hank a superpower: It turns out one of the four spirits of China — a tortoise — possessed Hank’s father and moves on to Hank when the father dies. The tortoise becomes Hank’s mentor, although he’s as acerbic and droll as he is wise. Hank discovers gangster Ten Grand is at the bottom of his father’s death, but Ten Grand’s daughter, Red Center, complicates his plans for revenge. There is so much to appreciate about this work, from the humor and action to the seamless way racism, sexism and stereotypes are laid bare. As impressive as the story itself is the extensive note about the original Green Turtle comic, developed by a cartoonist named Chu Hing for publisher Rural Home during World War II. Gene Luen Yang and Sonny Liew look at the facts and rumors and discuss their own theory on how Hing fought back against his publisher’s refusal to allow him to openly depict Green Turtle as Chinese American. The entire original comic is then reproduced, racism and all, they note, as they encourage readers to make up their own minds about Hing’s intentions in this absolutely entertaining work that openly invites critical thinking.  © Cooperative Children’s Book Center

Great resources for The Shadow Hero available at TeachingBooks.net.

Start some conversation with these discussion questions:

  1. The book ends with a short history of the comic industry in the 1940s and, in particular, how a comic called “The Green Turtle” was created by an Asian American artist. In retrospect, how did this information influence your understanding of the story? Do you think it was necessary to provide this backstory? Did knowing this information change how you felt about the story? In what ways?
  2. This book examines issues of immigration and race in addition to crime and its consequences. How do the images in the book reinforce the story’s treatment of immigration and race? Examine the panels on page 118. In one image, Hank pulls his eyes into slits. How does this image reinforce the accompanying text and the story’s treatment of race? Do you think it adds or detracts from the text’s message? How?
  3. Some people believe graphic novels teach “visual literacy” whereby you examine the images in context with the text, rather than simply reading the text alone. How does the visual representation of immigration and race contribute to or detract from your understanding of these issues? Would your reaction be different had you simply read about it without pictures? Did you find the use of visuals and the graphic novel format effective in examining these issues? Why or why not?
  4. On page 118, the police detective calls the Chinese gang, “Those sneaky slant-eyed bastards.” How does his word choice reflect the time and place in which this story takes place? Why do you think the detective is surprised that the Green Turtle is also a “slant-eyed” bastard? Why do you think the author used those words to describe the criminals?

Sensitive and Emotionally Compelling: February 2016 Middle School

January 24th, 2016 | Posted by etownsend in 2015-2016 | Middle School | February - (Comments Off on Sensitive and Emotionally Compelling: February 2016 Middle School)

gracefully graysonGracefully Grayson by Ami Polonsky. Disney Books for Middle School AgeHyperion, 2014.

Sixth grader Grayson hides his desire to wear dresses and skirts and other girls’ clothes from everyone but is finding it harder and harder. Grayson has no friends until new student Amelia arrives at their progressive private school. But their wonderful weekend forays to Chicago area thrift stores come to an end after Grayson tries on a skirt; Amelia isn’t amused. Then Grayson auditions for The Myth of Persephone at the urging of the wonderful Humanities teacher. Intending to read for the role of Zeus, at the last minute he decides to try out for Persephone. When Grayson gets the part, his aunt is furious, believing the teacher crossed a line (he did call their family first). Grayson’s parents died in a car accident when he was four, but the discovery of letters written by his mom are a revelation: As a preschooler, Grayson insisted he was a girl, and Grayson’s parents were trying their best to be supportive of Grayson’s expression of identity. Grayson begins wearing a pink heart shirt underneath a sweatshirt, and hanging out at play practice with the girls, who love to braid Grayson’s hair, all the while coming closer to speaking the truth once more: I am a girl. Threats from two older boys, and the ongoing anger of Grayson’s aunt — phobia cloaked in the guise of concern for Grayson — are challenges, but Grayson’s uncle is trying to do the right thing, while the teacher and the kids in the play take Grayson’s identity in stride in a sensitive, emotionally compelling debut novel from Amy Polonsky.  © Cooperative Children’s Book Center

Check out the always fabulous resources from TeachingBooks.net for Ami Polonsky’s Gracefully Grayson.

