Alexander and the Terrible, Horrible, No Good, Very Bad Day

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, ill. by Ray Cruz

            Picture Book—
            Realistic Fiction

            Grades PreK-3

            Rating: 5 Stars!!

            Summary: Alexander experiences a day where everything seems to go wrong until he is ready to give up and move to Australia. At the end of the day, his mom reassures him by saying that everybody has bad days, even in Australia.

            Alexander and the Terrible, Horrible, No Good, Very Bad Day was one of my favorites as a kid! I can remember listening to my mom read it and chanting along with the refrain of “terrible, horrible, no good, very bad day!” each time that line came up. What makes this story so charming is that everybody can relate to the day that Alexander experiences. We all have our ups and downs, and I can remember feeling the same way when I had a day full of seemingly unfair circumstances and situations that were not to my liking. It is also easy to relate because the things that frustrate Alexander are so real—being squished in the back seat of a car, finding out you have a cavity, and feeling left out at school. Peterson and Eeds point out that this ability to identify with characters is one element that helps to create a quality story, and I certainly agree that this is the case with this book (2007, p. 40). Lastly, each time that Alexander says that he wants to move to Australia, I just crack up. If only it were that easy!

            Alexander’s story is an obvious choice for discussing similar emotions that students may feel. As an adult, I relate to Alexander, and so there is no doubt that students will naturally see themselves in his character and in the situations that he deals with. As a teacher, I think it will be important to bring up the fact that everyone has bad days, and use this book as a jumping-off point to discuss how we can cope with the emotions that come with those days. Perhaps it is unrealistic to decide that we will move to Australia, but children might agree with Alexander on this point and so we could talk about how to confront feelings rather than escaping them. I think it is important to have these conversations when kids are young and teaching them coping skills for dealing with tough times. Overall, as their teacher,  I would hope to foster a safe environment for this type of discussion to take place and make sure students know that I am always available for them to talk to if they are having a bad day.

Absolutely Wild

Absolutely Wild by Dennis Webster, ill. by Kim Webster Cunningham

            Picture Book—Poetry

            Grades 2-6

            Rating: 5 Stars

            Summary:  A collection of poems about unusual animals, this book uses witty rhymes to describe yaks, puffins, gnus, gibbons, and more.

            I have always loved poetry and animals, and Absolutely Wild is an intriguing combination of the two! Webster’s descriptions are so hysterical and yet logical at the same time, for instance, when he describes the yak: “A shaggy species is the yak / With hairy front and hairy back / It isn’t very hard to spot him / With hairy top and hairy bottom.” I found myself laughing and eagerly turning from page to page to see what peculiar details are revealed about the next animal. Each poem has a slightly different style and rhyme scheme, but the overarching presence of rhyme and meter stabilizes the structure of the book as a whole and offers “unity and coherence” that help to make this book a success (Peterson & Eeds, 2007, p. 35). Also, the illustrations are absolutely amazing as they depict each species in dark ink and contrastingly vibrant color. This combination is simply stunning and adds to the text in a funky way that is very complementary to the spiritedness of the words themselves. I particularly enjoyed the picture of the snail with a house literally drawn on its back in reference to the lines, “Still, moving at all is hard, you know / When you carry your house wherever you go.”

            In the classroom, this book would be a great choice to introduce poetry to young students. Its animal subject matter is popular and relatable for children, as most are usually interested in animals. I think the illustrations would also be appealing to kids and would invite them to observe the pages during their independent reading. The fun descriptions might be useful when teaching a mini-lesson on adding detail to writing or using your voice in writing. For this purpose, I think this book would be a great choice in order to familiarize kids with poetry rather than the typical choice of a fictional picture book. I find that many children are unsure or unaware of poetry as a genre, so overall Absolutely Wild would be a good selection to have in a classroom library in order to expose students to the wonderful world of poetry.

Spaghetti Park

Spaghetti Park by DyAnne DiSalvo

            Picture Book—Multicultural

            Grades K-3

            Rating: 5 Stars

            Summary: Angelo and his grandfather, along with other residents of their Italian-American neighborhood, restore a park and create a bocce ball court in the midst of the parks trouble-making inhabitants. When they find that their work has been destroyed, they decide to begin again and are surprised that some of the troublemakers themselves pitch in to help.

