Literacy Now

The first month of the year is often a time for reflecting on previous years and resolving to make changes in ourselves and the world around us. Sometimes those changes start with one small act and then another, rippling outward into larger changes that eventually spawn movements and effect social change such as what happened with the civil rights movement. Sometimes the wheels of change come in the form of innovations in different areas such as transportation. Men and women use wheels to move or take to the air, and crossing an entire continent is something that may be accomplished within a day. Because they move and aren’t static, young readers are often intrigued by books that feature cars, trucks, anything with wheels that move. Books that literally feature cars and bicycles or wheels in some form or fashion are a lot more ubiquitous than you might think. For this week’s installment of book reviews, members of the International Reading Associaton's Children’s Literature and Reading Special Interest Group have amassed a fleet of books literally about wheels. In the next two installments of the book review column, we’ll review books that describe how quickly the wheels of change may turn in history or in the lives of fictional characters, often prompting them to change their minds or their actions.

Grades K-3

LaReau, Kara. (2011). Otto the boy who loved cars. Illus. by Scott Magoon. New York: Roaring Brook.

There once was a boy named Otto who simply couldn’t get enough of vehicles that move on wheels. He played car games, read car stories and even ate a car cereal, appropriately named Wheelies. He lived and breathed cars. One morning Otto awoke and found he was a car. At breakfast, he tried to say, “Pass the Wheelies,” but instead out came, “Honk-honk, HONK!” (unpaginated). Because a car is too large to fit on a school bus, Otto had to drive himself to school. Terrible traffic en route forced him to arrive quite late, and he spent the morning idling in the time out corner, waiting for recess. On the playground Otto couldn’t play with the other children because, of course, cars can’t play. He couldn’t even eat what his mother made for dinner because cars can’t eat the food mothers prepare. Otto began to realize that he couldn’t do any of the things he normally did—play, draw or read. Maybe it was time for the auto-loving boy to switch gears. Most children will laugh at this fantasy adventure and consider branching out from their own obsessions with stuffed animals, dolls, Legos or video games.
- Deanna Day, Washington State University Vancouver

Medina, Meg. (2011). Tia Isa wants a car. Illus. by Claudio Munoz. Somerville, MA: Candlewick.

Living in the city without family members or access to the beach is hard. Tia Isa knows that it is important to save money to bring the rest of their family to the United States, but still, she longs for a used car, and she knows exactly what kind of wheeled vehicle she wants. She dreams of one that is as green as the ocean she longs to see, the ocean that reminds her of her island home and the family members she misses. While her brother scoffs at the idea of Tia Isa ever being able to amass enough money to reach her goal, her niece is inspired by the project and takes on chores for the neighbors so that they can save money faster. Once they have enough money, Tia Isa finds a used car—green, of course--that is big enough to take the whole family wherever they want to go. Before they head off to the beach, they tape a photograph of the family on the car’s dashboard. In a positive, endearing fashion this story reminds readers that some things are worth the wait and that dreams aren't as ridiculous as others might say. The pencil, watercolor, and ink illustrations are drawn in soft hues, creating a sentimental artistic quality to a story that reminds readers of the freedom a car of one's own affords and the necessity of setting goals.
- Barbara A. Ward, Washington State University Pullman

Ransome, James E. (2011). New red bike! New York: Holiday House.

After opening the cover of this picture book, readers will be captivated by the first end page with a shiny new bike with a red bow attached to the handlebars. In the next pages Tom, the owner of the new red bike, practices riding his brand-new red bike with his helmet on. He rides up and down the street. He rides around in circles. He zooms down hills, around curves and then returns home. He is so excited about his new present that he travels to his friend Sam’s house. When he turns his back to knock on the house, his new bike disappears. Tom looks everywhere. He looks around the house and under it. He looks up, down, behind and all around. All of a sudden he hears WHIZZZ. Guess who is riding Tom’s shiny new bike? They end up taking turns, sharing the new red bike. The last end page continues the story as Tom and Sam ride off together. Clearly, while two wheels can make better friends than none, four wheels and two bikes with two boys present plenty of possibilities. This straight-forward book could easily inspire children to write their own new present stories and remind them to share what they have with their friends.
- Deanna Day, Washington State University Vancouver

Rinker, Sherri Duskey. (2011). Goodnight, goodnight, construction site. Illus. by Tom Lichtenheld. San Francisco: Chronicle Books.