Start some conversation with these discussion prompts:

  1. How does Grayson different at the end of the story than from the beginning of the story? What are some turning points for Grayson?
  2. How did the adults in Grayson’s life react to him being in the play? What are the different adult perspectives? Why do you think the author shared these points of view?
  3. Discuss the relationship between Grayson and Mr. Finnegan.

Just for fun! Let us know what you think!

  1. If this book were made into a movie, which character would you want to be and why?
  2. If this book were made into a movie, who would you cast in what role and why?

Share your answer with us @ReadOnWI or join our Read On Wisconsin Google Community where tweens and teens can discuss the ROW monthly titles online. Or, any where on social media using #ROWmaple.

Friendship, Family and Community during Reconstruction: February 2016 Intermediate 3-5

January 24th, 2016 | Posted by etownsend in Intermediate (Grades 3-5) | 2015-2016 | February - (Comments Off on Friendship, Family and Community during Reconstruction: February 2016 Intermediate 3-5)

sugarSugar by Jewell Parker Rhodes. Little, Brown, Icon for the Intermediate (Grades 3-5) readers2013.

Five years after the Emancipation Proclamation, Sugar works in the sugarcane fields of a plantation on the Mississippi River. An orphan, Sugar abhors her name with its constant reminder of the crop that has defined her life in many hard ways. Although some of the recently freed slaves have headed north, those with the fewest resources—like Sugar—are stuck in the cane fields and inescapable poverty. A friendship with Billy, the son of the plantation owner, gives Sugar some pleasure and freedom in her daily life, but no one among Billy’s family or Sugar’s fellow workers approves of their relationship. When the plantation owner brings in a group of Chinese laborers to help with the harvest, the other African Americans feel threatened and resentful of the newcomers until Sugar makes the overtures that ultimately allow the two groups to find connections. This accessible and compelling tale, set at a time about which little has been written for children, focuses on the transformative power of compassion and humanity. While Billy’s attitudes may be unrealistically progressive for the era, they mark a sense of hope found in few African American books of historical fiction.  © Cooperative Children’s Book Center

Find resources for Sugar, including teaching guides, a book trailer, and more at TeachingBooks.net.

Something for everyone to discuss before reading the book:

  • Do you like your name? Why or why not?

Start some conversation about the book with these discussion prompts:

  1. Why does Sugar still feel like she is not free even though she is no longer a slave?
  2. What makes Billy seem as though he is also not free?
  3. Why is Sugar so able to make friends with people who are not like her?

Fairy and Folk Tale Fun: February 2016 Primary K-2

January 24th, 2016 | Posted by etownsend in Primary (Grades K-2) | 2015-2016 | February - (Comments Off on Fairy and Folk Tale Fun: February 2016 Primary K-2)

grandma and the great gourdGrandma and the Great Gourd: A Bengali Primary Icon of a White-Tailed DeerFolktale by Chitra Banerjee Divakaruni. Illustrated by Susy Pilgrim Waters. A Neal Porter Book / Roaring Brook Press, 2013.

Traveling through the jungle in India to visit her daughter, an old woman named Grandma meets a fox, a bear, and a tiger in turn. She convinces them each she’s far too skinny to eat. “See how bony I am? I’ll be a lot juicier on my way back from my daughter’s house.” For the return journey, her daughter seals Grandma inside a giant gourd to keep her safe and gives her a push. She rolls through the jungle, encountering each animal once again. “I’m just a rolling gourd, singing my song. Won’t you give me a push and help me along?” It almost works. But the fox finally figures out Grandma’s inside. That’s when Grandma’s loyal dogs come to the rescue. A lively retelling of a traditional, humorous Bengali tale is distinguished by many fresh examples of onomatopoeia (dhip-dhip, khut-khut-khut, gar-gar, gar-gar), not to mention a strong, smart, clever main character. The vibrant illustrations are distinctively stylized. Steeped in warm, bright colors, they incorporate an array of decorative patterns into the backgrounds.  © Cooperative Children’s Book Center

Check out these resources for Grandma and the Great Gourd from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. What three animals does Grandma meet on her way through the forest?
  2. What problems does Grandma need to solve? How does she solve them?
  3. How do Grandma’s dogs help her?
  4. How might this story be different in a different setting? Give an example of a different setting and resulting story.

