What is JacketFlap

  • JacketFlap connects you to the work of more than 200,000 authors, illustrators, publishers and other creators of books for Children and Young Adults. The site is updated daily with information about every book, author, illustrator, and publisher in the children's / young adult book industry. Members include published authors and illustrators, librarians, agents, editors, publicists, booksellers, publishers and fans.
    Join now (it's free).

Sort Blog Posts

Sort Posts by:

  • in
    from   

Suggest a Blog

Enter a Blog's Feed URL below and click Submit:

Most Commented Posts

In the past 7 days

Recent Comments

Recently Viewed

JacketFlap Sponsors

Spread the word about books.
Put this Widget on your blog!
  • Powered by JacketFlap.com

Are you a book Publisher?
Learn about Widgets now!

Advertise on JacketFlap

MyJacketFlap Blogs

  • Login or Register for free to create your own customized page of blog posts from your favorite blogs. You can also add blogs by clicking the "Add to MyJacketFlap" links next to the blog name in each post.

Blog Posts by Tag

In the past 7 days

Blog Posts by Date

Click days in this calendar to see posts by day or month
new posts in all blogs
Viewing: Blog Posts Tagged with: divorce, Most Recent at Top [Help]
Results 1 - 12 of 12
1. NAEYC Themes, Part 6: Research, Facts and Things to Know about Dual Language Learners


In the last (a short and sweet one!) of our blog series on common themes from the 2009 NAEYC’s annual conference, we present a hodge-podge of facts we gathered throughout that week in D.C.  Enjoy!

–Language acquisition depends not only on adequate hearing, the ability to differentiate sounds, and the capacity to link meaning to specific words, but also on the ability to concentrate, pay attention, and engage in meaningful social interaction.

–Learning a second language and learning to read are complex tasks influenced by cognitive, environmental and social factors.

–Bilingual Children
-Exhibit the same language milestones as monolingual children
-May acquire language at a slower rate and have more limited total vocabularies in each language
-Have a combined vocabulary in both languages likely to equal or exceed that of a child who speaks one language

–Preschoolers actively listen to and separate out two languages.  So we can use both languages interchangeably.

–Development of language and literacy in the home language (or first language) facilitates development of language and literacy in the second language and cognitive development.  Academic language ability takes 5-7 years.  Social language ability (i.e. Hello, how are you?) is easy to accomplish.

–For more current guidance, check out:
-Head Start Performance Standards and Head Start Dual Language Report (2008)
-Tabors, Patton O. One Child, Two Languages: Children Learning English as a Second Language. Paul H. Brookes Publishing, 2008.
-Igao, Cristina. The Inner World of the Immigrant Child. Lawrence Erlbaum Associates, Publishers, 1995.
-Espinosa, Linda. Getting it RIGHT for Young Children from Diverse Backgrounds: Applying Research to Improve Practice. Prentice Hall, 2009.

Check out below for the sources of this blog:

1) Using standards-based curriculum to support language and literacy development for English-language learners.

Presented by:
Min-hua Chen, Education Specialist, Massachusetts Department of Elementary and Secondary Education;
Vicky Milstein, Principal of Early Education, Brookline Public Schools;
Min-Jen Wu Taylor, Pre-K Teacher, Brookline Public Schools;
James StClair, Kindergarten Teacher, Cambridge Public Schools;
Sandra Christison, Kindergarten Teacher, Boston Public Schools.

They haven’t posted their slides yet, but if they do, you can find it here.

2) Home Language or English?  Implementing program policies and teaching strategies that meet the needs of dual-language learners

Presented by:
John Gunnarson, Napa Valley College.

Click here for his handout.

3) Getting it right for young children from diverse backgrounds: Applying research to improve practice

Presented by:
Dr Linda Espinosa, University of Missouri-Columbia.

She hasn’t posted her slides yet, but if she does, you can find it here.