            Spaghetti Park was such an enjoyable read for me, as I was able to relate to Angelo’s relationship with his grandfather. I grew up in a half-Italian family and, like Angelo, learned how to play bocce ball with my own grandpa. I liked reading as they worked together to restore to its original beauty the park that had become a hangout for the rowdy troublemakers. The ending is particularly gripping in that these very same kids turn from destroying the park to helping in the effort to restore it. This really shows the importance of standing for what you believe in, and I couldn’t help but feel proud that Angelo and his grandpa worked hard and were able to see the fruits of their labor. This particular lift in tension helps contribute to the lighter mood as everyone enjoys the park together at the end and revels in a sense of satisfaction in what they have achieved. In addition, as the reader we are able to “make adjustments in what we think the story is about” through this shift in tension (Peterson & Eeds, 2007, p. 37). Just when the outlook is gloomy, everyone comes together and I was left feeling happy and wanting to play bocce right along with them.

            This story would be an interesting choice for a class read-aloud because it is a socially conscious multicultural book. As the troublemakers, elders of the neighborhood, and Angelo work to restore the park, we see how these different social groups end up coming together. I think this message is pertinent for students as they are at some point likely to face social conflict among peer groups. With this book, I might consider having students share in groups, if they are comfortable, a situation they have faced when someone else opposed them and challenged to destroy their ideas or dreams. Angelo’s determination to do what is right is a great model to inspire students to stand firm in their beliefs and try to work together with others rather than engaging in confrontation or disagreement. 

Madlenka

Madlenka by Peter Sis

            Picture Book—Multicultural

            Grades PreK-3

            Rating: 5 Stars

            Summary: Madlenka takes a trip around her New York City block to tell everyone that her tooth is loose. Each new shop that she comes to becomes a virtual trip around the world for Madlenka as they all are characterized by elements of their owner’s home country.

            Madlenka is a treat in that we get to experience a tour of the world with Madlenka as she travels through the city block. I feel that this story is a mirror book for me in that my experience as a white American is similar to that of Madlenka. However, I have never experienced such diversity as a minority, and it was cool to see her curiosity and how she has come to understand the uniqueness of each vendor’s culture and background. Sis’s illustrations also add a certain dynamic to the story that deepens the richness of the experience as the book continues. His progressive use of color as Madlenka comes to each new vendor or shop is a neat feature that helps to draw attention to detail in a fun and dramatic way. Also, I love that each country is represented with a variety of elements that Madlenka tells us about and then concludes with an imaginary scene of her own immersion in that particular culture.

            This story is so interesting and interactive in its own way. As Madlenka journeys throughout the city block, we are invited to share in the experience and even physically turn the book all around to take it all in, which is an aspect of this story that I think would be appealing to kids. In the classroom, this story would complement a unit on the exploration of cultures from around the world, and would also help students understand that many of these cultures are represented here in America. I think that this fact alone would be a great topic to discuss so that children can see that the way people live across the globe is not separate from what we experience here. Rather, we will likely come into contact with people of many cultures just as Madlenka does, and so this story would be beneficial to help foster an appreciation for different cultures and show us that we all live together.

To Be a Kid

To Be a Kid by Maya Ajmera and John D. Ivanko

            Picture Book—Multicultural

            Grades PreK-3

            Rating: 5 Stars

            Summary: This photo picture book shows that kids from all over the world do the same things—they play, care for animals, spend time with family, and all of the things that make them a kid.

            To Be a Kid made such a powerful statement to me as an adult that I can only imagine how eye-opening it would be for children. In our society, it is often easy to view the world through the lenses of our own experience, but this book truly enlightens its readers to the experiences of people throughout the globe. However, its focus is not on what makes us different, but on all of the ways that kids around the world are alike through the similar games they play and how they interact with family and friends each day. I love that this book shows that we are all the same, no matter what skin color or race that we are, where we live, or what language we speak. I feel like our society damages this message by emphasizing how these things make us different, and so this book is so refreshing in that it sends the opposite message.

            This book contains such a significant message that is crucial for students today to understand. I think that as a child, I often viewed people from around the world as so different that they were not relatable to me. I hope to inspire exactly the opposite in the minds of my students, and this book would definitely help to illuminate the fact that kids from other parts of the world are no different than they are. By recognizing the similarities between themselves and kids from other countries, students might “acquire a sense of acceptance and appreciation for others,” rather than simply viewing these children as different (Hillard, 1995, p. 728).  Overall, I feel that this is an important message of multicultural literature, but it is often hindered by the sense that children should learn about other cultures and how they are different, instead of what makes us all the same as humans. I think it would be neat to follow up this book with a pen pal program so that my students could write to an international pen pal and further come to understand how they are alike as kids. 

Lilly's Big Day

Lilly’s Big Day, by Kevin Henkes

            Picture Book—Grades K-2

            Rating: 4 Stars

            Summary: Lilly’s teacher, Mr. Slinger, is getting married, and Lilly has her heart set on being the flower girl at his wedding. When she finds out that Mr. Slinger has asked his niece, Ginger, to be the flower girl, Lilly is disappointed and must be content with just assisting Ginger on the day of the wedding.

