Corcoran, M. (2006). The quest to digest. Watertown, MA: Charlesbridge.
Summary:
This book shows the digestive process as a boy eats an apple. It travels through intestines, the stomach, colon, etc. The story uses cartoon characters and a comic style text. It describes why you would have an upset stomach, why you throw up, and why you belch.
Ages:
3rd through 5th grade
Credibility of Author:
Mary K. Corcoran is a biologist and also read several anatomy and life biology books before writing The Quest to Digest.
National Standards that this book relates to:
The standards that this book meets are life science and science as inquiry.
Access Features:
There is a glossary of terms, bibliography, and further reading. There is also a start to finish labeled illustration of the digestive system.
Description of the Illustrations:
Jef Czekaj created the illustrations using line art drawn in ink on Bristol and then scanned and colored digitally.
Awards:
none
Related Texts:
Digestive System (Human Body) by Kristin Petrie
The Digestive System (Early Bird Body Systems) by Rebecca Johnson
Digestive System (Human Body) by Kristin Petrie
The Digestive System: Injury, Illness and Health (Body Focus: the Science of Health, Injury and Disease) by Carol Ballard
My response to the book:
This is a great book! It is written so that kids will be interested in the digestive system. The use of the boy and the little green blobby caricature that talks using speaking bubbles. Kids will definitely love this book!
How I would use this book in my class:
I will be using this book when studying the body’s systems in science!
This book has 24 pages.
Thursday, July 26, 2007
Wednesday, July 25, 2007
Give Me Liberty! The Story of the Declaration of Independence by Russell Freedman
Freedman, R. (2000). Give me liberty! the story of the declaration of independence. New York, NY: Scholastic.
Summary:
This book is told in a way that excites the reader and pulls them into the book. It is easy to understand and written so that the author’s excited voice shines through. The book describes events that led up to the writing of the Declaration of Independence, from the Boston Tea Party to the shot heard ‘round the world to the where the Declaration of Independence is currently displayed.
Ages:
4th through 7th grade
Credibility of Author:
Russell Freedman researched many different sources, read many books on the subject, and had help from credible sources.
National Standards that this book relates to:
The social studies standards that are met are time, continuity, change, people, places, and environments, civic ideals and practices.
Access Features:
Table of contents, chronology of events, bibliography, illustration credits, and index
Description of the Illustrations:
The illustrations are photographs and drawings taken from other sources.
Awards:
none
Related Texts:
The Signers: The 56 Stories Behind the Declaration of Independence by Dennis Brindell Fradin
The Journey of the One and Only Declaration of Independence by Judith St. George
My response to the book:
It was very nice to have a refresher of history that seemed to flow. There are many things that I had forgotten and just did not know. The text was easy to read and was written in a way that the historical figures seem so real!
How I would use this book in my class:
I would not use the text in whole, but could definitely be read in small sections.
This book has 90 pages.
Summary:
This book is told in a way that excites the reader and pulls them into the book. It is easy to understand and written so that the author’s excited voice shines through. The book describes events that led up to the writing of the Declaration of Independence, from the Boston Tea Party to the shot heard ‘round the world to the where the Declaration of Independence is currently displayed.
Ages:
4th through 7th grade
Credibility of Author:
Russell Freedman researched many different sources, read many books on the subject, and had help from credible sources.
National Standards that this book relates to:
The social studies standards that are met are time, continuity, change, people, places, and environments, civic ideals and practices.
Access Features:
Table of contents, chronology of events, bibliography, illustration credits, and index
Description of the Illustrations:
The illustrations are photographs and drawings taken from other sources.
Awards:
none
Related Texts:
The Signers: The 56 Stories Behind the Declaration of Independence by Dennis Brindell Fradin
The Journey of the One and Only Declaration of Independence by Judith St. George
My response to the book:
It was very nice to have a refresher of history that seemed to flow. There are many things that I had forgotten and just did not know. The text was easy to read and was written in a way that the historical figures seem so real!
How I would use this book in my class:
I would not use the text in whole, but could definitely be read in small sections.
This book has 90 pages.
The Life of John Lennon by Doreen Rappaport
Rappaport, D. (2004). The life of John Lennon. New York, NY: Hyperion Books for Children.
Summary:
This book begins by telling the reader that John Lennon’s dad was away at sea and his mom did not want him, so he goes to live with his very strict aunt. His uncle taught him how to read and he began to write his own stories and draw illustrations to accompany them, but his aunt did not like them so he kept his dream a secret. The story goes on to tell the reader how he met Paul McCartney, George Harrison, and Ringo Starr. Throughout this entire time of trying to form a band with these new friends, his aunt was telling him he could never make a living playing in a band. Soon after, the Beatles had many hits and Beatlemania began to sweep the world! John Lennon became very vocal against the Vietnam War and not long after, the Beatles parted ways. Soon after, he recorded his solo albums before being assassinated at the age of 40. Throughout the story, there are partial lyrics woven through the text.
Ages:
4th through 8th grade
Credibility of Author:
Doreen Rappaport is a well-known author who read many books before writing this book.
National Standards that this book relates to:
The social studies standards met are people, places, and environments.
Access Features:
There is a list of songs from John Lennon, an author’s note from Doreen Rappaport, an illustrator’s note from Bryan Collier, important dates, selected discography with Beatle’s albums and solo albums, selected research sources, and websites.
Description of the Illustrations:
The beginning end pages are illustrations of photographers with a quote from John Lennon. The illustrator was Bryan Collier and to create the illustrations for this book he listened to John Lennon’s songs and conversations. By doing this, he found a connection that he was able to draw.
Awards:
none
Related Texts:
Uptown (An Owlet Book) by Bryan Collier
In His Own Write by John Lennon
My response to the book:
I thought the way that this book was created and put together was amazing. The illustrations are absolutely unbelievable and the way that the lyrics were woven through the text is very cool!
How I would use this book in my class:
I would not so much use the text in my second grade class, but I would definitely use it to discuss techniques that illustrators use to pull the reader in.
Summary:
This book begins by telling the reader that John Lennon’s dad was away at sea and his mom did not want him, so he goes to live with his very strict aunt. His uncle taught him how to read and he began to write his own stories and draw illustrations to accompany them, but his aunt did not like them so he kept his dream a secret. The story goes on to tell the reader how he met Paul McCartney, George Harrison, and Ringo Starr. Throughout this entire time of trying to form a band with these new friends, his aunt was telling him he could never make a living playing in a band. Soon after, the Beatles had many hits and Beatlemania began to sweep the world! John Lennon became very vocal against the Vietnam War and not long after, the Beatles parted ways. Soon after, he recorded his solo albums before being assassinated at the age of 40. Throughout the story, there are partial lyrics woven through the text.
Ages:
4th through 8th grade
Credibility of Author:
Doreen Rappaport is a well-known author who read many books before writing this book.
National Standards that this book relates to:
The social studies standards met are people, places, and environments.
Access Features:
There is a list of songs from John Lennon, an author’s note from Doreen Rappaport, an illustrator’s note from Bryan Collier, important dates, selected discography with Beatle’s albums and solo albums, selected research sources, and websites.
Description of the Illustrations:
The beginning end pages are illustrations of photographers with a quote from John Lennon. The illustrator was Bryan Collier and to create the illustrations for this book he listened to John Lennon’s songs and conversations. By doing this, he found a connection that he was able to draw.
Awards:
none
Related Texts:
Uptown (An Owlet Book) by Bryan Collier
In His Own Write by John Lennon
My response to the book:
I thought the way that this book was created and put together was amazing. The illustrations are absolutely unbelievable and the way that the lyrics were woven through the text is very cool!
How I would use this book in my class:
I would not so much use the text in my second grade class, but I would definitely use it to discuss techniques that illustrators use to pull the reader in.
Following Freedom's Star: The Story of the Underground Railroad by James Haskins
Haskins, J., & Benson, K. (2002). Following Freedom's Star: The Story of the Underground Railroad.Tarrytown, NY: Benchmark Books.
Summary:
This book begins when America still belonged to England. It describes what slaves were required to do and then moves into telling about some of the slaves who escaped, such as one that belonged to Martha Washington, and how they had to keep their life in hiding. Throughout the book, two main slaves were discussed: Harriet Jacobs and John P. Parker. Both of these people became conductors on the Underground Railroad. The book describes where the Underground Railroad got its name, the various laws and acts that were put in to place to help slave owners, and the rediscovery of the Underground Railroad.
Ages:
3rd through 7th grade
Credibility of Author:
The authors read many books and talked to many people before writing this book.
National Standards that this book relates to:
The social studies standards that this book relates to are culture, time, continuity, change, people, places, environments, individual development and identity.
Access Features:
Table of contents, foreward, index, further readings, bibliography, and notes
Description of the Illustrations:
The photo research was conducted by Candlepants Incorporated and the photographs were taken from many sources such as historical societies and colleges.
Awards:
none
Related Texts:
Fleeing to Freedom on the Underground Railroad: The Courageous Slaves, Agents, And Conductors (People's History) by Elaine Landau
The Underground Railroad (Cornerstones of Freedom) by R. Conrad Stein
From Slavery to Freedom With Harriet Tubman (My American Journey) by Deborah Hedstrom-Page
My response to the book:
I learned so mych about the Underground Ralroad that I did not know. I recommed that everyone read this book!
How I would use this book in my class:
I think my class would enjoy this book over the period of at least one week completed as a read aloud, maybe during Black History month.
This book is 112 pages.
Summary:
This book begins when America still belonged to England. It describes what slaves were required to do and then moves into telling about some of the slaves who escaped, such as one that belonged to Martha Washington, and how they had to keep their life in hiding. Throughout the book, two main slaves were discussed: Harriet Jacobs and John P. Parker. Both of these people became conductors on the Underground Railroad. The book describes where the Underground Railroad got its name, the various laws and acts that were put in to place to help slave owners, and the rediscovery of the Underground Railroad.
Ages:
3rd through 7th grade
Credibility of Author:
The authors read many books and talked to many people before writing this book.
National Standards that this book relates to:
The social studies standards that this book relates to are culture, time, continuity, change, people, places, environments, individual development and identity.
Access Features:
Table of contents, foreward, index, further readings, bibliography, and notes
Description of the Illustrations:
The photo research was conducted by Candlepants Incorporated and the photographs were taken from many sources such as historical societies and colleges.
Awards:
none
Related Texts:
Fleeing to Freedom on the Underground Railroad: The Courageous Slaves, Agents, And Conductors (People's History) by Elaine Landau
The Underground Railroad (Cornerstones of Freedom) by R. Conrad Stein
From Slavery to Freedom With Harriet Tubman (My American Journey) by Deborah Hedstrom-Page
My response to the book:
I learned so mych about the Underground Ralroad that I did not know. I recommed that everyone read this book!
How I would use this book in my class:
I think my class would enjoy this book over the period of at least one week completed as a read aloud, maybe during Black History month.
This book is 112 pages.
Ten little Rabbits by Virginia Grossman
Grossman, V. (1991). Ten little rabbits. San Francisco, California: Chronicle Books.
Summary:
This is a counting book that goes from one to ten. Each number has a two-page spread that depicts the customs of various Native American tribes such as Hopi, Navajo, and Sioux. The customs include things like rain dances, smoke signals, traditional weavings, and hunting. There is also a glossary in the back that gives the reader more information.
Ages:
Pre-kindergarten through kindergarten
Credibility of Author:
I could not find any information on Virginia Grossman, but when I googled her name I found where this book was being blogged about!
National Standards that this book relates to:
This book meets the social studies standards of culture.
Access Features:
There is a glossary of Indian customs in the back.
Description of the Illustrations:
The illustrations were created by Sylvia Long. The illustrations incorporate various types of Indian customs.
Awards:
Related Texts:
Counting Kisses by Karen Kitz
The Icky Bug Counting Book by Jerry Pallotta
The Crayon Counting Book by Pam Munoz Ryan
My response to the book:
This was a very cute book. I liked how they incorporated all the different traditions into the number book.
How I would use this book in my class:
This book would be good if studying about different Native American traditions.
This book is 24 pages.
Summary:
This is a counting book that goes from one to ten. Each number has a two-page spread that depicts the customs of various Native American tribes such as Hopi, Navajo, and Sioux. The customs include things like rain dances, smoke signals, traditional weavings, and hunting. There is also a glossary in the back that gives the reader more information.
Ages:
Pre-kindergarten through kindergarten
Credibility of Author:
I could not find any information on Virginia Grossman, but when I googled her name I found where this book was being blogged about!
National Standards that this book relates to:
This book meets the social studies standards of culture.
Access Features:
There is a glossary of Indian customs in the back.