Who knows what it is, but there’s something about big trucks and construction sites that fascinates youngsters. This picture book written in rhyming text describing the work that occurs at a construction site will intrigue them and require multiple readings. Construction sites are busy places, filled with plenty of action and noise, but eventually even machines need to cease their labor. As the day winds down, the trucks complete their final tasks. The crane truck raises and places one last beam. The cement mixer pours out one last load. The story follows the big trucks typically found on a construction site, including the ever-fascinating dump trucks, bulldozers, and excavators, as they shut down for the day, satisfied with a job well-done. After all that labor, the machines certainly deserve a rest. The large wax oil pastel illustrations create a peaceful setting as night approaches that contrasts vividly with the motion-filled illustrations of the trucks in motion throughout the day. The cover with the excavator gently cradling the moon is particularly effective in personifying the monstrous machines. Young readers won’t be the only ones who enjoy reading this book about vehicles with very big wheels.
- Barbara A. Ward, Washington State University Pullman

Stein, Peter. (2011). Cars galore. Illus. by Bob Staake. Somerville, MA: Candlewick.

“Black car, green car, nice car, mean car. Near car, far car. Whoa! Bizarre car!” (unpaginated). The rollicking verse in this colorful picture book will delight anyone who loves moving vehicles. There are fast cars, slow cars, big cars and small cars. And, of course, there are tall cars, short cars and fun-filled fort cars. All of the automobiles are traveling on dark black asphalt roads that crisscross the book’s pages, inviting young children to trace and follow the vehicles with their fingers. One double page spread resembles rush hour traffic with “Cars and cars and yet still MORE cars! (unpaginated). Another page notes rusty, dusty, hunk-of-junk cars that sometime stink and smell. One humorous illustration displays, “Jazz car, soul car, rock’n’roll car. Blues car, song car. Sing-along car!” (unpaginated). In conclusion, a car with a family including a young child takes off on a, “Fun drive, sun drive, gotta-run drive! Dream drive, cool drive…Someday you’ll drive!” (unpaginated). Young readers will enjoy this vivid, vicarious road trip.
- Deanna Day, Washington State University Vancouver

Sweet, Melissa. (2011). Balloons over Broadway.

Up, up, high in the sky go those enormous, colorful balloons during the annual Macy’s Thanksgiving Day parade in New York. Young readers will be intrigued to learn that the balloons haven’t always been a part of the parade. In fact, these floating, "upside down marionettes" (unpaginated) first appeared in 1928, the innovation of a brilliant puppeteer, Tony Sarg, who came up with the idea to have balloons replace the zoo animals who once rode in cages on wagons in the city streets, often frightening the children along the parade route. The goauche, collage, and mixed media illustrations are filled with a vibrancy that attests to life’s joys and extraordinary detail, providing readers with the perfect bird's eye view of the parade. Some illustrations make it seem as though residents of the city’s high rises can nod at the balloons as they float right outside their windows. At some points, it's hard to decide whether the balloons have a mind of their own and are in charge of their handlers or if their handlers are actually controlling them. Additional information about the book’s artwork and the man responsible for this popular parade innovation can be found in the back matter.
- Barbara A. Ward, Washington State University Pullman

Viva, Frank. (2011). Along a long road. New York: Little, Brown Books for Young Readers.

Using Adobe Illustrator, the author/illustrator of this picture book has created a continuous thirty-five-foot-long piece of art that comprises the book’s pages as well as drawing by hand the display type for its text. A cyclist travels upon an orange path laid out against a black background, along a very long road, that moves across the countryside. At first, the road is fairly straight, moving through stands of trees, but then it winds up and down, around a town, and through a tunnel. The bicyclist pedals unwaveringly along his route, moving slowly and quickly, by turns, passing through urban and rural settings, at one point, even crossing a bridge. Of course, he encounters a bump or two along the way, but after a brief rest, he climbs back on and pedals off. The illustrations show some of the sites he passes along the trip (amusement parks, clothing on a clothesline flapping in the breeze, passersby waving him on his way), but for this rider, the pleasure of the ride seems to be what matters. Young readers will surely love following the strip that marks his journey. Once they reach the book’s final pages, they’ll want to start their journey all over again, just as the rider does.
- Barbara A. Ward, Washington State University Pullman

Grades 4-5

Atinuke. (2011). The no 1 car spotter: Best in the village—maybe in the world! Illus. by Warwick Johnson Cadwell. Tulsa, OK: Kane Miller.

