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Although it might not feel like it, spring is here. One of my favorite springtime stories to share is Fran’s Flower. In this story, a little girl finds a plant and decides she wants to make it grow. Unfortunately, she decides it needs food and feeds it a piece of cheeseburger, some spaghetti, ice cream and even a chocolate chip cookie. Of course, this doesn’t help the plant grow and fed up with the flower she throws it out the door. Once outside, the flower gets all the things it needs, and it grows! The colorful illustrations add to the fun. Before you start planting, share this one along with The Carrot Seed by Krauss.
Posted by: Liz
...I wrote about Aaron Hartzler's Rapture Practice:
Capital-b Belief is something that I have immense respect for, but I’ve never felt like I’ve succeeded in completely wrapping my mind around it. Maybe it’s one of those You Know It If You Feel It things? But this book, despite the vastly different life experience that it depicts—...when I say we believe that Jesus is coming back, I don’t mean metaphorically, like someday in the distant future when the lion lies down with the lamb and there is peace on earth. I mean literally, like glance out the car window and, “Oh, hey, there’s Jesus in the sky.” There will be a trumpet blast, an archangel will shout, and Jesus Christ will appear in the clouds.— has come the closest to helping me understand something that I’ve spent years trying to grasp.
Loved it.
Oh.
OH.
OH MY GOD, I LOVE THIS BOOK.
And I have no idea how to write about it.
Ten pages in, I was all, "HEY, COOL! THIS IS SO WICKER MAN-Y! I LIKE."
Then, I came to the end of the first part. And my eyes got all big and round and I was all (much more subdued, but no less blown away), "Oh, hey, this is VERYÂ Wicker Man-y."
And then, partway through the second segment, I thought, "Wow. Hello, Cloud Atlas."
After that, I stopped thinking about anything except the story—stories—in front of me, and I read and read and read until there were no more pages to read. And I was crying.
I still feel dazed.
It's not going to be for everyone. I GUARANTEE that some readers are going to want to throw it at the wall. (Perhaps you have already done so?) But something about it resonated with me. It's not just that I'm impressed by the structure—I am—or that I love Sedgwick's writing and skillful atmosphere creation—I do—or that I was blown away by how each segment was so different, but how (even discounting the physical details: the names, the flowers, the hare) each one was also so clearly part of a larger whole.
All of those things are a part of why I loved it, but there was something... BIGGER, yet less tangible beyond that. I think it was that even though the premise doesn't jive with my own personal, in real life worldview—I'm one of those who can't wrap my mind around anything beyond conceived/born/live/die/dead*—that the idea of these two people finding each other over and over again was genuinely, heart-wrenchingly beautiful.
Even though [SPOILER] it was a tragedy almost every time.
But, compared to the love that began—and ultimately ended—their story, the tragedy that followed them felt inconsequential. [/SPOILER]
Or something.
As the footnote below explains, I have a hard time with the metaphysical.
It's just a gorgeous, gorgeous book.
So good that it has apparently made my brain implode.
____________________________
*Which reminds me of a conversation I had years ago:
Family Friend Who Is Way Into Astrology: And so since you have so much Libra in your chart, that means that etc., etc....
Me: I dunno. I just have a hard time buying the idea that I am who I am because of where the planets were when I was born.
FFWIWIA: Oh, that's just because you're a Gemini. You're all about the intellectually concrete.
Me: So I don't believe in astrology because... I'm a Gemini?
FFWIWIA: Yes.
Me: But...
____________________________
Author page.
____________________________
Amazon.
Publisher.
____________________________
Book source: ILLed through my library.
New hardbacks:
Avenger (Halflings Novel, A), by Heather Burch
Black Helicopters, by Blythe Woolston
Dear Life, You Suck, by Scott Blagden
Going Vintage, by Lindsey Leavitt
If You Find Me, by Emily Murdoch
Impostor, by Jill Hathaway
Period 8, by Chris Crutcher
Shadow on the Sun, by David Macinnis Gill
Wasteland (Wasteland - Trilogy), by Susan Kim and Laurence Klavan
Yaqui Delgado Wants to Kick Your Ass, by Meg Medina
You Know What You Have To Do, by Bonnie Shimko
New paperbacks (that I've read):
A Touch of Scarlet, by Eve Marie Mont:
Emma's narration never really gels into a consistent, believable voice. She ranges from snarky-casual to super-duper stiff and formal (with the occasional infodump), and there's a lot of telling rather than showing, especially when it comes to the interactions and relationships between the characters. Michelle's storyline (along with the student protest and the alternaprom and the end of Dr. Overbrook's arc) never completely integrates with the rest of the story, and so it feels at best, like it should have gotten its own book, and at worst, extraneous. (And, in terms of plotting, very afterschool-specially.)