Description of the Illustrations:
The illustrations were created by Sylvia Long. The illustrations incorporate various types of Indian customs.
Awards:
Related Texts:
Counting Kisses by Karen Kitz
The Icky Bug Counting Book by Jerry Pallotta
The Crayon Counting Book by Pam Munoz Ryan
My response to the book:
This was a very cute book. I liked how they incorporated all the different traditions into the number book.
How I would use this book in my class:
This book would be good if studying about different Native American traditions.
This book is 24 pages.
Tuesday, July 24, 2007
Red Eyes or Blue Feathers: A Book about Animals by Patricia M. Stockland
Stockland, P. (2005). Red eyes or blue feathers: A book about animal colors. Minneapolis, MN: Picture Window Books.
Summary:
Red Eyes and Blue feathers describes why certain animals look the way they do. This book tells readers that a seahorse is yellow-brown because the seaweed helps hide him and macaw is brightly colored so that it blends in with the brightly colored flowers of the rain forest. The book also describes red foxes, polar bears, sharks, and rhinoceros among other animals. It starts off by telling that color adaptation is the best way for an animal to survive from hungry predators.
Ages:
Kindergarten through 3rd grade
Credibility of Author:
Patricia M. Stockland had help writing this book from zoological society of San Diego and San Diego zoo.
National Standards that this book relates to:
This book meets the science standard of life science and nature of science.
Access Features:
The book has a page that is Do You Remember? Where you match the facts with the pictures, fun facts, glossary, related texts, websites, an index, and books in other series.
Description of the Illustrations:
The illustrations were created digitally.
Awards:
I couldn’t find any for this book.
Related Texts:
Ice Bear: In the Steps of the Polar Bear by Nicola Davies
I See a Kookaburra! : Discovering Animal Habitats Around the World by Robin Page
My response to the book:
This book does a great job describing the colors of animals and why they look the way they do. Each page also includes a fact about the animal that the kids will love!
How I would use this book in my class:
This book could be used to talk about habitats. The students could discuss how the animal’s colors help protect them in the habitats that they live in.
This book is 24 pages.
Summary:
Red Eyes and Blue feathers describes why certain animals look the way they do. This book tells readers that a seahorse is yellow-brown because the seaweed helps hide him and macaw is brightly colored so that it blends in with the brightly colored flowers of the rain forest. The book also describes red foxes, polar bears, sharks, and rhinoceros among other animals. It starts off by telling that color adaptation is the best way for an animal to survive from hungry predators.
Ages:
Kindergarten through 3rd grade
Credibility of Author:
Patricia M. Stockland had help writing this book from zoological society of San Diego and San Diego zoo.
National Standards that this book relates to:
This book meets the science standard of life science and nature of science.
Access Features:
The book has a page that is Do You Remember? Where you match the facts with the pictures, fun facts, glossary, related texts, websites, an index, and books in other series.
Description of the Illustrations:
The illustrations were created digitally.
Awards:
I couldn’t find any for this book.
Related Texts:
Ice Bear: In the Steps of the Polar Bear by Nicola Davies
I See a Kookaburra! : Discovering Animal Habitats Around the World by Robin Page
My response to the book:
This book does a great job describing the colors of animals and why they look the way they do. Each page also includes a fact about the animal that the kids will love!
How I would use this book in my class:
This book could be used to talk about habitats. The students could discuss how the animal’s colors help protect them in the habitats that they live in.
This book is 24 pages.
Galaxies, Galaxies! by Gail Gibbons
Gibbons, G. (2007). Galaxies, galaxies!. New York, NY: Holiday House.
Summary:
This book describes things related to the solar system. It talks about the Milky Way, telescopes, astronomers, light years, and various types of galaxies. The text is easy to read and will easily be understood by young readers
Ages:
2nd through 4th grade
Credibility of Author:
Gail Gibbons is a well-known non-fiction author. When writing this book, she was assisted by a professor of astronomy from St. Michael’s College in Vermont.
National Standards that this book relates to:
The standards that are met by this book are science as inquiry and space science.
Access Features:
There is a page in the back that describes a little more about galaxies.
Description of the Illustrations:
I was not able to find what the illustrations were created with, but the are amazing. There is so much detail put into each drawing!
Awards:
This book was just published this year, so be on the look out for its awards next year!
Related Texts:
Planet Earth Inside and Out by Gail Gibbons
Galaxies by Seymour Simon
Buzz Aldrin: Reaching for the Stars by Buzz Aldrin
My response to the book:
This book does a great job describing things that are in outer space. I enjoyed learning about the different types of galaxies and various astronomers.
How I would use this book in my class:
We will definitely be using this book when we study space and the solar system.
Summary:
This book describes things related to the solar system. It talks about the Milky Way, telescopes, astronomers, light years, and various types of galaxies. The text is easy to read and will easily be understood by young readers
Ages:
2nd through 4th grade
Credibility of Author:
Gail Gibbons is a well-known non-fiction author. When writing this book, she was assisted by a professor of astronomy from St. Michael’s College in Vermont.
National Standards that this book relates to:
The standards that are met by this book are science as inquiry and space science.
Access Features:
There is a page in the back that describes a little more about galaxies.
Description of the Illustrations:
I was not able to find what the illustrations were created with, but the are amazing. There is so much detail put into each drawing!
Awards:
This book was just published this year, so be on the look out for its awards next year!
Related Texts:
Planet Earth Inside and Out by Gail Gibbons
Galaxies by Seymour Simon
Buzz Aldrin: Reaching for the Stars by Buzz Aldrin
My response to the book:
This book does a great job describing things that are in outer space. I enjoyed learning about the different types of galaxies and various astronomers.
How I would use this book in my class:
We will definitely be using this book when we study space and the solar system.
Turtle Crossing by Rick Chrustowski
Chrustowski, R. (2006). Turtle crossing. New York, NY: Henry Holt and Company, LLC.
Summary:
Turtle Crossing is a picture biography of a painted turtle! It begins with the birth of the turtles underground and describes how they claw their way to the top of the earth, find water, and eat. The book describes how turtles hibernate at the bottom of the pond for months at a time and what they do after their hibernation. After the turtle in the story has mated with a male turtle, she crosses the road to lay her 5 eggs in a hole that she digs in a field. As she is crossing the road to get back to the pond, a car is seen coming down the road so she pulls herself into her shell. The car stops and a little boy gets out, picks her up, and places her at the edge of the pond. In spring, the book tells the reader that the babies will hatch and cross the road, but the momma may never see them.
Ages:
1st through 3rd grade
Credibility of Author:
Rick Chrustowski decided to write this book after driving down a road and seeing a turtle crossing sign. This sign peaked his curiosity to he found a wetland that had a road going through it. He sat out beside a pond for days and watched the turtles cross the road.
National Standards that this book relates to:
The science standards met are Science as inquiry and Life Science.
Access Features:
In the back of the book there is a section entitled Turtle Crossing. This section gives the reader more information about turtles.
Description of the Illustrations:
Rick Chrustowski also illustrated this book. He used pictures that he had taken while out in the wetlands and a turtle shell that he had found years ago to be sure that his drawings were correct. He used forty layers of colored pencil over watercolor wash to create the illustrations.
Awards:
I could not find any awards that this book had won, but it should have!
Related Texts:
Army Ant Parade, Bright Beetle, and Blue Bird Sky all written by Rick Chrustowski.
My response to the book:
This book is a great way to teach about the life cycle of a turtle and the habitat of a turtle. The illustrations do a wonderful job of showing children the pond where the turtles live. The text is very simple to read and kids will definitely enjoy it and learn from it. I learned that turtles hibernate at the bottom of ponds when ice begins to cover the pond!
How I would use this book in my class:
I will definitely be using this book when studying about habitats!
This book has 29 pages.
If you read any books by Rick Chrustowski, be sure to visit his website, http://www.rickchrustowski.com, because each book he has written has a slide show that describes how he went about preparing to write the book and an art activity that corresponds with the book!!!
Summary:
Turtle Crossing is a picture biography of a painted turtle! It begins with the birth of the turtles underground and describes how they claw their way to the top of the earth, find water, and eat. The book describes how turtles hibernate at the bottom of the pond for months at a time and what they do after their hibernation. After the turtle in the story has mated with a male turtle, she crosses the road to lay her 5 eggs in a hole that she digs in a field. As she is crossing the road to get back to the pond, a car is seen coming down the road so she pulls herself into her shell. The car stops and a little boy gets out, picks her up, and places her at the edge of the pond. In spring, the book tells the reader that the babies will hatch and cross the road, but the momma may never see them.
Ages:
1st through 3rd grade
Credibility of Author:
Rick Chrustowski decided to write this book after driving down a road and seeing a turtle crossing sign. This sign peaked his curiosity to he found a wetland that had a road going through it. He sat out beside a pond for days and watched the turtles cross the road.
National Standards that this book relates to:
The science standards met are Science as inquiry and Life Science.
Access Features:
In the back of the book there is a section entitled Turtle Crossing. This section gives the reader more information about turtles.
Description of the Illustrations:
Rick Chrustowski also illustrated this book. He used pictures that he had taken while out in the wetlands and a turtle shell that he had found years ago to be sure that his drawings were correct. He used forty layers of colored pencil over watercolor wash to create the illustrations.
Awards:
I could not find any awards that this book had won, but it should have!
Related Texts:
Army Ant Parade, Bright Beetle, and Blue Bird Sky all written by Rick Chrustowski.
My response to the book:
This book is a great way to teach about the life cycle of a turtle and the habitat of a turtle. The illustrations do a wonderful job of showing children the pond where the turtles live. The text is very simple to read and kids will definitely enjoy it and learn from it. I learned that turtles hibernate at the bottom of ponds when ice begins to cover the pond!
How I would use this book in my class:
I will definitely be using this book when studying about habitats!
This book has 29 pages.
If you read any books by Rick Chrustowski, be sure to visit his website, http://www.rickchrustowski.com, because each book he has written has a slide show that describes how he went about preparing to write the book and an art activity that corresponds with the book!!!
Monday, July 23, 2007
Buzz Aldrin: Reaching for the Moon
Aldrin, B. (2005). Buzz Aldrin: reaching for the moon. New York, NY: Harper Collins Publishing.
Summary:
This is a picture autobiography of Buzz Aldrin. The story describes where he got his nickname and the multiple coincidences that happened early in his life. After high school, Buzz attended West Point and became a fighter pilot. After deciding that he wanted to become an astronaut he went back to a university and studied aeronautics and astronautics. The first time that he applied to the astronaut program he was not accepted, so he tried again and was accepted. He made one flight before being assigned to the Apollo flight that took him and two other astronauts into space allowing him and Neil Armstrong to be the first people ever to walk on the moon.
Ages:
Kindergarten through 5th grade
Credibility of Author:
The author, Buzz Aldrin, is very credible since he is the one who actually went to the moon! Also NASA and the Johnson Space center provided references to help create this book.
National Standards that this book relates to:
The social studies standards that are met are time, continuity, and change
And the science standards met are earth and space science.
Access Features:
Author’s note and illustrator’s note and a timeline
Description of the Illustrations:
The illustrations were created by Wendell Minor. This quote was taken from the illustrator’s website about illustrations: “Artist Wendell Minor has said, ‘A picture invites the viewer into it and offers a sense of mystery. It lets the viewer become part of the process. A good picture, like a good story, is timeless.’ (www.minorart.com)
Awards:
Outstanding Science Trade book K-12
Related Texts:
If You Decide to go to the Moon by Faith Mcnulty
Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmish
My response to the book:
I love this book! The illustrations in it are great. They create such brightness and pull the reader in and make it feel like you were there! My students will love this book when I use it.
How I would use this book in my class:
This would be a great book to use when we study the solar system. It will truly interest the kids to see a book written about a person who has actually been to the moon.
This book has 37 pages.
Summary:
This is a picture autobiography of Buzz Aldrin. The story describes where he got his nickname and the multiple coincidences that happened early in his life. After high school, Buzz attended West Point and became a fighter pilot. After deciding that he wanted to become an astronaut he went back to a university and studied aeronautics and astronautics. The first time that he applied to the astronaut program he was not accepted, so he tried again and was accepted. He made one flight before being assigned to the Apollo flight that took him and two other astronauts into space allowing him and Neil Armstrong to be the first people ever to walk on the moon.
Ages:
Kindergarten through 5th grade
Credibility of Author:
The author, Buzz Aldrin, is very credible since he is the one who actually went to the moon! Also NASA and the Johnson Space center provided references to help create this book.
National Standards that this book relates to:
The social studies standards that are met are time, continuity, and change
And the science standards met are earth and space science.
