Bibliographic Information:
Wormell, C. Teeth, Tails, and Tentacles: An Animal Counting Book. New York: Scholastic.
Grade Level Appropriateness:
K – 2nd
Author Credibility:
The author has written and illustrated several children’s books. Since this is a counting book, there is no need for credibility.
Summary of the Book:
This is a picture book that teaches you how to count. It begins counting at one and goes all the way up to twenty. It is very good for younger children because there isn’t much text on the page.
Illustrations:
It does not specify what median was used when making the illustrations for this book.
Features:
At the end of the book, there is a section about the specific animals mentioned in this book. There is about a paragraph on each animal mentioned.
How I would Use the Book in My Classroom:
I would use this as a read aloud to younger children. They could come up and count and point to the number of objects on the page.
Response:
I thought this was a very good book! It is excellent for younger readers!
Wednesday, July 25, 2007
Team Moon: How 400.000 People Landed Apollo 11 on the moon by Catherine Thimmesh (1 book) (80 pages)
Bibliographic Information:
Thimmesh. C. Team Moon: How 400,000 People Landed Apollo 11 on the Moon. New York: Houghton Mifflin Company.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author interviewed numerous people who were both directly and indirectly involved in the Apollo 11 mission.
Summary of the Book:
This book tells the story of Apollo 11 landing on the moon. However, the story isn’t told from the perspective of someone who was there or saw it. Instead, it’s told from the little man’s point of view. These “little men” are people like the seamstresses who sewed the layers upon layers of fabric to make the space suits. It brings out things that the normal person never would have thought about like lunar boots. When most people thing about Apollo 11, they usually don’t think about lunar boots.
Illustrations:
This book was illustrated with photographs taken from the mission.
Features:
This book has captions under the pictures and some headings on some pages. There is an author’s note, sources section, chapter notes, additional sources, acknowledgments, photo credits, glossary, and an index. There is also a section that can be used for further exploration.
How I would Use the Book in My Classroom:
I would use this book when talking about space travel.
Response:
I thought this book was very interesting. I never thought about how many “little people” it would take to make that mission possible.
Thimmesh. C. Team Moon: How 400,000 People Landed Apollo 11 on the Moon. New York: Houghton Mifflin Company.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author interviewed numerous people who were both directly and indirectly involved in the Apollo 11 mission.
Summary of the Book:
This book tells the story of Apollo 11 landing on the moon. However, the story isn’t told from the perspective of someone who was there or saw it. Instead, it’s told from the little man’s point of view. These “little men” are people like the seamstresses who sewed the layers upon layers of fabric to make the space suits. It brings out things that the normal person never would have thought about like lunar boots. When most people thing about Apollo 11, they usually don’t think about lunar boots.
Illustrations:
This book was illustrated with photographs taken from the mission.
Features:
This book has captions under the pictures and some headings on some pages. There is an author’s note, sources section, chapter notes, additional sources, acknowledgments, photo credits, glossary, and an index. There is also a section that can be used for further exploration.
How I would Use the Book in My Classroom:
I would use this book when talking about space travel.
Response:
I thought this book was very interesting. I never thought about how many “little people” it would take to make that mission possible.
Tuesday, July 24, 2007
You Wouldn't Want to Be A Roman Soldier! by David Stewart (1 book) (32 pages)
Bibliographic Information:
Stewart, D. You Wouldn’t Want To Be a Roman Soldier!. New York: Scholastic.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author consulted with someone who is the author of several books on Roman archaeology.
Summary of the Book:
This book tracks the life of a Roman soldier. It talks about the battles and what they had to do at sea. It tells of how they lived in camps and forts. They also told about what they did to treat medical problems.
Illustrations:
This book was illustrated by David Antram. They did not specify what median was used to create the illustrations.
Features:
This book has a table of contents, introduction, glossary, and index.
How I would Use the Book in My Classroom:
I would use this book as a “fun” book for the students to read during down time.
Response:
I loved this book. It almost made the characters seem fictional, but still presented the facts.
Stewart, D. You Wouldn’t Want To Be a Roman Soldier!. New York: Scholastic.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author consulted with someone who is the author of several books on Roman archaeology.
Summary of the Book:
This book tracks the life of a Roman soldier. It talks about the battles and what they had to do at sea. It tells of how they lived in camps and forts. They also told about what they did to treat medical problems.
Illustrations:
This book was illustrated by David Antram. They did not specify what median was used to create the illustrations.
Features:
This book has a table of contents, introduction, glossary, and index.
How I would Use the Book in My Classroom:
I would use this book as a “fun” book for the students to read during down time.
Response:
I loved this book. It almost made the characters seem fictional, but still presented the facts.
You Wouldn't Want to Work on the Great Wall of China! by Jacqueline Morely (1 book) (32 pages)
Bibliographic Information:
Morley. J. You Wouldn’t Want to Work on the Great Wall of China! New York: Scholastic.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author has taught history in the past and is now a freelance writer. I could not find who she worked with to get her information for this book.
Summary of the Book:
This book goes through the history of life in China. It talks about the rules the emperor put on the people of China. It talks about new laws he enforced and how he treated the people. He took some of the people prisoner and made them help build the Great Wall of China.
Illustrations:
This book was illustrated by David Antram. They did not specify what median was used to create the illustrations.
Features:
This book has a table of contents, introduction, glossary, and index.
How I would Use the Book in My Classroom:
I would use this book as a “fun” book for the students to read during down time.
Response:
I loved this book. It almost made the characters seem fictional, but still presented the facts.
Morley. J. You Wouldn’t Want to Work on the Great Wall of China! New York: Scholastic.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author has taught history in the past and is now a freelance writer. I could not find who she worked with to get her information for this book.
Summary of the Book:
This book goes through the history of life in China. It talks about the rules the emperor put on the people of China. It talks about new laws he enforced and how he treated the people. He took some of the people prisoner and made them help build the Great Wall of China.
Illustrations:
This book was illustrated by David Antram. They did not specify what median was used to create the illustrations.
Features:
This book has a table of contents, introduction, glossary, and index.
How I would Use the Book in My Classroom:
I would use this book as a “fun” book for the students to read during down time.
Response:
I loved this book. It almost made the characters seem fictional, but still presented the facts.
Fortune's Bones: The Manumission Requiem by Marilyn Nelson (1 book) (32 pages)
Bibliographic Information:
Nelson, M. Fortune’s Bones: The Manumission Requiem. Asheville: Front Street.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author worked with the Connecticut Commission on the Arts and the Mattatuck Museum of Waterbury, Connecticut to do the research for this book.
Summary of the Book:
This book is written as a tribute to Fortune, a slave who was freed. The book is written as a poem. The author wanted it to be sad in the fact that we mourn the loss of Fortune but that we also celebrate his life. It tells of his wife and when he died. It tells of how Dr. Porter preserved the slave’s body to examine the human anatomy. The end tells of how Fortune wasn’t just bones and skin and body parts; he had a soul and was a real person.
Illustrations:
The author uses primary source documents and photographs to illustrate this book.
Features:
The book is divided into parts, but they aren’t labeled as chapters. There is author’s note, preface, and afterward. There is a section for notes and sources at the end of the book.
How I would Use the Book in My Classroom:
I would probably use this book as a part of a lesson on slavery.
Response:
This was a good book, but it wasn’t what I had hoped it would be. I don’t know what I had thought it would be, but this wasn’t it.
Nelson, M. Fortune’s Bones: The Manumission Requiem. Asheville: Front Street.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author worked with the Connecticut Commission on the Arts and the Mattatuck Museum of Waterbury, Connecticut to do the research for this book.
Summary of the Book:
This book is written as a tribute to Fortune, a slave who was freed. The book is written as a poem. The author wanted it to be sad in the fact that we mourn the loss of Fortune but that we also celebrate his life. It tells of his wife and when he died. It tells of how Dr. Porter preserved the slave’s body to examine the human anatomy. The end tells of how Fortune wasn’t just bones and skin and body parts; he had a soul and was a real person.
Illustrations:
The author uses primary source documents and photographs to illustrate this book.
Features:
The book is divided into parts, but they aren’t labeled as chapters. There is author’s note, preface, and afterward. There is a section for notes and sources at the end of the book.
How I would Use the Book in My Classroom:
I would probably use this book as a part of a lesson on slavery.
Response:
This was a good book, but it wasn’t what I had hoped it would be. I don’t know what I had thought it would be, but this wasn’t it.
The Voice That Challenged A Nation: Marian Anderson and the Struggle for Equal Rights by Russell Freedman (2 books) (114 pages)
Bibliographic Information:
Freedman, R. The Voice That Challenged A Nation: Marian Anderson and the Struggle for Equal Rights. New York: Clarion Books.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
Russell Freedman worked together with faculty at University of Pennsylvania to gather the research and photographs for this book.
Summary of the Book:
This book is about the life of Marian Anderson. She was an African American who was a young adult during the time of the Civil Rights movement. She was a wonderful singer; however, she was not allowed to sing in certain places because of the color of her skin. She faced many hardships because of her race. However, in every situation, she did not get discouraged. She kept trying and never lost sight of her goal: to be accepted and respected as a singer in America.
Illustrations:
This book was illustrated with photographs taken at the time.
Features:
This book is divided into chapters. At the end of the book, there are chapter notes for each chapter. There is a selected bibliography and discography. There are picture credits and an index.
How I would Use the Book in My Classroom:
This is another book I would use either during black history month or during a study on civil rights. I would possibly use this book in a literature group in older grades.
Response:
This is another book that really touched me. There were points when I wanted to cry an my heart broke for her. I felt so proud of her by the end of the book.
Related Text:
Through My Eyes by Ruby Bridges
Freedom Riders by Ann Bausum
Freedman, R. The Voice That Challenged A Nation: Marian Anderson and the Struggle for Equal Rights. New York: Clarion Books.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
Russell Freedman worked together with faculty at University of Pennsylvania to gather the research and photographs for this book.
