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  • In ROSIE REVERE, ENGINEER, a young girl learns to follow her dreams no matter what else happens. Rosie Revere is a young girl who sees beyond the trash and finds treasure. At school, she is very shy and hides her talents; at home, when no one is looking, she makes amazing creations. She hides out in the attic and creates all sorts of gadgets until she’s too tired to continue working. Why does she hide her fantastic inventions?
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    • Putting Books to Work

    Putting Books to Work: ROSIE REVERE, ENGINEER

    by Kathy Prater
     | Sep 17, 2013

    Rosie Revere, Engineer (Abrams, 2013)
    Written by Andrea Beaty and illustrated by David Roberts
    Pre-K through Grade 4
     

    In ROSIE REVERE, ENGINEER, a young girl learns to follow her dreams no matter what else happens.

    Rosie Revere is a young girl who sees beyond the trash and finds treasure. At school, she is very shy and hides her talents; at home, when no one is looking, she makes amazing creations. She hides out in the attic and creates all sorts of gadgets until she’s too tired to continue working. Why does she hide her fantastic inventions? When she was younger, Rosie made a hat to chase off snakes for her favorite uncle…who laughed at her invention. This reaction caused Rosie to be self-conscious and withdrawn from following her dreams.

    She continues with this fear of creating until one day in the fall, her oldest aunt shows up to visit with her. The great-great-aunt, Rose, worked on planes and as a young adult had adventure after adventure. She admits she has one desire that had never been quenched: Aunt Rose (a.k.a. Rosie the Riveter) has always wanted to fly.

    Rosie contemplates the stories and her aunt’s dream to fly. As soon as she wakes the next morning, she begins to build and create a cheese copter to test. But when she tests the machine for flight, it does not do well. Her Aunt Rose begins to laugh, and Rosie’s confidence shrinks again. Rosie begins to think she should give up inventing, but Aunt Rose reminds her with a hug that she has made a beginning and the only thing to do is try again.

    This book illustrates the power that our words have on others and the ability to choose any career desired. Girls can choose science; boys can choose fashion. Careers are not built on getting everything right the first time, but rather on persistence and perseverance in the face of obstacles.

    Cross-curricular connections: Science, Art, Social Studies, English

    Ideas for Classroom Use

    Career Day

    The purpose of this activity is to encourage students to make connections with real life events and the story. After reading ROSIE REVERE, ENGINEER, discuss Aunt Rose’s career and how that was different for women of her generation. Show pictures of some of the Rosie the Riveter women that helped during the time of crisis in war. Discuss how these women were strong enough to choose to help even though society frowned upon it at first.

    After this discussion, encourage students to think about what job they may like to have when they grow up. Encourage them to think outside the box and consider careers that might not be generally accepted for them. Have the students write or dictate a short speech on why they would choose that particular career and how it might be challenging for them.

    Hold a career day in which each students comes dressed as their chosen career worker. Allow students time to explain why they would choose the career and how it would be challenging for them.

    (Re)Invention

    The purpose of this activity is to explore the concept of inventing along with the process of recycling. Ask parents to save “clean” garbage to donate to the class before the project begins. Discuss inventions and creating ideas out of materials that are unlikely to be used. Read the book about Rosie Revere and then discuss the inventions she created. Allow students to work independently or in small groups using that material that were donated.

    Have students explain their inventions to the classroom. Encourage students to give positive feedback and constructive criticism to each invention.

    Sticks and Stones

    The purpose of this activity is to encourage students to think about their choice of words and actions in respect to others around them.

    After reading ROSIE REVERE, ENGINEER, ask students to think about how Rosie felt. What actions and words made her happy? What actions and words made her sad? What actions and words made her quit doing what she loved? Why were her reactions different with Aunt Rose laughing than when her uncle laughed?

    Brainstorm ways to encourage people and list ways we discourage people. As a culminating activity, allow students to journal write about a time when they felt discouraged because of the actions of others. Have them include a way that they could have reacted differently like Rosie did at the end of the story.