Access Features:
Author’s note and illustrator’s note and a timeline
Description of the Illustrations:
The illustrations were created by Wendell Minor. This quote was taken from the illustrator’s website about illustrations: “Artist Wendell Minor has said, ‘A picture invites the viewer into it and offers a sense of mystery. It lets the viewer become part of the process. A good picture, like a good story, is timeless.’ (www.minorart.com)
Awards:
Outstanding Science Trade book K-12
Related Texts:
If You Decide to go to the Moon by Faith Mcnulty
Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmish
My response to the book:
I love this book! The illustrations in it are great. They create such brightness and pull the reader in and make it feel like you were there! My students will love this book when I use it.
How I would use this book in my class:
This would be a great book to use when we study the solar system. It will truly interest the kids to see a book written about a person who has actually been to the moon.
This book has 37 pages.
Wednesday, July 18, 2007
The Great Fire by Jim Murphy
Murphy, J. (1995). The great fire. New York, NY: Scholastic.
(2 books)
Summary:
The Great Fire is about the burning of Chicago in 1871. It started on a small farm by an unknown source and rapidly moved through the large city. The fire’s fast movement was partly due to several major mistakes caused by citizens and firemen. Fire alarms were not set off and sent firefighters to the wrong part of the city. There were many mistakes that were made while trying to fight the fire. The fire went on for several days and caused over 100,000 Chicago citizens to leave there home with very little possessions. The story is interlaced with first hand accounts of adults and a child that lived through the days of the fire.
Ages:
Grades 5th through 12th
Credibility of Author:
Jim Murphy had a lot of help from the Institute of Chicago, the university of Chicago Libraries, the Chicago Architecture Foundations, the Chicago Historical Society, and the Chicago Public Library. He also had a fact checker that reviewed the book after he wrote it.
National Standards that this book relates to:
The social studies standards that this book relates to are time, continuity, and change and
people, places, and environments
Access Features:
This book has an author’s acknowledgment, a table of contents, an introduction, a bibliography and sources, and an index.
Description of the Illustrations:
The illustrations in the book are historical maps, drawings, and photographs.
Awards:
Newberry Honor Book
Boston Globe-Horn Book Nonfiction Honor Book Award
NCTE Orbis Pictus Award for Outstanding Nonfiction
ALA Notable Children’s Book
and many, many others!
Related Texts:
Butt, Earnest. Chicago then and now: A pictorial history of the city’s development. Chicago: Aurora, Finch & McCullouch, 1933.
Masters, Edgar Lee. The tale of Chicago. New York: G.P. Putnam ‘s Sons, 1933.
My response to the book:
I was not really looking forward to reading a book about a fire, but once I sat down and started reading it was difficult to quit. This book is definitely well written and pulls the reader in. It is a combinations of facts and personal stories. The maps, drawings, and photographs help bring the fire to life and allows the reader to have a better mental image of what was going on during the few days of the fire.
How I would use this book in my class:
I do not think that I would really use this book in my classroom, but if I taught older grades I would definitely find a way to incorporate it. Students could easily read this book and would enjoy it.
This book has 144 pages.
(2 books)
Summary:
The Great Fire is about the burning of Chicago in 1871. It started on a small farm by an unknown source and rapidly moved through the large city. The fire’s fast movement was partly due to several major mistakes caused by citizens and firemen. Fire alarms were not set off and sent firefighters to the wrong part of the city. There were many mistakes that were made while trying to fight the fire. The fire went on for several days and caused over 100,000 Chicago citizens to leave there home with very little possessions. The story is interlaced with first hand accounts of adults and a child that lived through the days of the fire.
Ages:
Grades 5th through 12th
Credibility of Author:
Jim Murphy had a lot of help from the Institute of Chicago, the university of Chicago Libraries, the Chicago Architecture Foundations, the Chicago Historical Society, and the Chicago Public Library. He also had a fact checker that reviewed the book after he wrote it.
National Standards that this book relates to:
The social studies standards that this book relates to are time, continuity, and change and
people, places, and environments
Access Features:
This book has an author’s acknowledgment, a table of contents, an introduction, a bibliography and sources, and an index.
Description of the Illustrations:
The illustrations in the book are historical maps, drawings, and photographs.
Awards:
Newberry Honor Book
Boston Globe-Horn Book Nonfiction Honor Book Award
NCTE Orbis Pictus Award for Outstanding Nonfiction
ALA Notable Children’s Book
and many, many others!
Related Texts:
Butt, Earnest. Chicago then and now: A pictorial history of the city’s development. Chicago: Aurora, Finch & McCullouch, 1933.
Masters, Edgar Lee. The tale of Chicago. New York: G.P. Putnam ‘s Sons, 1933.
My response to the book:
I was not really looking forward to reading a book about a fire, but once I sat down and started reading it was difficult to quit. This book is definitely well written and pulls the reader in. It is a combinations of facts and personal stories. The maps, drawings, and photographs help bring the fire to life and allows the reader to have a better mental image of what was going on during the few days of the fire.
How I would use this book in my class:
I do not think that I would really use this book in my classroom, but if I taught older grades I would definitely find a way to incorporate it. Students could easily read this book and would enjoy it.
This book has 144 pages.
Tuesday, July 17, 2007
I See a Kookaburra by Steve Jenkins
Jenkins, S. (2005). I see a kookaburra. New York, NY: Houghton Mifflin Co..
Summary:
This book describes six different habitats in different part of the world. Each page layout
shows a habitat with eight animals and an ant. The illustrations are unbelievable and the details that they include do an excellent job of describing the habitat. After each page is another double page layout that has a picture of each animal shown on the previous page with its name and where it was located on the page. In the back of the book is a short paragraph telling about each of the animals shown in the book.
Ages:
K through 4th grade
Credibility of Author:
Steve Jenkins read many books before writing this book. He always visits places that will help him write his books, such as the zoo, and talks to many experts in the field.
National Standards that this book relates to:
Life Science
Access Features:
There are paragraphs in the back of the book that describes each of the animals shown in the book. There is a sectional for additional reading and a map that shows where in the world each habitat was located.
Description of the Illustrations:
The illustrations are collages of cut and torn paper created by Robin Page. The cover of the book is a kookaburra that is kind of hidden behind tall grass; which relates to the title I See a Kookaburra.
Awards:
2006 NSTA-CBC Outstanding Science Trade Book for Children
2005 Bulletin of the Center for Children's Books -- Blue Ribbon Winner
Related Texts:
Press, J. (2005). Animal habitats! : learning about North American animals & plants through art, science & creative play. Nashville, TN: Williamson Books.
Hewitt, S. (1999). All kinds of habitats. New York, New York: Children's Press.
My response to the book:
This book was a lot of fun to read. You had to look pretty hard to find some of the animals! Being able to read more about each animal in the back of the book was pretty interesting to.
How I would use this book in my class:
This would be great when we study about animal habitats in second grade!
This book has 17 pages.
Summary:
This book describes six different habitats in different part of the world. Each page layout
shows a habitat with eight animals and an ant. The illustrations are unbelievable and the details that they include do an excellent job of describing the habitat. After each page is another double page layout that has a picture of each animal shown on the previous page with its name and where it was located on the page. In the back of the book is a short paragraph telling about each of the animals shown in the book.
Ages:
K through 4th grade
Credibility of Author:
Steve Jenkins read many books before writing this book. He always visits places that will help him write his books, such as the zoo, and talks to many experts in the field.
National Standards that this book relates to:
Life Science
Access Features:
There are paragraphs in the back of the book that describes each of the animals shown in the book. There is a sectional for additional reading and a map that shows where in the world each habitat was located.
Description of the Illustrations:
The illustrations are collages of cut and torn paper created by Robin Page. The cover of the book is a kookaburra that is kind of hidden behind tall grass; which relates to the title I See a Kookaburra.
Awards:
2006 NSTA-CBC Outstanding Science Trade Book for Children
2005 Bulletin of the Center for Children's Books -- Blue Ribbon Winner
Related Texts:
Press, J. (2005). Animal habitats! : learning about North American animals & plants through art, science & creative play. Nashville, TN: Williamson Books.
Hewitt, S. (1999). All kinds of habitats. New York, New York: Children's Press.
My response to the book:
This book was a lot of fun to read. You had to look pretty hard to find some of the animals! Being able to read more about each animal in the back of the book was pretty interesting to.
How I would use this book in my class:
This would be great when we study about animal habitats in second grade!
This book has 17 pages.
You Forgot Your Skirt, Amelia Bloomer! by S. Corey
Corey, S. (2000). You forgot your skirt, Amelia Bloomer!. New York, NY: Scholastic Press.
Summary:
Amelia Bloomer was a women’s rights activist. She felt that a lot of the prejudices held against women were just plain silly. So to do her part, she started a newspaper that was for women. It also gave women a place to work. Another thing that she felt was silly were the large dresses that women had to wear. They weighed a lot, they swept up dirt and mud, they were very tight, and they were so wide that they would not fit through some doorways. One day Amelia invited over a friend. That friend brought her cousin Libby with her. Libby was wearing a knee length dress that was not too heavy, long, wide, or tight. Under it she had matching ankle length bloomers. Amelia was so amazed by this idea that she went right to work creating her own pair. She wrote about how wonderful they were in her newspaper. Women from all over sent her letters wanting to know where to get the outfits or a pattern to make their own. After a while, they went out of style – but women never returned to wearing the large, heavy, tight, wide dresses that they once did.
Ages:
Kindergarten through 3rd grade
Credibility of Author:
There is an author’s note in the back of the text that explains more about Amelia Bloomer and where the author got some of her information ( like A Ladies’ Temperance Society).
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
Author’s note
Description of the Illustrations:
The paintings were created by Chelsey McLaren using gouache. The end pages of this book show the bloomers that women wore. They are shown from the knee down and the illustrations are so large that only one leg fits on each page. The illustrations on the cover of the book pull the reader in. They are very colorful and interesting. It makes you want to pull the book out and look inside!
Awards:
Publishers Weekly Best Children’s Books 2000
Booklist Editors Choice for 2000
Children’s Literature Choice 2001
Related Texts:
Corey, S. (2003). Players in pigtails. New York, NY: Scholastic, Inc..
Fritz, J. (1997). You want women to vote, Lizzie Stanton? . New York, NY: Putnam's.
My response to the book:
I loved this book! It was very simple text and explained a major movement in women’s rights. The illustrations are wonderful and really draw the reader in.
How I would use this book in my class:
It is important for students to know what women played parts in US history. This would be a perfect book for that!
This book is 28 pages long.
Summary:
Amelia Bloomer was a women’s rights activist. She felt that a lot of the prejudices held against women were just plain silly. So to do her part, she started a newspaper that was for women. It also gave women a place to work. Another thing that she felt was silly were the large dresses that women had to wear. They weighed a lot, they swept up dirt and mud, they were very tight, and they were so wide that they would not fit through some doorways. One day Amelia invited over a friend. That friend brought her cousin Libby with her. Libby was wearing a knee length dress that was not too heavy, long, wide, or tight. Under it she had matching ankle length bloomers. Amelia was so amazed by this idea that she went right to work creating her own pair. She wrote about how wonderful they were in her newspaper. Women from all over sent her letters wanting to know where to get the outfits or a pattern to make their own. After a while, they went out of style – but women never returned to wearing the large, heavy, tight, wide dresses that they once did.
Ages:
Kindergarten through 3rd grade
Credibility of Author:
There is an author’s note in the back of the text that explains more about Amelia Bloomer and where the author got some of her information ( like A Ladies’ Temperance Society).
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
Author’s note
Description of the Illustrations:
The paintings were created by Chelsey McLaren using gouache. The end pages of this book show the bloomers that women wore. They are shown from the knee down and the illustrations are so large that only one leg fits on each page. The illustrations on the cover of the book pull the reader in. They are very colorful and interesting. It makes you want to pull the book out and look inside!
Awards:
Publishers Weekly Best Children’s Books 2000
Booklist Editors Choice for 2000
Children’s Literature Choice 2001
Related Texts:
Corey, S. (2003). Players in pigtails. New York, NY: Scholastic, Inc..
Fritz, J. (1997). You want women to vote, Lizzie Stanton? . New York, NY: Putnam's.
My response to the book:
I loved this book! It was very simple text and explained a major movement in women’s rights. The illustrations are wonderful and really draw the reader in.
How I would use this book in my class:
It is important for students to know what women played parts in US history. This would be a perfect book for that!
This book is 28 pages long.
Milk: the fight for purity by James Cross Giblin
Giblin, J. (1986). Milk: the fight for purity. New York, NY: Thomas Y. Crowell Junior Books.