Summary of the Book:
This book is about the life of Marian Anderson. She was an African American who was a young adult during the time of the Civil Rights movement. She was a wonderful singer; however, she was not allowed to sing in certain places because of the color of her skin. She faced many hardships because of her race. However, in every situation, she did not get discouraged. She kept trying and never lost sight of her goal: to be accepted and respected as a singer in America.
Illustrations:
This book was illustrated with photographs taken at the time.
Features:
This book is divided into chapters. At the end of the book, there are chapter notes for each chapter. There is a selected bibliography and discography. There are picture credits and an index.
How I would Use the Book in My Classroom:
This is another book I would use either during black history month or during a study on civil rights. I would possibly use this book in a literature group in older grades.
Response:
This is another book that really touched me. There were points when I wanted to cry an my heart broke for her. I felt so proud of her by the end of the book.
Related Text:
Through My Eyes by Ruby Bridges
Freedom Riders by Ann Bausum
Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement by Ann Bausum (1 book) (79 pages)
Bibliographic Information:
Bausum, A. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. Washington, D.C.: National Geographic.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author worked with several researchers to get the facts for this book. She was part of a team that wrote this book.
Summary of the Book:
This book tells the story of two young males who rode the bus from the north to the south during the time of integration. This book followed two young men, one white and one black. When they reached Alabama, they were both brutally beaten for the simple fact that they had ridden on the bus together. They rode the bus knowing they would face this kind of opposition when they arrived in the south. However, they did not care. They were fighting for a cause that they both believed in: equality for all races. This book captured the Civil Rights from both sides.
Illustrations:
This book is illustrated with photographs from the time.
Features:
At the end of the book, there is a partial roster of the riders on the freedom bus. It provides pictures for some of them. There is also timeline of major events in the Civil Rights movement. The author provides a research guide and research notes and acknowledgements. There is a section on the citations used in the book. The author provides a bibliography and illustration credits. There is also an index
How I would Use the Book in My Classroom:
I would use this book during Black History Month or while studying the Civil Rights.
Response:
I really liked this book. I’ve been really interested in book about the Civil Rights movement.
Related Text:
Freedom Riders: 1961 and the Struggle for Racial Justice by Raymond Arsenault
Through My Eyes by Ruby Bridges
Bausum, A. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. Washington, D.C.: National Geographic.
Grade Level Appropriateness:
6th – 8th
Author Credibility:
The author worked with several researchers to get the facts for this book. She was part of a team that wrote this book.
Summary of the Book:
This book tells the story of two young males who rode the bus from the north to the south during the time of integration. This book followed two young men, one white and one black. When they reached Alabama, they were both brutally beaten for the simple fact that they had ridden on the bus together. They rode the bus knowing they would face this kind of opposition when they arrived in the south. However, they did not care. They were fighting for a cause that they both believed in: equality for all races. This book captured the Civil Rights from both sides.
Illustrations:
This book is illustrated with photographs from the time.
Features:
At the end of the book, there is a partial roster of the riders on the freedom bus. It provides pictures for some of them. There is also timeline of major events in the Civil Rights movement. The author provides a research guide and research notes and acknowledgements. There is a section on the citations used in the book. The author provides a bibliography and illustration credits. There is also an index
How I would Use the Book in My Classroom:
I would use this book during Black History Month or while studying the Civil Rights.
Response:
I really liked this book. I’ve been really interested in book about the Civil Rights movement.
Related Text:
Freedom Riders: 1961 and the Struggle for Racial Justice by Raymond Arsenault
Through My Eyes by Ruby Bridges
How Much? Visiting Markets Around the World by Ted Lewin (1 book) (40 pages)
Bibliographic Information:
Lewin, T. How Much? Visiting Markets Around the World. New York: HarperCollins Children’s Books.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author has traveled all over the world and experienced many things. However, it does not give any information where the author got his information to write this book.
Summary of the Book:
This book is all about markets all over the world. It talks about the floating markets in Thailand. It talks about the markets in the valley in Peru. In this book, the author gives detailed descriptions of the people and the atmosphere surrounding the markets. Many other markets are described. Everything from camel markets in Egypt to the street markets in New York.
Illustrations:
Ted Lewin also illustrated this book. The illustrations look like watercolor paintings.
Features:
The only notable features in the book were the author’s note and the end pages. The end pages are paintings of people in the marketplace.
How I would Use the Book in My Classroom:
This would be a great book to use for a unit on multiculturalism.
Response:
I loved this book. It was so interesting to see how the people of other countries buy and sell items.
Related Text:
Market by Ted Lewin
Lewin, T. How Much? Visiting Markets Around the World. New York: HarperCollins Children’s Books.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author has traveled all over the world and experienced many things. However, it does not give any information where the author got his information to write this book.
Summary of the Book:
This book is all about markets all over the world. It talks about the floating markets in Thailand. It talks about the markets in the valley in Peru. In this book, the author gives detailed descriptions of the people and the atmosphere surrounding the markets. Many other markets are described. Everything from camel markets in Egypt to the street markets in New York.
Illustrations:
Ted Lewin also illustrated this book. The illustrations look like watercolor paintings.
Features:
The only notable features in the book were the author’s note and the end pages. The end pages are paintings of people in the marketplace.
How I would Use the Book in My Classroom:
This would be a great book to use for a unit on multiculturalism.
Response:
I loved this book. It was so interesting to see how the people of other countries buy and sell items.
Related Text:
Market by Ted Lewin
BLAST OFF! A Space Counting Book by Norma Cole (1 book) ( 32 pages)
Bibliographic Information:
Cole, N. Blast Off! A Space Counting Book. New York: Scholastic.
Grade Level Appropriateness:
K – 3rd
Author Credibility:
This author has written many children’s books and poetry books, but I could not find where she worked with anyone to obtain the facts she used in this book.
Summary of the Book:
This was a counting a book about space. It started at zero and counted up to twenty. Then it started with ten and counted back down to zero. On each page, there was the number and a space picture. At the bottom of each page there was a fact about space. The facts ranged from facts about planets to air pressure in the spaceship.
Illustrations:
This book was illustrated by Marshall Peck. It did not specify what median was used to create the illustrations.
Features:
There were no access features in this book besides the title page.
How I would Use the Book in My Classroom:
I would use this book to integrate math and science. This would also be a great book to use when talking about the solar system.
Response:
This book was very interesting. It brought up several facts about space that I didn’t know.
Related Text:
The Crayon Counting Book by Pam Munzo Ryan
Cole, N. Blast Off! A Space Counting Book. New York: Scholastic.
Grade Level Appropriateness:
K – 3rd
Author Credibility:
This author has written many children’s books and poetry books, but I could not find where she worked with anyone to obtain the facts she used in this book.
Summary of the Book:
This was a counting a book about space. It started at zero and counted up to twenty. Then it started with ten and counted back down to zero. On each page, there was the number and a space picture. At the bottom of each page there was a fact about space. The facts ranged from facts about planets to air pressure in the spaceship.
Illustrations:
This book was illustrated by Marshall Peck. It did not specify what median was used to create the illustrations.
Features:
There were no access features in this book besides the title page.
How I would Use the Book in My Classroom:
I would use this book to integrate math and science. This would also be a great book to use when talking about the solar system.
Response:
This book was very interesting. It brought up several facts about space that I didn’t know.
Related Text:
The Crayon Counting Book by Pam Munzo Ryan
Welcome to the River of Grass by Jane Yolen (1 book) (32 pages)
Bibliographic Information:
Yolen, J. Welcome to the River of Grass. New York: G.P. Putnam’s Sons.
Grade Level Appropriateness:
2nd – 5th
Author Credibility:
The author conferred with a professor at the University of Massachusetts for the material dealing with the birds. She also worked with the faculty and staff at the Everglades National Park in Florida.
Summary of the Book:
This is a book of poems about the Everglades. It may just look like a river with a few plants to the naked eye, but underneath and all around there is life burst out. The poems talk about owls, tree bugs, birds, trees, and plants. Each poem is short and easy to understand.
Illustrations:
The illustrations were done in gouache on illustration board. It was illustrated by Laura Regan.
Features:
At the end of the book there is a “Did You Know?” section. It also gives a telephone number and websites to visit to find more information about the Everglades.
How I would Use the Book in My Classroom:
I would use this book while studying ecosystems.
Response:
I really enjoyed this book. The poems were short and to the point. They didn’t give too much information for the reader to get confused, but it gave enough that you learned something.
Related Text:
Everglades by Jean Craighead George
Yolen, J. Welcome to the River of Grass. New York: G.P. Putnam’s Sons.
Grade Level Appropriateness:
2nd – 5th
Author Credibility:
The author conferred with a professor at the University of Massachusetts for the material dealing with the birds. She also worked with the faculty and staff at the Everglades National Park in Florida.
Summary of the Book:
This is a book of poems about the Everglades. It may just look like a river with a few plants to the naked eye, but underneath and all around there is life burst out. The poems talk about owls, tree bugs, birds, trees, and plants. Each poem is short and easy to understand.
Illustrations:
The illustrations were done in gouache on illustration board. It was illustrated by Laura Regan.
Features:
At the end of the book there is a “Did You Know?” section. It also gives a telephone number and websites to visit to find more information about the Everglades.
How I would Use the Book in My Classroom:
I would use this book while studying ecosystems.
Response:
I really enjoyed this book. The poems were short and to the point. They didn’t give too much information for the reader to get confused, but it gave enough that you learned something.
Related Text:
Everglades by Jean Craighead George
Snapshots: The Wonders of Monterey Bay by Celeste Davidson Mannis (1 book) (32 pages)
Bibliographic Information:
Mannis, C. Snapshots: the wonders of Monterey Bay. New York: Viking.
Grade Level Appropriateness:
4th – 6th
Author Credibility:
The author collaborated with an ecologist and the staff at the Monterey Bay Aquarium to acquire the information for this book.