            I really enjoyed reading Lilly’s Big Day and learning about Lilly’s character through this story. Lilly’s dream is to be the flower girl at Mr. Slinger’s wedding, and I felt a surge of empathy for her when she learns that Ginger will be flower girl. I think this arousal of emotion that I experienced helps this story to shine as a great work of literature, as Tunnell and Jacobs say that well-written books “stir deep emotional responses in readers” (p. 18). I felt a connection with Lilly and found myself continuously wondering if her feelings of resentment toward Mr. Slinger would ever be resolved. This anticipation is what pushed me to keep reading as I was secretly pulling for Lilly and hoping that she would somehow find a way to shine at the wedding. In the end, the tension shifts as we learn that Ginger is too nervous to walk down the aisle and it is only with Lilly’s help that she is able to fulfill her role as flower girl.

            This story would be a great addition to any classroom library, as Lilly's Purple Plastic Purse is already an adored favorite of many children. The lessons that Henkes shows through Lilly are endless, and I think it is through his characterization of her that students can benefit from reading this and other stories about Lilly. She embodies the self-centered nature that we all possess when we're young, so students will find it easy to relate to her. For example, I am sure that many of us have experienced a time when we wanted to be in the spotlight and have all of the attention, similar to the way Lilly feels as she desires to walk down the aisle as the flower girl. However, Lilly shows us in her own fun way that we should ultimately respect what others want and sometimes we may be surprised by what comes our way in the end. For this reason, I might suggest this book to students who have a hard time recognizing the needs of their peers. Lilly’s Big Day would also be a good choice for a read-aloud just to get students laughing and engaged with a character that they are likely familiar with and can relate to.

Not a Box

Not a Box, by Antoinette Portis

            Picture Book

            Grades PreK-K

            Rating: 4 Stars

            Summary: A defiant little bunny rabbit proves that the square next to him is indeed not a box, and demonstrates how the imagination can transform this simple object into a racecar, a mountain, a building, a spaceship, a hot-air balloon, and many other things.

           

            Not a Box is a story that I wish had been around when I was younger. It is so much fun to flip through the pages and see how the bunny has transformed the box into a new adventure simply by using his imagination. This innocent sense of creativity reminded me of the forts that my brother and I would build out of blankets and pillows. These forts would become a castle, an army bunker, or a space ship, and we would entertain ourselves in these blanket structures for the entire day. Like the bunny in the story, as children most of us dream up the wildest situations and use our imaginations to make these places come alive, and as adults I think we lose this sense of creativity. This book serves as a great reminder for me now as an adult that imagination can transform daily life into something a bit more magical. The same is required while reading this book—a willingness to let go of what “makes sense” in the real world and experience the simple drawing of a box in the same adventurous way as the bunny.

            Overall, I think kids would be thrilled to read this story as a class read-aloud. It is such an authentic expression of the imagination, and creativity is something that comes much easier when children are young and not embarrassed by the crazy things they come up with. In a class of younger students, I would love to use this story as inspiration for them to either write about or draw something that is a little out of the ordinary. I think it would be fun to pass out pieces of paper with boxes drawn on them and have each student draw their own interpretation of what the box really is, just like the bunny demonstrates in the story. Children have such a unique way of thinking and constructing meaning, so it would definitely be fun to see what they can come up with. 

The Friend

The Friend, by Sarah Stewart, ill. by David Small

            Picture Book—Realistic Fiction/Rhyme

            Grades 1-3

            Rating: 4 Stars

            Summary: Belle’s wealthy parents have no time for her, but she takes comfort in the companionship of her nanny, Bea. Belle and Bea spend every day together doing chores and then relaxing by the sea.

            The Friend is such an endearing story that really caused me to step back and appreciate the family that I have. I truly felt sorry as I began to read this story and realized that Belle’s parents are so absent from her life. Stewart’s rhythmic rhyming text does a good job of chronicling the bond between Belle and her nanny, Bea, but it is really Small’s illustrations that show the reader the extent of Bea’s love for the child and the overall significance that Belle finds in her relationship with Bea. I especially enjoyed the double-page spreads of wordless pictures, as I feel that this served the special purpose of allowing the reader time to reflect on the characters’ relationship. A casual and serene mood is created by these spreads and by the rhyming text, but this is disrupted when Belle wanders to the sea by herself and finds her life endangered by the waves. This sudden rise in tension and Bea’s quick move to save Belle helps us to construct a deeper meaning from the story as we realize that Bea’s love for Belle is far greater than we imagined (Peterson & Eeds, p. 37).