(2 books)
Summary:
Milk: The Fight for Purity is a biography of milk. It begins in the Middle East about 10,000 years ago and describes the fight that took place to have milk that would not make people sick. In the 1700’s milk sellers delivered milk to people’s homes each day They carried the milk through the heat in open containers that collected all sorts of falling debris. There were high numbers of people who had tuberculosis, typhoid fever, cholera, and scarlet fever. Doctors and scientists thought that this was largely due to unsanitary milk. By 1839, infant deaths accounted for almost half of the deaths in New York City. This was also contributed to milk. In the 1850’s Louis Pasteur developed a process know as pasteurization. This process heated milk to a specific temperature for several minutes to kill harmful bacteria. The problem with pasteurization at this time was that it also ruined the sweet taste of milk. In the early 1900’s a more effective way of pasteurization was introduced called the flash method. This heated milk to 184 degrees for a few seconds and then it was cooled rapidly. This newer method killed the unsafe bacteria while still keeping the sweet taste.
This book also discusses the outbreaks that milk has caused and the various packaging that it has gone through. It discusses the fight that the American people have waged just to have milk that was sanitary.
Ages:
5th through 8th grade
Credibility of Author:
James Giblin read many books about public health and milk before writing this story. The author also included an acknowledgement in the front of the text for help in providing research materials and photographs.
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
This book contains a bibliography and an index of key words and photographs. There is also an acknowledgement from the author in the front of the book.
Description of the Illustrations:
The photographs in the book were taken from places like the library of Congress, the U.S Department of Agriculture, and the Metropolitan Museum of Art.
Related Texts:
Kalman, B. (1998). Hooray for dairy farming. New York, NY: Crabtree Publishing.
Gibbons, G. (1987). The milk makers. New York, NY: Aladdin Publishing.
My response to the book:
I really enjoyed reading this book. I had never known that milk had to go through such a fight just to be safe enough to drink. It was amazing to see how unsanitary the milking process used to be.
How I would use this book in my class:
This would be a good book to use parts of the text to talk about cows or dairy farming. I would nut use it in its entirety, but specific chapters could easily be related to younger content.
(2 books)
Summary:
Milk: The Fight for Purity is a biography of milk. It begins in the Middle East about 10,000 years ago and describes the fight that took place to have milk that would not make people sick. In the 1700’s milk sellers delivered milk to people’s homes each day They carried the milk through the heat in open containers that collected all sorts of falling debris. There were high numbers of people who had tuberculosis, typhoid fever, cholera, and scarlet fever. Doctors and scientists thought that this was largely due to unsanitary milk. By 1839, infant deaths accounted for almost half of the deaths in New York City. This was also contributed to milk. In the 1850’s Louis Pasteur developed a process know as pasteurization. This process heated milk to a specific temperature for several minutes to kill harmful bacteria. The problem with pasteurization at this time was that it also ruined the sweet taste of milk. In the early 1900’s a more effective way of pasteurization was introduced called the flash method. This heated milk to 184 degrees for a few seconds and then it was cooled rapidly. This newer method killed the unsafe bacteria while still keeping the sweet taste.
This book also discusses the outbreaks that milk has caused and the various packaging that it has gone through. It discusses the fight that the American people have waged just to have milk that was sanitary.
Ages:
5th through 8th grade
Credibility of Author:
James Giblin read many books about public health and milk before writing this story. The author also included an acknowledgement in the front of the text for help in providing research materials and photographs.
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
This book contains a bibliography and an index of key words and photographs. There is also an acknowledgement from the author in the front of the book.
Description of the Illustrations:
The photographs in the book were taken from places like the library of Congress, the U.S Department of Agriculture, and the Metropolitan Museum of Art.
Related Texts:
Kalman, B. (1998). Hooray for dairy farming. New York, NY: Crabtree Publishing.
Gibbons, G. (1987). The milk makers. New York, NY: Aladdin Publishing.
My response to the book:
I really enjoyed reading this book. I had never known that milk had to go through such a fight just to be safe enough to drink. It was amazing to see how unsanitary the milking process used to be.
How I would use this book in my class:
This would be a good book to use parts of the text to talk about cows or dairy farming. I would nut use it in its entirety, but specific chapters could easily be related to younger content.
Thursday, July 5, 2007
Science detectives: how scientists solved six real-life mysteries
By the editors of Yes magazine, (2006). Science detectives: how scientists solved six real-life mysteries. Toronto, ON: Kids Can Press Ltd..
Summary:
This is a book comprised of six mysteries and how scientists went about solving them. It shows students that scientists use some of the same steps and methods that detectives do. It is set up in a way that will grab students attention and has very kid-friendly text. The six mysteries addressed are: vanishing vultures, a 6,000 year old iceman, typhoid fever, diamonds, DNA, and the crash of Swissair Flight 111.
Ages:
K through 5th grade
Credibility of Author:
This book was put together by people from YES magazine, which is a science magazine that also has specific bimonthly publishing for ages 6-9 and 9-12. It introduces students to science, technology, and engineering.
National Standards that this book relates to:
Science as Inquiry, Science in Personal and Social, and History and Nature of Science
Access Features:
This book contains a kid-friendly table of contents, and introduction to how scientists think like detectives, and an index.
Description of the Illustrations:
This book is comprised of photos and illustrations cone by Rose Cowles. The test is done in columns and pictures are squished throughout the text. Some of the pages are created to look like file folders that a detectives may use to keep their files straight.
Awards:
Outstanding Science Trade Book 2007
Related Texts:
Mallory, K. (2006). Diving to a Deep-Sea Volcano . Boston, MA: Houghton Mifflin Company.
My response to the book:
While this book would not be good for a read-aloud, it would be excellent for students to look through for an inquiry or just to absorb more information.
This book is 48 pages and divided into six sections
Summary:
This is a book comprised of six mysteries and how scientists went about solving them. It shows students that scientists use some of the same steps and methods that detectives do. It is set up in a way that will grab students attention and has very kid-friendly text. The six mysteries addressed are: vanishing vultures, a 6,000 year old iceman, typhoid fever, diamonds, DNA, and the crash of Swissair Flight 111.
Ages:
K through 5th grade
Credibility of Author:
This book was put together by people from YES magazine, which is a science magazine that also has specific bimonthly publishing for ages 6-9 and 9-12. It introduces students to science, technology, and engineering.
National Standards that this book relates to:
Science as Inquiry, Science in Personal and Social, and History and Nature of Science
Access Features:
This book contains a kid-friendly table of contents, and introduction to how scientists think like detectives, and an index.
Description of the Illustrations:
This book is comprised of photos and illustrations cone by Rose Cowles. The test is done in columns and pictures are squished throughout the text. Some of the pages are created to look like file folders that a detectives may use to keep their files straight.
Awards:
Outstanding Science Trade Book 2007
Related Texts:
Mallory, K. (2006). Diving to a Deep-Sea Volcano . Boston, MA: Houghton Mifflin Company.
My response to the book:
While this book would not be good for a read-aloud, it would be excellent for students to look through for an inquiry or just to absorb more information.
This book is 48 pages and divided into six sections
Gregor Mendel: The Friar who Grew Peas y Cheryl Bardoe
Bardoe, C. (2006). Gregor Mendel: The friar who grew peas. New York, NY: Abrams Books for Young Readers.
Summary:
This is a picture book biography about the father of genetics, Gregor Mendel. It begins when he was young. The school that his town had was not challenging enough for him, so he went and lived at another school. His family could only afford to pay for tuition, books, and half of a meal plan, so Gregor only ate half of the time. While he was there, his father, who was a farmer, broke his back so Gregor took on tutoring jobs to cover tuition and books. He decided to become a friar to help feed him self. He did such a great job that as a reward he was sent to study at the University of Vienna, where he took a great interest in nature’s miracles. After returning for the University he taught science at a local school. While doing that, he yearned to answer the question “Why do mothers and fathers pass down their traits to their children?”. He wanted to find a pattern to answer this question using math. He began trying by using 34 types of peas. He bred each pair of peas to see how often each trait appeared. During an 8 year period, Gregor grew almost 28,000 pea plants and found out that every pea plant has two genes necessary to create any one trait.
Ages:
3rd through 8th grade
Credibility of Author:
Cheryl Bardoe is Senior Project Manager of Exhibitions at The Field Museum of Chicago. To write this book, she read many other books about Gregor Mendel.
National Standards that this book relates to:
Science in personal and social perspective, History and nature of science, and Life Science.
Access Features:
There is an author’s note and a selected bibliography.
Description of the Illustrations:
The Illustrations are paintings that look like watercolor and were created by Jos. A. Smith. The end pages have the same illustrations of vines that the title pages does.
Related Texts:
Pasachoff, N. (2006). Barbara McClintock: Genius of Genetics. Berkeley Heights, NJ: Enslow Publishing.
My response to the book:
This book explained the history of genetics in an easy to read format. It would be simple for students to read and understand the text with very few problems. I wish I had read this book before learning about traits in biology!
How I would use this book in my class:
This is a good resource when kids ask about why certain plants or people look the way they do. It would not be a very good read aloud for my younger students, but would be very useful in a high school biology class (everybody loves children’s books!).
This book is 38 pages.
Summary:
This is a picture book biography about the father of genetics, Gregor Mendel. It begins when he was young. The school that his town had was not challenging enough for him, so he went and lived at another school. His family could only afford to pay for tuition, books, and half of a meal plan, so Gregor only ate half of the time. While he was there, his father, who was a farmer, broke his back so Gregor took on tutoring jobs to cover tuition and books. He decided to become a friar to help feed him self. He did such a great job that as a reward he was sent to study at the University of Vienna, where he took a great interest in nature’s miracles. After returning for the University he taught science at a local school. While doing that, he yearned to answer the question “Why do mothers and fathers pass down their traits to their children?”. He wanted to find a pattern to answer this question using math. He began trying by using 34 types of peas. He bred each pair of peas to see how often each trait appeared. During an 8 year period, Gregor grew almost 28,000 pea plants and found out that every pea plant has two genes necessary to create any one trait.
Ages:
3rd through 8th grade
Credibility of Author:
Cheryl Bardoe is Senior Project Manager of Exhibitions at The Field Museum of Chicago. To write this book, she read many other books about Gregor Mendel.
National Standards that this book relates to:
Science in personal and social perspective, History and nature of science, and Life Science.
Access Features:
There is an author’s note and a selected bibliography.
Description of the Illustrations:
The Illustrations are paintings that look like watercolor and were created by Jos. A. Smith. The end pages have the same illustrations of vines that the title pages does.
Related Texts:
Pasachoff, N. (2006). Barbara McClintock: Genius of Genetics. Berkeley Heights, NJ: Enslow Publishing.
My response to the book:
This book explained the history of genetics in an easy to read format. It would be simple for students to read and understand the text with very few problems. I wish I had read this book before learning about traits in biology!
How I would use this book in my class:
This is a good resource when kids ask about why certain plants or people look the way they do. It would not be a very good read aloud for my younger students, but would be very useful in a high school biology class (everybody loves children’s books!).
This book is 38 pages.
Butterfly Eyes and other Secrets of the Meadows by Joyce Sidman
Sidman, J. (2006). Butterfly eyes and other secrets of the meadows. New York, NY: Houghton Mifflin Company.
Summary:
This book begins with two poems that ask “Who am I?” and “What Am I?”. After the poem there is information that tells you what the poems were about and gives you more information. This continues throughout the book. The poems are very descriptive and create a wonderful mental image. The information provided about the poem gives the reader more insight and would be an excellent lead way in to further inquiry.
Ages:
K through 5th
Credibility of Author:
Joyce Sidman has written many poetry books and won multiple awards. She teaches poetry in a step by step method to elementary school students and has written teacher’s guides for teaching poetry.
National Standards that this book relates to:
Life Science
Access Features:
There is a glossary of terms in the back of the book.
Description of the Illustrations:
The illustrations are scratchboard and were created by Beth Krommes. The end pages in the front and back are also made of scatchboard illustrations and the cover of the book is a deep purple linen with a silver butterfly embossed on the front.
Awards:
2007 NSTA-CBC Outstanding Science Trade Book for Children
2007 ALA Notable Book for Children
2006 ASPCA Henry Bergh Children's Book Award
Related Texts:
Sidman, J. (2004). Song of the Water Boatman. new York, NY: houghton Mifflin Company.
Sidman, J. (2003). Just Us Two : Poems About Dads. Minneapolis, MN: Millbrook Press.
My response to the book:
This was a very intriguing book that kept me guessing the whole time. It was nice to have more information about each pair of poems after I read them.
How I would use this book in my class:
This would be a great book for a reader’s workshop on mental imagery!
This book is 32 pages.