Oluwalase Babatunde Benson—better known as No. 1—lives close to a busy road where many cars drive past his village in an unnamed country “on the continent of Africa” (p. 7). His hobby is spotting cars. As a baby he stayed with his grandfather under an iroko tree watching the road. Grandfather taught him the ABC’s, 123’s and how to spot cars such as the Peugeot, Passat and Porsche. Somehow, No. 1 can even spot cars before he sees them. From the sound of their engine, running sweet or backfiring, he knows them. In this brief novel with only four chapters, young readers will learn how wheels improve village life and make a difference in the lives of No. 1’s family. For example, an abandoned Toyota Corolla, with four good tires, is converted into a cart to help his family transport baskets of yams, oranges, mangos, plantains and dried fish to sell at the Saturday market. Two wheelbarrows help No. 1’s Papa begin a new business of carrying people’s goods from one place to another. And, lastly, No. 1 notices when tourist buses travel on the main road. He tells Mama Coca-Cola, who then begins frying akara, a blend of beans, onions and chili peppers, to sell to the hungry passengers when they stop. Simple ink drawings illustrate the different turns and moves in No. 1’s unique and car-filled life.
- Deanna Day, Washington State University Vancouver

Grades 6-8

Blackwood, Gary L. (2010). Around the world in 100 days. New York: Dutton.

The ambitious son of adventurer Phileas Fogg, Harry, is all too aware of his father’s feats of daring, and he accepts a bet that he can drive The Flash, his steam-powered motorcar, around the world in only 100 days. In the tradition of the Jules Verne classic, this 1891 high-speed adventure will have readers throttling their engine as the car races across several continents and bodies of water to the finish line in London. When the book begins, Harry has been arrested for reckless driving. To his father’s dismay, he enjoys driving almost as much as he enjoys tinkering with car engines with his talented mechanic friend Johnny. With his father’s financial backing, Harry sets off on his journey, knowing that this is one bet he must win since losing means he must bow to his father’s dictates and take up a more suitable profession for a gentleman. Racing off with Johnny and two other companions, both of whom may not be trustworthy—Charles Hardiman who comes along to make sure he follows all the bet’s conditions, and Elizabeth, a reporter—Harry must race against time but also against possible sabotage from within. Around the world they go, frightening many pedestrians who have never seen a car before. Harry and crew have all sorts of adventures and humorous moments along the way, but they are ever mindful of the goal of reaching London in time to win the bet.
- Barbara A. Ward, Washington State University Pullman

Macy, Sue. Wheels of change: How women rode the bicycle to freedom (with a few flat tires along the way. Washington, D.C.: National Geographic.

This is an incredibly informative book that makes history—er, herstory, in this case—a treat to read while pointing out that even the seemingly smallest of innovations in transportation can make a huge difference in lives. Macy shows how the invention and subsequent popularity of the bicycle led to more freedom for men and women. Suddenly, women in particular gained the mobility they had lacked and were able to move from place to place on their own. That increased mobility resulted in a need for more freedom, often in the form of less restrictive clothing so that riding a bicycle was not hampered by clothing that became caught in its wheels. Macy reports these historical developments with great glee, writing as though the events she is describing from the 1880s and 1890s happened yesterday. She even includes detours, details about record-setting women cyclists, and some of the comments made by those who opposed the bicycle because of its tendency to encourage girls along sinful pathways. The book contains photographs as well as trading cards, advertisements, magazine covers, song lyrics, and newspaper clippings about bicycles. Back matter includes a graphic in the shape of a wheel showing the history of cycling and women's history. Obviously, many women rode their bikes to freedom, and this book shows how that happened. Readers may enjoy watching a two-minute clip about how bicycles helped women wheel their way to increased independence at the author’s website at http://suemacy.com/.
- Barbara A. Ward, Washington State University Pullman

 

 

For most of my early adolescent students, writing is a four letter word. It’s something they dislike and look forward to with the enthusiasm I reserve for root canals and tax season. Ask them to write an essay and you might as well be asking for them to voluntarily abstain from their Xbox for a whole weekend. For most of them, anxiety arises from a basic lack of confidence; they don’t understand how to craft complete, never mind interesting, sentences. Sure, a teacher could correct this issue with a few days of basic grammar review, but the challenge is taking such a dry topic and making it interesting enough for the student to bother to learn it. Toward this end I’d like to share two mini-lessons with which I’ve had success.

Sentence unscrambling

English teachers know the difference between phrases and clauses; we can even tell you the difference between a subordinating and coordinating conjunction. But can our students? And, more importantly, do they need to? Do they need to know the names, or is it enough simply to understand how these elements function within effective sentences? For those who believe use is more important than labeling, this mini-lesson is for you.