The Immortal Rules (Blood of Eden), by Julie Kagawa:
Like so many Mysterious Vampire Heroes before him, [Kanin} is cold and aloof, but betrays his carefully hidden feelings through regular Eyebrow Quirks and Faint Smiles. He’s fond of long-winded exposition, tortured by a guilty past, doomed to forever obsess about righting the wrongs he’s done, says things like “My road must always be traveled alone,” and probably wears a lot of black silk shirts.
Masque of the Red Death, by Bethany Griffin:
While the atmosphere really is wonderfully done—Araby's narration fittingly shares that muffled, deadened quality—and I very much appreciated Griffin's writing, I can't say that Masque of the Red Death was an entirely enjoyable read. (Which isn't necessarily a necessity in a book, of course. But, you know. It's a factor in recommending it to other people.)
The Selection, by Kiera Cass:
America is infinitely slappable, as are BOTH love interests. (Duh. OF COURSE Maxon falls for her, so there's a love triangle!) The characters act more in keeping with what is convenient for the storyline—for instance, when America tries to warn Maxon about the super-duper bitchitude of one of the other contestants, he pulls the I'M ROYALTY AND YOU'RE NOT, THEREFORE YOU CAN'T TALK TO ME LIKE THAT routine, even though up until then, he'd sought out her opinion about stuff like that—than with their own personalities, and most of America's major decisions seem to be based more on who she's angry with at the time than in any sort of logic.

 |
| Materials ready for one of our small branch libraries |
The time is nearly here. The supplies are laid in, the publicity out, the school promo visits just about complete, the database ready, contacts made with groups who come with kids-in-care to get them oriented and staff keen-eyed (or steely-eyed as the case may be). But as prepared as we are, I still like to see what's out there that you all are doing.
As I was reading my feeds (here we pause for
the image and book that inevitably pops into my head when I think about my RSS feeds), I came across a colleague's description of her
summer reading programs. While it was pretty darn nice to see that she had adapted two of the formats we have been using over the years there was a better bonus for me: she shared two other designs for programs (daycares and super readers) that were new to me and that I like quite a bit.
I really appreciate hearing and reading about what other librarians are doing to make summer fun for kids - and staff! Besides reading blog posts, I am lucky enough to travel widely when wearing my hat as an itinerate workshop presenter around my state and region*. And while I share ideas we have tried, I also pick up ideas others have used to make their summer reading or library programs better and more effective.
And how do we get at effectiveness - especially during summer when our days are filled with families, kids, daycares, slp and programs, programs, programs?
I look for posts or listen to people who tell me about how:
- a decision has resulted in more participation by the kids
- registration has been simplified or tossed out and the result
- how prizes have been considered and the results of any change
- strategies that have providing staffing relief really worked
- active programming has been de-emphasized in favor of a true stealth program: SLP
- they include transliteracy into their SLP format
- they innovate in any way and what happens
- new audiences have been reached
- value has been added to a program through a simple innovation
You, my friends, are my guides to change and making SLP more fun and less onerous. These 8-12 weeks should not over-run our thoughts, energies, and ability to create powerful children's and teen services magic year-round. When we share our stuff, we make it easier to keep summer in perspective and bring great joy to the process.
Here's hoping you summer is joy-filled, kid-filled and a time to rise above the chaos to see just what good work you are doing for your communities. Now let's dig in!
*In the spirit of May's 30 Days of Awesome posts started by Sophie Brookover, Kelly Jensen and Liz Burns, I share that I present half and full day workshops and presentations for systems and at conferences that include Rethinking Summer Reading; Programming Mojo; The Big Link: Successful School Public Library Partnerships; Stealth Programming; Everyday Advocacy; Creating Amazing Youth Services; Undoing Dewey and anything else that helps me guide participants in the Marge-way of delving deep into why we do what we do and how to do it better.
As I always get a giggle out of Travis Jonker's One Star Review Guess Who posts, I figured I'd swipe the idea and post the occasional one-star Amazon review of a much-lauded YA title.
So, can you guess what book this disappointed reader is reviewing?:
Even though this book is written for a young adult audience, I would not recommend it to all teenagers. First of all, the book is quite wordy. The language is pretty sophisticated and the dialogue sounds more intellectual than an average teenager would use. Second, the students at the prep school use marijuana, drink beer, and smoke cigarettes, although [HEROINE], the main character does not. Third, the book's "humor" may not appeal to everyone. While some people may find [HEROINE]'s pranks "good clean fun," this would not be universally true. Personally, I didn't think it was funny when [HEROINE] spied on people, stole keys, snuck into places she wasn't allowed to go and pulled pranks against the school authorities. She may have been showing her rebellious side, which is a common teenage trait, but I think [HEROINE] went a little too far. The consequences for her actions, in my opinion, were not equal to the severity of the crime.