Little Roja Riding Hood by Susan Middleton Elya. little rojaIllustrated by Susan Guevara. Putnam, 2014.

Richly flavored with Spanish words and Latino cultural details, this retelling of “Little Red Riding Hood” is also full of spirit and good humor. Young Roja is suspicious of the wolf that questions her in the woods on the way to her Abuela’s, but doesn’t notice him stealing off with her red capa and hood when she stops to pick flores for her ailing grandmother. The wolf, meanwhile, arrives at Grandma’s in disguise, but Grandma (working on her laptop while in bed) only pretends to be fooled. Armed with a religious statue, she’s joined by Roja, who arrives in time to swing la canasta of hot soup at the beast. Susan Middleton Elya’s retelling is a masterful—and delightful—rhyming narrative. Susan Guevara’s watercolor, ink and gouache illustrations are the perfect accompaniment, providing not only visual context for Spanish words and greater cultural context for this version of the story, but also full of funny details, including a cast of characters from other traditional folktales, most notable the three blind mice who accompany Roja on her journey.  © Cooperative Children’s Book Center

Check out helpful resources for Little Roja Riding Hood from TeachingBooks.net.

Start some conversation with these discussion prompts:

  1. Have you read other versions of Little Red Riding? What is similar and different in this version?
  2. The duendes are in many of the illustrations. What do you notice about them?
  3. How do the illustrations help to tell the story? What do the illustrations tell you about Little Roja, her mother and her grandmother?

A Month of Moon Stories: February 2016 Babies, Toddlers and Preschoolers

January 24th, 2016 | Posted by etownsend in Babies, Toddlers and Preschoolers | 2015-2016 | February - (Comments Off on A Month of Moon Stories: February 2016 Babies, Toddlers and Preschoolers)

mouse who ate the moonThe Mouse Who Ate the Moon by Petr Horáček. U.S. edition: Icon_PreSchoolCandlewick Press, 2014.

Little Mouse is so struck by the beauty of the moon that she wishes she could have a piece of it to keep. The next morning, her wish has come true when she wakes up and finds a yellow crescent outside her hole. It smells so good! It turns out to be tasty, too. She eats half of her piece of the moon before sadly realizing the moon won’t be round anymore. Luckily, her friends Mole and Rabbit reassure her that she didn’t really eat the moon. Deep-hued illustrations with occasional die-cuts are the backdrop for a gently humorous story that never makes fun of Little Mouse while giving young listeners the satisfaction of understanding Little Mouse’s mistake early on: Her piece of the moon is clearly a banana, although that’s never stated.  © Cooperative Children’s Book Center

Find resources for this book at TeachingBooks.net.

Talk: Talk about the different foods and their shapes. What are some special things you do with your family? Are there special foods you eat with your family?

Sing: Play a recording of “I’m Being Followed By a Moon Shadow” and sing along.

Play: Play peek-a-boo! Create finger shadow puppets. Host a tea party for family, friends, toys or dolls.

STEM: Discuss the different shapes and phases of the moon.

Mooncakes by Loretta Seto. Illustrated by Renné Benoit. Orca, 2013.mooncakes

A young Chinese North American girl describes her first time staying up to celebrate the autumn Moon Festival. There are round mooncakes to eat. “They make a circle for me and Mama and Baba. They make a circle for my family.” There are round paper lanterns to light. And there is the circle of Mama and Baba’s arms. The night also includes storytelling as the parents share three Chinese legends about the moon with the little girl. They are the perfect length for stories parents would tell a small child, and so integrate seamlessly into the narrative of this picture book that is full of warmth. It’s in the simple, beautiful language, and in the loving depiction of family. The story’s cozy feel is echoed in the illustrations’ warm tones. Discovering that the three legends are reflected in the decorations on the family’s teapot adds to the pleasure.  © Cooperative Children’s Book Center

Find resources for this book at TeachingBooks.net.

Read: Look at maps of the world. Find China and North America. What other countries can your children find?

Talk: Talk about holidays that your family celebrates. What foods does your family eat on these special occasions. Why is this important to your family?

Sing: Sing a favorite holiday song with children.

Write: Draw different holiday foods and let your child decorate them with crayons, paint, sequins, beads or sprinkles.