Survey the texts you plan to teach but have not yet read, and choose three or four impressive sentences. The examples in this mini-lesson come from “The Landlady” by Roald Dahl. After all, she was not only harmless—there was no question about that—but she was also, quite obviously, a kind and generous soul. Now break that sentence into pieces. If you plan to continue instruction into phrases and clauses, you can break the sentence into phrases and clauses. Keep punctuation and capitalization. Mix up the order of the pieces and present them in list form.

there was no question about that–
a kind and generous soul.
but she was also
she was not only harmless–
quite obviously
After all,

Students should be tasked with then “unscrambling” the sentence and attempting to re-construct the original. Because the students haven’t read the story, they have to pay attention to the way parts of sentences fit together to complete the job. I usually allow students to work on the first sentence in small groups. After a few minutes of struggle, discuss with the whole class which pieces go in which order, and how they knew. Then give them a more challenging sentence. Lather, rinse, repeat.

This example is what I call “intermediate.” It’s great because it provides an opportunity to discuss how to use semicolons.

to stay in.
in a place like this,
Animals were usually a good sign
a pretty decent house
and all in all,
Billy told himself;
it looked to him
as though it would be

Animals were usually a good sign in a place like this, Billy told himself; and all in all, it looked to him as though it would be a pretty decent house to stay in.

This example is definitely a challenge!

forcing him to stay where he was
compelling him,
staring at him through the glass,
Each word was like a large black eye
and the next thing he knew,
and reaching for the bell.
holding him
to the front door of the house,
he was actually moving
across from the window
climbing the steps that led up to it,
and not to walk away from that house,

Each word was like a large black eye staring at him through the glass, holding him, compelling him, forcing him to stay where he was and not to walk away from that house, and the next thing he knew, he was actually moving across from the window to the front door of the house, climbing the steps that led up to it, and reaching for the bell.

The next step is writing. Students should write a sentence of their own that is modeled after the newly unscrambled sentence. Where the original sentence includes a prepositional phrase, students should write a prepositional phrase, a gerund for a gerund, etc. Whether they know the name “prepositional phrase” is irrelevant; they will construct their own meaning by thinking about how the pieces function as a part of the whole. They can write about whatever they like—the sky’s the limit.

(Modeled after the “Animals are usually a good sign” sentence above.)

A sense of humor is a good quality in a girl, Billy told himself, and truth be told, it looked to him as though she would be a pretty enjoyable date to the dance.

Taking this writing step provides your students with the opportunity to compose interesting, complex sentences, and it will provide you with a foundation for the rest of your writing instruction. Share sentences aloud; post the most original and creative. Reference them often during future lessons. Having successfully created two or three well-crafted sentences, students will be more confident during later writing assignments.

Manipulatives

For those of you who believe it is important for students to be able to identify sentence parts by name, this strategy will help. Our math teacher colleagues have closets full of dice and plastic teddy bears and tiny cubes, but when is the last time you used a manipulative in a lesson? So many of my students struggle to understand the structure of different types of sentences, so I’ve made manipulatives to make the ideas a little more concrete.

Before students can use manipulatives, you need to establish a common vocabulary. I focus my instruction on simple, compound, complex, and compound-complex sentences, so I teach the following vocabulary: subject, verb, independent clause, subordinate clause, subordinating conjunction, coordinating conjunction. Just simple definitions and examples are all I’ve found necessary for pre-teaching.

Then I give each student an envelope containing the following:

three slips of paper saying “subject”, three saying “verb,”
two slips with the words “coordinating conjunction,”
one slip with the words “subordinating conjunction,” and
two slips labeled “comma.”

I'll then ask the students to arrange the slips of paper in the correct order for a simple sentence. They should be able to come up with:

Subject

Verb

Then I ask them to make me a compound sentence. I'm looking for:

Subject

Verb

Comma

Coordinating Conjunction

Subject

Verb

If I ask for a complex sentence, I'll dictate whether or not I want a comma in the sentence. I'm looking for either this (with a comma):

Subordinating Conjunction

Subject

Verb

Comma

Subject

Verb

Or this (without a comma):

Subject

Verb

Subordinating Conjunction

Subject

Verb

Eventually we work our way up to compound-complex:

Sub. Conj.

Subject

Verb

Comma

Subject

Verb

Comma

Coord. Conj.

Subject

Verb

Once they get the gist, I start timing them. They get to the point where they can put the pieces in the right order in a matter of seconds.