    Allow students to share as they feel comfortable, in small groups or as a whole class. With young children this may best be completed as a small group discussion and activity, with the teacher taking dictation of their stories. Do not force any student to share because of the personal nature of the stories. Read and respond to each one in writing to help encourage students to build confidence and stand up for themselves.

    Additional Resources and Activities:

    How Stuff Works: History of Rosie the Riveter
    This site has an easy to understand description of the history of the Rosie the Riveter campaign during World War II. Pictures, descriptions, and a list of several links that explain the work force for women and men of that time, more information about World War II, and links to additional sites about the Rosie the Riveter campaign are all available through this link.

    Job Exploration
    This website created by Kids.gov is set up in three sections. Learn about jobs, play games about jobs, and videos about jobs all give easy to understand information designed for the lower elementary level, teens, and adults. Students can view a list of jobs by category or by skill. The jobs include a range from chef to veterinarian. Videos showcase several of the jobs to reinforce their skills and interest levels. The links to games provides a range of interactive activities for students.

    Andrea Beaty…Children’s Author
    The ROSIE THE REVERE, ENGINEER author’s website has information about the author herself and includes links to teacher resources connected to the book. The teacher resources include cross-curricular activities as well as a downloadable paper airplane for students to create. The author also includes links to several other books that are career related, INCLUDING IGGY PECK, ARCHITECT.

    Kathy Prater is a Reading Specialist who works with students with dyslexia, an Adjunct Professor at Mississippi University for Women in Columbus, Mississippi, and a full time pre-kindergarten teacher at Starkville Academy in Starkville, Mississippi. Her passions include reading, writing, tending her flock of chickens, and helping students at all levels to find motivation for lifelong reading and learning. She believes that every child can become a successful reader if given the right tools and encouragement. 

    © 2013 Kathy Prater. Please do not reproduce in any form, electronic or otherwise.
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  • A generation ago Bernstein (1971) suggested that much educational failure is primarily linguistic failure. Do the educational challenges facing our students result largely from lack of control over the language of schooling? If we agree that access to curriculum-specific language resources is critical to academic achievement, then what are the implications for curriculum and pedagogy?

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    Metalinguistic Understanding and Literacy Development

     | Sep 13, 2013

    Beverly Derewianka
    by Beverly Derewianka
    University of Wollongong, New South Wales, Australia
    September 12, 2013

     

    A generation ago Bernstein (1971) suggested that much educational failure is primarily linguistic failure. Do the educational challenges facing our students result largely from lack of control over the language of schooling? If we agree that access to curriculum-specific language resources is critical to academic achievement, then what are the implications for curriculum and pedagogy?

    In many countries we have seen an increasing emphasis on the explicit teaching of knowledge about language (metalinguistic knowledge) in school classrooms. In Australia, for instance, the new Australian Curriculum: English places at its core ‘a coherent, dynamic, and evolving body of knowledge about the English language and how it works’ (ACARA, 2009: 6).  Similarly, in England knowledge about language was reintroduced as part of the National Curriculum for English (NCE) in 1989 and its significance has been repeatedly reinforced ever since. In the United States, the Common Core State Standards make it clear that an explicit knowledge about language contributes to college and career readiness:

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (Standards for Language Grades 6-12)

    These initiatives assume the importance of metalinguistic understanding for the development of literacy. While some early studies (e.g., Hillocks, 1986) concluded that there is little or no positive benefit on students’ literacy from the teaching of conventional grammar (Andrews et al, 2004), decades later there have been significant advances in our appreciation of what is meant by metalinguistic knowledge, in the development of a more relevant, contemporary, functionally-oriented theory of language, and in our understanding of more dialogic, engaging pedagogies.

    There is recent evidence of the beneficial effects of increased knowledge about language on students’ literacy outcomes from primarily qualitative studies.