Previous Blogs under the NAEYC Annual Conference Theme:
Part 1:  NAEYC Themes, Part 1: Secretary of Education, Arne Duncan’s Presentation
Part 2:  NAEYC Themes, Part 2: Build Positive Relationships with Dual-Language Learning Children
0 Comments on NAEYC Themes, Part 6: Research, Facts and Things to Know about Dual Language Learners as of 1/1/1900

Add a Comment
2. NAEYC Themes, Part 3: 10 Ways to Develop Meaningful Relationships with the Parents and Families of Dual-Language Learning Children


Another theme that presented itself throughout various sessions at this year’s annual National Association for the Education of Young Children (NAEYC) conference the need for developing and maintaining a relationship with the parents and families of non-native English speakers.  You might think this concept is rather obvious; however, several barriers exist to prevent this relationship from blooming.

Barriers

Oftentimes, there is a perception that these parents lack interest in their child’s education and growth.  However, this perception can often be misguided.  In many cultures outside the United States, teachers are revered and getting involved in the classroom is seen as interfering with the teacher’s expert intentions and processes.  Therefore, parents try to stay out of the way of their children’s teachers.  You see that as lack of interest and involvement; they see it as respect.

Also, the notion of family involvement differs for social classes.  Just because a parent is not at a bake sale doesn’t mean they are not involved in their child’s education.  Work may prevent them from attending; however, they may still be reviewing their child’s homework every night.

Immigrant families also face unique needs than other families in America.  Not only may there be a language and culture barrier, but also family tensions can exist as each member adjusts and adapts to their new life in America.  Their identities as a member of a group before may have now changed to one of an outsider—an “alien”.  Perhaps they were a leader in their hometown and now they are a laborer trying to climb the socio-economic ladder.  Further, they may have to rely on their children as their English improves more quickly, which degrades their role as provider in the family.  These adjustments can cause tension in the family that may prevent as much involvement as they’d like in their child’s education.  Think about the time you studied abroad in college.  Imagine moving there by yourself, without the school’s help, without your host family there to meet you at the airport.  Imagine trying to figure everything out on your own, in a foreign country with a language you thought you could speak. Imagine doing so with your family there too, all looking to you for guidance.  Do you think you could have done it? Perhaps, but with a whole lot of stress involved, too!

For instance, what do the following symbols mean to you (assuming you don’t speak Chinese)? 优, 良, 中, 可,  差。If your child brought home these symbols on their report card, would you know what they mean?  One presenter at NAEYC told a story of how a Chinese father was disappointed in his daughter because she brought home a grade of “S” (for Satisfactory).  He thought grades went in order from A all the way down to Z—because it does seem that way since it starts off A, B, C, D…—and so S seemed pretty bad.  We must remember that nearly everything may be unfamiliar to immigrant families!

The Importance of Developing this Relationship with the Family

The school or childcare center is a key location in cultural transition.  This place may often be the first place children are exposed to cultures other than their own (this goes for all children).  It may be the first place a child realizes he is “different.”  Further, it is the place that will help prepare him to succeed in America.   If there is not enough language support for her to learn, she will associate school as something that doesn’t do anything for her.

Parent involvement is a critical component in a child’s success in school and in society.  We must do what we can to remember that inability to communicate does not mean a person is incapable or uneducated.  In fact, new legal immigrants are as well educated as native-born citizens, on average.  We must discover and overcome whatever may be preventing a relation

0 Comments on NAEYC Themes, Part 3: 10 Ways to Develop Meaningful Relationships with the Parents and Families of Dual-Language Learning Children as of 1/1/1900
Add a Comment
3. NAEYC Themes, Part 2: Build Positive Relationships with Dual-Language Learning Children


A Safe Environment
The first common theme I gathered from the sessions I attended at the National Association for the Education of Young Children Annual Conference is that it is absolutely imperative that teachers build positive relationships with DLL children.  Help them to feel safe and included.

Have you ever been in an environment where you didn’t feel safe?  Heard some strange noises at night?  In the car with a reckless driver?  In a heated argument with someone physically stronger than you?  Or how about simply watching a scary movie?

Think about what was going through your head, the first thing you thought you needed to do.  Getting to safety, right?  Grabbing that bottle of mace, getting out of the car, calling the police, covering your eyes and hiding behind the friend sitting next to you. Anything to get you out of that situation. You focused on saving yourself, on self-preservation.