Once they reach a point where they know the components of the sentence, I assign each student a role. Troy might be a coordinating conjunction and Marissa might be a verb. Then I shout out types of sentences and they have to match up with the appropriate peers to create that sentence. It’s chaotic, for sure. But dull? No way!

Of course, this cannot be the end of the instruction. Now we must put actual words to the names of the sentence parts. This can also be fun and silly. I like to let the students keep the manipulatives on their desks when first adding words. They can lay out the sentence in front of them and add words one by one until they arrive at the end product. Then, when they feel comfortable, I assign each student a word. Now Troy might be “yet” and Marissa might be “sing.” Call out types of sentences and have students meet up with peers to compose sentences. Sometimes the sentences work; sometimes they don’t, but the ones that don’t work make wonderful opportunities for editing.

The Payoff

Both the sentence unscrambling and manipulative strategies have game-like qualities to them, so students will learn without realizing they’re learning. After they have written long, intricate sentences using the sentence unscrambling model, and they can name the parts of and types of sentences after using the manipulatives, their confidence will be much improved. Sure, they’re not going to turn cartwheels when you assign an essay, but they’ll have the tools necessary to tackle the job with the self-assurance that heralds success.

Mary Cotillo is an 8th grade ELA teacher at Horace Mann Middle School in Franklin, MA. Mother to two children, she enjoys engaging in light saber battles and hanging out on soccer fields. She earned her National Board Certification in 2009.

Creating “Our Space” and Putting Technology into “Their Hands”

by Terry S. Atkinson

During the past year, several colleagues and I have spent time in elementary, middle, and high school classrooms observing teachers identified by principals as “exemplary” for their effectiveness with technology integration. Routinely, we have observed little of what the NETS-T and NETS-S standards suggest in terms of facilitating and inspiring student learning and creativity through the modeling of collaborative knowledge construction. In defense of teachers who are striving to integrate tech tools into their current teaching as best they can, most teach the way they were taught, dispensing knowledge while seeking to meet an array of testing and accountability mandates. Based on our observations, there is a serious lack of focused professional development (PD) fostering shifts from the lecture-laden model of “what has been” to “what might be.” This means that technology typically resides in the hands of teachers, rather than students. So what might a transformative PD model involve?

Jill Castek, post doc scholar at Berkeley, is currently involved in a university team/school partnership team piloting the use of iPads in Middle School science classrooms to examine the potentials and possibilities for teaching disciplinary literacy. To test ideas, she and project colleagues co-teach lessons involving a range of iPad apps. A member of the university team designs an iPad delivered lesson and implements instruction together with the teacher. Over the course of two to three days, the teachers become more comfortable/confident and gradually take on more responsibility for the teaching. Early pilot findings report that the most effective lessons involved the students actively engaged with the iPads (as opposed to demonstration by the teacher and target/limited use of the digital device).

Based on this pilot project’s example and the standards set forth in NETS-T, NETS-S, and NETS-A for administrators, adhering to several key professional development guidelines has the potential to foster huge shifts in literacy learning through technology. First, PD opportunities modeling collaborative student/teacher knowledge construction can morph classrooms formerly defined by teachers as “my space,” into “our space.” Additionally, aligned commitment to putting technology into the hands of students is key if we ultimately hope to transform classrooms into hotbeds leading to collaborative innovation, creativity, and leaps in both student achievement and teacher growth (for more about the “my space”/”our space” dichotomy, read Jill McClay and Margaret Mackey’s Chapter 9 in Assessing New Literacies).

Terry S. Atkinson is an Associate Professor in the Department of Curriculum and Instruction at East Carolina University, Greenville, NC.

 

 

As if bibliophiles need any reasons beyond the sheer pleasure of reading, the long, cold months of a harsh winter offer good excuses for curling up with a good book and experiencing that iciness and winter’s bluster vicariously. In this column, members of the International Reading Association's Children’s Literature and Reading Special Interest Group take a look at books in which the winter season plays an important role.

Grades K-3

Brennan-Nelson, Denise. (2011). Willow and the snow day dance. Illus. by Cyd Moore.
Ann Arbor, MI: Sleeping Bear Press.