Click on through for the answer!
I haven't been able to find anything about who started Lucky Penny Day, or why.
Which leads me to realize that creating these "national days" is a pretty serious free-for-all. CLEARLY WE NEED TO TAKE ADVANTAGE OF THAT AND COME UP WITH SOME NEW ONES.
Anyway, despite the dubious nature of this "holiday", I shall point you back to my old post about Jennifer L. Holm's Penny from Heaven anyway, because I'll use any old excuse to highlight a good book:
My affection for Holm's characters just sort of crept up on me—I hadn't realized how much I cared about them until Something Bad Happened and I found myself crying.Â
The story itself starts off quiet and lightly comic: Penny tells the reader about her various family members and has some adventures with her cousin Frankie. She does mention the fact that her mother hardly ever talks about her father, and never talks about the circumstances of his death—that in itself was enough to alert me to the fact that there was Rough Stuff Ahead.
Little Brown, 2011
Min is mad, but more than that, her heart is broken...
Min doesn't have a lot of friends, but the ones she does have are loyal and close, with Al being her closest friend. Between him and the avant-garde movies she loves, her life is really good. Until Ed Slaterton showed up....
She was "arty;" he was an athlete. She had a free-spirit; his was defined by his friends. Min was under the radar; Ed was the one girls wanted to be with and guys wanted to hang with. Her lifestyle was nostalgic; his was trendy. Both of them showed each other a new world.
It was a complete accident, their meeting. She searched for him, he handed her a beer (which Min poured out discreetly). They talked that night and soon, this led to another meeting, then another...and then they became a couple.
And everyone wondered why they were together. But Ed knew, with all of his heart, that Min was different and he loved the fact that she wasn't just another pretty face. Min was secretly, than openly, thrilled about being Ed Slaterton's girlfriend, even if it meant she had to sacrifice some things, including her favorite coffee shop.
But today, she wants no part of Ed. Nothing about him in her life is the cleansing she needs. So she takes everything they ever shared, including a:
pinhole camera
toy truck
plant pod
oily kitchen towel....and so much, so many more.
They go in a box, along with her story of why they broke up.
The premise of this book is simple. Each chapter contains an item and the story that goes along with it in chronological order. Told from Min's point of view, the reader becomes entangled in her story and the curiosity quotient is raised of how, not especially why, Min broke up with him. But this book is unique in another very different way. Daniel Handler writes with dangling participles galore. It will take a reader to fine tune the voice in their head to follow the pattern his writing takes on, including the ever important comma pauses he uses. It is also because of his stylized writing that Min's character truly comes out, filled with emotion and packed with meaning. Handler also creates the town Min lives in and the world of film she loves, not with the branded names of coffee houses, Hollywood, and music, but with care, choosing imaginative names to convey the feeling each name evokes.
Simple book, intricate writing....two very different styles that compliment and run alongside the two main characters in this book that reflect Handler's writing. Interspersed throughout are deft, well-spaced illustrations of each item Min discards. Recommended for high school (9-12).
Sidenote: it has been a long time since I've read a book that was actually sewn. Also, this is a heavy book (literally, not figuratively) with glossy thick pages. Not your typical YA book, and one that definitely stands out.
From the Irish Times:
The Ulster Unionist Party leader Mike Nesbitt complained at Stormont that the teaching guide for Bog Child was evidence of bias and the worst kind of “politicisation of the classroom” under Sinn Féin’s direction.
Mr Nesbitt called for the book by the late London-Irish author Siobhan Dowd and the teaching notes supplied by the North’s Council for the Curriculum, Examinations and Assessment (CCEA) to be removed.
In response, the CCEA did not directly criticise Mr Nesbitt but said the book was not on the curriculum. It said it was one of a list of suggested books that teachers could use in the classroom for 14-year-old students.
...
“Let me be clear, this is not an attack on the book,” said Mr Nesbitt. “I have not read Bog Child, so have no opinion on its value as a piece of literature. But I have read the teaching notes, as endorsed by the Department of Education and I am stunned by what I read,” he added.