            This story is likely to raise some provocative questions among students, specifically pertaining to the distant relationship between Belle and her parents and then the complicated relationship between Belle and her caregiver, Bea. I think there are some racial nuances to this story that young Belle herself did not understand, and so I would not expect younger students to analyze this book any deeper than surface-level. However, I do think that on the surface, it would a relatable read for students who may be experiencing a home life similar to Belle’s, as Peterson and Eeds have determined that we can have a richer experience with literature when we are able to identify with the characters (p. 40). 

Once Upon a Banana

Once Upon a Banana, by Jennifer Armstrong, ill. by David Small

            Picture Book—Wordless

            Grades PreK-3

            Rating: 5 Stars

            Summary: A monkey runs away from his juggler owner towards a fruit stand full of bananas, and from there a chaotic chain of events takes place as the juggler chases down the monkey.

            First of all, I absolutely love the idea of wordless picture books. They allow every reader to create their own story from the illustrations, and I definitely had a blast navigating the scenes of Once Upon a Banana and figuring out what was going on in my version of this story. Despite the lack of text, all of the literary elements are present, including characters, tension, mood, place—you name it. The precious expressions on the face of the monkey are hysterical. As the reader, I know that he is quite a mischievous little guy, but yet he still thinks he’s innocent. David Small gives us a birdseye view on most pages, which allows you to notice a lot of background details that add an entirely new perspective to the story. For example, I loved noticing the people that were not immediately involved in the action, as their faces are usually frozen in awe and bewilderment at what is happening down the street from them. I often found myself spending an extended amount of time on each page taking in these small details, and yet the pictures omit energy so that at the same time, I could not wait to move on and see what would happen next.

            I love how the illustrations, and really the story, start on the inside cover and continue through the title and dedication pages so that the “first page” of the story is actually the third or fourth illustration and a lot of action has already taken place. This is a neat feature to point out to young readers who may not have seen a book that does this. In the classroom, this book would also be an excellent resource for a discussion on cause and effect. In fact, I think it would be more valuable to use illustrations to talk about the basics of cause and effect rather than using a text. Finally, wordless picture books are often a great way to inspire reluctant writers by having them write the text to accompany the illustrations. This story would definitely be a good choice for this purpose because it offers so much action and detail to write about, but also because it’s a tale that I think younger students would especially enjoy interacting with. 

Where the Wild Things Are

Where the Wild Things Are by Maurice Sendak

            Picture Book—Fantasy/Adventure

            Grades PreK-3

            Rating: 5 Stars

            Summary: When Max is sent to bed without dinner, he sails off to a distant land where he becomes king of the wild things. They all play and cause a ruckus together until Max becomes lonely and decides to return home.

            Where the Wild Things Are is a classic, but I don’t remember reading it when I was younger, although I’m sure someone must have read it to me at some point. I love how Max’s experience is something that almost every kid can relate to—being sent to your room and escaping the moment by dashing off into a wild fantasy world. Playing with my Barbie dolls as a kid was a way for me to escape similar to how Max did in the story. His imagination is so playful and child-like that it is nearly impossible not to smile at the way that he tames the wild things and then proceeds to play with them freely as he chooses. This expression of choice and control is an essential piece to understanding Max, as it shows how he copes with being reprimanded by his mother for causing mischief and adds depth to his character (Peterson & Eeds, p. 40). I think the ending is very fitting as Max realizes that despite his role as king of the wild things, he is still lonely. When a warm dinner is waiting for him upon his return home, I experienced a feeling of belonging and contentment in the fact that like Max’s mother, our parents will love us even when we act crazy. Finally, this Caldecott Medal winner is worth the read just for its amazingly intricate illustrations.

            I would love to use this book as a classroom read-aloud, although it is one that a lot of children will probably have already read or heard. It could be a great conversation starter to get kids to think about the tension that Max experiences and how this helps us to better understand the emotions that he is experiencing, especially as the tension shifts toward the end of the story (Peterson & Eeds, p. 36-37). I would be interested to hear students talk about their own similar experiences, as I’m sure that kids all relate to Max on some level. Instead of reading this book to the entire class, it would also be a great recommendation to make for individual students who are into fantasy and adventure stories and will benefit from this simple read, or those who have wild imaginations and would enjoy Max’s own created world. 

Annie and the Wild Animals

Annie and the Wild Animals by Jan Brett

            Picture Book—Fiction

            Grades PreK-3

            Rating: 5 Stars

            Summary: Annie’s cat, Taffy, suddenly disappears and so Annie tries to find a new friend by luring animals with her baked corn cakes. When none of the wild animals are suitable for Annie, the arrival of spring also brings back her cat.