Some of these examples may seem extreme and unrelated to a child in a classroom (hopefully).  My point is that regardless of the situation, when you don’t feel safe, your first priority and thoughts focus on self-preservation, on getting to a place of safety.  The same feelings occur in a child who is in an unfamiliar environment, especially when they cannot communicate in your language.  If you’re in an environment where you don’t feel safe, you close down and only focus on self-preservation.  How can a child learn and prepare for kindergarten if she doesn’t feel safe?

Additionally, behavior issues can stem from this inability to communicate.  Think back to a recent meeting or presentation during which you did not pay attention.  The topic didn’t apply to you. The presenter was wretchedly boring and just kept droning on and on.  Or maybe it was a good presentation, but you were thinking about a looming deadline instead or what groceries you needed to get on your way home that night.  What did you do?  Pretended to listen, nodded in agreement during regular intervals and acted as if your grocery list were really notes from the material?

It’s okay, we’ve all done it!  John Gunnarson from Napa Valley College calls this “procedural display.”  We as adults know how to act like we are paying attention.  Children have not yet learned this technique.  If a child does not speak the language used in the classroom and, therefore, does not understand what is being said, what will he do? Act out?  Pursue activities that are interesting to him?  Can you blame him?  Over time, what message are we sending to DLL children who do not receive enough language support?  We are telling them that school does nothing for them.  Think about the long-term implications for this message.

Thus, teachers should focus on helping DLL children to feel safe and included by building a positive relationship with each one.  If a child feels safe in a classroom, she’ll take risks, like trying a new language.  Would you be more willing or less willing to jump out of an airplane if you were 100% sure the parachute would work?  How about 50% sure?  Helping a child to feel included and valued will encourage her to try new things such as speaking a few words in English.

Cognitive Growth
The greatest cognitive growth occurs through social interaction.  In our last blog, we mentioned how Secretary Duncan stated we can no longer ignore the evidence that social development and academic development are “inextricably linked.”  Academic development through social interaction becomes an even bigger hurdle for dual language learning children.  As a teacher, take the extra steps to show—and model—that you value the DLL children in your classroom.

Tips
Now, how do you go about doing this?  Of course myriad of tips and ideas exist.  Here are some gene

0 Comments on NAEYC Themes, Part 2: Build Positive Relationships with Dual-Language Learning Children as of 1/1/1900
Add a Comment

4. NAEYC Themes, Part 1: Secretary of Education, Arne Duncan’s Presentation


Before I get to discussing the four themes mentioned in the last post by specifically looking at the various sessions I attended at NAEYC this year, I wanted to dedicate a blog posting solely to Secretary Duncan’s keynote speech at NAEYC.  His passion for early education was very evident.  It seemed clear to me that he was very serious and not just offering a speech that pandered to the audience.  Indeed, he is the first Secretary of Education to ever speak at NAEYC.

Secretary Duncan started off his presentation with a quote from President Franklin Roosevelt: “The destiny of American youth is the destiny of America.” He focused a lot on the issue that has plagued us for a long time: closing the achievement gap that exists before children even start kindergarten.  He referenced President Johnson’s vision to reach a day when “each child goes as far as his talents will take them.”

“Getting out of the catch-up business” represented a central theme in Secretary Duncan’s speech. He spoke of the Department’s development of a birth through age eight plan.  Modern research makes it clear that the most important years of child development is from birth through age three.  Yet our current approach has been to start focusing at age five in kindergarten.  Now the Department is making a major change since its World War I when it added kindergarten to every child’s public school education.  It seeks to align Early Childhood Education (ECE) with the K-12 programs.  Up until now, ECE has been highly fragmented and non-standardized, leading to unpredictable quality and further exacerbating the achievement gap.  But several programs have shown ways to succeed and offer scalable solutions that can be expanded throughout the country.

Secretary Duncan and the Department of Education (along with NAEYC and others in the education field) recognize that care and education cannot be thought of as separate entities in the education of young children.  He stated it’s time we acknowledged the evidence that social development and academic development are “inextricably linked.” As a result, the Department of Education has entered into a serious partnership with the Department of Health and Human Services and Secretary Kathleen Sebelius to integrate their foci on early child development and school readiness.