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With her new book, P.S. Be Eleven, Rita Williams-Garcia picks up where her multiple-award winning One Crazy Summer, began and ended - with the Gaither sisters,
Over at BookRiot today, there's a post about personal reading rules:
When I started thinking about this piece, I thought about it as just a list of my (many!) seemingly arbitrary rules for reading. Once I got started, though, I discovered that those rules actually tell you so much about me that they double as personality traits. In fact, they say so much about me that I’m actually a little uncomfortable sharing them now, but I’m going to anyway because I’m done with the piece; this paragraph is actually, chronologically, the last one I’ve written, and who wants to waste all that effort?
Which (obviously) made me think about my own set of personal reading rules.
1. I'm a note taker. If I don't have pencil and paper at hand—or am too lazy to get up and go find pencil and paper—I will dog ear pages. Yes, that's right, I AM AN UNREPENTANT DOGEAR-ER.
1a. Since I realize that this confession will probably result in you all shunning me forevermore—you're totally going to cross the street to avoid me at BookExpo next week, aren't you?—I'm going to go ahead and ADMIT ALL: Yes, I even dogear library books. (I always un-dogear before I return them, though.)
1b. If it makes you feel any better, I dogear the BOTTOM of the page, not the top.
1c. I don't write in books. Ever. I do use the Note feature on my Kindle a hella lot, though.
2. When Josh gets ready to read a new paperback, he preemptively breaks its spine, and I flinch every single time.
3. Halfway through any given hardback, the book jacket starts driving me bananas and I take it off and throw it behind the couch. I retrieve and replace when I'm done reading.
4. The only genre I seem to be capable of reading without going into Literary Analysis mode? Vaguely smutty historical romances.
5. I've said this before, but it should be included: I'm a really, REALLY visual reader. When I'm wrapped up in a book, it's like I stop seeing the words and have an actual movie playing in my head: therefore, I had to stop listening to audiobooks in the car because I kept running stop signs.
6. I'm a vocal supporter of Putting The Book Down If It Isn't Working For You, but I find that I rarely actively do that myself. More often, I realize months later that I set something down and never returned to it.Â
7. I'm a one-book-at-a-time girl. And I always have at least two back-ups in my bag, JUST IN CASE.
So. YOUR TURN.
...with BookMooch and PaperbackSwap (and some nice shout-outs to Flux and Orca, too) at Maine Crime Writers:
I’m still operating on the same material budget I had when I took on the job as Hartland Public librarian in 2006. I don’t need to tell anyone what inflation has done to book prices, etc. since then. One of the first things I discovered when looking for better ways to build a collection was online swapping sites.
I love it.
An essential role for school libraries is providing developing readers with increasingly complex books that build on their previous knowledge. We want to help young readers discover that books can feed their natural curiosity, providing them with more and more information as they become experts on their chosen interests. Common Core IRL will highlight books that ladder up in text complexity on a high interest topic.
For our first feature the
Common Core IRL: In Real Libraries, we're focusing on frogs. Frogs are fascinating animals, from their amazing metamorphosis as they turn from tadpole to frog, to the sheer variety in their colors, habitats and sizes. Head over to these blogs today to read about:
For 3rd and 4th grade readers who are fascinated by frogs, I would suggest a combination of interesting just-right books to read by themselves and some engaging read-aloud books that provide even more information. Today, I'll share two books to read on their own. Tomorrow, I'll share two wonderful books to read aloud.
Frogs
by Gail Gibbons
Holiday House, 1993
3rd grade, 600 Lexile
your local library
Amazon
Gail Gibbons is one of my go-to authors for clear nonfiction for newly independent readers. She clearly explains how frog spawn changes to embryos, then to tadpoles, young frogs, and finally, mature amphibians. Short sentences are easy to read, and yet she provides plenty of details to fascinate young readers:
"These eggs do not have shells. They are inside jellylike coverings. As they float, the jelly lets the sun's warmth come through to the eggs inside."
The text is clearly easy to read, but detailed enough to make it appropriate for a 3rd grader. The book is designed with relatively large font and plenty of white space. Readers will be engaged by the details Gibbons provides. For example, the section on frogs enemies explains different ways frogs ward off predators:
"A sudden leap is a quick escape from danger. For protection, some frogs have skin glands that make them taste bad or make them poisonous. Sometimes their skin color hides them from enemies. This is called camouflage."
Gibbon's distinctive watercolor and ink illustrations are appealing and clearly labeled. The illustrations are closely connected with the text, providing clear explanations for the main ideas and important terms. A double-page spread at the end presents a labeled illustration comparing frogs and toads. Kids will find it interesting to draw the comparisons themselves.