Summary of the Book:
This book is filled with photographs and facts about the sea life and land at Monterey Bay. It talks about all aspects of Monterey Bay. It discusses the sand dunes, the kelp forest, and the animals of the waters.
Illustrations:
This book was illustrated with photographs taken by Celeste Davidson Mannis.
Features:
This book has an author’s note and a key in the back of the book. The key gives the reader background information on the pictures on each page.
How I would Use the Book in My Classroom:
I would use this book as a special interest book.
Response:
As an adult, this book interested me. However, I feel for a child to enjoy it, they would have to have a special interest in the subject.
Mannis, C. Snapshots: the wonders of Monterey Bay. New York: Viking.
Grade Level Appropriateness:
4th – 6th
Author Credibility:
The author collaborated with an ecologist and the staff at the Monterey Bay Aquarium to acquire the information for this book.
Summary of the Book:
This book is filled with photographs and facts about the sea life and land at Monterey Bay. It talks about all aspects of Monterey Bay. It discusses the sand dunes, the kelp forest, and the animals of the waters.
Illustrations:
This book was illustrated with photographs taken by Celeste Davidson Mannis.
Features:
This book has an author’s note and a key in the back of the book. The key gives the reader background information on the pictures on each page.
How I would Use the Book in My Classroom:
I would use this book as a special interest book.
Response:
As an adult, this book interested me. However, I feel for a child to enjoy it, they would have to have a special interest in the subject.
The Originals: Animals That Time Forgot by Jane Yolen (1 book) (31 pages)
Bibliographic Information:
Yolen, J. The Originals: Animals That Time Forgot. New York: Philomel Books.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author worked with specialists, Green Chimney Farm, and the Wildlife Conservation Center to get the information for this book.
Summary of the Book:
This book is about the “forgotten” animals of the world. We have seen many of their domesticated relatives, but this book explores the species that have not been changed in hundreds and even thousands of years. There is a different poem for each animal.
Illustrations:
It did not tell what median was used to illustrate the books, but it looks to be watercolor paintings.
Features:
At the end of the book, there are notes about some of the animals mentioned in the book. These notes just a give a few extra facts about the animal.
How I would Use the Book in My Classroom:
I would use this book when talking about some of the animals in the same family line as the originals.
Response:
I really enjoyed this book. The poems were not long but provided a lot of information.
.
Related Text:
Wild Wings by Jane Yolen
Yolen, J. The Originals: Animals That Time Forgot. New York: Philomel Books.
Grade Level Appropriateness:
3rd – 6th
Author Credibility:
The author worked with specialists, Green Chimney Farm, and the Wildlife Conservation Center to get the information for this book.
Summary of the Book:
This book is about the “forgotten” animals of the world. We have seen many of their domesticated relatives, but this book explores the species that have not been changed in hundreds and even thousands of years. There is a different poem for each animal.
Illustrations:
It did not tell what median was used to illustrate the books, but it looks to be watercolor paintings.
Features:
At the end of the book, there are notes about some of the animals mentioned in the book. These notes just a give a few extra facts about the animal.
How I would Use the Book in My Classroom:
I would use this book when talking about some of the animals in the same family line as the originals.
Response:
I really enjoyed this book. The poems were not long but provided a lot of information.
.
Related Text:
Wild Wings by Jane Yolen
Swan Harbor: A Nature Counting Book by Laura Rankin (1 book) (32 pages)
Bibliographic Information:
Rankin, L. Swan Harbor: A Nature Counting Book. New York: Dial Books for Young Readers.
Grade Level Appropriateness:
K – 2nd
Author Credibility:
Laura Rankin has written and illustrated several children’s books. Her inspiration for this book was her home in Maine.
Summary of the Book:
This is a counting picture book. Each page has a different number and the name of a plant or animal at the bottom of the page. In the illustration above, that number will be displayed. For example, if it says “3 squirrels” at the bottom of the page then there will be three squirrels in the picture on that page. It starts at one and goes all the way to twenty.
Illustrations:
The illustrations were done with acrylic inks and paints on Arches watercolor paper. Swan Harbor is an actual place in Maine, and that is where the illustrator got her inspiration for the paintings.
Features:
At the end of the book, there is a map of Swan Harbor labeling where you can find each of the animals, insects, or plants mentioned in the book. There is also a section titled “Intriguing Nature Facts” where each animal, insect, or plant is described. The paragraph lists several interesting facts about each one.
How I would Use the Book in My Classroom:
I would use this book with younger children to tie in counting with science. The book gives interesting facts about each thing that would interest the children and that is on their level.
Response:
This book was beautiful! I could look at the illustrations all day. They were beautiful. I loved the fact that it was illustrations from an actual place and how at the end the map showed you where each thing was located.
Related Text:
The Handmade Alphabet by Laura Rankin
Rankin, L. Swan Harbor: A Nature Counting Book. New York: Dial Books for Young Readers.
Grade Level Appropriateness:
K – 2nd
Author Credibility:
Laura Rankin has written and illustrated several children’s books. Her inspiration for this book was her home in Maine.
Summary of the Book:
This is a counting picture book. Each page has a different number and the name of a plant or animal at the bottom of the page. In the illustration above, that number will be displayed. For example, if it says “3 squirrels” at the bottom of the page then there will be three squirrels in the picture on that page. It starts at one and goes all the way to twenty.
Illustrations:
The illustrations were done with acrylic inks and paints on Arches watercolor paper. Swan Harbor is an actual place in Maine, and that is where the illustrator got her inspiration for the paintings.
Features:
At the end of the book, there is a map of Swan Harbor labeling where you can find each of the animals, insects, or plants mentioned in the book. There is also a section titled “Intriguing Nature Facts” where each animal, insect, or plant is described. The paragraph lists several interesting facts about each one.
How I would Use the Book in My Classroom:
I would use this book with younger children to tie in counting with science. The book gives interesting facts about each thing that would interest the children and that is on their level.
Response:
This book was beautiful! I could look at the illustrations all day. They were beautiful. I loved the fact that it was illustrations from an actual place and how at the end the map showed you where each thing was located.
Related Text:
The Handmade Alphabet by Laura Rankin
Picking Peas for A Penny by Angela Shelf Medearis (1 book) (34 pages)
Bibliographic Information:
Medearis, A. Picking Peas For A Penny. New York: Scholastic.
Grade Level Appropriateness:
1st – 4th
Author Credibility:
This story was a poem about the author’s mom, uncle, and grandparents.
Summary of the Book:
This was a lyrical poem. This is a book about a family who picked peas on the farm during the Great Depression. It was a family farm but they were paid for each basket they picked. The kids then went to town to the candy store and spent their money. It taught the mother what the value of a penny was.
Illustrations:
The illustrations in this book were done with colored pencils.
How I would Use the Book in My Classroom:
I would use this book while talking about the Great Depression or money.
Response:
I really enjoyed this book. It was a very easy read. I liked the rhythm of it.
Medearis, A. Picking Peas For A Penny. New York: Scholastic.
Grade Level Appropriateness:
1st – 4th
Author Credibility:
This story was a poem about the author’s mom, uncle, and grandparents.
Summary of the Book:
This was a lyrical poem. This is a book about a family who picked peas on the farm during the Great Depression. It was a family farm but they were paid for each basket they picked. The kids then went to town to the candy store and spent their money. It taught the mother what the value of a penny was.
Illustrations:
The illustrations in this book were done with colored pencils.
How I would Use the Book in My Classroom:
I would use this book while talking about the Great Depression or money.
Response:
I really enjoyed this book. It was a very easy read. I liked the rhythm of it.
Wild Wings: Poems for Young People by Jane Yolen
Bibliographic Information:
Yolen, J. Wild Wings. Honesdale: Boyds Mills Press.
Grade Level Appropriateness:
2nd – 4th
Author Credibility:
Jane Yolen has written many non-fiction poem books.
Summary of the Book:
This is a book of 14 poems about animals with wings. The poems talk about several different animals. At the bottom of the page, there is a small paragraph that give additional facts about the animal.
Illustrations:
This book was illustrated with photographs taken by Jason Stemple.
Features:
There is a table of contents and a note from the author.
How I would Use the Book in My Classroom:
I would use this book when talking about animals that fly.
Response:
I liked this book. Some of the poems were more interesting than others but as a whole it was a good book.
Yolen, J. Wild Wings. Honesdale: Boyds Mills Press.
Grade Level Appropriateness:
2nd – 4th
Author Credibility:
Jane Yolen has written many non-fiction poem books.
Summary of the Book:
This is a book of 14 poems about animals with wings. The poems talk about several different animals. At the bottom of the page, there is a small paragraph that give additional facts about the animal.
Illustrations:
This book was illustrated with photographs taken by Jason Stemple.
Features:
There is a table of contents and a note from the author.
How I would Use the Book in My Classroom:
I would use this book when talking about animals that fly.
Response:
I liked this book. Some of the poems were more interesting than others but as a whole it was a good book.
Ice Cream: The Full Scoop by Gail Gibbons (1 book) (32 pages)
Bibliographic Information:
Gibbons, G. Ice Cream: The Full Scoop. New York: Holiday House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
Gail Gibbons worked with Jon F. Snyder who owns an ice cream shop.
Summary of the Book:
This book goes through the history of ice cream. It starts from back 3,000 years ago and how they made something close to what our ice cream is now. It tells how a ice cream freezer works and about ice cream socials. The book also tells how the cows are milked and where the milk is stored and processed. The book also describes the process the milk goes through to become ice cream.
Illustrations:
The illustrations were paintings. They did not say what median was used to draw the illustrations.
Features:
At the end of the book, it lists some of the ways ice cream can be enjoyed. On the last page, there is a list of facts (“scoops”) on ice cream.
How I would Use the Book in My Classroom:
I would use this book as a special interest book.
Response:
I really enjoyed this book. It was fun to read, and I really learned a lot.