Summary:
This book begins with two poems that ask “Who am I?” and “What Am I?”. After the poem there is information that tells you what the poems were about and gives you more information. This continues throughout the book. The poems are very descriptive and create a wonderful mental image. The information provided about the poem gives the reader more insight and would be an excellent lead way in to further inquiry.
Ages:
K through 5th
Credibility of Author:
Joyce Sidman has written many poetry books and won multiple awards. She teaches poetry in a step by step method to elementary school students and has written teacher’s guides for teaching poetry.
National Standards that this book relates to:
Life Science
Access Features:
There is a glossary of terms in the back of the book.
Description of the Illustrations:
The illustrations are scratchboard and were created by Beth Krommes. The end pages in the front and back are also made of scatchboard illustrations and the cover of the book is a deep purple linen with a silver butterfly embossed on the front.
Awards:
2007 NSTA-CBC Outstanding Science Trade Book for Children
2007 ALA Notable Book for Children
2006 ASPCA Henry Bergh Children's Book Award
Related Texts:
Sidman, J. (2004). Song of the Water Boatman. new York, NY: houghton Mifflin Company.
Sidman, J. (2003). Just Us Two : Poems About Dads. Minneapolis, MN: Millbrook Press.
My response to the book:
This was a very intriguing book that kept me guessing the whole time. It was nice to have more information about each pair of poems after I read them.
How I would use this book in my class:
This would be a great book for a reader’s workshop on mental imagery!
This book is 32 pages.
Children of the Great Depression by Russell Freedman
Freedman, R. (2005). Children of the great depression. New York, NY: Clarion Books.
(2 books)
Summary:
This is a story of how the great depression affected the children in the United States. The book described the struggle that families went through during this time and the effect that it had on the children. So many students had to drop out of school to try and find work, the school year was shortened by almost half in some places, and some children could not attend school during winter because they did not have the warm clothes necessary to make the walk to their school. Families had to sell off their possessions and move into little shacks that had no running water, air condition, or heat.
Ages:
Grades 4th through 8th
Credibility of Author:
Russell Freedman read many books and memoirs related to the Great Depression before attempting to write this book.
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
Chapter notes, selected bibliography, and table of contents
Description of the Illustrations:
This book uses photographs that were taken during the Great Depression by photographers that were employed by the United States Farm Security Administration. Their job was to roam the US and document, by film, the reality of the Great Depression and how the government programs that were trying to help people were working.
Awards:
2005 Golden Kite Award
2006 Orbis Pictus Award
2005 ALA Notable Book for Children
2005 New York Public Library, 100 Titles for Reading and Sharing
2006 NYPL Books for the Teen Age List
2005 Chicago Public Library’s Best of the Best Books
2006 Bank Street Best Children's Books of the Year
2005 Booklist Editors' Choice
2005 Booklinks Lasting Connections Selection
Related Texts:
Liad, K. (2002). Potato. New York, NY: National Geographic for Kids.
Stanley, J. (1993). Children of the Dust Bowl. New York, NY: Crown Books for Young Readers.
My response to the book:
I thought that this was a book that was well written and did a good job of describing the effects that the Great Depression had on children. I had never thought about the children not being able to go to school because f this catastrophe. It was amazing how little people were able to live off of and still stay strong and work together. At the end of the book it described some of the professions that children of the Great depression were involved in now and the included doctors, lawyers, research scientists and engineers.
How I would use this book in my class:
I do not think that I would use the book in its entirety in my classroom because my children are so young, but they would definitely enjoy perusing the photographs in the book and discussing a little of what went on during that time.
This book is 118 pages and is divided into eight chapters.
(2 books)
Summary:
This is a story of how the great depression affected the children in the United States. The book described the struggle that families went through during this time and the effect that it had on the children. So many students had to drop out of school to try and find work, the school year was shortened by almost half in some places, and some children could not attend school during winter because they did not have the warm clothes necessary to make the walk to their school. Families had to sell off their possessions and move into little shacks that had no running water, air condition, or heat.
Ages:
Grades 4th through 8th
Credibility of Author:
Russell Freedman read many books and memoirs related to the Great Depression before attempting to write this book.
National Standards that this book relates to:
Culture, Time, Continuity, and Change
Access Features:
Chapter notes, selected bibliography, and table of contents
Description of the Illustrations:
This book uses photographs that were taken during the Great Depression by photographers that were employed by the United States Farm Security Administration. Their job was to roam the US and document, by film, the reality of the Great Depression and how the government programs that were trying to help people were working.
Awards:
2005 Golden Kite Award
2006 Orbis Pictus Award
2005 ALA Notable Book for Children
2005 New York Public Library, 100 Titles for Reading and Sharing
2006 NYPL Books for the Teen Age List
2005 Chicago Public Library’s Best of the Best Books
2006 Bank Street Best Children's Books of the Year
2005 Booklist Editors' Choice
2005 Booklinks Lasting Connections Selection
Related Texts:
Liad, K. (2002). Potato. New York, NY: National Geographic for Kids.
Stanley, J. (1993). Children of the Dust Bowl. New York, NY: Crown Books for Young Readers.
My response to the book:
I thought that this was a book that was well written and did a good job of describing the effects that the Great Depression had on children. I had never thought about the children not being able to go to school because f this catastrophe. It was amazing how little people were able to live off of and still stay strong and work together. At the end of the book it described some of the professions that children of the Great depression were involved in now and the included doctors, lawyers, research scientists and engineers.
How I would use this book in my class:
I do not think that I would use the book in its entirety in my classroom because my children are so young, but they would definitely enjoy perusing the photographs in the book and discussing a little of what went on during that time.
This book is 118 pages and is divided into eight chapters.
Mosquito Bite by Alexandra Siy
Siy, A. (2005). Mosquito Bite. Watertown, MA: Charlesbridge.
Summary:
This is a story told in third person about a mosquito named Culex. It begins with two kids playing hide-and-seek then moves into the birth of mosquitoes. It then explains the first couple weeks of a mosquito’s life and what they look like. It then goes into the mosquito’s search for food and refers back to the children playing hide-and-seek and the mosquito’s goal of finding blood. This book is an easy read for younger children that explain the partial life cycle of a mosquito.
Ages:
3rd through 5th grade
Credibility of Author:
The author used many credible sources when writing this book, including people from a disease laboratory and specialists from the Mosquito and Vector Control District in California.
National Standards that this book relates to:
Life Science and Science and Inquiry
Access Features:
This book contains a section that tells the reader more about mosquitoes; there is a section that explains how the color photographs in the book were taken with a scanning electron microscope, a glossary, n index, and additional resources. The end pages look like a very blurry photograph either taken through a window screen or a flyswatter.
Description of the Illustrations:
The color photographs in this book were taken using a scanning electron microscope and the subjects in the picture were magnified anywhere from 10 to 300,000 times. The photographs are actually taken in black and white and then a computer program goes in and adds color to specific features to make them more noticeable.
My response to the book:
I thought that this was a very interesting book about mosquitoes and the fight that they have to go through just to stay alive during the first few days of life. The photographs were very interesting and showed even the smallest detail from the mosquito to the eggs.
How I would use this book in my class:
This would be a great book for a study of habitats or life cycles. It would also be a good book to read after on warm days after a rain so the kids can go out and look in the puddles (hopefully without getting bit!).
Awards:
None Yet! (It was just published this year)
Related Texts:
Piehl, J. (2007). Flying Mosquitos. Minneapolis, MN: Lerner Publications Company.
This book is 32 pages long.
Summary:
This is a story told in third person about a mosquito named Culex. It begins with two kids playing hide-and-seek then moves into the birth of mosquitoes. It then explains the first couple weeks of a mosquito’s life and what they look like. It then goes into the mosquito’s search for food and refers back to the children playing hide-and-seek and the mosquito’s goal of finding blood. This book is an easy read for younger children that explain the partial life cycle of a mosquito.
Ages:
3rd through 5th grade
Credibility of Author:
The author used many credible sources when writing this book, including people from a disease laboratory and specialists from the Mosquito and Vector Control District in California.
National Standards that this book relates to:
Life Science and Science and Inquiry
Access Features:
This book contains a section that tells the reader more about mosquitoes; there is a section that explains how the color photographs in the book were taken with a scanning electron microscope, a glossary, n index, and additional resources. The end pages look like a very blurry photograph either taken through a window screen or a flyswatter.
Description of the Illustrations:
The color photographs in this book were taken using a scanning electron microscope and the subjects in the picture were magnified anywhere from 10 to 300,000 times. The photographs are actually taken in black and white and then a computer program goes in and adds color to specific features to make them more noticeable.
My response to the book:
I thought that this was a very interesting book about mosquitoes and the fight that they have to go through just to stay alive during the first few days of life. The photographs were very interesting and showed even the smallest detail from the mosquito to the eggs.
How I would use this book in my class:
This would be a great book for a study of habitats or life cycles. It would also be a good book to read after on warm days after a rain so the kids can go out and look in the puddles (hopefully without getting bit!).
Awards:
None Yet! (It was just published this year)
Related Texts:
Piehl, J. (2007). Flying Mosquitos. Minneapolis, MN: Lerner Publications Company.
This book is 32 pages long.
Quest for the Tree Kangaroo by Sy Montgomery
Montgomery, S. (2006). Quest for the tree kangaroo. New York, NY: Houghton Mifflin Company.
Summary:
Quest for the Tree Kangaroo is a biography of Lisa Dubak. It is a story of how a girl, who despite the fact that her elementary teachers said that it was weird for a girl to take such an interest in animals and that she was allergic to fur, became an animal scientist. As she got older, she became interested in tree kangaroos, which were elusive and rare. After years of research, she found a fairly large population of tree kangaroos in Papua, New Guinea. The book focuses on a specific trip into the cloud forest of New Guinea. Lisa began tracking the tree kangaroos with radio collars to see what they eat, their patterns, and how they survive. After hiking for three days, Lisa and her team (comprised of scientists, a veterinarian, and a zookeeper) set up camp to try and find tree kangaroos. During this expedition, they found and collared four tree kangaroos. After they had completed their work, most of the team returned to the United States. The rest of the researchers stayed so they could track the tree kangaroos for five months.
Ages:
4th-6th grade
Credibility of Author:
Sy Montgomery is an award-winning author. To write this book, she actually joined the research crew and took part in the expedition to New Guinea to look for tree kangaroos.
National Standards that this book relates to:
Life Science, Science as Inquiry, and Science in personal and social perspective
Access Features:
Quest for Tree Kangaroos contains paintings of maps, many photographs of the rainforest and all its inhabitants. It also contains acknowledgements from the author, a note from the author, a note from the illustrator an index, a how to learn more about tree kangaroos, and a translation of a language that is referred to many times throughout the book.
The book has end pages that are green with brown speckles that is representative of the colors from the rainforest. Some of the pages are colored and a few have photographs that have been lightened with text and other photographs laid out on top.
Description of the Illustrations:
The paintings of the maps were created by Robin Wingrave and the photographs were taken by Nic Bishop who had to carry 25 pounds worth of equipment with him throughout the trip so that he always had his gear with him and would not miss the opportunity to take a great photograph.
Awards:
2007 Robert F. Sibert Honor Book
2007 Orbis Pictus Award
2007 ALA Notable Book for Children
2007 NSTA-CBC Outstanding Science Trade Book for Children
2006 John Burroughs Honor List of Nature Books for Children
2006 Boston Authors Club Finalist
2006 ASPCA Henry Bergh Children's Book Award
My response to the book:
Before reading this book, I had never heard of a tree kangaroo or read about an expedition into a rainforest to track an animal that has little known about it. I found it very interesting because while it talked about the tree kangaroos, it spent a lot of time focusing on other animals and plants that call the rainforest home.
How I would use this book in my class:
I would use this in connection with the rainforest or animal habitats. It would be a good way to kick start a discussion about all the other animals and plants that live in an area that we do not even know exist. It would also be good for a discussion about the ways that scientists find out more about animals and plants.
Related Texts:
Montgomery, S. (2001). The Snake Scientist. New York, NY: Houghton Mifflin Company.
Montgomery, S. (2004). The Man-Eating Tigers of Sundarbans . New York, NY: Houghton Mifflin Company.
There are 79 pages and the book is divided into subsections.
Summary:
Quest for the Tree Kangaroo is a biography of Lisa Dubak. It is a story of how a girl, who despite the fact that her elementary teachers said that it was weird for a girl to take such an interest in animals and that she was allergic to fur, became an animal scientist. As she got older, she became interested in tree kangaroos, which were elusive and rare. After years of research, she found a fairly large population of tree kangaroos in Papua, New Guinea. The book focuses on a specific trip into the cloud forest of New Guinea. Lisa began tracking the tree kangaroos with radio collars to see what they eat, their patterns, and how they survive. After hiking for three days, Lisa and her team (comprised of scientists, a veterinarian, and a zookeeper) set up camp to try and find tree kangaroos. During this expedition, they found and collared four tree kangaroos. After they had completed their work, most of the team returned to the United States. The rest of the researchers stayed so they could track the tree kangaroos for five months.