            Jan Brett’s story, Annie and the Wild Animals, describes the beauty of friendship. As Annie longs for a new friend once Taffy has disappeared, her loneliness seeps from the pages of the book. She is going through something that is so innately human in that we need companionship and were made for relationships. Peterson and Eeds (2007) discuss how “symbols exercise an unconscious influence on our interpretations” (p. 57). I definitely found this to be true in the story as Brett uses the dead of winter as a symbol to further emphasize Annie’s desperation that leads her to lure animals with food in order to find a new friend. Winter is a season of cold and harsh conditions that represents isolation between Annie and the rest of the world as she stays inside her cottage. This interpretation of winter forced me to view Annie’s situation as an even more desperate one given the circumstances. The end of the story then brings spring, a season of life and new beginnings. This is also symbolic, as sure enough, Taffy shows up with three kittens just as the snow has melted! As the reader, I felt my spirits warm also with the coming of spring, especially knowing that now Annie has four friends.

            In my future classroom, I could see how this story might be quite popular among girls, given the context of animals and kittens in particular. However, I think boys and girls alike would enjoy this story for its message of life and the importance of having companionship in our lives. At a young age, many children are “friends” with everybody, and it is not until later that children begin to develop deeper relationships with certain friends. As a teacher, I think there is value in discussing what it means to be a good friend. Annie could help start the conversation because she demonstrates that we need friends in our lives to interact with, and that we come to depend on them. 

The Rain Came Down

The Rain Came Down by David Shannon

            Picture Book—Realistic Fiction

            Grades PreK-3

            Rating: 4 Stars

            Summary:  A series of squabbles and bickering is set off when it starts raining one Saturday morning. Just when it seems like a riot will break out, the rain stops and the people enjoy the day.

            The Rain Came Down is a humorous tale of a chain of events that are all linked together in some way. As a reader, we must learn to follow this shifting perspective, and it actually becomes quite enjoyable to track how each animal or person sets off another. I can relate to this chain of ignited emotions that stem from the rain. There are days when the weather just gets to you, and I know that it can affect my mood just as it did the characters’ moods in this story. As more and more people become involved in the chaos, tension builds until it seems as though a riot will break out. Shannon uses this tension to inspire a frantic mood, which I felt building as the reader. I was growing ever more concerned that one more outburst would through the entire crowd into a tailspin and they would all lose control. The rainy weather as the catalyst for the chaos in this story can also be a metaphor. Peterson and Eeds (2007) describe a function of metaphors and say that “they abstract some of the components of life” (p. 60). This is definitely true in this story, as the rain is a metaphor for the bad days that we all experience.

            This story can serve many purposes in the classroom. First, it can provide an example of how people should treat each other, as we see in the end that the rain clears and the people engage in more pleasant interactions with one another. The chain of events would also be a great foundation upon which to discuss sequencing in stories and how events are linked and can cause new things to occur. Even if this story was just taken at its surface value, I think children will love taking in Shannon’s amazing illustrations and engaging in the tension and eventual relief that comes at the conclusion of the story.

Little Red

Little Red: A Fizzingly Good Yarn by Lynn Roberts, ill. by David Roberts

            Picture Book—Fairytale

            Grades PreK-4

            Rating: 5 Stars

            Summary: Little Red goes off into the dark woods to visit his grandma and bring her a basket of goodies as he does every week. The big bad wolf has plans to eat Little Red and his grandma, but Little Red uses his sharp wit to outsmart the wolf in an unusual twist to this classic tale.

            Robert’s version of Little Red Ridinghood is so charming and irresistible. She puts a totally new spin on the tale, starting with the time and place. Little Red brings us back to post-revolutionary America. Peterson and Eeds discuss the ways in which the author lets the reader know about place, and Roberts definitely adds unique details to the story that enrich our sense of the setting (p. 46). Little Red’s parents own a tavern which reflects an earlier time, and the family’s interactions with the customers as they talk about their travels also helps the reader discern that this story is not set in modern times. The illustrations also contribute to the reader’s sense of time and place, as everything from the clothing to the tableware and décor of both the tavern and the grandma’s house are from the post-revolution era and give off an aura of patriotism. Overall, I just love the unique details of this fairytale, and the ending certainly does not let down. The wolf ends up making a deal with Little Red that he will not eat them if he can have an unlimited supply of ginger ale.

            Little Red would be a great version of a classic to use in a study to compare and contrast different versions of the same fairytale. Robert’s style makes this story truly unique. While it has the same frame as the original Little Red Ridinghood, there is so much to take in that is new and interesting by comparison. This story would also be valuable to share in order to inspire a creative writing project. Either individually or as a class, students can change and add unique details to a classic fairytale and create a completely new and imaginative take on the story, just as Roberts did. 