STEM: Bake a treat with children. Explain the need to follow a recipe. Talk about the steps needed to make the treat. What would happen you followed the steps in the recipe out of order?

Find more early literacy activities from the Youth Services Section of the Wisconsin Library Association’s 2015 Early Literacy Calendar created by Youth Services librarians across Wisconsin.

Start the New Year with Some Stunning Reads! January 2016 Titles

January 4th, 2016 | Posted by etownsend in 2016-2017 | January - (Comments Off on Start the New Year with Some Stunning Reads! January 2016 Titles)

nestlion and the birdblizzard

incredible life of baltolulu and the cat in the bag

misadventures of the family fletcher001

patient zero

courage has no colorlooks like daylight

 

 

 

 

 

 

 

 

 

Liven up January with these highly discussable books. Click on each cover for an annotation, discussion questions, and link to resources from TeachingBooks.net.

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A New Year! Start it Right with these January 2016 Babies, Toddlers and Preschoolers Titles

December 15th, 2015 | Posted by etownsend in Babies, Toddlers and Preschoolers | 2015-2016 | January - (Comments Off on A New Year! Start it Right with these January 2016 Babies, Toddlers and Preschoolers Titles)

lion and the birdThe Lion and the Bird by Marianne Duboc. Translated Icon_PreSchoolfrom the French by Claudia Z. Bedrick. U.S. edition: Enchanted Lion, 2014.

A picture book of great tenderness begins with a lion raking his yard. When a bird from a flock flying high overhead is injured, the lion bandages the bird’s wing, but the flock moves on — autumn is clearly waning. So the lion and the bird spend a snug winter together, warm in his cozy home, sometimes venturing out for some cold-weather fun, the bird tucked into his mane. “It snows and snows. But winter doesn’t feel all that cold with a friend.” Spring brings warm weather, and the return of the other birds. It’s time for the lion and the bird to part. Time passes, lion carries on his solitary life, then it’s autumn again and he wonders about his friend. There is an absence, an ache, and, finally, sweet joy. Marianne Dubuc’s picture book is told largely through beautifully composed, muted illustrations that make use of both full-page spreads and spot illustrations surrounded by white space, with brief lines of lovely narrative punctuating the images every so often. There is a film-like quality to the visual storytelling in this rich, emotionally resonant tale.  © Cooperative Children’s Book Center

  • Read & Talk: On the wordless spreads, ask your child to describe what is happening. Let your child have time with this activity. Use a bookmark so you can come back to the story. Ask your child what their favorite season is and why?
  • Write: Together with your child, write a letter to someone they love that lives far away and take a trip to the post office to mail your letter. Create a bookmark for the book.
  • Play: Take care of a friend, toy, or imaginary friend by hosting a tea party. Find out what they like they to eat. Act out some of the activities in the book like fishing, sledding, and gardening.
  • STEM: Provide dried beans or seeds. Feel them, count them, sort them or plant them in a cup. While sorting, create charts and graphs.

Nest by Jorey Hurley. A Paula Wiseman Book / Simon & Schuster,nest 2014.

A single word per double-page spread takes very young children through a year in the life cycle of a robin, from “nest” to “hatch” to “explore,” eventually ending with another “nest.” The simple narrative is an accompaniment to the uncluttered, striking, stylized illustrations, each of which is an artful work of graphic design. The art strongly and realistically conveys the beauty of the changing seasons and the drama within and beyond the natural world, as on the “jump” page, where the robins sit in a tree just out of the reach of an eager and interested cat, or “surprise,” which as a purple kite on a taut string flying above their treetop resting place. An author’s note provides additional information about robins.  © Cooperative Children’s Book Center

  • Talk: Talk about the four seasons with your child.
  • Sing: Sing “Two Little Blackbirds Sitting in a Tree”. Now replace blackbirds with robins and other birds.
  • Write: Collect leaves. Ask children to trace the different parts of leaves – stem, outline, veins – with their fingers. Point out curved and straight lines on the leaves and how letters are made of straight and curved lines.
  • STEM: Go for a walk and observe nature. When spring comes, place four inch strands of yarn on tree branches for nest building. Discuss the order of the events in the book.

Find more early literacy activities from the Youth Services Section of the Wisconsin Library Association’s 2015 Early Literacy Calendar created by Youth Services librarians across Wisconsin.

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