Ages:
4th-6th grade
Credibility of Author:
Sy Montgomery is an award-winning author. To write this book, she actually joined the research crew and took part in the expedition to New Guinea to look for tree kangaroos.
National Standards that this book relates to:
Life Science, Science as Inquiry, and Science in personal and social perspective
Access Features:
Quest for Tree Kangaroos contains paintings of maps, many photographs of the rainforest and all its inhabitants. It also contains acknowledgements from the author, a note from the author, a note from the illustrator an index, a how to learn more about tree kangaroos, and a translation of a language that is referred to many times throughout the book.
The book has end pages that are green with brown speckles that is representative of the colors from the rainforest. Some of the pages are colored and a few have photographs that have been lightened with text and other photographs laid out on top.
Description of the Illustrations:
The paintings of the maps were created by Robin Wingrave and the photographs were taken by Nic Bishop who had to carry 25 pounds worth of equipment with him throughout the trip so that he always had his gear with him and would not miss the opportunity to take a great photograph.
Awards:
2007 Robert F. Sibert Honor Book
2007 Orbis Pictus Award
2007 ALA Notable Book for Children
2007 NSTA-CBC Outstanding Science Trade Book for Children
2006 John Burroughs Honor List of Nature Books for Children
2006 Boston Authors Club Finalist
2006 ASPCA Henry Bergh Children's Book Award
My response to the book:
Before reading this book, I had never heard of a tree kangaroo or read about an expedition into a rainforest to track an animal that has little known about it. I found it very interesting because while it talked about the tree kangaroos, it spent a lot of time focusing on other animals and plants that call the rainforest home.
How I would use this book in my class:
I would use this in connection with the rainforest or animal habitats. It would be a good way to kick start a discussion about all the other animals and plants that live in an area that we do not even know exist. It would also be good for a discussion about the ways that scientists find out more about animals and plants.
Related Texts:
Montgomery, S. (2001). The Snake Scientist. New York, NY: Houghton Mifflin Company.
Montgomery, S. (2004). The Man-Eating Tigers of Sundarbans . New York, NY: Houghton Mifflin Company.
There are 79 pages and the book is divided into subsections.
Tuesday, June 26, 2007
Liberty by Lynn Curlee
Curlee, A. (2000). Liberty. New York, NY: Simon & Schuster.
Summary:
This is the story of the birth of the Statue of Liberty. The text describes the dinner party in France where the idea was conceived and the man who could not get the idea out of his head for years after the party. The book describes the process of raising money, building many models of the statue, and the trouble that went into reproducing the models on a much larger scale. It tells the reader about building the statue, transporting it to America, and also describes the restorations that it has undergone throughout the years. The book has wonderful illustrations, including cross-sections that allow the reader to look inside the statue,
Ages:
3rd through 6th grade
Credibility of Author:
This book won the Orbis Pictus award in 2001. Lynn Curlee included a list of books that he used to research before writing his book.
National Standards that this book relates to:
The Social Studies standards addressed are Power, Authority, Governance, People, Places, Environment, and Culture.
Access Features:
There is a table of specifications and costs of the statue and a timeline starting with the idea of Liberty and ending with the 1986 restoration. It also has a bibliography.
Description of the Illustrations:
Lynn Curlee also illustrated the book. He used acrylic paintings that were reproduced in full from photographic transparencies. (the photographs of the paintings were taken by Ed Peterson)
My response to the book:
I enjoyed reading this book and found it very interesting. I had never read anything about the construction of the statue of liberty, so it was all new information to me.
How I would use this book in my class:
I would probably read this book to my class on Constitution Day, when we discuss the freedoms that we have and why we have them.
Summary:
This is the story of the birth of the Statue of Liberty. The text describes the dinner party in France where the idea was conceived and the man who could not get the idea out of his head for years after the party. The book describes the process of raising money, building many models of the statue, and the trouble that went into reproducing the models on a much larger scale. It tells the reader about building the statue, transporting it to America, and also describes the restorations that it has undergone throughout the years. The book has wonderful illustrations, including cross-sections that allow the reader to look inside the statue,
Ages:
3rd through 6th grade
Credibility of Author:
This book won the Orbis Pictus award in 2001. Lynn Curlee included a list of books that he used to research before writing his book.
National Standards that this book relates to:
The Social Studies standards addressed are Power, Authority, Governance, People, Places, Environment, and Culture.
Access Features:
There is a table of specifications and costs of the statue and a timeline starting with the idea of Liberty and ending with the 1986 restoration. It also has a bibliography.
Description of the Illustrations:
Lynn Curlee also illustrated the book. He used acrylic paintings that were reproduced in full from photographic transparencies. (the photographs of the paintings were taken by Ed Peterson)
My response to the book:
I enjoyed reading this book and found it very interesting. I had never read anything about the construction of the statue of liberty, so it was all new information to me.
How I would use this book in my class:
I would probably read this book to my class on Constitution Day, when we discuss the freedoms that we have and why we have them.
Only Passing Through: The Story of Sojourner Truth by Anne Rockwell
Rockwell, A. (2000). Only passing through: the story of Sojourner Truth. New York, NY: Random House, Inc.
Summary:
This is a partial biography about a slave girl named Isabella, who would later come to call herself Sojourner Truth. It begins with Isabella, who was nine years old at the time, being sold in New York in 1806 and goes through her being sold multiple times and one of her children being sold across state lines. Isabella took the plantation owner to court and won her little boy back. This was highly unusual for a woman, especially an African American woman. This is a story about the travels of Sojourner while she went around and spoke to large crowds about slavery.
Ages:
Pre-K through 2nd grade
Credibility of Author:
In the author’s note, Anne Rockwell said she used many books that have been written about Sojourner Truth, but mostly her autobiography, although she does not include a bibliography.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, Environments, and Cultures.
Access Features:
This book includes an author’s note and a timeline
Description of the Illustrations:
The illustrations were drawn by R. Gregory Cristie using acrylic paint and colored pencils.
My response to the book:
I really enjoyed this book. I learned a lot about Sojourner Truth that I did not know. I always thought that Sojourner was her real name, not that she changed it from Isabella. She did this because a sojourner is a person who moves from place to place, not staying to long in a single place. This book would be excellent for children to learn the background of Sojourner Truth.
How I would use this book in my class:
I would use this book during black history month when we studied Sojourner Truth so that the students would have a broader understanding of who she was and why she accomplished the many things that she did during her life.
Summary:
This is a partial biography about a slave girl named Isabella, who would later come to call herself Sojourner Truth. It begins with Isabella, who was nine years old at the time, being sold in New York in 1806 and goes through her being sold multiple times and one of her children being sold across state lines. Isabella took the plantation owner to court and won her little boy back. This was highly unusual for a woman, especially an African American woman. This is a story about the travels of Sojourner while she went around and spoke to large crowds about slavery.
Ages:
Pre-K through 2nd grade
Credibility of Author:
In the author’s note, Anne Rockwell said she used many books that have been written about Sojourner Truth, but mostly her autobiography, although she does not include a bibliography.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, Environments, and Cultures.
Access Features:
This book includes an author’s note and a timeline
Description of the Illustrations:
The illustrations were drawn by R. Gregory Cristie using acrylic paint and colored pencils.
My response to the book:
I really enjoyed this book. I learned a lot about Sojourner Truth that I did not know. I always thought that Sojourner was her real name, not that she changed it from Isabella. She did this because a sojourner is a person who moves from place to place, not staying to long in a single place. This book would be excellent for children to learn the background of Sojourner Truth.
How I would use this book in my class:
I would use this book during black history month when we studied Sojourner Truth so that the students would have a broader understanding of who she was and why she accomplished the many things that she did during her life.
Monday, June 25, 2007
A Picture Book of Dwight David Eisenhower by David A. Adler
Adler, D. (2002). A picture book of Dwight D. Eisenhower. New York, NY: Holiday House.
Summary:
This book does not begin at the beginning of Eisenhower’s life, but at a parade celebrating the victory of World War II in 1945. After a description of events surrounding the parade, the ext goes back and begins on the day he was born. The text describes what he and his family were like when he was young, but also interjects quotes about events in his youth in the text. The book describes Eisenhower’s efforts to get into the U.S. Military Academy in West Point, the births of his sons and the early death of one of those young sons, becoming president of Columbia University and of the United States. This book is simple to read for young children and is a complete biography that tells about the amazing things Dwight D. Eisenhower accomplished.
Ages:
1st through 3rd grade
Credibility of Author:
David Adler has written over 30 picture book biographies along with the fictional Cam Jansen series. He has included a selected bibliography of books that he used to complete his research.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments.
Access Features:
This book contains a list of important dates, author’s notes, selected bibliography, and a recommended website list.
Description of the Illustrations:
The photographs contained in the book are from the mid 1900’s.
My response to the book:
This biography was very interesting and held my attention. I believe that it would also hold the attention of young children, many of which could read it independently. It did a good job describing the life of Dwight D. Eisenhower using simple text.
How I would use this book in my class:
I would use this book when discussing presidents and their duties with my class.
Summary:
This book does not begin at the beginning of Eisenhower’s life, but at a parade celebrating the victory of World War II in 1945. After a description of events surrounding the parade, the ext goes back and begins on the day he was born. The text describes what he and his family were like when he was young, but also interjects quotes about events in his youth in the text. The book describes Eisenhower’s efforts to get into the U.S. Military Academy in West Point, the births of his sons and the early death of one of those young sons, becoming president of Columbia University and of the United States. This book is simple to read for young children and is a complete biography that tells about the amazing things Dwight D. Eisenhower accomplished.
Ages:
1st through 3rd grade
Credibility of Author:
David Adler has written over 30 picture book biographies along with the fictional Cam Jansen series. He has included a selected bibliography of books that he used to complete his research.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments.
Access Features:
This book contains a list of important dates, author’s notes, selected bibliography, and a recommended website list.
Description of the Illustrations:
The photographs contained in the book are from the mid 1900’s.
My response to the book:
This biography was very interesting and held my attention. I believe that it would also hold the attention of young children, many of which could read it independently. It did a good job describing the life of Dwight D. Eisenhower using simple text.
How I would use this book in my class:
I would use this book when discussing presidents and their duties with my class.
Akira to Zoltan: Twenty-Six Men Who Changed the World by Cynthia Chin-Lee
Chin-Lee, C. (2006). Akira to Zoltan: Twenty-six men who changed the world. Watertown, MA: Charlesbridge.
Summary:
This book describes twenty-six influential men in alphabetical order. The text describes painters, architects, Olympians, senators, scientists, and ocean explorers. Each page describes a different man with wonderful illustrations and a quote from the person.
Ages:
3rd grade through 6th
Credibility of Author:
The author graduated from Harvard University and had help from a lot of people in writing the book (they are listed in the back of the text).
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, Environments, and Culture.
Access Features:
The book has a table of contents in the front and the men discussed in the book are in alphabetical order. In the back of the book are a selected bibliography, an author’s note, and acknowledgements,
Description of the Illustrations:
The illustrations in this book are amazing and unique. They were all created using a large variety of media.
My response to the book:
This book gave a little information about a large variety of men. It was easy to read, but did get old reading after a while.
How I would use this book in my class:
I would use this book during a social studies unit or a science unit where we are discussing particular types of jobs. I would read the page that connected to what we were discussing, but would not read it to my class in it’s entirety at one time.
Summary:
This book describes twenty-six influential men in alphabetical order. The text describes painters, architects, Olympians, senators, scientists, and ocean explorers. Each page describes a different man with wonderful illustrations and a quote from the person.
Ages:
3rd grade through 6th
Credibility of Author:
The author graduated from Harvard University and had help from a lot of people in writing the book (they are listed in the back of the text).
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, Environments, and Culture.
Access Features:
The book has a table of contents in the front and the men discussed in the book are in alphabetical order. In the back of the book are a selected bibliography, an author’s note, and acknowledgements,
Description of the Illustrations:
The illustrations in this book are amazing and unique. They were all created using a large variety of media.
My response to the book:
This book gave a little information about a large variety of men. It was easy to read, but did get old reading after a while.
How I would use this book in my class:
I would use this book during a social studies unit or a science unit where we are discussing particular types of jobs. I would read the page that connected to what we were discussing, but would not read it to my class in it’s entirety at one time.