Hansel and Gretel

Hansel and Gretel by Rachel Isadora

            Picture Book—Fairytale

            Grades 1-3

            Rating: 5 Stars

            Summary: Hansel and Gretel are abandoned in the lush African forest and cannot find their way back home. They find a witch’s cottage made of bread, cake, and sugar, but must escape the hungry witch before she eats them!

            Rachel Isadora’s Hansel and Gretel is a fresh retelling of the Brothers Grimm classic tale. The illustrations create an entirely new atmosphere for this story to take place, with vibrant colors and an enticing collage effect that brings the story to a different level. I love the texture that is created by the painted papers—I think it creates an effect that brings the story down to a younger audiences’ level as it appears to be more playful and authentic. In addition, Isadora’s interpretation of the story embraces a different culture that is not often portrayed in fairytales, which is also refreshing in a genre that typically embodies the European heritage. The emotions of Hansel and Gretel are certainly relatable as their simple yet telling facial expressions capture each moment perfectly. I felt like my experience as the reader was enhanced by the tension in the story when the witch is preparing to eat Hansel and Gretel. Peterson and Eeds mention the importance of a shift of tension, which I felt when Gretel pushed the witch into the oven (p. 37). This moment provided a release and the reassurance that everything was going to work out for them.

            I love the idea of using this version of Hansel and Gretel in my future classroom. Fairytales often limit the perspective to a Caucasian European protagonist, which can send a latent message that only white people can be the hero and rule the day. However, I hope to teach my students to embrace diversity and all of the unique cultures that we see not only around the world but in our own backyard. Therefore, this particular book would be a valuable addition to a year-long focus on diversity as well as a study of fairytales. It would definitely lend itself to a compare and contrast discussion to encourage students to think about why most fairytales are written and illustrated to portray the typical white princess and the white prince that saves her. 

The Wall

The Wall by Eve Bunting, ill. by Ronald Himler

            Picture Book—Controversial Book

            Grades 1-4

            Rating: 4 Stars

            Summary: A boy and his father visit the Vietnam War Memorial in Washington D.C. They have come to find the name of the boy’s grandfather, who he never had a chance to meet.

            The Wall is an emotionally touching story as the boy and his father visit the Vietnam War Memorial. I felt compassion for the young boy because he never got to meet his grandfather. I know that death and loss is difficult to cope with, but I thought that Bunting addressed this issue in a particularly gentle way. The father and son stand at the wall just reflecting the life that once was. Having experienced loss in my life, I can relate to the father and know that feeling of longing just to see that person again. However, I think this experience was more difficult for the son because he never knew his grandfather and witnesses firsthand this relationship that he longs for as he watches another grandfather walk by with his grandchild. As other people come and go at the memorial, the story reminds us of how life is a treasure that is here today and gone tomorrow. However, as each person leaves behind a memory or artifact, this reminded me of the legacy that we leave behind for our family and friends that remain. The father is able to reflect on his father’s life and I think this message comes full circle in that although the grandson has never met his grandfather, he metaphorically comes to meet him for the first time at the memorial.

            In all honesty, I cannot really understand why this book would be controversial. The Vietnam War was a difficult time in our country’s history, but it’s a part of who we are as Americans and we cannot change that. I don’t see why we would want to change that. Therefore, I would not hesitate to use this book with my students. I think it is a great way to honor all those who have fallen for our country and how they valiantly laid down their lives. As the boy and his father reflect on the grandfather’s life, they are proud of him, and I would want my students to look back and feel the same way. Tunnell and Jacobs warn that teachers must be “willing to defend” their book choices in the classroom (p. 206). If a parent came to me with a concern about their child reading this book, I would try to explain that the Vietnam War is a part of our history and our children should know about the men that went and fought for our country, despite the controversy that surrounded this war at the time. Our focus needs to be on their sacrifice and not on the bitterness and opposition of the people during the war. 

Whitewash

Whitewash by Ntozake Shange

            Picture Book—Controversial

            Grades PreK-4

            Rating: 5 Stars

            Summary: This true story is about a young African-American girl named Helene-Angel who is attacked one day by a Caucasian gang when she is walking home with her older brother Mauricio. The gang spray-paints Helene-Angel’s face white, and she is traumatized by this encounter.