    In the UK, Myhill (2011a, 2011b), for example, found an improvement of 20% over a year in the writing of secondary students who had been involved in a programme with a contexualised language focus. In the US, researchers are providing evidence of the value of explicit teaching about language from a functional perspective (e.g. Enright, 2013; Fang & Schleppegrell, 2010). Achugar, Schleppegrell & Oteiza (2007), for example, report that students whose teachers participated in a major project on the language of History made significantly greater gains on the state exams than students whose teachers had not participated, and ELLs were among those who showed greatest benefits.

    Similarly, data from a study in Massachusetts indicate that SFL-based pedagogy supported emergent ELL writers in analyzing and producing more coherent texts reflective of written as opposed to oral discourse, with fourth graders analyzing the genre and register features in Puerto Rican children’s literature to create their own narratives and fifth graders researching the benefits of recreation to make an argument for reinstating recess in letters to their principal (Gebhard & Martin 2010).

    And in Australia, numerous studies over the years have reported that even very young students are able to effectively deploy a shared metalanguage to explore, appreciate, interpret and evaluate the language resources found in a range of genres and to apply those understandings in their own writing (e.g. Williams 2004, 2005). 

    What all of these studies have in common is a view of language as a resource for making meaning rather than simply a set of rules. Knowledge about language is taught in the context of substantial curriculum content, with a focus on those language features that are relevant to the particular task. Such knowledge is built up incrementally over time through explicit instruction as students engage in curriculum activities. The metalanguage operates at the level of the whole text through to the paragraph, the sentence, the phrase and the word, emphasizing the function that language plays at each of these levels and the interconnections between each level. The teacher’s role is seen as constantly expanding the students’ repertoire of choices in a classroom climate that fosters exploration, experimentation, discussion, choice and decision-making.


    Beverly Derewianka is Professor of Language Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. She has been an active participant for several decades in the field of literacy education, where she has contributed to policy development at national and state levels. Her research spans the learning of both English as a mothertongue and ESL/EFL - from children through to adults, drawing on a Hallidayan functional approach to language and learning.


    References

    Achugar, M., Schleppegrell, M., & Ote ́ıza, T. (2007). Engaging teachers in language analysis: A functional linguistics approach to reflective literacy. English Teaching: Practice and Critique, 6(2), 8–24.

    Andrews, R., Torgerson, C., Beverton, S., Locke, T., Low, G., Robinson. A, & Zhu, D. (2004). The effect of grammar teaching (syntax) in English on 5 to 16 year olds’ accuracy and quality in written composition. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Retrieved 050513 http://eppi.ioe.ac.uk/reel

    Australian Curriculum, Assessment and Reporting Authority (ACARA) (2009), English. Retrieved 050513 http://www.australiancurriculum.edu.au/English/Rationale

    Bernstein, B. (1971). Class, codes and control vol 1. London: Paladin.

    Enright, K. A. (in press/2013). Adolescent writers and academic trajectories: Situating L2 writing in the content areas. In L. C. de Oliveira and T. Silva (Eds). L2 Writing in the secondary classroom: Experiences, issues, and teacher education. NY: Routledge.

    Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587–597

    Gebhard, M., & Martin, J. (2010). Grammar and literacy learning.  In D. Fisher & D. Lapp (Eds.), Handbook of research on teaching the English Language Arts. Mahwah, NJ: Erlbaum/Taylor & Francis.

    Gebhard, M., Willett, J., Jimenez, J., & Piedra, A. (2010). Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 91–110). Mahwah, NJ: Erlbaum/Taylor & Francis.

    Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and the National Conference on Research in English.

    Myhill, D.A. (2011a) Grammar for designers: How grammar supports the development of writing. Applied linguistics and primary school teaching. Cambridge: Cambridge University Press

    Myhill, D.A. (2011b) ‘The ordeal of deliberate choice’: Metalinguistic development in secondary writers. In V. Berninger, (Ed.) Past, present, and future contributions of cognitive writing research to cognitive psychology. NY: Psychology Press/Taylor Francis Group.