Secretary Duncan presented a huge task that he, the Department of Education, Early Childhood Educators and K-12 educators face today. Finally, though, he is leading the way to face this problem.  He outlined to fundamental challenges that we face in closing the achievement gap that starts before kindergarten.  1) There must be a coordinated system of early care that transitions to the K-12 program. 2) They must accelerate the shift from judging quality based solely in inputs to also basing it on outcomes. Secretary Duncan made sure to insist that inputs would not be ignored because they are important.  However, he wants to add outcomes to be a part of the criteria.

Finally, Secretary Duncan expressed his excitement about the changes underway in early education and child development. He acknowledged that mistakes will be made, but then he said, “I hope we never let the perfect become the enemy of the good.”

I personally was moved by Secretary Duncan’s speech and am excited about this unprecedented attention and energy toward early childhoo

0 Comments on NAEYC Themes, Part 1: Secretary of Education, Arne Duncan’s Presentation as of 12/5/2009 9:32:00 PM
Add a Comment
5. Themes from the National Association for the Education of Young Children (NAEYC) Annual Conference


I attended the annual NAEYC conference just before Thanksgiving in Washington D.C.  I learned a lot more about the strategies, techniques and trends for teaching dual language learners.  I also got to see some friends and make some new ones who are involved in early education.  Moreover, I got to see Secretary of Education Arne Duncan speak live!  Over the next few blog postings, I’ll be recapping some of the presentations I attended.  For this particular posting, I’d like to discuss four overarching themes that seemed to repeat throughout the various sessions.  I will expand on these themes through the specific postings that will follow.

Common Theme #1:  Teachers need to build positive relationships with dual language learning children.  Help them to feel safe and included. Oftentimes, every single thing is new to them since they have just moved here.  Even their parents are stressed as they try to get settled in a new country.  With everything so new and different (read: scary), a safe and inviting environment will help them to open up more in school.

Common Theme #2:  Teachers need to develop meaningful relationships with parents and families.  Parents and families from different countries display their involvement with their children’s education in various ways. Also, sometimes their current circumstances prevent them from being as involved as they’d like.  This does not mean they are not interested.  Furthermore, language need not be a barrier for a teacher to communicate with the families.  These meaningful relationships help to eliminate misunderstandings and further create a safe environment for the child.

Common Theme #3:  Be deliberate, intentional, integrative and committed with your communication strategies.  I’ll offer suggestions in following postings.  But certainly determine what your policy is for incorporating dual language learners and then set about creating a strategy to do so.  This process will include research and can even mean hiring a consultant.

Common Theme #4:  Support the home language and culture.  Dual language learning children do not come to your school as a blank slate. By supporting their home language and culture, you maximize their potential to learn, send them a message that they are not different, help create that safe and inclusive environment, and lay the foundation for a strong relationship between them and their parents.

I look forward to sharing with you specific details from the sessions as well as expanding upon these four themes.  In the meantime, Happy Holidays and don’t forget to check out our bookstore, where all the books are bilingual: www.bububooks.com.

–Laura

0 Comments on Themes from the National Association for the Education of Young Children (NAEYC) Annual Conference as of 1/1/1900
Add a Comment
6. POETRY FRIDAY A step between brothers

Oh, Brother!
By Nikki Grimes; illustrated by Mike Benny

Greenwillow

One of the most powerful poetic storytellers has done it again. With a few keystrokes, a rhyme here and there, she's woven a moving story of how two very different boys become brothers in more than name.

We don't learn the narrator's name--Xavier--until late in this collection, but we do get plenty of his opinions about his mother's remarriage. He loves his new Dad, but not the boy, Chris, who comes as extra baggage, getting in the way, acting all perfect, taking up space, throwing his small family off balance:

STEPS
Everyone in this house
is a step, now.
Stepmom.
Stepdad.
Stepson.
Stepbrother.

In my mind,
I turn them into steps
I can climb
And when I reach the top,
I rule.

Several of the poems are told in rhyme, others are simple, quick dabs of free verse, meant to convey a fleeting emotion. Few kids' poets are as adept as Grimes in exploring their emotions with such range and empathy, and in so few words.