            Whitewash was an eye-opening book for me because it brings up a topic that most people shy away from—racial conflict. I realized as I was reading that I cannot relate to the experiences of Helene-Angel and her brother, Mauricio. They were innocently walking home from school, minding their own business, and were both brutally attacked by a gang of Caucasian guys. I have no experience whatsoever in what that must have felt like for them. Growing up in a white middle class family, I don’t know anything beyond what was the norm in the area where I grew up. As I walked down the street or in the halls of my high school, I simply blended in. However, Helene-Angel and Mauricio are racial minorities and face discrimination for no reason other than the color of their skin. This situation just made me cringe as I was reading because I don’t know what that feels like, but it is reality for so many people. In many ways, Helene-Angel’s experience makes me ashamed to be the same ethnicity as the guys that spray-painted her face. I was overjoyed at the end of the story to see that Helene-Angel had the support of her family and friends of diverse cultures and that she rose above what they did to become a stronger girl.

            A couple of years ago, I would probably have said that I wouldn’t have this book in my classroom because I had a fear of dealing with parents who were upset or angry about literature that challenges social norms. Now, I can’t imagine having a classroom library without books like Whitewash, which challenges what society feels about issues surrounding race. As Tunnell and Jacobs point out, “Avoiding the harsh and often unsavory realities of life does not make them go away” (p. 206). I feel like this statement speaks strongly about the mission and responsibility we have as teachers to inform our students and not to ignore the issues of this world that children will undoubtedly face some day. Literature can be used to teach students to stand up for what is right. We will be doing a disservice to our students if we try to mask these issues and “protect” them, and Whitewash is a great example of a story that models how to be better than the racial discrimination that is all around us.

Leaves

Leaves by David Ezra Stein

            Picture Book—PreK-1

            Rating: 5 Stars

            Summary: A young bear marvels at the changing seasons and worries about the leaves as they fall from the trees. When he grows tired, he curls up for the winter and wakes up to the newly budding trees of spring!

            In Leaves, Stein portrays the sheer amazement and awe of a young bear as he experiences the world for the first time. I love that he is a little shocked at the first leaf that falls, and tries to help by spearing the gathering leaves back onto the bare branches. I felt a surge of compassion for the bear at his concern for the leaves. At first, I thought that the simplistic lines of the story left something to be desired, but I have come to realize that this approach is what makes this story come alive. The simple text allows us as the reader to take in the beautiful pictures and notice the subtle details of the bear’s existence, especially on the pages where there are no words at all. Stein has also framed his illustrations, which I feel creates a sense of intimacy with the bear. His expressions illuminate his curiosity and bewilderment as the leave are falling, and helps to demonstrate his overall innocence as a young animal learning about the wonders of the world. The simple lines also complement the peacefulness and steady flow of the changing seasons, which helps to form an appreciation for nature as the bear is living through autumn, winter, and finally spring.

            This book would be a great choice for curriculum dealing with a number of topics: leaves, the changing of seasons, or hibernation. The story is so accessible because of its simplicity, which I think would allow children to explore the text and make whatever meaning that they want to out of it. While one child may value the text and pictures for its description of seasons, another student might be enamored by the cycle of hibernation that is described in the storyline and detailed in the illustrations. Also, the bear’s curiosity and innocence are relatable for children. I think younger students would especially enjoy seeing him ponder why the leaves are falling and would relate to the amazement that many of us experience when we are young and learning about the world. Overall, I truly enjoyed this story and definitely hope to have it in my classroom so that my students can enjoy it as well.

I Completely Know About Guinea Pigs

I Completely Know About Guinea Pigs by Lauren Child

            Picture Book—PreK-2

            Rating: 4 Stars

            Summary: Lola gets to bring Bert, the class guinea pig, home during school vacation. She and Charlie have fun learning about Bert and making an obstacle course for him to run, but when Bert gets lost, they must find him before Lola goes back to school!

            I Completely Know About Guinea Pigs comes from the TV adaptation of Lauren Child’s book series. I haven’t read much of the Charlie and Lola series, but I can definitely see how these characters are popular among kids. Lola’s excitement is infectious as she wishes to take Bert home for the school vacation, and it’s comical to see how her brother Charlie doubts her preparedness to care for the animal. The dynamic between the brother and sister reminded me of my relationship with my older brother, who also acted like a know-it-all and challenged my ideas with his own questions and commentary. I really enjoyed learning about guinea pigs, and liked how the information is not presented in an in-your-face sort of way. As the reader, we instead explore the world of guinea pigs with Lola and her friends as they engage in a friendly rivalry to show off what they know about the pet. The art in this book is fun and energetic, which helps to bring out the excitement that Lola is experiencing with Bert. I really enjoyed Child’s use of collage. Most memorable were the VHS tapes, cardboard, and wooden blocks that make up Bert’s run track. Overall, the collage is distinctive and brings out a unique experience for us as the reader.