    Myhill, D.A., Jones, S.M., Lines, H., & Watson, A.  (2012). Re-thinking grammar: The impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding.  Research Papers in Education, 27(2), 1-28.

    Williams, G. (2004). Ontogenesis and grammatics: Functions of metalanguage in pedagogic discourse. In Williams, G., & Lukin, A. (Eds.), The development of language: Functional perspectives on species and individuals. London: Continuum.

    Williams, G. (2005). Grammatics in Schools. In R. Hasan, C. Matthiessen and J. Webster (Eds.), Continuing discourse on language: A functional perspective. London, Equinox.


    Reader response is welcomed. Email your comments to LRP@/

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  • FlyingMary Beth Scumaci says that the The Fantastic Flying Books of Mr. Morris Lessmore book, film, and app offer potential for creative ELA integration.
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    TILE-SIG Feature: Have You Ever Dreamed of Flying?

     | Sep 13, 2013

    September 13, 2013

    by Mary Beth Scumaci

    Flying Books coverBeing able to fly was always a dream of mine as a child. Secretly, I think I still wish I could. The closest I have come to achieving this goal is through the digital app experience in the amazing and beautifully written and illustrated book, The Fantastic Flying Books of Mr. Morris Lessmore written by William Joyce and illustrated by Joyce and Joe Bluhm. As stated on the Moonbot website, the inspiration for Joyce’s story was “Hurricane Katrina, Buster Keaton, The Wizard of Oz, and a love for books…” 

    Flying websiteThe picture book motivated Joyce and Brandon Oldenburg to create a short film of the story, and their creativity earned them an Oscar for the Best Animated Short Film at the 84th Academy Awards. This short film is a powerful and emotional experience, one that can bring you to tears as you become engaged with the drama and passion of the story. As a teacher, this offers much potential for creative ELA integration. As you show this silent short film to your students, watch their observation, critical thinking, and writing skills come to life. You can then compare the silent film with the book, research both mediums, as well as the lives of the author, illustrators, and Moonbot Studios. Try having the children use their annotation strategy skills while watching the short film, a delightful experience for sure. The picture book and silent film are amazing literacy activities when used together or as standalone experiences. But guess what, there’s more…there’s an app for that! IMAG.N.O.Tron created an app for $4.99 that integrates with the picture book illustrations to bring the book to life.

    Flying appWith book in hand, simply open the app, hold it over the pages and watch as the illustrations come to life while you listen to the story. It won’t take you long to identify the inspiration from Hurricane Katrina and The Wizard of Oz as this digital interactive storybook pulls you into a very windy storm where books, houses, people, and objects are blown about. This digital “pop-up” book takes you on a delightful journey as you listen to the story narration and get lost in the app experience. It is sure to memorize readers of all ages. And the beauty of it all, you must have the book in hand to make this happen. Worried about print copies of books becoming obsolete? Not with genius ideas like this.

    Flying app

    I use this book with my graduate students, children from Kindergarten through grades 12, and take it to events and family functions. It’s a crowd pleaser and a powerful literacy experience that brings digital natives and digital immigrants together. I have seen people, laugh, cry, and become fascinated with the technology. I am passionate about this book and digital experiences. My favorite pages, well that would be all of them, but if I had to select two, they would be pages 21 and 16. On page 21, Mr. Morris Lessmore “gets lost in a book.” After he takes flight, lift the iPad and he flies all over your room—walls, ceiling, and floor—as he is transported through his book journey, then watch and listen as he falls from the sky, safely landing back in the book on page 23. I also love the library scene on page 16.When you see the “Look Up” icon in the bottom right corner, lift the iPad and you feel as if you are in the library, exploring and listening to the “chatter” of the books telling their stories.

    Flying app

    What is more intriguing than comparing a picture book, a film, and app technology? This is a critical literacy experience that integrates the P-12 Common Core Learning Standards, technology, art and fun. In addition, the book comes in several languages so you can incorporate it into your ELL program. For those of you who enjoy author autographed books for your classroom, you can purchase a signed copy of the book on the Moonbot Studios website.