At last, the two boys have their breakthrough, and if you're not crying as their bond strengthens, you're probably dead. And when we do learn the narrator's name, as Chris practices writing it, Grimes creates a magical moment for Xavier to grow. She respects her character enough to know he probably has a tough time expressing emotions, and instead gives us his actions:

I swipe his pen
and write H-E-R-M-A-N-O
"Huh?"Chris can be slow.
"It means brother," I say.
"That's my name now,
one you already know how
to spell."

We know immediately what's going on in Xavier's head, because Grimes respects our intelligence too. 

Benny's illustrations follow through on Grimes' many hints that this is a multiracial family--Latino and African-American--but this could be any boy's blended family today. Kids have a tendency to recover, to patch together a new life and a mended heart. Grimes takes us there, until we want to adopt this new family and make it our own.

Rating: *\*\*\*\

Add a Comment
7. McCormick Place Revisted

The very first time I visited McCormick Place, it was the original McCormick Place's grand opening and I was in the fourth grade. My class had studied Chicago history and the book had a drawing of the new convention center. I just had to go. I don't know how I got my dad to take the family but we all went. And who did we run into? Well, Mrs. Bacon, my fourth grade teacher! Talk about getting brownie points!

McCormick Place and I have had our ups and downs through the years (the original building was devoured in a fire and sat in ruins for years before being rebuilt and expanded). But yesterday we were both having a grand time. The site of the old center, now dubbed McCormick Lakeside or East, is hosting the annual conference of the National Association for the Education of Young Children. I was there to sign books in the Albert Whitman booth.

It was fun to meet the editors, marketing people, and even the president with whom I had only emailed and spoken with on the phone. Here I am in my New Year's best with my editor Wendy McClure.

I signed a fair share of books and got to speak to folks from all over the country. Even folks who didn't purchase were nostalgic about their New Year's meals. And folks who ate black-eyed peas knew my roots were in the South!

As a bonus to the day, Whitman's Denise Shanahan walked me over to meet The Book Vine's Isabel Baker. I learned Isabel is a big fan of Shante' and has been teaching the book in sessions around the country. It has even been named a Book Vine Top Pick in the2008 catalog! Awesome!

Add a Comment
8. Like Sand through the Hour Glass. . .

Holy cow! Has it been three weeks since I last posted? I've been so busy writing press releases and brochures, and finishing my activity guide to go with my picture book that I guess I just haven't had time to stop by.

More reviews are starting to pop up for Shante, and these feel good. Take a look at:

Book Buds by Anne Boles Levy reviewed the book with 3 Stars. Sounds good to me!
Chicken Spaghetti had an interview with Shante's illustrator, Marion Eldridge, about Robert's Snow. Good stuff!

I'll be signing books at the National Association for the Education of Young Children on Thursday at Chicago's McCormick Place, 1:30 pm - 4:00 pm. I know working a booth at a conference can be dreadfully slow, so if there's anyone out there in cyberspace reading and you'll be at the conference, please stop by!

Add a Comment
9. Before I Die





No. This is not the book jacket. It is simply what I was doing during the last pages of Before I Die, by Jenny Downham.


Tess has leukemia. She's had it for four years, the treatments aren't working all that well, and frankly...she's sick of it all.


Being sixteen, she has come up with a list of things to do before she dies. The first thing on the list is sex. She lets her friend Zoey in on the list and recruits her in her mission. Zoey doesn't even blink. This is what Tess loves about Zoey. She's the only one, that since Tess got sick, still treats her the same.


Sex, however, is only one of the things on Tess' list, and as life moves on, Tess' list morphs, and surprisingly gets longer.


Her life is complicated by her dad, who just wants to save her, her mum, who doesn't live home or attend treatments, and her changing feelings for Adam, the boy next door.


I wasn't sure I wanted to read this so close on the heels of Thirteen Reasons Why, but I am glad I did. Since I read this is arc format, I don't want to give too much plot away, but I think Jenny Downham has done an amazing job of bringing Tess' struggles to life. I love the fact that during much of the book Tess is indeed, unlikeable. She is real and raw. She is going through things that all teens struggle with, and the fact that she has cancer, while devastating, is only part of the story.


