Tool Book by Gail Gibbons

Tool Book by Gail Gibbons

Appropriate for Preschool

Genre: Nonfiction

Imagine that you are a preschool age boy, gazing at the strange looking objects hanging on the wall of your father’s garage. When the sink needs fixing or the backyard fence needs a repair, your father pulls out these objects and you are amazed at the way they work. You take a new interest in these objects your father calls “tools”.

Gail Gibbons describes all sorts of tools in her nonfiction book, Tool Box. As a reader, we explore how tools help us do different types of work. Some measure, some cut, and some put things together. Each page explains an action that tools can do, as well as list all types of tools. For example, one page says “Some tools grip” while showing pictures of an “open end wrench”, “pliers”, “vise”, and “adjustable wrench”.  Gibbon’s rudimentary language makes this book perfect for preschoolers. It allows young children to gain a sense of what tools are, how they are used, and how they help us complete jobs.

Although the information in this book may be a wondrous new experience to preschoolers, adults should easily know these facts about tools. Because there the information is mostly general knowledge, I can surmise that the information is indeed accurate. It would be quite hard for a reader to live to adulthood and not know that drills make holes…

The book does not seem to go in any particular sequence, like stories do. But, the information is organized in such a way that each tool is characterized by the type of job they help do. For example, the page that says “others [tools] make holes” contains all tools that make holes such as shovel, hand drill, and brace and bit.

Gibbons does an excellent job of making this book appealing to children. Although the cover and title page seem uninteresting, the pages inside are filled with colorful pictures and contrasting illustrations which would keep the attention of even a preschooler. What makes this book even more ideal for preschoolers is that the pictures are the center of attention, allowing the student to identify exactly what a screw looks like versus a nail. These types of drawing will greatly increase a preschooler’s schemata.

Gibbons uses rudimentary vocabulary in the text, only displaying difficult words when labeling the tools. In this book, the language does not need to be advanced, mostly because the focus is on learning about different tools, not acquiring a broader vocabulary.

I connect with this book and particularly this author because we use her books in the preschool classrooms I work at. During free time, many students enjoy when I read a book to them. As I let them choose a book, they often turn to nonfiction books. I can read Gail Gibbon’s Dinosaurs repeatedly and yet they still haven’t heard it enough. I am sure the students, especially the boys, will enjoy Tool Book as well.

If I were to read this book aloud to a preschool class, I would bring in actual (not dangerous) tools for the students to look at such as a tape measure, a level, a screw, and maybe an empty tool box. This book would be a good way to talk about how things can help you do a job, and what other things are helpful to you, or a friend. Tool Book is pertinent the MA ELA Frameworks 4.2 (vocabulary and concept development), 7.1-3 (Beginning Reading), 8 (Understanding a Text), and 13 (Nonfiction)

The Hello, Goodbye Window

The Hello, Goodbye Window

Written By: Norton Juster

Illustrated By: Chris Raschka

Grade Level: PreK-3

Genre: Realistic Fiction

Do you remember what it is like visiting your grandparents?  Do you get excited to see family members, and sometime wish you could spend more time with them?  In Norton Juster’s The Hello, Goodbye Window will remind you of these feelings while telling you a nice story of a young girl who loves visiting her grandparents!

The Hello, Goodbye Window is a story all about a window in the front of a young girl’s grandparent’s home.  She explains that it is not just an ordinary window.  She then tells about how she will say “hello” to her grandparents while she is outside of the house, by climbing up a barrel and tapping on a window, or other tactics.  She will then tell you about all of the things that she does at her grandparents’ house, such as playing in the kitchen or listening to Grandpa play the harmonica.  She even looks out the window to say goodnight to the stars in the sky.  Sometimes she will even play outside in the yard.  At the end of the story, the young girl’s mom and dad pick her up and she stops at the window to say goodbye.

I fell in love with this book the first time that I read it, and I would definitely put this book into my classroom library.  The story line is one that is absolutely relatable to students, especially at an Early Childhood age.  It also has a good theme in it, saying that you can always depend on your family.  It is written in engaging and exciting words, and the relationships between the characters, (girl, Nanna, Poppa, mom, dad) are clearly described and understandable to the reader.  The illustrations in this book are also wonderful, as it is a Caldecott Winner.  They are done to look like the young girl had drawn them herself and they are colorful and very attractive.