    If you find yourself wanting more of the digital interactive literacy app experience, investigate the apps The Numberlys, A Math Mystery, a story of numbers and letters by Moonbot Studios and Bullseye, an interactive music video where the character You-Me brings the diverse world around him to life, created by The Polyphonic Spree and Moonbot Studios.   

    References

    Moonbot Studios (2013). Retrieved from http://moonbotstudios.com/the-fantastic-flying-books-of-mr-morris-lessmore-storybook-app/

    The Review Wire (2013). Retrieved from http://www.thereviewwire.com/2012/07/27/fantastic-flying-books-of-mr-morris-lessmore-book-and-app-review-the-review-wire/

    iTunes (2013). Retrieved from https://itunes.apple.com/us/app/bullseye-by-polyphonic-spree/id448080302?mt=8 

    Silicon Bayou News (2013). Retrieved from http://siliconbayounews.com/2012/01/12/moonbot-studios-unveils-the-numberlys-an-epic-interactive-storybook-app/ 

    YouTube (2013). The Fantastic Flying Books of Mr. Morris Lessmore Short Film. Retrieved from http://www.youtube.com/watch?v=2XrvZN6B2UM

    YouTube (2013). 84th Academy Awards. Retrieved from http://www.youtube.com/watch?v=B9rme79ptdA

    Mary Beth ScumaciMary Beth Scumaci is a Clinical Assistant Professor at Medaille College in Buffalo, New York.

    This article is part of a series from the International Reading Association Technology in Literacy Education Special Interest Group (TILE-SIG).



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  • With the recently released Steve Jobs biopic, Apple’s legendary founder and pitchman is back in our national psyche. We can all agree that Jobs changed how we view design and creativity by elevating the quality and tools of many of the technologies we use every day. He was also a natural showman, and his Apple speeches were must-watch events for Apple fans around the globe.
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    Teachers: You, Too, Can Present Like Steve Jobs

    by Amanda Richardson
     | Sep 12, 2013
    With the recently released Steve Jobs biopic, Apple’s legendary founder and pitchman is back in our national psyche. We can all agree that Jobs changed how we view design and creativity by elevating the quality and tools of many of the technologies we use every day. He was also a natural showman, and his Apple speeches were must-watch events for Apple fans around the globe.

    p: acaben via photopin cc
    To better engage their students this school year, teachers can learn a great deal from the undisputed king of tech presentations. Wouldn’t it be amazing to have students raving about your recent history lecture or biology talk like they would the latest iPhone or iPad?

    At Prezi, we love helping anyone—especially educators—share their ideas more effectively. It’s a main reason why Prezi now has over 27 million users in more than 190 countries, including millions of teachers and students. To deliver a lecture like the Steve Jobs of the classroom, try the following simple tips and tricks.

    1. Engage students through storytelling.

    Steve Jobs was a master storyteller who used stories to connect emotionally with his audience. Unfortunately, many students have become numb to conventional classroom presentations, where they’re confronted with slide after slide containing too much information in quick, disjointed succession.

    As a teacher, you can tell better stories by revealing “how” something happened in addition to just the “what” or “why.” Visual tools can really help support this storytelling. For instance, Prezi’s zooming canvas lends itself to storytelling because it naturally shows the connections between all of the details. Other visuals such as props, photos, or YouTube clips can help convey you story, too.

    2. Communicate both the “forest” as well as the “trees.”

    Steve Jobs was famous for presenting the big picture vision of his ideas without neglecting the fine details. Many teachers are good at either of these things, but you can build a much better classroom presence by keeping both in balance. Seek to highlight the interesting details of a topic, but force yourself to keep coming back to the main idea.

    Students will actually learn this by example: They will naturally observe how you keep the logical progression going from smaller supporting topics to the bigger picture and will naturally channel this experience when giving their own speech in front of an audience.