Willow and her family have moved into a new neighborhood in this second installment of the Willow series. Across the street lives snarly Mr. Larch who does not appear to want to make friends or neighbors. Undaunted, Willow plants a beautiful garden, shares the harvest with neighbors, and when winter arrives, starts a charity drive for mittens and hats for the needy. However, Willow is disappointed that there has been no snow so far, something she has been eagerly awaiting so that she will have a good sledding day. As Willow continues to wait for snowflakes, a strange “message” arrives with instructions for a snow day dance. Willow shares the instructions for the dance with her family and neighbors; they include strange directions such as wearing your pajamas backwards and romping on the bed! Since even Mr. Larch is wearing a smile, did he have something to do with the snow that appears the next day? Teachers will love the warmth and generosity of the lively community-spirited Willow. Willow has a website and a FaceBook page, and they can be accessed at http://willowlovesart.com/willow/ and http://www.facebook.com/pages/Willow-and-the-Snow-Day-Dance/174948975877042.
- Karen Hildebrand, Ohio Library and Reading Consultant

Casanova, Kate. (2011). Utterly otterly night. Illus. by Ard Hoyt. New York: Simon & Schuster.

Beneath a blanket of snow, the otters are restless in their burrow, and they set out on an expedition above ground. Although it’s a cold winter night, Little Otter and his family frolic in the snow and icy water. But amid all their fun, they must still be cautious and watch for signs of danger from other animals.  When Little Otter spots five wolves, he tries to warn the family, and then lead the hungry predators away from the other unsuspecting otters. Using a combination of luck and the skills he honed through play, he zigs and zags across the snow, managing to escape from the wolves. The story contains several wonderful phrases that capture all the icy action such as "utterly, otterly way," "whooshily, shooshily way," "chompity, whompity, stomp," and "quakingly, shakingly way," (all unpaginated). The pen and ink illustrations are especially effective in highlighting the swift but playful movements of the otters and the other wildlife foraging in the snow.
- Barbara A. Ward, Washington State University Pullman

Helquist, Brett. (2011). Bedtime for Bear. New York: Harper.

Although stories of bears getting ready for their long winter’s nap abound, this one is a welcome addition to that collection, deservedly having received starred reviews from School Library Journal and Publisher’s Weekly. In this story, Helquist has created a visually active romp for Bear, giving him one last playtime before he hibernates for the winter. His rascally raccoon friends pester sleepy Bear until he finally comes outside for a very fun afternoon complete with snowballs, sleds and winter fun. Exhausted from all the activity by the end of the day, his friends retreat to their own beds to sleep, finally allowing Bear to begin his winter slumber. The illustrations are vibrant, and the story panels direct the story from text to speech bubbles. Young children will enjoy Bear’s repeated phrase: “It’s bedtime for bears.” Let children enjoy a coloring page from the book:
http://www.harpercollinschildrens.com/harperchildrensImages/Printable/bedtimeforbeardl.pdf
- Karen Hildebrand, Ohio Library and Reading Consultant

Messner, Kate. (2011). Over and under the snow. Illus. by Christopher Silas Neal. San Francisco: Chronicle Books.

On a winter’s day spent skiing through the woods, a father uses the opportunity to teach his offspring about what lies beneath the snowy mantle that covers the ground. Although the blanket of snow hushes much of the world, she notices a quickly moving squirrel, the patterns of a deer’s tracks, and the patience of a fox listening for clues as to where his next meal might be hiding beneath the snow. Underneath that quiet coverlet, there are all sorts of living things, including shrews, voles, bullfrogs, a black bear, and even a queen bee, using the snow as protection from the cold or waiting out the winter beneath it. The author’s choice of words to describe the animals and their snowy setting is inspired, and may make some folks long to leave their warm houses for a wintry expedition. The final page with the youngster curled up in bed after an active day shows that humans and animals have more in common since she looks as though she’s nestled beneath a covering of her own. The mixed media illustrations are impressively detailed, showing the secret worlds that lie beneath the snow. Back matter includes an author's note that provides more information on the animals in the book and their habitat as well as suggested additional reading. This picture book reveals vividly what can be learned by slowing down, being mindful, and looking beyond oneself. Although many animals seem to disappear during the winter, many of them lead active lives under the snow, as this book clearly reminds readers. 
- Barbara A. Ward, Washington State University Pullman

Soltis, Sue. (2011). Nothing like a puffin. Illus. by Bob Kolar. Somerville, MA: Candlewick.