Gibbons, G. Ice Cream: The Full Scoop. New York: Holiday House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
Gail Gibbons worked with Jon F. Snyder who owns an ice cream shop.
Summary of the Book:
This book goes through the history of ice cream. It starts from back 3,000 years ago and how they made something close to what our ice cream is now. It tells how a ice cream freezer works and about ice cream socials. The book also tells how the cows are milked and where the milk is stored and processed. The book also describes the process the milk goes through to become ice cream.
Illustrations:
The illustrations were paintings. They did not say what median was used to draw the illustrations.
Features:
At the end of the book, it lists some of the ways ice cream can be enjoyed. On the last page, there is a list of facts (“scoops”) on ice cream.
How I would Use the Book in My Classroom:
I would use this book as a special interest book.
Response:
I really enjoyed this book. It was fun to read, and I really learned a lot.
Monday, July 23, 2007
How Much Is A Million? by David Schwartz (1 book) (40 pages)
How Much Is A Million?
By David Schwartz
Bibliographic Information:
Schwartz, D. How Much Is A Million? New York: Scholastic.
Grade Level Appropriateness:
K- 4th
Author Credibility:
David Schwartz has written several non-fiction books on an array of subjects.
Summary of the Book:
This book gives real measures of a million. For example, if you counted to a million, it would take you 23 days. After the book gives examples of a million, it gives examples of a billion.
Illustrations:
The illustrations are drawings that look to be done in colored pencils. However, it does not tell specifically what was used for the illustrations.
Features:
At the end of the book, there is a note from the author. There are also conversions and formulas used to get the facts in the book.
How I would Use the Book in My Classroom:
I would use this book when we are discussing place value and numbers.
Response:
I liked this book even though it was an older one. It gives you something tangible to compare a million to.
Related Text:
Millions to Measure by David Schwartz
If You Made A Million by David Schwartz
By David Schwartz
Bibliographic Information:
Schwartz, D. How Much Is A Million? New York: Scholastic.
Grade Level Appropriateness:
K- 4th
Author Credibility:
David Schwartz has written several non-fiction books on an array of subjects.
Summary of the Book:
This book gives real measures of a million. For example, if you counted to a million, it would take you 23 days. After the book gives examples of a million, it gives examples of a billion.
Illustrations:
The illustrations are drawings that look to be done in colored pencils. However, it does not tell specifically what was used for the illustrations.
Features:
At the end of the book, there is a note from the author. There are also conversions and formulas used to get the facts in the book.
How I would Use the Book in My Classroom:
I would use this book when we are discussing place value and numbers.
Response:
I liked this book even though it was an older one. It gives you something tangible to compare a million to.
Related Text:
Millions to Measure by David Schwartz
If You Made A Million by David Schwartz
Don't Forget Your Etiquette: The Essential Guide to Misbehavior by David Greenberg (1 book) (
Bibliographic Information:
Nickle, J. Alphabet Explosion: Search and Count from Alien to Zebra. New York: Random House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
John Nickle has written and illustrated several children’s books.
Summary of the Book:
This is an alphabet picture book. On each page, it tells you how many objects on the page begin with that letter. For example, there are 22 things on the A page that begin with the letter A.
Illustrations:
The illustrations are acrylic and spray paint on watercolor paper.
Features:
At the beginning of the book, it explains how to play the game and find the answers. At the end of the book, there is a list for each letter that tells you what objects you should have found.
How I would Use the Book in My Classroom:
I would let my students use this book in their free time or when they finish their work early.
Response:
I found myself wanting to make a list to see if I could find all of them. It was a lot harder than I had thought.
Related Text:
Never Take A Giraffe To The Movies by John Nickle
The Aunt Bully by John Nickle
Nickle, J. Alphabet Explosion: Search and Count from Alien to Zebra. New York: Random House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
John Nickle has written and illustrated several children’s books.
Summary of the Book:
This is an alphabet picture book. On each page, it tells you how many objects on the page begin with that letter. For example, there are 22 things on the A page that begin with the letter A.
Illustrations:
The illustrations are acrylic and spray paint on watercolor paper.
Features:
At the beginning of the book, it explains how to play the game and find the answers. At the end of the book, there is a list for each letter that tells you what objects you should have found.
How I would Use the Book in My Classroom:
I would let my students use this book in their free time or when they finish their work early.
Response:
I found myself wanting to make a list to see if I could find all of them. It was a lot harder than I had thought.
Related Text:
Never Take A Giraffe To The Movies by John Nickle
The Aunt Bully by John Nickle
Alphabet Explosion by John Nickle (1 book) (40 pages)
Bibliographic Information:
Nickle, J. Alphabet Explosion: Search and Count from Alien to Zebra. New York: Random House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
John Nickle has written and illustrated several children’s books.
Summary of the Book:
This is an alphabet picture book. On each page, it tells you how many objects on the page begin with that letter. For example, there are 22 things on the A page that begin with the letter A.
Illustrations:
The illustrations are acrylic and spray paint on watercolor paper.
Features:
At the beginning of the book, it explains how to play the game and find the answers. At the end of the book, there is a list for each letter that tells you what objects you should have found.
How I would Use the Book in My Classroom:
I would let my students use this book in their free time or when they finish their work early.
Response:
I found myself wanting to make a list to see if I could find all of them. It was a lot harder than I had thought.
Related Text:
Never Take A Giraffe To The Movies by John Nickle
The Aunt Bully by John Nickle
Nickle, J. Alphabet Explosion: Search and Count from Alien to Zebra. New York: Random House.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
John Nickle has written and illustrated several children’s books.
Summary of the Book:
This is an alphabet picture book. On each page, it tells you how many objects on the page begin with that letter. For example, there are 22 things on the A page that begin with the letter A.
Illustrations:
The illustrations are acrylic and spray paint on watercolor paper.
Features:
At the beginning of the book, it explains how to play the game and find the answers. At the end of the book, there is a list for each letter that tells you what objects you should have found.
How I would Use the Book in My Classroom:
I would let my students use this book in their free time or when they finish their work early.
Response:
I found myself wanting to make a list to see if I could find all of them. It was a lot harder than I had thought.
Related Text:
Never Take A Giraffe To The Movies by John Nickle
The Aunt Bully by John Nickle
WOW! AMERICA! By Robert Neubecker (1 book) (48 pgs)
Bibliographic Information:
Nuebecker, R. WOW! AMERICA!. New York: Hyperion Books.
Grade Level Appropriateness:
K- 3rd
Author Credibility:
The author is also an illustrator. He has written several children books, but I could not find where he got his information for this book.
Summary of the Book:
This book is about a young girl who “explores” the country. She goes to all of the regions of the United States and sees the sights. Every place she goes, it tells a fact about that city or region.
Illustrations:
The illustrations in this book were paintings. It did not tell what kind of paintings they were.
Features:
This book has a two page spread title page. The end pages are maps of the United States.
How I would Use the Book in My Classroom:
I would use this book when studying geography.
Response:
I really enjoyed this book. It was easy and fun to read. The illustrations really caught my eye. I think this would be a fabulous book even if it was just the illustrations.
Nuebecker, R. WOW! AMERICA!. New York: Hyperion Books.
Grade Level Appropriateness:
K- 3rd
Author Credibility:
The author is also an illustrator. He has written several children books, but I could not find where he got his information for this book.
Summary of the Book:
This book is about a young girl who “explores” the country. She goes to all of the regions of the United States and sees the sights. Every place she goes, it tells a fact about that city or region.
Illustrations:
The illustrations in this book were paintings. It did not tell what kind of paintings they were.
Features:
This book has a two page spread title page. The end pages are maps of the United States.
How I would Use the Book in My Classroom:
I would use this book when studying geography.
Response:
I really enjoyed this book. It was easy and fun to read. The illustrations really caught my eye. I think this would be a fabulous book even if it was just the illustrations.
Weedy Sea Dragons, Spitting Cobras, and Other Wild and Amazing Animals by Robyn O'Sullivan (1 book) (39 pages)
Weedy Sea Dragons, Spitting Cobras, and Other Wild and Amazing Animals
By Robyn O’Sullivan
Bibliographic Information:
O’Sullivan, R. Weedy Sea Dragons, Spitting Cobras, and Other Wild and Amazing Animals. Washington, D.C: National Geographic Society.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
The author worked with other people at National Geographic to get the information included in this book.
Summary of the Book:
This book is about how animals and insects camouflage and protect themselves in the wild. It talks about animals in the sea and on land. It tells how they protect themselves from predators by camouflaging themselves or shooting poison.
Illustrations:
This book was illustrated with photographs.
Features:
This book has a table of contents and is divided into chapters. At the end of the book, there is a report guide that can help guide a child on how to write a report. There is a glossary and an index. The book provides a list of books for further reading. There is also a list of websites.
How I would Use the Book in My Classroom:
I would use this book in a science unit about how animals and how they protect themselves.
Response:
This was a good book, but I can see where kids would get bored reading the whole thing. However, it would be a good reference for a project or report.
Related Text:
Rivers of Fire: The Story of Volcanoes by Monica Halpern
Venus Flytraps, Bladderworts: and Other Wild and Amazing Plants by Monica Halpern
By Robyn O’Sullivan
Bibliographic Information:
O’Sullivan, R. Weedy Sea Dragons, Spitting Cobras, and Other Wild and Amazing Animals. Washington, D.C: National Geographic Society.
Grade Level Appropriateness:
3rd – 5th
Author Credibility:
The author worked with other people at National Geographic to get the information included in this book.
Summary of the Book:
This book is about how animals and insects camouflage and protect themselves in the wild. It talks about animals in the sea and on land. It tells how they protect themselves from predators by camouflaging themselves or shooting poison.
Illustrations:
This book was illustrated with photographs.
Features:
This book has a table of contents and is divided into chapters. At the end of the book, there is a report guide that can help guide a child on how to write a report. There is a glossary and an index. The book provides a list of books for further reading. There is also a list of websites.