Theodore Roosevelt (Getting to Know the U.S. Presidents) by Mike Venezia
Venezia, M. (2007). Theodore Roosevelt, twenty-sixth president. New York, NY: Children's Press.
Summary:
This is the biography of Theodore Roosevelt written in a way so that children will easily understand the text. It concentrates quite a bit on his childhood and the things that he liked to do and how he spent his time.
Ages:
2nd through 6th grade
Credibility of Author:
While writing this book, the author had a reading consultant from University of Indianapolis and a historical consultant from University of Virginia.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments.
Access Features:
There is a list of all past President’s on the back cover of the book.
Description of the Illustrations:
This book has great illustrations! There are political cartoons from the early 1900’s, photographs of Roosevelt, and cartoons created by the illustrator/author.
My response to the book:
This book is very well written for children. It would be a good text for some of my high level readers. The mixture of current and historical illustrations really pull the reader in!
How I would use this book in my class:
I would use this when we study about the president and his job. My kids always love learning about past presidents in a fun way!
Summary:
This is the biography of Theodore Roosevelt written in a way so that children will easily understand the text. It concentrates quite a bit on his childhood and the things that he liked to do and how he spent his time.
Ages:
2nd through 6th grade
Credibility of Author:
While writing this book, the author had a reading consultant from University of Indianapolis and a historical consultant from University of Virginia.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments.
Access Features:
There is a list of all past President’s on the back cover of the book.
Description of the Illustrations:
This book has great illustrations! There are political cartoons from the early 1900’s, photographs of Roosevelt, and cartoons created by the illustrator/author.
My response to the book:
This book is very well written for children. It would be a good text for some of my high level readers. The mixture of current and historical illustrations really pull the reader in!
How I would use this book in my class:
I would use this when we study about the president and his job. My kids always love learning about past presidents in a fun way!
Dragon Bones and Dinosaur Eggs by Ann Bausum
Bausum, A. (2000). Dragon bones and dinosaur eggs: a photobiography of
Explorer Roy Chapman Andrews. Washington D.C.: The National Geographic Society.
Summary:
This is a biography of explorer Roy Andrews. The book begins with Andrews as a young boy who would sit for hours and observe wildlife and document it in a journal that he kept with him at all times. It describes his hunting skills and the unique ability for taxidermy. After college, Andrews went to the American Museum of National History, where the only job he could get was cleaning floors in the taxidermy department. Over time, his duties grew to include little jobs like writing labels and mixing clay for models. The book describes his progression from floor cleaner to general assistant to being sent to excavate whale bones. The director was so impressed with the job that Andrews had done in recovering the complete whale skeleton that he was sent on expeditions. Andrews accomplished many things on these expeditions, from taking the first photograph of a whale to traveling to Mongolia and finding never before seen dinosaur bones and eggs. After his many, many years of expeditions, Andrews returned to America to become the director of the American Museum of National History.
Ages:
Grades 5th through 9th
Credibility of Author:
The author was assisted in writing this biography by the National Geographic Society, the American Museum of National History and its Special Collections Library, Beloit College and archives, Beloit Historical Society, Beloit Public Library, Logan Museum of Anthropology, George Borup Andrews, and Charles Gallenkamp.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments. The Science standards addressed are Science as Inquiry and Life Science.
Access Features:
This book has a foreward written by Roy Andrews son, George Borup Andrews. It also contains an afterword, a chronology of events in Andrews’ life, a resource guide that can be used to find additional articles, books, videos, etc, and an index.
Description of the Illustrations:
The photographs are actual photos taken of Andrews and during his expeditions. They are black and white and do a wonderful job documenting Andrews’ life. The photographs came from the American Museum of National History.
My response to the book:
I really enjoyed this book and learned a lot by reading it. I had never read a book about the actual expeditions that were taken to find dinosaur bones. This book did a great job detailing how the people made it through the expeditions. It talked about how their things were carried, what they ate, what the camels ate during droughts, what they did during their spare time, etc.
How I would use this book in my class:
Because I teach the lower grades, I would probable not read this entire book to my class, but would definitely read the excerpts about the expeditions and that process that it took to get the bones that long ago. I would also allow them time to view all the great photographs.
Explorer Roy Chapman Andrews. Washington D.C.: The National Geographic Society.
Summary:
This is a biography of explorer Roy Andrews. The book begins with Andrews as a young boy who would sit for hours and observe wildlife and document it in a journal that he kept with him at all times. It describes his hunting skills and the unique ability for taxidermy. After college, Andrews went to the American Museum of National History, where the only job he could get was cleaning floors in the taxidermy department. Over time, his duties grew to include little jobs like writing labels and mixing clay for models. The book describes his progression from floor cleaner to general assistant to being sent to excavate whale bones. The director was so impressed with the job that Andrews had done in recovering the complete whale skeleton that he was sent on expeditions. Andrews accomplished many things on these expeditions, from taking the first photograph of a whale to traveling to Mongolia and finding never before seen dinosaur bones and eggs. After his many, many years of expeditions, Andrews returned to America to become the director of the American Museum of National History.
Ages:
Grades 5th through 9th
Credibility of Author:
The author was assisted in writing this biography by the National Geographic Society, the American Museum of National History and its Special Collections Library, Beloit College and archives, Beloit Historical Society, Beloit Public Library, Logan Museum of Anthropology, George Borup Andrews, and Charles Gallenkamp.
National Standards that this book relates to:
The Social Studies standards addressed are People, Places, and Environments. The Science standards addressed are Science as Inquiry and Life Science.
Access Features:
This book has a foreward written by Roy Andrews son, George Borup Andrews. It also contains an afterword, a chronology of events in Andrews’ life, a resource guide that can be used to find additional articles, books, videos, etc, and an index.
Description of the Illustrations:
The photographs are actual photos taken of Andrews and during his expeditions. They are black and white and do a wonderful job documenting Andrews’ life. The photographs came from the American Museum of National History.
My response to the book:
I really enjoyed this book and learned a lot by reading it. I had never read a book about the actual expeditions that were taken to find dinosaur bones. This book did a great job detailing how the people made it through the expeditions. It talked about how their things were carried, what they ate, what the camels ate during droughts, what they did during their spare time, etc.
How I would use this book in my class:
Because I teach the lower grades, I would probable not read this entire book to my class, but would definitely read the excerpts about the expeditions and that process that it took to get the bones that long ago. I would also allow them time to view all the great photographs.
Wednesday, June 20, 2007
I Pledge Allegiance by Bill Martin Jr.
Martin, Jr., B., Sampson, M., & Raschka, C. (2002). I pledge allegiance. Cambridge, MA: Candlewick Press.
Summary:
This book is a great way for teaching children the meaning behind the Pledge of Allegiance. The words to the Pledge are written in bold throughout the book, but there is also text that tells what the words mean, what the colors mean, what to do when saying the pledge, and other helpful things. The text discusses why the Pledge was written for children, who wrote it, and how many students said the pledge on the 400th anniversary of the arrival of Christopher Columbus to America.
Ages:
Pre-K through 2nd grade
Credibility of Author:
This book has won the ALA (American Library Association) Notable Children's Books award and the Chicago Public Library Best Books for Children and Teens award.
National Standards that this book relates to:
The Social Studies standards addresses are Power, Authority, and Governance.
Access Features:
The text in this book is in various sizes and colors making it a little easier to distinguish the different things that you are reading.
Description of the Illustrations:
The illustrations were created with ink and torn paper.
My response to the book:
I loved this book. It is definitely kid-friendly and explains what each part of the Pledge of Allegiance means and why we say it. This is something that a lot of children probably do not know, but is very important for them to know!
How I would use this book in my class:
This would definitely be a book to use around Flag Day, Citizenship Day, or during a citizenship unit.
Summary:
This book is a great way for teaching children the meaning behind the Pledge of Allegiance. The words to the Pledge are written in bold throughout the book, but there is also text that tells what the words mean, what the colors mean, what to do when saying the pledge, and other helpful things. The text discusses why the Pledge was written for children, who wrote it, and how many students said the pledge on the 400th anniversary of the arrival of Christopher Columbus to America.
Ages:
Pre-K through 2nd grade
Credibility of Author:
This book has won the ALA (American Library Association) Notable Children's Books award and the Chicago Public Library Best Books for Children and Teens award.
National Standards that this book relates to:
The Social Studies standards addresses are Power, Authority, and Governance.
Access Features:
The text in this book is in various sizes and colors making it a little easier to distinguish the different things that you are reading.
Description of the Illustrations:
The illustrations were created with ink and torn paper.
My response to the book:
I loved this book. It is definitely kid-friendly and explains what each part of the Pledge of Allegiance means and why we say it. This is something that a lot of children probably do not know, but is very important for them to know!
How I would use this book in my class:
This would definitely be a book to use around Flag Day, Citizenship Day, or during a citizenship unit.
My Season With Penguins by Sarah Webb
Webb, S. (2000). My season with penguins. New York, NY: Houghton Mifflin Company.
Summary:
This book is set up in the format of a diary written by the author while spending two months in Antarctica. The entries are very detailed and provide visual images and new information about being on a research trip. This book allows readers to get a wonderful insight into the life of a penguin that they probably have never experienced before. The illustrations in the book show the different movements of the penguins and the rituals that they go through.
Ages:
It is recommended for children between the ages of 4-8 years, although it would probably be more appropriate for older children.
Credibility of Author:
To create this book, Sophia Webb spent two months living among the penguins during the Antarctic summer. She kept a diary during the trip and also painted what she saw. This book is a Robert F. Sibert honor book.
National Standards that this book relates to:
The Science standards addresses are science as inquiry, life science, and earth science.
Access Features:
The author begins this book with acknowledgements to those that contributed to helping make the book possible. It also contains a little blurp about why she had the opportunity to live with penguins. At the end of the book is a glossary that contains words used in the text that the reader might not be aware of, such as krill, radio telemetry, and brood pouch.
Description of the Illustrations:
The illustrations are paintings that were created by the author in watercolor, gouache, and graphite. Each illustration comes with a description of the painting, so that readers are not confused by the multiple illustrations and text.
My response to the book:
I learned a lot about penguins by reading this book. It discussed the birth of the baby penguins, how they eat, stay warm, and are protected from predators. It is an excellent book that is accompanied by so many illustrations!
How I would use this book in my class:
This would be excellent to compare and contrast various animals and their habitats. It would also be great to start an inquiry about penguins or Antarctica.
Summary:
This book is set up in the format of a diary written by the author while spending two months in Antarctica. The entries are very detailed and provide visual images and new information about being on a research trip. This book allows readers to get a wonderful insight into the life of a penguin that they probably have never experienced before. The illustrations in the book show the different movements of the penguins and the rituals that they go through.
Ages:
It is recommended for children between the ages of 4-8 years, although it would probably be more appropriate for older children.
Credibility of Author:
To create this book, Sophia Webb spent two months living among the penguins during the Antarctic summer. She kept a diary during the trip and also painted what she saw. This book is a Robert F. Sibert honor book.
National Standards that this book relates to:
The Science standards addresses are science as inquiry, life science, and earth science.
Access Features:
The author begins this book with acknowledgements to those that contributed to helping make the book possible. It also contains a little blurp about why she had the opportunity to live with penguins. At the end of the book is a glossary that contains words used in the text that the reader might not be aware of, such as krill, radio telemetry, and brood pouch.
Description of the Illustrations:
The illustrations are paintings that were created by the author in watercolor, gouache, and graphite. Each illustration comes with a description of the painting, so that readers are not confused by the multiple illustrations and text.
My response to the book:
I learned a lot about penguins by reading this book. It discussed the birth of the baby penguins, how they eat, stay warm, and are protected from predators. It is an excellent book that is accompanied by so many illustrations!
How I would use this book in my class:
This would be excellent to compare and contrast various animals and their habitats. It would also be great to start an inquiry about penguins or Antarctica.
Through Georgia's Eyes by Rachel Rodriguez
Rodriguez, R., & Pashckis, J. (2006). Through Georgia's eyes. New York: Henry Holt
and Company, LLC.
Summary:
This book tells the simple story of Georgia O’Keeffe’s life. It begins when she was young with her first memory. It tells the story of how she became a painter despite the fact that during her time, women were not artists. It is written in very simple sentences and is easy to understand. The illustrations that accompany the text seem to tell a story within theirselves.
Ages:
Pre-K through 2nd grade
Credibility of Author:
To write this story, the author read many books and bibliographies written about Georgia O’Keeffe.
National Standards that this book relates to:
The Social Studies standards addressed are people, places, and environments.
Access Features:
This book begins with an author’s note (this tells about what the author did to help her be able to write this story), and illustrator’s note (this note talks about how the illustrations were created and why they were done this way), and a bibliography of texts that the author used to become familiar with Georgia O'Keeffe's life. It also contains a more descriptive biography of Georgia O’Keeffe at the end.