    We’ve even worked hard to build this kind of balanced communication directly into Prezi. Rather than being stuck in a static slide, with no context of where you came from or where you’re going, Prezi’s zooming canvas empowers you to show the big picture and then zoom in on the details. This adds relevant context to your idea by presenting an integrated view of how each detail relates to each other and to the overarching concept you’re trying to convey.

    3. Make presentations more collaborative.

    Steve Jobs spent months on his presentations, collaborating with colleagues and even responding to customer emails. Encourage students to not only interact vocally but allow them to make additions to your talk, making it a lively “streaming” presentation of sorts. This will create a classroom experience that’s bilateral as opposed to unilateral, where information is flowing from teacher to student and vice versa, thus encouraging the creativity of the audience.

    Students will learn not only the content of your presentation, but also the power of working and collaborating with others. That’s a great skill to have no matter what career they may choose.

    This is also one aspect of Prezi that I’m really proud of: It’s great for interactive classroom sessions or group projects. Using Prezi, you or your students can collaborate in real time with up to 10 others, whether in the classroom or at home, to brainstorm and create your presentation on one shared virtual whiteboard. Some teachers have even told us that students who won’t normally participate in a class discussion verbally will do so electronically through Prezi.

    4. Strive for portability and accessibility.

    Because Steve Jobs wanted to maximize the impact of his presentations, he shared them with fans all over the world. Make your presentations shareable, searchable and easy to download on the web through various tools that are available to you for free. Encourage your students to download and study your presentations, and to perhaps create presentations themselves and store them online for your class to later discuss.

    If you’d like to use Prezi for this, we always store your presentations in the cloud for easy access from anywhere—even from an iPhone or iPad. We’ve found that teachers love it because if a student misses a presentation in class he or she can still view the presentation from home with no extra effort on the teacher’s part. In addition to Prezi, there are multiple tools that can help facilitate this process—such as Evernote for notetaking and Dropbox for sharing files.

    Even though we can’t all channel Steve Jobs’ legendary on-stage charisma that doesn’t mean we can’t all learn something important from his unique presentation skills. By putting to use these techniques and tips, you will not only present like Steve Jobs, but your students can, too.

    This is a highly developed skill that they will need as they progress from job to job and work their way up the career ladder, no matter what their chosen industry may be.

    Amanda Richardson is Prezi’s head of product. Whether she is helping users browse great presentations at prezi.com or making Prezi’s desktop and mobile apps elegant and easy to use, she focuses on finding ways to inspire others to share their ideas and stories—including millions of teachers and students.

    © 2013 Amanda Richardson. Please do not reproduce in any form, electronic or otherwise.


    TILE-SIG Feature: Composing Online with Prezi—Beyond the Traditional Slide Show

    Presentation Apps: A New Take on an Old Task
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  • Let's Laugh!These new K-12 books reviewed by CL/R SIG members are sure to get laughs from your students, and maybe a few smiles from you as well!
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    Let’s Laugh! Book Reviews

    by the CL/R SIG
     | Sep 11, 2013

    Let's LaughWhether it’s after a particularly bad day, to break a sad mood, or to disrupt a monotonous routine, there are times everyone needs to laugh. Laughter helps us relax and look at the comical parts of life. Books can play a key role at these times. They have the power to transport us outside of ourselves and our day-to-day lives, see the humor in our own beliefs and actions, and take life less seriously for a while. In this week’s book review column, members of the International Reading Association’s Children’s Literature and Reading Special Interest Group highlight books that challenge the realities we live with, from concern about what others think and say to fear and distrust of the unfamiliar to dealing with head lice, in comical ways that spark smiles and laughter.

     

    GRADES K-3

     

    Escoffier, Michael. (2013). Brief thief. Illus. by Kris Di Giacomo. New York: Enchanted Lion Books.