This bold colorful picture book begins with a hook that draws readers right in: “Look, a puffin! What a marvelous creature, one of a kind and amazing. Indeed, there is nothing like a puffin” (unpaginated). A little girl then compares the puffin to various inanimate objects such as a ladder, a house and a newspaper. These objects are “nothing like a puffin” (unpaginated). But upon further consideration, the girl then realizes that a newspaper actually is like a puffin because both of them are black and white. The story continues as the girl compares blue jeans, goldfish, shovels, snakes and helicopters with the puffin—revealing that they are “nothing like a puffin” (unpaginated). Through the simple text, readers will continue to learn even more about this cold weather bird, including what puffins look like and what they are able to do. In conclusion, the girl compares a puffin with a penguin and finds some similarities and some differences. This wintery tale could be used to teach comparison and how important it is to wait before making assumptions. After all, something that seems on the surface to be nothing whatsoever like a puffin just might have more in common with the creature than it seems upon first glance.
- Deanna Day, Washington State University Vancouver

Van Dusen, Chris. (2010). Learning to ski with Mr. Magee. San Francisco, CA: Chronicle.

One winter morning Mr. Magee and his little dog Dee wake to fresh snow and a beautiful sky. They decide, “It’s time to give skiing a try!” (unpaginated). They travel to a little hill where they can practice, and later they plan to head for the mountain. Both dog and master think skiing will be easy as they teeter-totter downhill. Completely written in rhyme, this adventure quickly moves from wintery fun to icy conditions. The comic-like, gouache illustrations depict a curious moose in search of succulent sticks. Although the moose notices Mr. Magee barreling down the hill, it stands frozen in fear. As a novice skier, Mr. Magee doesn’t know how to steer so he slides under the moose, flips in the air and is tossed across a snowy ravine. How will Mr. Magee and Dee find their way out of this icy predicament? In the end, Mr. Magee realizes, “I might need a [skiing] lesson or two” (unpaginated). Children will love this playful book celebrating the wonders of winter and the other two titles in the series: Down to the Sea with Mr. Magee (2000) and A Camping Spree with Mr. Magee (2003), both featuring warmer parts of the year.
- Deanna Day, Washington State University Vancouver

Wilson, Karma. (2011). Mama, why? Illus. by Simon Mendez. New York: Simon & Schuster.

Since they are naturally curious, most young children ask multiple questions throughout the day. In this picture book Polar Cub has many queries for his mama as he gets ready for bed. He wonders why the moon sails high in the arctic sky, why the moon dreams and why the moon tells stories from the stars. Each time Polar Cub asks, “Mama, why?” (unpaginated), Mama answers in a lyrical way, “Moon is friends with the stars that glow, and the stars tell Moon the tales they know” (unpaginated). The mixed media illustrations show a snowy landscape with Mama Bear and Polar Cub snuggled together. Readers will eventually learn that “stars don’t sleep like you or me. Instead they travel the galaxy. They sometimes sprinkle dust as they go—and stardust, my dear, is what we call snow” (unpaginated). This wonderful lullaby will remind parents and teachers that the questions of little ones are important and valuable, and that we must take time to listen and help them find answers to what they want to know, even when the questions are repetitive or hard to answer.
- Deanna Day, Washington State University Vancouver

Grades 4-5

McDonough, Yona Zeldis. (2011). The cats in the doll shop. Illus. by Heather Maione. New York: Viking.

Eleven-year-old Anna Breittelmann would love to be an author someday. Certainly, she is clever, creative, and has a big heart. The observant girl follows the misadventures of a pregnant cat she names Ginger Cat and her kitten Plucky and worries about their ability to survive in New York’s chilly winter which is quickly approaching. When she and her two sisters learn that Tania, their Russian cousin, will live with the family while her mother works in Europe during WWI, Anna decides to create a doll just for Tania in order for her to feel at home. Since her father runs a doll shop to repair and make dolls, the materials she needs are readily available. When Tania arrives after her trying ocean voyage, she is understandably introverted and hoards her food. She can barely speak English, and two of the cousins ignore her. Anna, however, recognizes that her cousin has artistic talent and loves animals, and concern for Ginger Cat helps thaw her frozen heart. The descriptions of Tania's painful attempts at communicating while Sophie, the oldest sister, expects her to master English immediately are vivid and heart-rending as is the story surrounding the outdoor cats, Ginger Cat and Plucky. Readers will be horrified at the carelessness and cruelty with which Anna's neighbor treats the felines who are desperately trying to get through a harsh winter. This is a beautifully told story about a girl concerned about others as well as a gentle reminder to share what we have with others, especially during the coldest months of the year. The story and illustrations may be sentimental and evoke another time period, but the sentiments that prompt Anna’s generosity should never go out of style.
- Barbara A. Ward, Washington State University Pullman

Ursu, Anne. (2011). Breadcrumbs. Illus. by Erin McGuire. New York: Walden Pond Press/HarperCollins.