0 Comments on Before I Die as of 8/29/2007 4:39:00 AM
Add a Comment
10. On the Spotlight: Young Adult Novelist Beverly Stowe McClure


Do you consider yourself a born writer?

No. In fact, when I was a child I hated to read. School book reports were a nightmare. Even though my teacher in eighth grade sent my poem, “Stars”, to a high school anthology, and it was published, I hated to write. I never would have imagined that someday I’d do just that.

When did you decide to become an author?

I don’t believe I consciously decided to become an author, but when I started reading to my sons, I discovered books were fun and entertaining, and I learned a lot from them. I also became a teacher and read to my students, mostly Newbery and Caldecott winners. Perhaps this is where the idea that I might write began. The June 2007 issue of The Writer magazine contains my breakthrough article.

I know you write young adult fiction. Is there any other genre you enjoy working on?

I write middle grade, too, and have tried a couple of picture books.

Tell us about your latest release. What is it about? What inspired you to write such a story?

Rebel in Blue Jeans is due out sometime in 2007 in trade paperback. Sixteen-year-old Rebel Ferguson is having a bad year. She has to deal with her mother who has run away with the drummer in a rock band, her father who has started drinking, the boy on the neighboring ranch who suddenly wants to be more than a friend, and a handsome college guy with a bad reputation who has taken an interest in her.

We read a lot about divorce and how it affects the children, especially younger ones. I decided to write about the influence of divorce on teenagers, at least on one teen.

When working on a novel, what is your schedule like? How long does it usually take you to finish a full-length book? Do you edit as your write or do you cough up the first draft and leave the polishing for later?

I’m a morning person and try to write from 9 am to noon. My brain stops after that, and I usually work on promo or do research in the afternoons. I write slowly because I edit as I go along. I hate to do it that way, but I can’t seem to get past a paragraph or a sentence until it makes sense. I can’t just jot down my thoughts, which would speed things up. I have to watch the research, too, or I’ll spend the morning reading all sorts of interesting articles on the Internet. I’ll use some of it, but it could wait until later. There’s really no set time it takes me to finish a book. I started my recent wip in May 2006, finished the rough draft in September 2006. The first revision took from September 2006, to March 2007. I’ve already added a stack of Post-it notes for ideas for the next edit. This story is resting now, while I work on my middle grade. More edits will follow. How many I haven’t a clue.

Fledgling writers often try to emulate their favorite author’s style. Did you experience this when you first started writing? If yes, who was your role model?

I did and still do, to a point. I have to be careful, because when I read a book that I really like, I think I should write that way, and it messes up the story I’m working on. No one role model, in particular, just whomever I happen to be reading at the moment. Some authors I really like their style are Stephanie Meyer, Sarah Dessen, Scott Westerfeld, Jodi Picoult, Ally Carter, Gail Giles, Dean Koontz, and I could go on and on. I’m easily influenced.

With so many books published, how do you promote your work and still have time to write, or vice versa? Do you follow a planned writing/marketing schedule? Any tips you would like to share with other authors?

Promotion is hard for me. I’d rather be writing. Even though I taught elementary school children for years, I’m a shy person. My voice fades away into nothing when I’m talking to a group of people. To promote my books, I’ve sent brochures to local and area schools for school visits, because I’m comfortable speaking with children. I’m waiting for replies. Book signings at libraries and book stores are not so intimidating and actually fun. I’ve sold few books that way, however. I’m looking into an online blog tour that several authors have done. I’m working on a movie trailer, which may never be finished. I also donate my books to contests, such as Teens Read Too. Anything to get my books out there and in the hands of teen readers. I’ve tried local festivals, but the booth rental was more than the profit I made from my books.

As far as schedules, I usually write Monday through Friday and work on promotion on Saturday. Some weekday afternoons I type letters to mail and make brochures. I order bookmarks, pencils, and other giveaways.

Tips: All I can say is try different things to see what works. Contact area newspapers, radio stations, and TV stations. (Next on my to-do list.)

Any upcoming books on the horizon?