    Brief ThiefAfter having breakfast and sunning himself on a rock, Leon, a chameleon, has to “go poo.” He finds a tree and when he’s finished, discovers too late that there is no toilet paper left. All Leon can find at first are leaves and grass until he comes upon an old pair of red underpants “full of holes.” After using the underpants, Leon tosses them into the bushes and goes back to his rock. Before long, Leon’s “conscience” speaks to him because he touched someone else’s things. Leon realizes his conscience may be right, finds the underpants he tossed in the bush, and scrubs them clean. After hanging the clean underpants up to dry, Leon runs away. It is then that his “conscience” appears as an angry rabbit wearing a red cape and costume. The rabbit claims the underpants, puts them on his head (with his ears through the leg holes and other holes for his eyes) and flies away. This comical book is one everyone will enjoy.

    - Prisca Martens, Towson University, Towson, Maryland

     

    Dumont, Jean-Francois. (2013). The chickens build a wall. Grand Rapids, MI: Eerdmans Books for Young Readers.

    The Chickens Build a WallWhen a hedgehog appears in the middle of the barnyard, the animals don’t know who he is or what to think. As they look more closely at him, the scared hedgehog curls into a ball. The next morning, when the hedgehog is gone, the animals get nervous. Where is he? Is he a thief? At the rooster’s suggestion, the chickens decide to build a wall around the henhouse to protect themselves. While the other animals watch, questioning the value of such a project, the hens spend the winter building a wall until it reaches far above the henhouse. As the chickens celebrate the completed wall, the hedgehog emerges from under the straw where he’s been sleeping. The hens and hedgehog get to know each other while the hens cut the door they’d forgotten to make. Before long, they’re not afraid of each other, the hedgehog stays, and the wall comes down. This story about becoming friends with others, even those who are different, and tearing down walls that separate is delightful. 

    - Prisca Martens, Towson University, Towson, Maryland

     

    Gravett, Emily. (2013). Again! New York: Simon & Schuster.

    Again!It's time for bed, and Cedric the dragon wants to hear a story. His mother reads Cedric his favorite book, the story of another dragon named Cedric who stays busy snatching princesses and tormenting trolls and has never in his life ever been to bed. When Mother finishes the story, Cedric politely asks, "Again?" Even though she's tired, Mother re-reads the book to each of Cedric's repeated requests, each time changing the text of the story in ways that encourage Cedric to go to sleep. When Mother falls asleep during a reading, wide-awake impatient Cedric turns red and roars loudly, “AGAIN!” over and over, burning a hole not only in his own book but also a die-cut hole through the book the reader is holding. The front endpapers show Cedric getting ready for bed and the back endpapers the princess and trolls trying to climb back into the story after falling out through the burned hole. The playful illustrations enhance the story and display the intensity of Cedric’s changing emotions. This delightful book will be one children want to hear “Again!” and often.  

    - Prisca Martens, Towson University, Towson, Maryland

     

    Shannon, David. (2013). Bugs in my hair! New York: Blue Sky Press/Scholastic.

    Bugs in my Hair!David Shannon takes on the embarrassing subject of head lice in his new book Bugs in My Hair. He tackles such topics as what lice are, how they spread, remedies for getting rid of them (the most powerful being Mom and her weapons), and how lice sometimes return. Facts, such as “Lice eggs are called ‘nits’ and “Dogs don’t get head lice”, are shared in comments marked with asterisks. The hilarious illustrations of the boy and his friends, his mom, and especially the lice themselves, including one who resembles Dracula and another named Bugzilla, add to the enjoyment. Shannon dedicated the book “To moms everywhere and their battle-tested anti-lice weapons.” This book is sure to have readers laughing…and itching!

    - Prisca Martens, Towson University, Towson, Maryland

     

    GRADES 4-6

     

    Krull, Kathleen, & Brewer, Paul. (2013). The Beatles were fab (and they were funny). Illus. by Stacy Innerst. New York: Harcourt.