Tell me the difference between a
Frog and a Toad
by Leigh Rockwood
PowerKids Press / Rosen, 2013
4th grade
your local library
Amazon
Have you ever wondered what makes the difference between a frog and a toad? Is it just that a toad's skin is dry and bumpy and a frog's is smooth and moist? Did you know that a frog has teeth in its upper jaw, but a toad has no teeth? I particularly like the way that Rockwood frames this book around a central, interesting question.
Rockwood addresses a slightly older audience, beginning right away with an explanation of the scientific classification of frogs and toads. You'll notice that the sentences are longer than in Gibbon's book, and the vocabulary is more complex.
"Frogs and toads are amphibians that belong to a scientific order, or grouping, called Anura. This is the most widespread order of amphibians. There are around 4,000 species of amphibians in this order."
I was particularly fascinated by the way that frogs' and toads' legs are similar and different. While both have hind legs that are built for jumping and are longer than their front legs, frogs jump much farther. In fact, some frogs can jump 20 times their body length! Toads, on the other hand, have shorter legs designed for walking, with occasional short hops.
Kids will be drawn in by the colorful, sharply focused photographs of many frogs and toads. The photographs are accompanied by detailed captions, but are not labeled in the same way as Gibbon's book. A table of contents, glossary and index provide children with experience using these important text features to access information.
PowerKids provides a website with links for further reading.
Take a look at this preview through
Google Books:
Common Core Standards:CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Please check out the other
Common Core IRL: In Real Libraries posts to see how you would ladder up to these books, and what you might follow them with. Tomorrow, I will share two wonderful books to read aloud to students who are fascinated by frogs.
The review copies come from my school library. Many thanks to Travis Jonker, Cathy Potter, Alyson Beecher, and Louise Capizzo for taking this journey to talk about what the Common Core means for us in real life! We look forward to this recurring series.
Review ©2013 Mary Ann Scheuer, Great Kid Books
Forget all blog-related "schedules". I will post what I want when I want. This week's KBWT is KBWThursday. (I was off doing something else on Tuesday.)
Barefoot Books has been one of my favorite publishers since they arrived on the scene. Their folklore anthologies are attractive and fun to read. Barefoot Books is committed to providing colorful books that provide children with access to diverse cultures and activities.
Visit their Kids page to download craft activities, watch videos and listen to stories.
Send a note. This week I have been intentional about sending notes of thanks and encouragement. It is a sure-fire way to turn the day positive. Sevenly. I love the way I can… Read More →
I’ve been working with Keith Bollman and his fifth grade class on a research project. The end result is a tour of the solar system, completely planned, designed, researched, and created by the… Read More →
I was running just a little late yesterday, looking forward to meeting with a colleague for breakfast yesterday morning. I still swear I’m not a morning person, but I enjoy early morning workouts and breakfasts! I was a bit surprised to see that a tree had fallen overnight and was quite shocked when I stood next to my car and saw all the damage! I stayed home and spent the day working through insurance, car rentals and tree removal. My entire day was off!
When I finally made it to my email account this morning, I found several items of interest.
First, thanks to librarian friend Nichelle Hayes for sharing information about Dial-A-Pacer!
Children of all ages and families are invited to hear members of the Indiana Pacers read their favorite stories in children’s literature during “Read Like a Pro — Call-a-Pacer 2013″ on The Indianapolis Public Library’s 24-hour Call-a-Story telephone line.
By dialing 275-4444, or toll-free at 877-275-9007, callers will hear recorded stories from Pacers players who demonstrate their love of reading as a way to encourage young ones to develop the habit.
At New Augusta, the school library program and Lauren Kniola, the school librarian, help to fulfill this mission. In the letter of support from Principal Mary Kay Hunt, she writes, “Under the leadership of Mrs. Lauren Kniola the library program flourishes. She prepares our students to become outstanding members of a global society. She works side by side with the classroom teachers to help the students learn in multiple ways: inquiry based projects, distance learning, in addition to help the students develop a love of reading. Mrs. Kniola has built a learning environment that is stimulating, student centered, and a flexible schedule so that our library can enhance their learning and be the hub of learning.”
My youngest son went to NAPA-South when it first opened, so I’m quite proud of this IN school.
Edited by Jamie Campbell Naidoo and Sarah Park Dahlen, this contributed volume presents chapters on the representations of culture groups that are often ignored in examinations of diverse youth literature, while also examining more common cultural groups through a new lens or perspective.
It feels good to have good news from right here in Indiana!
My pile of books for BFYA has settled at around 40 books. While there will be more to read after ALA in June, this serves as a chance to get caught up before discussions at Annual and then, it begins all over again. I still cannot discuss the books and still really would like more guest reviewers! So, if you’re interested in reading and reviewing for me, I have books available I can send you.