How I would Use the Book in My Classroom:
I would use this book in a science unit about how animals and how they protect themselves.
Response:
This was a good book, but I can see where kids would get bored reading the whole thing. However, it would be a good reference for a project or report.
Related Text:
Rivers of Fire: The Story of Volcanoes by Monica Halpern
Venus Flytraps, Bladderworts: and Other Wild and Amazing Plants by Monica Halpern
The EXtinct Files: My Science Project by Wallace Edwards (1 book) (
Bibliographic Information:
Edwards, W. The Extinct Files: My Science Project. Ontario: Kids Can Press.
Grade Level Appropriateness:
2nd – 4th
Author Credibility:
The author has written and illustrated several books.
Summary of the Book:
This is a non-fiction book about a science project about dinosaurs. It uses all of the vocabulary in the scientific process. In the book, a boy observes dinosaurs in their “natural” habitat playing cards, eating ice cream, and playing sports.
Illustrations:
The illustrations in this book were created with watercolors, colored pencils, and gouache.
How I would Use the Book in My Classroom:
I would use this book when introducing the scientific process. It has all of the vocabulary that students will need to know but the text is still something they can understand and enjoy.
Response:
I really enjoyed this book. It was a lot of fun to read.
Related Text:
Extinct Animals
Extinct: Fact Files by Simon Furman
Edwards, W. The Extinct Files: My Science Project. Ontario: Kids Can Press.
Grade Level Appropriateness:
2nd – 4th
Author Credibility:
The author has written and illustrated several books.
Summary of the Book:
This is a non-fiction book about a science project about dinosaurs. It uses all of the vocabulary in the scientific process. In the book, a boy observes dinosaurs in their “natural” habitat playing cards, eating ice cream, and playing sports.
Illustrations:
The illustrations in this book were created with watercolors, colored pencils, and gouache.
How I would Use the Book in My Classroom:
I would use this book when introducing the scientific process. It has all of the vocabulary that students will need to know but the text is still something they can understand and enjoy.
Response:
I really enjoyed this book. It was a lot of fun to read.
Related Text:
Extinct Animals
Extinct: Fact Files by Simon Furman
Actual Size by Steve Jenkins (1 book) (28 pages)
Bibliographic Information:
Jenkins, S. Actual Size. Boston: Houghton Mifflin Company.
Grade Level Appropriateness:
K - 3
Author Credibility:
The author has written several other non-fiction award winning books, but I was not able to find where he did he research for the facts in this particular book.
Summary of the Book:
This is mainly a picture book with a sentence of text on each page. It displays the actual size of things such as a crocodile mouth and the length of a giant anteater’s tongue.
Illustrations:
The illustrations in this book were collages of cut and torn paper.
Features:
At the end of the book, there is a paragraph about each animal mentioned in the book that lists several facts about the animal.
How I would Use the Book in My Classroom:
I would use this book in my classroom when talking about measurement to put things in perspective for younger students.
Response:
I really enjoyed this book. It was a quick read and I feel would be wonderful for younger kids.
Related Text:
Biggest, Strongest, Fastest by Steve Jenkins
Hottest, Coldest, Highest, Deepest by Steve Jenkins
Jenkins, S. Actual Size. Boston: Houghton Mifflin Company.
Grade Level Appropriateness:
K - 3
Author Credibility:
The author has written several other non-fiction award winning books, but I was not able to find where he did he research for the facts in this particular book.
Summary of the Book:
This is mainly a picture book with a sentence of text on each page. It displays the actual size of things such as a crocodile mouth and the length of a giant anteater’s tongue.
Illustrations:
The illustrations in this book were collages of cut and torn paper.
Features:
At the end of the book, there is a paragraph about each animal mentioned in the book that lists several facts about the animal.
How I would Use the Book in My Classroom:
I would use this book in my classroom when talking about measurement to put things in perspective for younger students.
Response:
I really enjoyed this book. It was a quick read and I feel would be wonderful for younger kids.
Related Text:
Biggest, Strongest, Fastest by Steve Jenkins
Hottest, Coldest, Highest, Deepest by Steve Jenkins
Owen & Mzee: The True Story of a Remarkable Friendship (1 book) (40 pgs.)
Bibliographic Information:
Hatkoff, I. Owen & Mzee: The True Story of a Remarkable Friendship. New York: Scholastic.
Grade Level Appropriateness:
2nd – 5th
Author Credibility:
The authors consulted with faculty at the Bronx Zoo in New York and at Columbia University while writing this book.
Summary of Book:
It told the story of how a baby hippo and a 130-year-old giant tortoise became friends. Owen was the baby hippo, and Mzee was the tortoise. They were put together in Haller Park when Owen was rescued after a storm. Mzee wasn’t a friendly animal so their friendship came as a surprise to everyone because it is very unlikely that a mammal and a reptile form a close bond.
Illustrations:
This book was illustrated with photographs taken by Peter Greste, Samuel Hopkins, and Charles Campbell-Clause.
Features:
The book opens with a letter from the authors telling how the book came to be. The end of the book has several features. There is a section titled More About. It tells of the countries that were mentioned in the book. It gives general background information about hippos and tortoises. The book also tells about the tsunami that left Owen stranded and about Haller Park.
How I would use this book in my classroom:
I would use this book in science and in character building since it talks about how their friendship was unlikely.
Response:
I thought this was a very interesting book. It went more in depth than I had originally thought it would which I liked. It used a lot of vocabulary that is appropriate for younger grades.
Related Text:
Owen & Mzee: Language of Friendship by Isabella Hatkoff
Friendship:
Wings of Change by Franklin Hill
Hatkoff, I. Owen & Mzee: The True Story of a Remarkable Friendship. New York: Scholastic.
Grade Level Appropriateness:
2nd – 5th
Author Credibility:
The authors consulted with faculty at the Bronx Zoo in New York and at Columbia University while writing this book.
Summary of Book:
It told the story of how a baby hippo and a 130-year-old giant tortoise became friends. Owen was the baby hippo, and Mzee was the tortoise. They were put together in Haller Park when Owen was rescued after a storm. Mzee wasn’t a friendly animal so their friendship came as a surprise to everyone because it is very unlikely that a mammal and a reptile form a close bond.
Illustrations:
This book was illustrated with photographs taken by Peter Greste, Samuel Hopkins, and Charles Campbell-Clause.
Features:
The book opens with a letter from the authors telling how the book came to be. The end of the book has several features. There is a section titled More About. It tells of the countries that were mentioned in the book. It gives general background information about hippos and tortoises. The book also tells about the tsunami that left Owen stranded and about Haller Park.
How I would use this book in my classroom:
I would use this book in science and in character building since it talks about how their friendship was unlikely.
Response:
I thought this was a very interesting book. It went more in depth than I had originally thought it would which I liked. It used a lot of vocabulary that is appropriate for younger grades.
Related Text:
Owen & Mzee: Language of Friendship by Isabella Hatkoff
Friendship:
Wings of Change by Franklin Hill
Coming to America: The Story of Immigration (1 book) (37 pages)
Bibliographic Information:
Maestro, B. Coming to America: The Story of Immigration. New York: Scholastic.
Grade Level Appropriateness:
1st – 4th Grade
Credibility of the Author:
The author and her husband have written and illustrated a number of nonfiction books on a variety of subjects. I could not find any specific information on where they did their research for this particular book.
Summary of the book:
This book told the story of immigration into the United States. It began with the people who came over after the Ice Age and ended with immigration facts from today. It told of where people lived and what they had to go through when they got here.
Illustrations:
This book was illustrated by Susannah Ryan. The illustrations were watercolor paintings.
Features:
At the end of the book, there is a table of dates that deal with immigration. There is also a section on immigration today. There are ten other interesting facts about immigration at the end of the book.
How I would use this book in my classroom:
I would use this book when we talked about the Ice Age, Native Americans, or general immigration.
Response:
I really liked this book. I had never really thought about Native Americans being considered immigrants. This book was really good!!!
Related Text:
I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project by Veronica Lawlor
Maestro, B. Coming to America: The Story of Immigration. New York: Scholastic.
Grade Level Appropriateness:
1st – 4th Grade
Credibility of the Author:
The author and her husband have written and illustrated a number of nonfiction books on a variety of subjects. I could not find any specific information on where they did their research for this particular book.
Summary of the book:
This book told the story of immigration into the United States. It began with the people who came over after the Ice Age and ended with immigration facts from today. It told of where people lived and what they had to go through when they got here.
Illustrations:
This book was illustrated by Susannah Ryan. The illustrations were watercolor paintings.
Features:
At the end of the book, there is a table of dates that deal with immigration. There is also a section on immigration today. There are ten other interesting facts about immigration at the end of the book.
How I would use this book in my classroom:
I would use this book when we talked about the Ice Age, Native Americans, or general immigration.
Response:
I really liked this book. I had never really thought about Native Americans being considered immigrants. This book was really good!!!
Related Text:
I Was Dreaming to Come to America: Memories from the Ellis Island Oral History Project by Veronica Lawlor
Thursday, July 19, 2007
DINOSAURS! By Laurence Pringle
Bibliographic Information:
Pringle, L. DINOSAURS!. Honesdale: Boyds Mills Press.
Grade Level Appropriateness:
K – 4
Author Credibility:
Laurence Pringle is a well known non-fiction author. For this book, Pringle worked with a professor of anatomy and geology at the University of Pennsylvania for accuracy of the text and pictures.
Summary of the Book:
This book goes through and discusses the different types of dinosaurs. It starts off by telling you to imagine that the dinosaurs lived right where you did all over the world. It talked about several different kinds of dinosaurs, not just the ones that are always talked about. It tells just a couple of facts about each dinosaur that are interesting.
Illustrations:
The illustrations are acrylic paintings. The first page and last page are the only pages with text on the pictures. It was illustrated by Carol Heyer.