Yes. Caves, Cannons, and Crinolines should be out soon in e-book. The story is set in Vicksburg, Mississippi, when the city was under siege during the Civil War. Also, my first middle-grade novel, I Live in a Doghouse, is under contract. One day this little voice whispered in my ear, “I live in a doghouse.” Of course I had to ask him why. And the story developed from there.

Do you have a website where readers may find more about you and your work?

My Web site is www.beverlystowemcclure.com
My blogs are: www.beverlyjean.livejournal.com and www.myspace.com/beverlywriter

What advice would you give to those young adult fiction authors who are trying to break into print?

Never give up. Write your story. Don’t try to write another Harry Potter. Edit, edit, edit. If you’re in a critique group, let them read your manuscript. (I’m not.) Search the markets. Even if a house is closed to submissions, sometimes they will read a query. Check message boards, such as the SCBWI for updated information on publishing houses. Then mail it and get busy on your next work.

If there was one book you’d recommend as absolute read for aspiring young adult fiction authors, what would that be?

That’s tough. There are so many good ones. I like Writing for Young Adults by Sherry Garland.

Please leave us with some words of wisdom.

Whether you’ve chosen to be a writer or writing has chosen you, write the best story you can write. Children deserve nothing less. Your reward is not the money (though that would be nice), but receiving that letter from a child, telling you how much he/she likes your book and how he/she relates to the main character.


Interview by Mayra Calvani

0 Comments on On the Spotlight: Young Adult Novelist Beverly Stowe McClure as of 5/22/2007 11:36:00 AM
Add a Comment
11. Half of an Elephant


Half of an Elephant by Gusti. Copy supplied by publisher, Kane/Miller. Originally published in Mexico 2006.

The Plot:
An elephant is fast asleep when CRACK the world is split in two. He wakes up half an elephant and now has to search for his other half.

The Good:
The plot is a mix of silly and serious as elephant (and every other animal) has to go looking for it's other half. In a weird way, this is like an adult romance break up and get back together story: elephant has to learn to be strong on it's own! Elephant is so desperate to be whole that it hooks up with the wrong half of an animal! And at the end, when the two halves reunite because after all, they belong together, each half retains its independence. It applies to any situation where someone "cannot live without the other person" yet find out... yes, the can.

The illustrations are very inventive; as described on the book flap, they are "digital images of numerous discarded objects to show children that art can be created from objects that usually end up in the garbage can." As such, I can easily see this being used to inspire art projects. Aside from the story itself, it's fun to look at the various animals and figure out what they are made of.

For some reason; I think because of the combination of "found objects" and the way the half animals survive despite being cut in two; I also read this as magical realism in picture book format. OK, so magical realism isn't quite the term I mean... but I cannot think of a term to use where the text of the story is so serious and factual while discussing something that is impossible. The serious treatment of something magical; the treating it as every day and normal; appealed to me, especially since the illustrations are also other-worldly.

Links:
Kane/Miller Play Pages (great for parents & teachers) PDF
Propernoun review
Kids Lit review
a whimsy Pick for 2006
Big A little a review

0 Comments on Half of an Elephant as of 1/1/1970
Add a Comment
12. Total Constant Order


I was delighted when I received this title in the mail.
Fin's life has changed so much in the last year. Her dad dragged her family from Vermont down to Florida, and to top it off, her folks split. Fin doesn't know how to fit into her Miami highschool, and consequently is ostracized.
To cope, she counts. Count, and counts, and counts. Some numbers are lucky. Whether they are even or odd makes a difference as well.
Her relationship with her mother is strained. Her mom brings her to
see a shrink who thinks that Paxil will be the answer to all the problems. It's not. The drug makes everything worse.
Fin connects with her school's weird kid, Thayer, after seeing him at her shrink's office. Thayer tells her about Ritalin, tagging, manatees...he's the only one that gives Fin the time of day. The problem is, Thayer's not exactly on solid ground himself.
Crissa Jean Chappell has written a sensative account of the lonliness and distress that disorders such as OCD bring to those who suffer. In our society today, too many folks joke about these things. Comments like "What are you? ADD?" fly around lunchrooms and libraries without a second thought. Perhaps Total Constant Order can open some eyes.

0 Comments on Total Constant Order as of 4/15/2007 7:29:00 AM
Add a Comment