The language inside by Holly Thompson.
Emma Karas was raised in Japan; it’s the country she calls home. But when her mother is diagnosed with breast cancer, Emma’s family moves to a town outside Lowell, Massachusetts, to stay with Emma’s grandmother while her mom undergoes treatment.
Emma feels out of place in the United States.She begins to have migraines, and longs to be back in Japan. At her grandmother’s urging, she volunteers in a long-term care center to help Zena, a patient with locked-in syndrome, write down her poems. There, Emma meets Samnang, another volunteer, who assists elderly Cambodian refugees. Weekly visits to the care center, Zena’s poems, dance, and noodle soup bring Emma and Samnang closer, until Emma must make a painful choice: stay in Massachusetts, or return home early to Japan.
Revenge of a not so pretty girl by Carolite Blythe.
 Girls who are pretty have a way of looking down their perfect noses at anyone they feel isn’t worthy of sharing the air with them. They have a way of making regular girls like me feel inferior for not winning the gene pool lottery. Tormenting them is my way of getting even.
Everyone knows that pretty equals mean, and Evelyn Ryder used to be a beautiful movie star—never mind that it was practically a lifetime ago. There’s no time limit on mean. So if you think I feel guilty about mugging her, think again.
But for something that should have been so simple, it sure went horribly wrong. See, I think I might have killed that old movie star. Accidentally, of course. And I’m starting to believe that my actions have cursed me, because nothing in my life has gone right since then.
That’s why I’m returning to the scene of the crime. To see if there’s any chance that old lady might still be alive. To see if I might be able to turn my luck around. Maybe my life can be different. But if I want things to change, I’m gonna have to walk the straight and narrow. And that means no more revenge.
Yacqui Dalgado wants to kick your ass by Meg Medina.
One morning before school, some girl tells Piddy Sanchez that Yaqui Delgado hates her and wants to kick her ass. Piddy doesn’t even know who Yaqui is, never mind what she’s done to piss her off. Word is that Yaqui thinks Piddy is stuck-up, shakes her stuff when she walks, and isn’t Latin enough with her white skin, good grades, and no accent. And Yaqui isn’t kidding around, so Piddy better watch her back. At first Piddy is more concerned with trying to find out more about the father she’s never met and how to balance honors courses with her weekend job at the neighborhood hair salon. But as the harassment escalates, avoiding Yaqui and her gang starts to take over Piddy’s life. Is there any way for Piddy to survive without closing herself off or running away? In an all-too-realistic novel, Meg Medina portrays a sympathetic heroine who is forced to decide who she really is.
Please, email me if you’re interested!
crazyquilts at hotmail dot com
Filed under:
Me Being Me Tagged:
ALA publication,
car,
diversity in YA,
guest reviewers,
NAPA-south 
My district has been all over Participatory Learning for several years now and when I first saw Makerspaces I thought, oh, yes, perfect. Our libraries already have a rudimentary beginning for this and what’s not to like about a DIY space?
“Makerspaces come in all shapes and sizes, but they all serve as a gathering point for tools, projects, mentors and expertise. A collection of tools does not define a Makerspace. Rather, we define it by what it enables: making.” From Makerspace Playbook
Makerspace as in create, build, design bring to life an idea. Not digital 21st or web 3.0 tools, but real tools like my dad had in his workroom.
Not sure what to do or how to start? Download the Makerspace Playbook and get started!
With our new STEAM Academy, makerspace-like areas will be the norm, but why can’t an area in our libraries become a niche space for collaborative hands-on projects?  We need places where the 8 or 18-year-old student can teach not only classmates but also the teacher.
This is a pivotal time for our libraries to stand up and reshape the old notions of what can or cannot be done while in the library. I say, bring on the tools…my dad would be proud!
So many options here!
We could go with characters who LOVE Sherlock Holmes, like Ingrid from Peter Abrahams' Echo Falls books, or Christopher from The Curious Incident of the Dog in the Night-time or Colin Fischer from er, Colin Fischer.
Or we could go with books in which Doyle appears/is mentioned, like Jenny Davidson's The Explosionist* or the one where he teams up with Oscar Wilde to solve a mystery (I haven't read it, but have been meaning to for ages), or the series where he works with Charles Dodgson to solve mysteries. (<--I have no idea if those are any good, but I totally just ordered the first one, because HELLO, HOW COULD I BE EXPECTED TO RESIST THAT TEAM?)
Or one of the versions of Young Sherlock Holmes, like the one with the Bieber hair or the Shane Peacock series (which I haven't tried yet... should I?). Or Old Sherlock Holmes, as in the fabulous Mary Russell books.