Features:
Pronunciation of dinosaur names
Definitions of vocabulary in text
How I Would Use This Book in My Classroom:
I would use this book as a read aloud to younger kids. For older kids, I would let them read it independently. It would be good to use for visualization and imagery. I liked the way that it posed the question of how the plates on a Stegosaurus were arranged.
Response:
I really enjoyed this book. It flowed really well. It was easy to read and didn’t give too much information to where students could get bogged down.
Related Text:
The Dinosaur Alphabet Book by Jerry Pallotta
Pringle, L. DINOSAURS!. Honesdale: Boyds Mills Press.
Grade Level Appropriateness:
K – 4
Author Credibility:
Laurence Pringle is a well known non-fiction author. For this book, Pringle worked with a professor of anatomy and geology at the University of Pennsylvania for accuracy of the text and pictures.
Summary of the Book:
This book goes through and discusses the different types of dinosaurs. It starts off by telling you to imagine that the dinosaurs lived right where you did all over the world. It talked about several different kinds of dinosaurs, not just the ones that are always talked about. It tells just a couple of facts about each dinosaur that are interesting.
Illustrations:
The illustrations are acrylic paintings. The first page and last page are the only pages with text on the pictures. It was illustrated by Carol Heyer.
Features:
Pronunciation of dinosaur names
Definitions of vocabulary in text
How I Would Use This Book in My Classroom:
I would use this book as a read aloud to younger kids. For older kids, I would let them read it independently. It would be good to use for visualization and imagery. I liked the way that it posed the question of how the plates on a Stegosaurus were arranged.
Response:
I really enjoyed this book. It flowed really well. It was easy to read and didn’t give too much information to where students could get bogged down.
Related Text:
The Dinosaur Alphabet Book by Jerry Pallotta
Wednesday, June 20, 2007
Martin's Big Words by Ann Parr
Bibliographic Information:
Rappoport, Doreen (2001). Martin’s Big Words. New York: Hyperion Books For Children
Grade Level Appropriateness:
2nd – 6th
Credibility of the Author:
Doreen Rappaport is a well known children’s author. She has won several literary awards such as Caldecott Honor Book, Jane Addams Children’s Book Award, ALA Noteable Book Winner Award.
Awards:
Caldecott Honor Book
Coretta Scott King Honor for Illustration
Summary of the Book:
This book follows the Civil Rights Movement in the United States in association with Martin Luther King Junior. It tells of several other instances of racial discriminations that took place during that time. This book shows Martin Luther King Junior’s non-violent attitude towards the unfair things that were happening to African Americans.
National Standards it Relates to:
Social Studies
V. Individuals, Groups, and Institutions
Illustrations:
Bryan Collier was the illustrator of this book. He used a combination of collage and watercolors to compose his paintings used in the book.
Access Features:
At the end of the book, there is a page that has a list of important dates and significant events in the Civil Rights Movement. There is also a list of additional books and websites.
How I would Use the Book in My Classroom:
I would use this book in my classroom during Black History Month. Another time I would use this would be if we did a unit on Civil Rights.
Response:
I thought this was a really good book. It was short enough and easy enough to understand for younger readers. It also was appropriate for older students.
Related Text:
Biographies
Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull
Aunt Harriet’s Underground Railroad In The Sky by Faith Ringgold
Rappoport, Doreen (2001). Martin’s Big Words. New York: Hyperion Books For Children
Grade Level Appropriateness:
2nd – 6th
Credibility of the Author:
Doreen Rappaport is a well known children’s author. She has won several literary awards such as Caldecott Honor Book, Jane Addams Children’s Book Award, ALA Noteable Book Winner Award.
Awards:
Caldecott Honor Book
Coretta Scott King Honor for Illustration
Summary of the Book:
This book follows the Civil Rights Movement in the United States in association with Martin Luther King Junior. It tells of several other instances of racial discriminations that took place during that time. This book shows Martin Luther King Junior’s non-violent attitude towards the unfair things that were happening to African Americans.
National Standards it Relates to:
Social Studies
V. Individuals, Groups, and Institutions
Illustrations:
Bryan Collier was the illustrator of this book. He used a combination of collage and watercolors to compose his paintings used in the book.
Access Features:
At the end of the book, there is a page that has a list of important dates and significant events in the Civil Rights Movement. There is also a list of additional books and websites.
How I would Use the Book in My Classroom:
I would use this book in my classroom during Black History Month. Another time I would use this would be if we did a unit on Civil Rights.
Response:
I thought this was a really good book. It was short enough and easy enough to understand for younger readers. It also was appropriate for older students.
Related Text:
Biographies
Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull
Aunt Harriet’s Underground Railroad In The Sky by Faith Ringgold
Gordon Parks: No Excuses by Ann Parr
Bibliographic information:
Parr, Ann (2006). Gordon Parks: No Excuses. Gretna: Pelican Publishing Company
Grade Level Appropriateness:
3rd – 5th
Credibility of the Author:
Ann Parr takes an interest in people’s lives and loves to know how they got to where they are. Along with some help from advisors from Vermont College, Parr composed this book to show the life Gordon Parks made for himself through his photography skills.
Summary of the Book:
This book gives a very brief summary of the life of Gordon Parks. When Parks was a boy, his mother told him that he could achieve anything “no excuses”. His mother died when he was only 16. He found work as a waiter on a railroad. While working on the railroad, he met a photographer from LIFE magazine. Parks looked at the magazine and decided he was interested in photography. He studied all the elements of photography and got his own camera. He began taking pictures of everyday things. Once he had gotten a collection of pictures, he took them to the headquarters for LIFE magazine. He showed them to the editor. The editor liked what he saw. Soon after that, Gordon Parks became the first African American photographer for LIFE magazine.
National Standards it Relates to:
Social Studies
III. People, Places, and Environments
Illustrations:
This book contains photographs taken by Gordon Parks himself. There are also charcoal sketches illustrated by Kathryn Breidenthal. The sketches and photographs combined capture the audience. They were beautifully arranged and done.
Access Features:
The most prominent access feature in this book was the photography it contained. The photographs captured lives and times of people from several walks of life. There were photographs of models and photographs of street gangs.
How I would use the book in my classroom:
I would use this book in younger grades as a part of a study on biographies.
Response:
I thought the book had wonderful photographs. I wish it had gone into more detail about his life. It seemed very general. For younger children in school, that’s great. However, for older children and adults, I think it would be beneficial to have more background from Gordon Parks’ life.
Related Texts:
Biographies
Leonardo de Vinci by Diane Stanley
The Story of Walt Disney: Maker of Magical Worlds by Bernice Selden
Parr, Ann (2006). Gordon Parks: No Excuses. Gretna: Pelican Publishing Company
Grade Level Appropriateness:
3rd – 5th
Credibility of the Author:
Ann Parr takes an interest in people’s lives and loves to know how they got to where they are. Along with some help from advisors from Vermont College, Parr composed this book to show the life Gordon Parks made for himself through his photography skills.
Summary of the Book:
This book gives a very brief summary of the life of Gordon Parks. When Parks was a boy, his mother told him that he could achieve anything “no excuses”. His mother died when he was only 16. He found work as a waiter on a railroad. While working on the railroad, he met a photographer from LIFE magazine. Parks looked at the magazine and decided he was interested in photography. He studied all the elements of photography and got his own camera. He began taking pictures of everyday things. Once he had gotten a collection of pictures, he took them to the headquarters for LIFE magazine. He showed them to the editor. The editor liked what he saw. Soon after that, Gordon Parks became the first African American photographer for LIFE magazine.
National Standards it Relates to:
Social Studies
III. People, Places, and Environments
Illustrations:
This book contains photographs taken by Gordon Parks himself. There are also charcoal sketches illustrated by Kathryn Breidenthal. The sketches and photographs combined capture the audience. They were beautifully arranged and done.
Access Features:
The most prominent access feature in this book was the photography it contained. The photographs captured lives and times of people from several walks of life. There were photographs of models and photographs of street gangs.
How I would use the book in my classroom:
I would use this book in younger grades as a part of a study on biographies.
Response:
I thought the book had wonderful photographs. I wish it had gone into more detail about his life. It seemed very general. For younger children in school, that’s great. However, for older children and adults, I think it would be beneficial to have more background from Gordon Parks’ life.
Related Texts:
Biographies
Leonardo de Vinci by Diane Stanley
The Story of Walt Disney: Maker of Magical Worlds by Bernice Selden
Through My Eyes by Ruby Bridges
Bibliographic Information:
Bridges, Ruby (1999). Through My Eyes. New York: Scholastic.
Grade Level Appropriateness:
3rd -5th
Credibility of the Author:
Who better to ask about what happened in a person’s life except that person? The title tells just how the story is told, through her eyes. The newspaper articles, photographs, and personal testimonies throughout the book support the information that Ruby Bridges presents about the events she experienced during integration.
Summary of the Book:
Through My Eyes tells the story of integration through the eyes of 6 year old Ruby Bridges who experienced integration firsthand. She didn’t really understand what was going on when it took place. She didn’t feel like she had been deprived of anything. She had a good family that was very close. She did well in her school, and she liked school. All of the children in her New Orleans neighborhood all went to the same school so it was just as much of a social event as it was a place of education. But isn’t that the way it always is in kindergarten? During her kindergarten year, the courts passed a law that forced two all-white schools to integrate African Americans into them. The school board in New Orleans tested all of the black kindergarteners at Bridges’ school. Later in the summer, the Bridges family was notified that Ruby had been one of the highest scoring children on the test. This made her the involuntary candidate to integrate into one of the white schools. Mr. Bridges had some concerns about this, but Mrs. Bridges knew she had a bright daughter and wanted her to have the best education possible. The Bridges came to a decision that in the fall Ruby would start at the all-white school William Frantz School.