Description of the Illustrations:
The illustrations in this book manage to tell a story by themselves. They give the reader insight into the types of paintings that Georgia O’Keeffe painted. The illustrator's note at the beginning of the book says that the illustrations were creating using paper cut collages that had been painted using acrylic paint and then glued down in layers. The illustrations are definitely worth spending time with in this book!
My response to the book:
This book told the story of Georgia O’Keefe’s life simply and elegantly. It is written so that the children in the lower grades will be able to read it independently and understand the events in her life.
How I would use this book in my class:
This book would be good to study different kinds of paintings or maybe the background of the painter and why different aspects in their life lead to the way that they paint. It also proves that you can be what you want even if it is not socially acceptable because when Georgia O'Keeffe wanted to be a painter, there were no women painters.
and Company, LLC.
Summary:
This book tells the simple story of Georgia O’Keeffe’s life. It begins when she was young with her first memory. It tells the story of how she became a painter despite the fact that during her time, women were not artists. It is written in very simple sentences and is easy to understand. The illustrations that accompany the text seem to tell a story within theirselves.
Ages:
Pre-K through 2nd grade
Credibility of Author:
To write this story, the author read many books and bibliographies written about Georgia O’Keeffe.
National Standards that this book relates to:
The Social Studies standards addressed are people, places, and environments.
Access Features:
This book begins with an author’s note (this tells about what the author did to help her be able to write this story), and illustrator’s note (this note talks about how the illustrations were created and why they were done this way), and a bibliography of texts that the author used to become familiar with Georgia O'Keeffe's life. It also contains a more descriptive biography of Georgia O’Keeffe at the end.
Description of the Illustrations:
The illustrations in this book manage to tell a story by themselves. They give the reader insight into the types of paintings that Georgia O’Keeffe painted. The illustrator's note at the beginning of the book says that the illustrations were creating using paper cut collages that had been painted using acrylic paint and then glued down in layers. The illustrations are definitely worth spending time with in this book!
My response to the book:
This book told the story of Georgia O’Keefe’s life simply and elegantly. It is written so that the children in the lower grades will be able to read it independently and understand the events in her life.
How I would use this book in my class:
This book would be good to study different kinds of paintings or maybe the background of the painter and why different aspects in their life lead to the way that they paint. It also proves that you can be what you want even if it is not socially acceptable because when Georgia O'Keeffe wanted to be a painter, there were no women painters.
Through My Eyes by Ruby Bridges
Bridges, R. (1999). Through my eyes. New York, NY: Scholastic Publishing.
Summary:
Through My Eyes is the story of Ruby Bridges integrating into an all white school in New Orleans, LA. Seeing what Ruby Bridges, a six-year-old African American, went through is heart-wrenching. The mobs of people standing outside the school doors were screaming horrible things, including death threats, as she did exactly what a child is supposed to do, go to school. But yet, Ruby stood strong and kept going each day, even though almost all of the parents had pulled their white children out of the school.
Ages:
2nd grade and up
Credibility of Author:
This book is an autobiography written by Ruby Bridges. Therefore, it is a credible story. It also has many photographs, quotes, and newspaper clippings to back up the validity of the text. This book has won the Carter G. Woodson Award and the Orbis Pictus Award.
National Standards that this book relates to:
The Social Studies standards addressed are Culture, Time, Continuity, and Change, People, Places, and Environments, Individual Development and Identity, and Civic Ideals and Practices.
Access Features:
This book has a dear reader in the front written by Henry Belafonte. It also has a preface that was written by Ruby Bridges to explain what else was going on during the time of her integration. In the back is a timeline of some major civil rights movements and where Ruby’s integration fits in. In the back is also a section that brings you up to date about what has happened in Ruby’s life since her first grade school year.
Description of the Illustrations:
This book contains photographs from the time of integration. They are all in a sepia tone. There is one painting in the book completed by Norman Rockwell. It was published in the 1964 issue of Look Magazine. This painting shows Ruby being escorted by three men wearing U.S. Marshall armbands. It also has one drawing that was a self-portrait completed by Ruby Bridges during first grade.
My response to the book:
I enjoyed reading this book. I learned a lot of things about Ruby Bridges’ journey that I did not know. The photographs were also wonderful to look at and they brought on very powerful emotions.
How I would use this book in my class:
During black history month, we focus on different African Americans. We read various books that have been written by them or about them and watch videos about them. My students are absolutely fascinated by Ruby Bridge’s because they are the same age that she was during integration. They would love listening to this story or reading it themselves and perusing the pictures!
Summary:
Through My Eyes is the story of Ruby Bridges integrating into an all white school in New Orleans, LA. Seeing what Ruby Bridges, a six-year-old African American, went through is heart-wrenching. The mobs of people standing outside the school doors were screaming horrible things, including death threats, as she did exactly what a child is supposed to do, go to school. But yet, Ruby stood strong and kept going each day, even though almost all of the parents had pulled their white children out of the school.
Ages:
2nd grade and up
Credibility of Author:
This book is an autobiography written by Ruby Bridges. Therefore, it is a credible story. It also has many photographs, quotes, and newspaper clippings to back up the validity of the text. This book has won the Carter G. Woodson Award and the Orbis Pictus Award.
National Standards that this book relates to:
The Social Studies standards addressed are Culture, Time, Continuity, and Change, People, Places, and Environments, Individual Development and Identity, and Civic Ideals and Practices.
Access Features:
This book has a dear reader in the front written by Henry Belafonte. It also has a preface that was written by Ruby Bridges to explain what else was going on during the time of her integration. In the back is a timeline of some major civil rights movements and where Ruby’s integration fits in. In the back is also a section that brings you up to date about what has happened in Ruby’s life since her first grade school year.
Description of the Illustrations:
This book contains photographs from the time of integration. They are all in a sepia tone. There is one painting in the book completed by Norman Rockwell. It was published in the 1964 issue of Look Magazine. This painting shows Ruby being escorted by three men wearing U.S. Marshall armbands. It also has one drawing that was a self-portrait completed by Ruby Bridges during first grade.
My response to the book:
I enjoyed reading this book. I learned a lot of things about Ruby Bridges’ journey that I did not know. The photographs were also wonderful to look at and they brought on very powerful emotions.
How I would use this book in my class:
During black history month, we focus on different African Americans. We read various books that have been written by them or about them and watch videos about them. My students are absolutely fascinated by Ruby Bridge’s because they are the same age that she was during integration. They would love listening to this story or reading it themselves and perusing the pictures!
Flight by Robert Burleigh
Burleigh, R, & Wimmer, M (1991). Flight. New York, NY: The Putnam & Grosset
Book Group
Summary:
This book told about the Flight of Charles Lindbergh in third person. It described his Journey, alone, from New York to Paris, France. It is very descriptive and pulls the reader in, as if they were in the plane. It describes his journey using entries from the diary that he kept during the flight and pictures that put you in the cockpit with Charles Lindbergh. While reading this story, you learn of the thoughts and fears that he had during the thirty-three and a half hour flight.
Ages:
Pre-K through 2nd grade
Credibility of Author:
The author sites using the book that Charles Lindbergh wrote about his experiences during flight The Spirit of St. Louis. This book has won the Orbis Pictus Award.
National Standards that this book relates to:
The Social Studies standards addressed are Culture, People, Places, and Environments.
Access Features:
This book has an introduction written by Jean Fritz, a well-known children’s author. Thy typography is clear, easy to read, and either white or black depending on the illustration it accompanies. The typography seems to make you think that what you are reading is fact.
Description of the Illustrations:
The illustrations are always full page or double page illustrations that manage to put you right into the picture. The text is superimposed on top of the paintings.
My response to the book:
I loved this book. I learned a lot that I did not know about Charles Lindbergh. It was amazing to know exactly what he was doing and what he was thinking during the flight, even though he was alone! The illustrations are amazing. You feel like you were in the plane with Charles Lindbergh!
How I would use this book in my class:
I like to connect real people to things that we are studying in any subjects. I also like to do a mini-study on people during their birthdays or on the day of their honor (this might be the day that he took off or landed).
Book Group
Summary:
This book told about the Flight of Charles Lindbergh in third person. It described his Journey, alone, from New York to Paris, France. It is very descriptive and pulls the reader in, as if they were in the plane. It describes his journey using entries from the diary that he kept during the flight and pictures that put you in the cockpit with Charles Lindbergh. While reading this story, you learn of the thoughts and fears that he had during the thirty-three and a half hour flight.
Ages:
Pre-K through 2nd grade
Credibility of Author:
The author sites using the book that Charles Lindbergh wrote about his experiences during flight The Spirit of St. Louis. This book has won the Orbis Pictus Award.
National Standards that this book relates to:
The Social Studies standards addressed are Culture, People, Places, and Environments.
Access Features:
This book has an introduction written by Jean Fritz, a well-known children’s author. Thy typography is clear, easy to read, and either white or black depending on the illustration it accompanies. The typography seems to make you think that what you are reading is fact.
Description of the Illustrations:
The illustrations are always full page or double page illustrations that manage to put you right into the picture. The text is superimposed on top of the paintings.
My response to the book:
I loved this book. I learned a lot that I did not know about Charles Lindbergh. It was amazing to know exactly what he was doing and what he was thinking during the flight, even though he was alone! The illustrations are amazing. You feel like you were in the plane with Charles Lindbergh!
How I would use this book in my class:
I like to connect real people to things that we are studying in any subjects. I also like to do a mini-study on people during their birthdays or on the day of their honor (this might be the day that he took off or landed).
Tuesday, June 12, 2007
Through My Eyes by Ruby Bridges
Before I began reading this book, I decided to take a picture walk. As I flipped through the pages looking at the illustrations and photographs, I tried very hard not to read the quotes that accompanied some of them just yet. This was very hard to keep from doing, so occasionally I gave in and read them (I wanted to spend time looking at the pictures before I began because they were so intriguing).
I learned many new things reading this book. This book is the first one that I have read that gives background information on Ruby Bridges’ parents and grandparents. It also talks about why she was the child chosen to go to the all-white school. After she did well on the academic exam that was required, the NAACP visited her parents to convince them to let Ruby attend William Frantz, the all-white school. I could never imagine having to make that difficult decision. There is a quote on one page from Lucille Bridges, Ruby’s mother. In this quote Lucille talks about how she thought that it would be a wonderful opportunity for Ruby to go to a new school. Not until she had taken Ruby to school the first morning, returned home, and began watching television did she see how serious things really were just because a six year old had received a wonderful opportunity. She said that after seeing that the world was watching Ruby she was afraid.
After reading this, I wonder that if they knew what they were really going to be getting themselves into, would Ruby still have attended William Frantz. They had no idea that very angry protestors and federal marshals would surround them during their walk into the school. This book went into detail describing what happened before, during, and after integration. The photographs and paintings were absolutely amazing. The pictures were able to tell the story for themselves.
To be able to hear about integration from a person that played such a major role was amazing. Ruby's ability to recall what happened and draw the reader in was wonderful. This is a wonderful book for a variety of ages. I would give it to my first graders during our study of Ruby Bridges. Even if they did not have the ability to read the text yet, the pictures are able to tell a lot of the story by themselves. Students can learn a lot from this great book!!!
I learned many new things reading this book. This book is the first one that I have read that gives background information on Ruby Bridges’ parents and grandparents. It also talks about why she was the child chosen to go to the all-white school. After she did well on the academic exam that was required, the NAACP visited her parents to convince them to let Ruby attend William Frantz, the all-white school. I could never imagine having to make that difficult decision. There is a quote on one page from Lucille Bridges, Ruby’s mother. In this quote Lucille talks about how she thought that it would be a wonderful opportunity for Ruby to go to a new school. Not until she had taken Ruby to school the first morning, returned home, and began watching television did she see how serious things really were just because a six year old had received a wonderful opportunity. She said that after seeing that the world was watching Ruby she was afraid.
After reading this, I wonder that if they knew what they were really going to be getting themselves into, would Ruby still have attended William Frantz. They had no idea that very angry protestors and federal marshals would surround them during their walk into the school. This book went into detail describing what happened before, during, and after integration. The photographs and paintings were absolutely amazing. The pictures were able to tell the story for themselves.
To be able to hear about integration from a person that played such a major role was amazing. Ruby's ability to recall what happened and draw the reader in was wonderful. This is a wonderful book for a variety of ages. I would give it to my first graders during our study of Ruby Bridges. Even if they did not have the ability to read the text yet, the pictures are able to tell a lot of the story by themselves. Students can learn a lot from this great book!!!
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