    The BeatlesIn this book Kathleen Krull and Paul Brewer take a look at the Beatles’ career, highlighting their sense of humor. Starting with the John, Paul, George, and Ringo forming a band and naming their group, the book chronicles their ups and downs, from their first days playing clubs in England and Germany for very little money to the height of their popularity to the time when they decided to separate. Funny things that happened along the way are shared, such as a policeman carrying Ringo over his shoulder to get him out of the crowd to safety; Paul saying, “no, no, no” to his father begging him to change the “yeah, yeah, yeah” line in “She Loves You” to “yes, yes, yes”; and, fans throwing jellybeans, the Beatles’ favorite candy, at the stage when they were performing. In addition, a full page is devoted to each band member and their best joke lines. The playful caricatures in the illustrations add to the fun of the book.

    - Prisca Martens, Towson University, Towson, Maryland

     

    Weulersse, Odile. (2013). Nasreddine. Illus. by Rebecca Dautremer. Grand Rapids, MI: Eerdmans Books for Young Readers.

    NasreddineAfter Nasreddine helps his father Mustafa load a basket of dates on their donkey’s back, he walks behind the donkey, while his father rides, to the market in the city. Near the city gate someone comments about the lazy man who rides and makes his son walk. While Mustafa does not let the comment bother him, Nasreddine is embarrassed and goes home. In subsequent trips, Nasreddine responds to the criticisms he hears each time by, for example, arranging for Mustafa to walk while he rides and on another trip for them both to ride. After further criticism from others, Nasreddine suggests that he and Mustafa carry the donkey, at which point Mustafa explains that it’s a mistake to listen to everyone because people always find reasons to criticize. The message Nasreddine learns (“You can’t be afraid that other people will judge you or make fun of you”) comes through clearly in this charming book with Middle Eastern flavor.

    - Prisca Martens, Towson University, Towson, Maryland

     

    GRADES 7-12

     

    Freedman, Paula. (2013). My Basmati Bat Mitzvah. New York: Amulet.

    My Basmati Bat MitzvahTara (Hindi for “star”) Feinstein, a young girl who lives in New York with her Jewish father and Indian mother, is not only busy hanging out with her friends Ben-o and Rebecca and working on her robotics project, among other things, she’s attending study sessions with her rabbi in preparation for her upcoming Bat Mitzvah. In the midst of the everyday dramas in her life, which include dealing with the mini-catastrophes that accompany it, Tara begins to wonder about her cross-cultural identity, what it means to have a Bat Mitzvah, her faith, and how to balance her Jewish and Indian-Hindu identities. This coming-of-age story includes a little romance but primarily focuses on the themes of family and friendship. Tara is a fun, likeable character and readers will relate to her struggles, strength, vulnerability, and honesty. The book includes a glossary – Tara’s “Handy Hindi-Hebrew-Yiddish-English Vocabulary Guide (with a little bonus Punjabi)” – in the back.

    - Prisca Martens, Towson University, Towson, Maryland

     

    Yolen, Jane, & Stemple, Heidi E. Y. (2013). Bad girls: Sirens, Jezebels, murderesses, thieves & other female villains. Illus. by Rebecca Guay. Watertown, MA: Charlesbridge.

    Bad GirlsDelilah, Anne Boleyn, Bloody Mary, Catherine the Great, Calamity Jane, Mata Hari, Ma Barker, Typhoid Mary. These are some of the twenty-six infamous females mother-daughter team Jane Yolen and Heide Stemple present in this fascinating collection of short biographies. The authors provide a two-to-four page summary of each female’s life and exploits, accompanied by a portrait done by illustrator Rebecca Guay. Following each biography is a humorous one-page comic strip of Yolen and Stemple discussing whether the woman is guilty or innocent. The authors invite readers to reconsider any previous thoughts on the “bad girls,” showing there are two sides to every story. Are these females really “bad” or are they just misunderstood? What role did history itself play in our judgments of them?  An extensive bibliography on her female at the end of the book points readers to where they can go for further information on each “bad girl.”

    - Prisca Martens, Towson University, Towson, Maryland

     

    These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

     

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