Or books his brother, Mycroft, appears in, like the Thursday Next books (LOVE the new cover on The Eyre Affair), or the Quinn Fawcett ones that I haven't tried. Or Nancy Springer's series about their pretend sister, Enola.Â
BUT. As is probably evident by the image to the right, I'm going with Neil Gaiman's story 'A Study in Emerald', which appears in Fragile Things:
A Sherlock Holmes story set in the world of H. P. Lovecraft. Loved it so much I've been babbling about it to everyone who will listen regardless of whether they A) are interested or B) know who H. P. Lovecraft is. Loved it so much I immediately ILLed Shadows over Baker Street, the collection it originally appeared in. I'm waiting with bated breath. (Or I would be, if I wasn't busy obsessively playing Okami.)
WHEW.
So, I'm sure I missed your favorite: tell me all about it in the comments!
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*OH MY GOD I LOVE THAT BOOK SO MUCH HAVE YOU READ IT WHY NOT GO READ IT I'LL WAIT RIGHT HERE OH MY GOD DIDN'T YOU JUST LOVE IT SQUEEEEEEEEEEEEEEEE!!
And suddenly, I am so excited to see this movie:
More here!
If you’re planning to launch independent writing projects in your class during the final weeks of school, then you’ll most likely have several students who might want to write a book about a… Read More →
Our children are fascinated by the world around them, soaking up information about so many different things. I clearly remember how excited my daughter was to learn that birds, snakes and crocodiles are all oviparous, or egg-bearing animals. We can foster this sort of enthusiasm by reading aloud picture books that delve into different nonfiction topics. As the Common Core standards state in ELA Standard 10,
"Children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards."
Lucy Calkins develops this idea further, writing in her
Curricular Plan for the Reading Workshop,
"One cannot stress enough the importance of reading aloud. You will want to read aloud to teach children discipline-based concepts that are integral to social studies and science.You’ll also read aloud to create a sense of community and to show children why people love to read. And you’ll read aloud to teach children vocabulary and higher-level comprehension skills. As you conduct a read-aloud session be sure that it includes opportunities for accountable talk." grade 2, page 6
As part of our new series the
Common Core IRL: In Real Libraries, we would like to suggest two excellent nonfiction picture books all about frogs that we like to read aloud to students. These books will have different language and text features than those we provide to children to read independently. They might use more figurative language, longer sentences, higher vocabulary. But they will engage students, laying important background for their own reading, and lead to many discussions about these interesting animals.
Frog Song
by Brenda Guiberson
illustrated by Gennady Spirin
Henry Holt / Macmillan, 2013
read aloud: grades 1-3
independent reading: grades 4-5
Lexile 950 AD (adult directed)
Amazon
your local library
This gorgeous picture book explores eleven different frog species from around the world, from Australia to Borneo to Chile. Each spread focuses on a different species, with a wonderful illustration and an engaging description that focuses on one interesting aspect of that species. Guiberson uses descriptive text to hook readers:
"In Chile, the Darwin's frog sings in the beech forest. Chirp-Chweet! The male guards 30 eggs in the damp leaves for three weeks. When the tadpoles wiggle, he scoops them into his mouth. Slurp! They slither into his vocal sacs, where he keeps them safe and moist for 7 weeks. Then he gives a big yawn, and little froglets pop out."
This book would work very well as a read aloud for 1st through 3rd grade, either to a whole class or a small group. Older children might love reading this as they explore different types of frogs, but I really see this as working best as a read aloud. Guiberson ends the book with an interesting summary of the different species, and a note about how frogs are in trouble from environmental pressures or pollution. I do wish that she included a map identifying where the different species live, providing that geographical context for young readers.
Teachers and school librarians will be interested in this helpful
reading guide for
Frog Song. Another book for reading aloud that would complement
Frog Song is
Hip-Pocket Papa, by Sandra Markle.
Hip-Pocket Papa
by Sandra Markle
illustrated by Alan Marks
Charlesbridge, 2010
read aloud: grades 2-4
independent reading: grades 4-5
Lexile 1060 AD (adult directed)
Amazon
your public library
Sandra Markle and
Alan Marks have teamed up to write several engaging narrative nonfiction books about animals throughout the world. These books follow one animal, telling the story of that animal's life. Readers can clearly identify the beginning, middle and end of the story, much like they do in fiction.