On November 14, 1960, a brave little first grader became an active part in one of the biggest movements in the United States. This was the day she started school at William Frantz. On this morning, four U.S. federal marshals arrived at the home of Ruby Bridges to escort her to school which was only five blocks away. Ruby and her mother climbed into the car and rode to the school. There were crowds of people waiting for them outside the school. The federal marshals escorted Ruby and her mother into the school and past the screaming opposition. Ruby soon met a lady that would change her life forever, her teacher Mrs. Barbara Henry. Ruby was the only student that Mrs. Henry had. Most of the other children in her classroom did not attend school because their parents had pulled them out because they heard Ruby was coming. Ruby didn’t see any other students for several months. The white students that actually came to school were kept in another part of the school. Ruby couldn’t go outside and play or eat in the cafeteria like the other students. Mrs. Henry did everything she could to make Ruby feel comfortable. They learned together and became very close. However, this didn’t take away the fact that Ruby was lonely. Mrs. Henry did everything she could to help relieve this feeling Ruby had.
Towards the end of the year, other children joined Ruby and Mrs. Henry in the classroom. On the first day that the white students were back in Mrs. Henry’s class, Ruby came to realize just what was going on. A boy told Ruby that he couldn’t play with her because she was black and his mother had told him not to play with her. At that moment, Ruby realized that the reason she had been separated from the other students was because of her race. This realization hadn’t occurred to her until that moment. She could have gotten mad, but she didn’t. She knew that it was important to obey your parents, and that’s all that little boy was doing. She finished the first grade and continued on to second grade at William Frantz.
National Standards it Relates to:
Social Studies
II. Time, Continuity, and Change
Illustrations:
Through My Eyes is filled with pictorial evidence of the events mentioned in the book. There are photographs of Ruby, her mother, and the U.S. federal marshals walking into the William Frantz School on November 14, 1960. There are several photographs of the crowds that gathered outside of the school. There is one photograph that shows a dark skinned baby doll in a coffin. The photos seem to make the book real. They help the reader put a face on this little girl who changed America just a little bit. There is something to be said for being able to see the signs the protestors made and the looks of hatred and anger on their faces.
Access Features:
There is a forward in the book by Harry Belafonte. The forward is formatted in the style of a letter that is written to the reader. Ruby Bridges wrote the forwarding this book. There are not defined chapters in the book, but every few pages there is a new heading at the top of the page giving the topic of what the next few pages would be about. Through My Eyes has inserted information throughout the book. There are notes at the bottom of the pages that are testimonials from different people that pertained to what was going on at the time. There are also photographs with captions under them. These testimonials and captions help support the text. At the end of the book, there are text and photo credits for the inserted information. There is also a timeline of key events in the Civil Rights movement.
How I would use the book in my classroom:
I would use this book in my classroom in two ways. For younger grades, I might just use it as a read aloud book. For older grades, I would use it as part of the Social Studies Curriculum while on the subject of civil rights and school integration. This would be a good source for an in-class project.
Response:
I loved the book! It was one of the best books I have read in a while. I usually don’t read non-fiction books, but this one really touched me. All I could picture was this little six year old girl sitting in a classroom all by herself and not fully understanding why she couldn’t be with the other students. It really touched my heart because she was so brave. I was also very touched by the effort Mrs. Henry made. She took the job even though she knew it wouldn’t be easy. She went out on a limb for this little girl and touched her life forever.
Related text:
School Integration
Linda Brown, You Are Not Alone: The Brown V. Board of Education Decision by Joyce Carol Thomas
Biography
Rosa by Nikki Giovanni
Bridges, Ruby (1999). Through My Eyes. New York: Scholastic.
Grade Level Appropriateness:
3rd -5th
Credibility of the Author:
Who better to ask about what happened in a person’s life except that person? The title tells just how the story is told, through her eyes. The newspaper articles, photographs, and personal testimonies throughout the book support the information that Ruby Bridges presents about the events she experienced during integration.
Summary of the Book:
Through My Eyes tells the story of integration through the eyes of 6 year old Ruby Bridges who experienced integration firsthand. She didn’t really understand what was going on when it took place. She didn’t feel like she had been deprived of anything. She had a good family that was very close. She did well in her school, and she liked school. All of the children in her New Orleans neighborhood all went to the same school so it was just as much of a social event as it was a place of education. But isn’t that the way it always is in kindergarten? During her kindergarten year, the courts passed a law that forced two all-white schools to integrate African Americans into them. The school board in New Orleans tested all of the black kindergarteners at Bridges’ school. Later in the summer, the Bridges family was notified that Ruby had been one of the highest scoring children on the test. This made her the involuntary candidate to integrate into one of the white schools. Mr. Bridges had some concerns about this, but Mrs. Bridges knew she had a bright daughter and wanted her to have the best education possible. The Bridges came to a decision that in the fall Ruby would start at the all-white school William Frantz School.
On November 14, 1960, a brave little first grader became an active part in one of the biggest movements in the United States. This was the day she started school at William Frantz. On this morning, four U.S. federal marshals arrived at the home of Ruby Bridges to escort her to school which was only five blocks away. Ruby and her mother climbed into the car and rode to the school. There were crowds of people waiting for them outside the school. The federal marshals escorted Ruby and her mother into the school and past the screaming opposition. Ruby soon met a lady that would change her life forever, her teacher Mrs. Barbara Henry. Ruby was the only student that Mrs. Henry had. Most of the other children in her classroom did not attend school because their parents had pulled them out because they heard Ruby was coming. Ruby didn’t see any other students for several months. The white students that actually came to school were kept in another part of the school. Ruby couldn’t go outside and play or eat in the cafeteria like the other students. Mrs. Henry did everything she could to make Ruby feel comfortable. They learned together and became very close. However, this didn’t take away the fact that Ruby was lonely. Mrs. Henry did everything she could to help relieve this feeling Ruby had.
Towards the end of the year, other children joined Ruby and Mrs. Henry in the classroom. On the first day that the white students were back in Mrs. Henry’s class, Ruby came to realize just what was going on. A boy told Ruby that he couldn’t play with her because she was black and his mother had told him not to play with her. At that moment, Ruby realized that the reason she had been separated from the other students was because of her race. This realization hadn’t occurred to her until that moment. She could have gotten mad, but she didn’t. She knew that it was important to obey your parents, and that’s all that little boy was doing. She finished the first grade and continued on to second grade at William Frantz.
National Standards it Relates to:
Social Studies
II. Time, Continuity, and Change
Illustrations:
Through My Eyes is filled with pictorial evidence of the events mentioned in the book. There are photographs of Ruby, her mother, and the U.S. federal marshals walking into the William Frantz School on November 14, 1960. There are several photographs of the crowds that gathered outside of the school. There is one photograph that shows a dark skinned baby doll in a coffin. The photos seem to make the book real. They help the reader put a face on this little girl who changed America just a little bit. There is something to be said for being able to see the signs the protestors made and the looks of hatred and anger on their faces.
Access Features:
There is a forward in the book by Harry Belafonte. The forward is formatted in the style of a letter that is written to the reader. Ruby Bridges wrote the forwarding this book. There are not defined chapters in the book, but every few pages there is a new heading at the top of the page giving the topic of what the next few pages would be about. Through My Eyes has inserted information throughout the book. There are notes at the bottom of the pages that are testimonials from different people that pertained to what was going on at the time. There are also photographs with captions under them. These testimonials and captions help support the text. At the end of the book, there are text and photo credits for the inserted information. There is also a timeline of key events in the Civil Rights movement.
How I would use the book in my classroom:
I would use this book in my classroom in two ways. For younger grades, I might just use it as a read aloud book. For older grades, I would use it as part of the Social Studies Curriculum while on the subject of civil rights and school integration. This would be a good source for an in-class project.
Response:
I loved the book! It was one of the best books I have read in a while. I usually don’t read non-fiction books, but this one really touched me. All I could picture was this little six year old girl sitting in a classroom all by herself and not fully understanding why she couldn’t be with the other students. It really touched my heart because she was so brave. I was also very touched by the effort Mrs. Henry made. She took the job even though she knew it wouldn’t be easy. She went out on a limb for this little girl and touched her life forever.
Related text:
School Integration
Linda Brown, You Are Not Alone: The Brown V. Board of Education Decision by Joyce Carol Thomas
Biography
Rosa by Nikki Giovanni
Remember: The Journey to School Integration by Toni Morrison
Bibliographic Information:
Morrison, Toni (2004). Remember: The Journey to School Integration. Boston: Houghton Mifflin Company
Grade level appropriateness:
3rd – 6th
Credibility of the Author:
Toni Morrison is a well known and credible author. In 1988, she was awarded the Pulitzer Prize. In 1993, Morrison was awarded the Nobel Prize in Literature. She has taught at several universities across the United States including Princeton in New Jersey.
Summary of the book:
This book takes you through the process of school integration in the 1950s and 1960s. The book is filled with photographs from the time that tell the story. The captions and text convey to the reader the feelings the author has about the events that were taking place in the photographs. There is a preface in the book that gives an introduction and background knowledge of the events leading up to the integration of schools. The author states that just because the reader wasn’t there during the time of school integration, they are a part of it. Everyone is a part of it.
The book is divided into sections. The first section talks about the segregated schools. The photographs show African American schools and how dilapidated they were. It showed the school rooms where children were crowded in. The African American students are reading and writing, but the conditions are not conducive to their needs. The rooms were small and dark. There were numerous children varying in ages all in one classroom. There is one photograph of two African American students walking beside a railroad track to get to their school which clearly was not near their home.
The second section of the book deals with the school year of 1954 when the courts enforce integration laws. The photographs depicted something that had never happened before – African American students and white students together in classrooms. This section showed screaming crowds in front of schools. There were men and women holding signs that displayed messages declaring their opposition to integration in the schools. It showed African Americans sitting alone in the school cafeteria. The students were together physically, but they were still separated socially.
The third and final section of the book is filled with photographs of African Americans and whites coming together to fight for equal rights for African Americans. The photographs showed that there were still prejudices against African Americans by the whites. One such photograph was of a white restaurant owner throwing water in a young black woman’s face. There was still a lot the African Americans had to overcome, but they were on their way to having equal rights.