The timelessness of the themes of loyalty and friendship explored in this book make it a treasure. The skill with which the story unfolds and the lovely language used in telling the story will prompt willing rereads. Best friends Hazel and Jack encounter peer pressure from classmates who consider it unlikely for a boy and a girl to be friends instead of going out or going together once they reach a certain age. To Hazel’s dismay, Jack seems to be growing distant, possibly bowing to peer pressure. Still, she loves her friend, and when he goes missing, she sets off into the woods to find him. It seems that Jack has followed the Snow Queen who has frozen his heart and left him almost beyond saving. As Hazel risks everything to rescue her friend, she encounters all sorts of creatures often found in fairy tales, including a woodcutter, the three fate sisters, a flower garden whose blossoms were once girls, a little match girl, a magical object, and roving packs of wolves. If the story is engaging--and it is--the language used throughout the story is evocative and powerful, lending an almost mesmerizing quality to the tale. The author makes readers experience vicariously the exquisite coldness that Hazel endures on her journey as well as the icy indifference that has permeated the heart of the Snow Queen and numbed Jack’s as well. When Jack finally returns home, it's clear that things at home will still be difficult. While his mother remains profoundly depressed, at least one boy has found his way out of the wintery woods, thanks to a loyal and determined friend.
- Barbara A. Ward, Washington State University Pullman

Grades 6-8

Duble,  Kathleen Benner. (2011). Phantoms in the snow. New York: Scholastic.

Noah Garrett’s parents have just died of smallpox in 1944 Texas, leaving him an orphan. Noah is sent to live with his closest living relative, an uncle in Colorado that he has never met. When Noah arrives at Camp Hale, he learns that his uncle is in the military in an elite fighting ski patrol unit readying for combat in Europe. Raised a pacifist, Noah finds this to be an especially difficult transition. However, as World War II rages, Noah learns about the necessity for this unique army unit and eventually becomes part of the team of “snow phantoms” who comprise the Tenth Military Mountain Division that are preparing for combat. The author interviewed survivor phantoms for this story, which is based on historical events. Readers may enjoy visiting the author’s website and link to an exciting book trailer at  http://www.kathleenduble.com/
- Karen Hildebrand, Ohio Library and Reading Consultant

Lourie, Peter. (2012). The polar bear scientists. Boston: Houghton Mifflin Books for Children.

Another worthy entry in the informative Scientists in the Field series which examines the work of scientists in various locales, the focus in this case happens to be an area that has received quite a lot of attention recently--the plight of polar bears in the Arctic. Once the mother bears emerge from their dens with their cubs in the spring, the United States Geological Survey Team emerges from its home base to locate polar bears by helicopter. After tranquilizing, capturing, and then releasing them once samples have been taken, the scientists use the data they collect as a way to count a population that is hard to count and assess the condition of the bears. Concerned about the effects of global warming and climate change on the bears, the scientists use radio collars to track the movement of the bears. As is the norm in this engaging series, the book's pages are filled with photos of the enormous polar bears and the scientists at work as well as chockfull of details about their painstaking attention to the data they collect. Even a costly lost radio collar can't be left behind, and the scientists must make every effort to find out whether the collar has been removed by a polar bear or if the bear itself has died. The author includes interviews with scientists who remind readers that there is still time to save the polar bear's habitat--if we act quickly and reduce our carbon footprints.
- Barbara A. Ward, Washington State University Pullman

Grades 9-12

Hirsch, Jeff. (2011). The eleventh plague. New York: Scholastic.

Twenty years have passed since civilization as we know it ended. Prompted by escalating conflicts between the United State and China, the Collapse occurred when a deadly strain of influenza kills much of the population. Cities fell, and the infrastructure that maintained the government has fallen apart as the survivors focus on simply finding food. Stephen Quinn, 15, was born after the Collapse, and the only life he has ever known is that of a salvager, searching for anything to trade for food. When Stephen’s father falls into a coma after an encounter with slavers, he stumbles upon Settler’s Landing, a community that is so self-sustaining they even have a school. Since winter is already chilling his bones, Stephen stays in the area while his father heals in order to read books, his secret passion, and to be with Jenny, a local girl who refuses to settle for the status quo. But even this place is not a sanctuary, and a prank causes more problems than Stephen could ever have imagined. Especially frightening is the realization that when citizens of the town are banished with few supplies, they will have little chance to survive the harsh winter that lies outside its borders.
- Barbara A. Ward, Washington State University Pullman