Set in an Australian rain forest, Hip-Pocket Papa follows this tiny frog as they watch over and protect their eggs, and then the babies from tadpoles through maturity. Once the eggs hatch, the male scoops the tadpoles up and keeps them safe in hip pockets until they have developed lungs and turned into froglets. The text is both poetic and fascinating, as it follows one father's hazardous journey raising his young. Markle uses long sentences with complex vocabulary to paint a picture with her words:
"Finally, the eggs hatch!The jelly surrounding them turns to liquid -- a birth puddle for the twelve teeny, tiny tadpoles, swimming up and out onto the surface of the forest floor. Her job done, the female crawls away. The male stays. He has an even bigger job to do."
Alan Marks' detailed, realistic watercolor-and-pencil illustrations are perfect for showing to a whole group. The rich colors and close-up scenes draw readers into the forest setting, focusing close up on the tiny frogs and the miniature drama happening each moment. The only problem I had is really getting a sense of the true size of the frogs. Since narrative nonfiction books usually do not have text features like diagrams or labeled illustrations, readers must use the descriptive text to figure out this information.
Check out this preview of Hip-Pocket Papa available through Google Books:
Common Core StandardsBelow you can see how standard 3 for reading informational text develops from 1st grade through 3rd grade, as students describe a process like the metamorphosis of a frog, or comparing two different frog species. Both of these books could be used to have students delve into a discussion about frogs' development, either examining the development of one species step-by-step, or comparing and contrasting different species.
CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.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.
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
This post is part our first feature the
Common Core IRL: In Real Libraries, we're focusing on frogs. Frogs are fascinating animals, from their amazing metamorphosis as they turn from tadpole to frog, to the sheer variety in their colors, habitats and sizes. Head over to these blogs to read about:
The review copies come from my school library. Many thanks to Travis Jonker, Cathy Potter, Alyson Beecher, and Louise Capizzo for taking this journey to talk about what the Common Core means for us in real life! We look forward to this recurring series.
Review ©2013 Mary Ann Scheuer, Great Kid Books
We are excited about the upcoming IBBY Regional Conference in St. Louis, October 18-20, 2013. Early bird registration ends June 16. Please spread the word so people can save $35-$40 if you are a member or non-member. The line up of general session speakers is quite amazing and includes: Ashley Bryan, Pat Mora, Katherine Paterson, Siobhan Parkinson, Peter Sis, Klass Verplancke, Mem Fox, Jacqueline Woodson, Bryan Collier, Gregory Maguire and more. Conference details and registration/hotel information can be found at: http://www.usbby.org
This month we wanted to share information about children’s book awards in Canada. Here are some of the highlights from the 2012 Canadian children’s book awards.
Â
The Governor General’s Literary Awards are given by the Canada Council of the Arts. A text and illustration award is given each year in both French and English. The 2012 recipients:
Children’s Text Winner
Nielsen, Susin. The Reluctant Journal of Henry K. Larsen (Tundra)
Daigle, France. Pour sûr (Éditions du Boréal)
Children’s Illustration Winner
Maclear, Kyo. Virginia Wolf. Illustrated by Isabelle Arsenault (Kids Can)
Gravel, Élise. La clé à  molette (Éditions de la courte échelle)
The Canadian Children’s Book Center awarded six major children’s book awards in 2012.
TD Canadian Children’s Literature Award: Kent, Trilby. Stones for my Father (Tundra)
Marilyn Baillie Picture Book Award. Côté, Geneviève. Without You (Kids Can)
Norma Fleck Award for Canadian Children’s Non-Fiction:Â Vande Griek, Susan. Loon (Groundwood)
Geoffrey Bilson Award for Historical Fiction for Young People: Cayley, Kate. The Hangman in the Mirror (Annick)
John Spray Mystery Award: Mills, Rob. Charlie’s Key (Orca)
Monica Hughes Award for Science Fiction and Fantasy: Collins, P. J. Sara. What Happened to Serenity? (Red Deer Press)
The most recent recipient of the Canadian Library Association Book of the Year for Children is: Pearson, Kit. The Whole Truth (HarperCollins; awarded April 2012).
This content originally appeared in an email from USBBY to Edith Campbell.
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Line 135 is by Germano Zullo and Albertine, the European duo who brought us Little Bird, which is translated by Claudia Zoe Bedrick of Enchanted Lion Books. Line 135Â
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Thanks for these great idea. To explore differing text structures, you could also pair the Frog and Toad book (compare/contract) with A Place for Frogs by Melissa Stewart (cause and effect).
Hi Melissa-- I love your A Place for... series! This would make a great connection between these books and then Pam Turner's A FROG SCIENTIST. Thanks for all the work you're doing on thinking about the Common Core. I've found the series on your blog really interesting.