            Since the Charlie and Lola TV series is popular among kids, I think this book and others of Lauren Child would be valuable additions to a classroom library. The connection to the TV show would make this an attractive choice for students, especially with reluctant readers who may have seen the show. This story also has a nice touch of humor, which I know from experience is a nice feature that helps to pull students into a story. In addition, many elements lend themselves to students’ lives, such as the rivalry among classmates, the sibling dynamic, and caring for a pet. With so much for readers to connect to and laugh about, this book would be an ideal choice for a read-aloud as a nice break from the grind of everyday learning..

            

Some Dogs Do

Some Dogs Do by Jez Alborough

            Picture Book—PreK-2

            Rating: 4 Stars

            Summary: Sid the dog starts flying one day on his way to school, but nobody believes him and says he is making it up. Feeling sad and dejected, he returns home, only to find that his parents can fly too, and he was right all along!

            I picked up Some Dogs Do because I really enjoyed other books by Alborough, including Hug and Where’s My Teddy? While I didn’t find this story to be quite as successful as those, Some Dogs Do still has many qualities that had me smiling through the pages and relating to the main character on an emotional level. Sid goes through a roller coaster of emotions, first feeling elated that he flies to school, and then experiences rejection and is distraught because nobody believes him. I feel bad for the poor guy! Acknowledgement from your peers means everything to young kids, and Sid was seeking an enthused reaction so that he could share in the excitement with his friends and classmates. However, even his teacher tells him that he is wrong—dogs don’t fly. Nothing squashes joy like the rejection of peers, and I know that I experienced this growing up as well. Sid’s gloomy expression seeps off of the page through the illustrations, and I felt a sense of distress for him as he sulked back home, unable to recover the delight that sent him off the ground in the first place. Ultimately, Sid’s family shares with him the truth that they can fly, and the ending serves as a great reminder that it is ok to believe in the seemingly impossible.

            While I enjoyed the story and especially loved the bright illustrations, I would have some concerns in sharing this story with my students. I think I would preface a reading of this book with a discussion on how to distinguish between what is real and what is make-believe. Depending on the age of my students, I think this would be necessary because the storyline can become confusing if they were to take its message literally and believe that dogs can really fly. After a reading of the book, it would then be natural to talk about issues relevant to my students that others might find silly or improbable, such as being able to spell a difficult word or shoot a three-pointer in basketball. This discussion can be inspired by Sid’s experience to teach us that with positive thinking, we can prove others wrong and succeed at what might seem impossible. This is a theme that is all too important for kids to understand and believe.

I Want a Pet

I Want a Pet by Lauren Child

            Picture Book—PreK-2

            Rating: 5 Stars

            Summary: A girl longs for a pet, but quickly learns that her initial choices (a lion, octopus, and boa constrictor, to name a few), bring a slew of undesirable traits and responsibilities.

            I Want a Pet is a classic scenario of a child who bargains with her parents to let her have a pet. I certainly found myself in this same situation for much of my childhood—my longing for a dog resulted in fourteen years of persistent begging before my family finally adopted a dog from a shelter. Just like the parents in the story, my mom and dad always found plenty of reasons to avoid getting a pet. None were quite as outrageous as those that this story chronicles as the girl names off numerous animals which are obviously ill-suited to be pets. Child captures the determination and incessant pleading that many children go through in order to eventually have a pet. I found the reasoning very humorous, especially when the grandad says that “Stuffed pets are very reliable.” My dad once felt the same way and got me a battery-operated dog for Christmas, telling me that was the closest I would get to having a dog. Fortunately, he changed his mind, and the girl in the story is also lucky enough to eventually get a pet that we just see as an egg at the end of the story. I like that Child leaves it up to us as the reader to speculate about the girl’s pet, adding to the mystery and allure of the story as a whole. Also, the quirky illustrations add a fitting touch to the story. The scratchy, juvenile depictions perfectly complement the mentality of the girl as she dreams about all of the bizarre pets she can have.

            This story would be a great read-aloud for young children. For every child who is lucky enough to have a pet, there is another who is longing for one, and everyone can dream about owning an eccentric pet like a lion or boa constrictor. I think everyone can relate to the dream of having an animal to care for and love. At the very least, I Want a Pet would be a great story to ignite the imaginations of students and discuss the excitement of owning an octopus or a lion. While improbable, this is just the scenario that children can easily latch on to and use as inspiration for a story of their own. The end is also open for interpretation, which would be a good way to get students thinking and generating their own inferences as to what pet the girl will end up with when the egg hatches. Overall, I think this story would simply be a great way to inspire creativity in a way that is still relatable to a lot of kid’s interests.