At the end of the book, there is a page dedicated to the four young girls that were killed on September 15, 1963. Denise McNair, Carole Robertson, Addie Mae Collins, and Cynthia Wesley died while attending Sunday School at a church in Birmingham, Alabama. A racist threw a bomb into the church that exploded killing the four girls.
National Standards it Relates to:
Social Studies
II. Time, Continuity, and Change
Illustrations:
The book is illustrated with real photographs from that time. The photographs themselves could have told the story without the help of the text. They make it real. They give the reader a very small insight as to what it was like during those times.
Access Features:
The most important access feature in this book is the photograph notes at the end of the book. It has a small visual of the photograph and the page it’s on. It also tells when and where the photograph was taken. The notes give a brief description of the photograph and what was taking place.
How I would use the book in my classroom:
This book could be used for many classrooms of varying ages. I would use it in younger classes to introduce the subject of school integration. For older grades, I would use it and have them analyze the pictures. I may just let them see the pictures and write about it. I would have them tell how they think the person in this picture is feeling. What preconceived ideas do we have about the person or people in this photograph?
Response to book:
I really enjoyed this book. The saying, “A picture is worth a thousand words.” Certainly pertains to this book. The pictures tell the story. You can see the anger, hurt, and desperation in the eyes of the children and adults in the book. Sometime you need a visual to see just exactly what a situation is like. This book did just that. It let you see what was going on through the lens of someone who was there.
Related texts:
School Integration
Through My Eyes by Ruby Bridges
The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights by Russell Freedman
Morrison, Toni (2004). Remember: The Journey to School Integration. Boston: Houghton Mifflin Company
Grade level appropriateness:
3rd – 6th
Credibility of the Author:
Toni Morrison is a well known and credible author. In 1988, she was awarded the Pulitzer Prize. In 1993, Morrison was awarded the Nobel Prize in Literature. She has taught at several universities across the United States including Princeton in New Jersey.
Summary of the book:
This book takes you through the process of school integration in the 1950s and 1960s. The book is filled with photographs from the time that tell the story. The captions and text convey to the reader the feelings the author has about the events that were taking place in the photographs. There is a preface in the book that gives an introduction and background knowledge of the events leading up to the integration of schools. The author states that just because the reader wasn’t there during the time of school integration, they are a part of it. Everyone is a part of it.
The book is divided into sections. The first section talks about the segregated schools. The photographs show African American schools and how dilapidated they were. It showed the school rooms where children were crowded in. The African American students are reading and writing, but the conditions are not conducive to their needs. The rooms were small and dark. There were numerous children varying in ages all in one classroom. There is one photograph of two African American students walking beside a railroad track to get to their school which clearly was not near their home.
The second section of the book deals with the school year of 1954 when the courts enforce integration laws. The photographs depicted something that had never happened before – African American students and white students together in classrooms. This section showed screaming crowds in front of schools. There were men and women holding signs that displayed messages declaring their opposition to integration in the schools. It showed African Americans sitting alone in the school cafeteria. The students were together physically, but they were still separated socially.
The third and final section of the book is filled with photographs of African Americans and whites coming together to fight for equal rights for African Americans. The photographs showed that there were still prejudices against African Americans by the whites. One such photograph was of a white restaurant owner throwing water in a young black woman’s face. There was still a lot the African Americans had to overcome, but they were on their way to having equal rights.
At the end of the book, there is a page dedicated to the four young girls that were killed on September 15, 1963. Denise McNair, Carole Robertson, Addie Mae Collins, and Cynthia Wesley died while attending Sunday School at a church in Birmingham, Alabama. A racist threw a bomb into the church that exploded killing the four girls.
National Standards it Relates to:
Social Studies
II. Time, Continuity, and Change
Illustrations:
The book is illustrated with real photographs from that time. The photographs themselves could have told the story without the help of the text. They make it real. They give the reader a very small insight as to what it was like during those times.
Access Features:
The most important access feature in this book is the photograph notes at the end of the book. It has a small visual of the photograph and the page it’s on. It also tells when and where the photograph was taken. The notes give a brief description of the photograph and what was taking place.
How I would use the book in my classroom:
This book could be used for many classrooms of varying ages. I would use it in younger classes to introduce the subject of school integration. For older grades, I would use it and have them analyze the pictures. I may just let them see the pictures and write about it. I would have them tell how they think the person in this picture is feeling. What preconceived ideas do we have about the person or people in this photograph?
Response to book:
I really enjoyed this book. The saying, “A picture is worth a thousand words.” Certainly pertains to this book. The pictures tell the story. You can see the anger, hurt, and desperation in the eyes of the children and adults in the book. Sometime you need a visual to see just exactly what a situation is like. This book did just that. It let you see what was going on through the lens of someone who was there.
Related texts:
School Integration
Through My Eyes by Ruby Bridges
The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights by Russell Freedman
The Man Who Walked Between The Towers by Mordicai Gerstein
Bibliographic Information:
Gerstein, Mordicai (2003). The Man Who Walked Between the Towers. Brookfield: Roaring Brook Press
Grade Level Appropriateness:
K- 4th
Credibility of the Author:
Mordicai Gerstein is an author and illustrator. He has won many awards for not only his book, but also for his contributions to films also. Among such awards are the Caldecott, Parent’s Choice Award, and ALA notable children’s book.
Awards:
Caldecott Award Winner 2004
Boston Glove – Hornboook Award winner 2004
Summary of the Book:
This book is about Philippe Petit walking a tightrope between the two towers of the World Trade Center. Philippe was a performer in the parks and in his hometown of Paris. He loved to juggle and walk on a tight rope. While performing in a park in New York City one day, he decided that he wanted to walk between the two towers.
One night, Philippe and his friends snuck onto the job site of World Trade Center. The buildings hadn’t been completed yet. That night, Philippe and his friends took wire up to the roof of the two buildings. They secured the wire on both buildings. The next morning, August 7, 1974, Philippe took his walk across the wire between the two buildings. He danced and performed on the wire.
National Standards it Relates to:
Social Studies
III. People, Places, and Environments
Illustrations:
The illustrations were drawings done by the author. The illustrations were ink and oil paintings. The author used fold out pages to show the scale of just how high the buildings were and how far he had to walk.
Access Features:
The best access feature in this book is its use of illustrations. The fold out pages provide a sense of depth to the book that gives the reader a visual picture of how tall the buildings were and the distance between the buildings.
How I would Use the Book in My Classroom:
I think this would be a good book to use while talking about the events of September 11th.
Response:
I thought this book was a very good book. It sheds a brighter light on the World Trade Center. Today when people talk about the World Trade Center, all they think about is the tragedy of the events of September 11th. Even though that is a very important event in our nation’s history, this provides a connection for younger children who can’t really grasp the concept of all of the events of September 11th.
Related Text:
To Reach the Clouds: My High Wire Walk Between the Twin Towers by Philippe Petit.
Gerstein, Mordicai (2003). The Man Who Walked Between the Towers. Brookfield: Roaring Brook Press
Grade Level Appropriateness:
K- 4th
Credibility of the Author:
Mordicai Gerstein is an author and illustrator. He has won many awards for not only his book, but also for his contributions to films also. Among such awards are the Caldecott, Parent’s Choice Award, and ALA notable children’s book.
Awards:
Caldecott Award Winner 2004
Boston Glove – Hornboook Award winner 2004
Summary of the Book:
This book is about Philippe Petit walking a tightrope between the two towers of the World Trade Center. Philippe was a performer in the parks and in his hometown of Paris. He loved to juggle and walk on a tight rope. While performing in a park in New York City one day, he decided that he wanted to walk between the two towers.
One night, Philippe and his friends snuck onto the job site of World Trade Center. The buildings hadn’t been completed yet. That night, Philippe and his friends took wire up to the roof of the two buildings. They secured the wire on both buildings. The next morning, August 7, 1974, Philippe took his walk across the wire between the two buildings. He danced and performed on the wire.
National Standards it Relates to:
Social Studies
III. People, Places, and Environments
Illustrations:
The illustrations were drawings done by the author. The illustrations were ink and oil paintings. The author used fold out pages to show the scale of just how high the buildings were and how far he had to walk.
Access Features:
The best access feature in this book is its use of illustrations. The fold out pages provide a sense of depth to the book that gives the reader a visual picture of how tall the buildings were and the distance between the buildings.
How I would Use the Book in My Classroom:
I think this would be a good book to use while talking about the events of September 11th.
Response:
I thought this book was a very good book. It sheds a brighter light on the World Trade Center. Today when people talk about the World Trade Center, all they think about is the tragedy of the events of September 11th. Even though that is a very important event in our nation’s history, this provides a connection for younger children who can’t really grasp the concept of all of the events of September 11th.
Related Text:
To Reach the Clouds: My High Wire Walk Between the Twin Towers by Philippe Petit.
Monday, June 11, 2007
Through My Eyes- Bridges, Ruby
I thought this was a really good book. You hear about integration in school, but you never really go in depth on the subject. This book really opened my eyes to just how tough it was for those African American students. It really got to me because Ruby Bridges didn't really realize what was going on and that the reason she never saw other kids was because she was black. I felt like she was better off not knowing. It broke my heart when she told about the day the little white boy said he couldn't play with her because she was black and his mother had told him not to play with her. What I thought spoke so well of Ruby Bridges was that she told him that she understood. That took a lot for a first grader to say that and be OK with that. My heart goes out to her. I also think that her teacher should be recognized for her contributions also. Barbara Henry was a hero herself. She took a teaching position that she knew could put her safety and life at stake. Mrs. Henry did her job which was to give Ruby the same education that the other kids got. She put herself out there for a little girl that she didn't even know and has now forevermore left an impression on that child's life. This book was a joy to read and definitely a book I will use in my classroom.
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