This book goes along with the MA Frameworks Craft and Structure and Integration of Knowledge and Ideas for grades Pre-K-2.  With these, the student will be able to tell who is telling the story, without the book actually saying it.  It also works with “With prompting and support, make connections between a story or poem and one’s own experiences.”  Students should be able to understand the characters in the story, and be able to relate to the story line.

Seven Brave Women

Seven Brave Women

Written by: Betsy Hearne

Illustrated by: Bethanne Anderson

Grade Level: K-3

Genre: Historical Fiction

Do you know who came before you in your family? Do you know where they’re from or what they did? Do you ever wonder what led your family to where you are now? If you have ever wondered what it would be like to find out more about your ancestors then Seven Brave Women by Betsy Hearne is the book for you.

“In the old days, history marked time by the wars that men fought…But there are other ways to tell time… history should be her story, too.” Betsy Hearne tells the story of Seven Brave Women who have come before her and have contributed to her family’s history. She starts with her Great-great-great Grandmother that lived during the Revolutionary War, tracing her family lineage all the way to herself. She uses wars to define the time period of which each woman had lived. And she explains how each woman had done something brave during the time period in which they lived. She ends the story with herself stating, “I am not a woman yet, but I can do great things… There are a million ways to be brave” Concluding that she is from a family of strong women who have done great things with their lives, and she plans to do something great some day, too.

I would keep this book in my library because it looks at a side of history that is rarely seen. It includes strong female characters who have taken risks to achieve what they wanted to. The risks that each woman took are consistent with breaking social norms of the time, or just simply risking their life for the sake of helping others. The characters values are illustrated through the actions that they took, each of which reflects upon the historical time period. Though it did not focus on one time period with a long plot, it is effective in conveying the family history of a little girl. I found the illustrations to be effective; important objects that were stated in the text were followed up by a physical representation in the illustrations. They are very colorful and in each picture there is a bird carrying a pink ribbon symbolically weaving all of the stories together. This would be a good book to use as a prompt for each student to ask their parents/guardians about their own family history. I would love to do a project base off of this book. They might just find something out that they never knew about before. I also think this is a very empowering book for young girls, and would be a good read for women’s history month (March).

Framework standard number 9, “Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.” After reading Seven Brave Women, students will be able to make connections between social norms of society in a given (historical) time period, and analyze why certain actions of these women were considered to be brave. This book also works with standard number 11, “Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.” There is one common trait between all of the women in this story; students can prove this by acknowledging a theme and by making connections between each story with knowledge of historical significance in mind.

Click, Clack, Moo, Cows That Type by Doreen Cronin

Illustrated by Betsy Lewin

Grade Level: K-3

Genre: Fantasy 

Do you ever wonder what the animals on a farm are thinking? What if they had a way to tell what they really wanted? In this story the animals on a farm tells their farmer what they want by typing him letters on a typewriter. This story is full of humor to get the reader laughing at the silly adventures of the cows.

Click, Clack, Moo, Cows That Type by Doreen Cronin is about cows on a farm that come across a type writer and learn to type. The cows are not happy with their Farmer Brown so they begin to leave him letters asking for requests. The cows complain that the barn is too cold, so they ask for blankets, but when Farmer Brown did not bring them blankets the cows went on strike. They refused to give any milk to Farmer Brown until he came through with what they wanted. The next day, when they still did not have what they wanted, the cows typed another letter saying that the hens are cold too and without their blankets the hens went on strike too. Farmer Brown gets very frustrated and begins to leave his own notes to bargain with the animals. This is a hilarious story about farm animals going on strike to get what they want without giving up.  

The illustrations in this story are amazingly done. Being a Caldecott winner the pictures are drawn very well and go along with the story. It is great for younger children because the pictures describe exactly what is taking place in the story. Also I enjoyed how when in the story when letters were written; the exact letter is a page in the story. The words were large and the language is simple and very appropriate for young children. Also throughout the story there is repetition of “click, clack, moo. Click, clack, moo. Clickety, clack, moo,” which makes the reading fun and enjoyable with these catchy phrases. There is a lot of humor that makes the reader laugh and enjoy reading this story.

This story is a fantasy because the author has given human characteristics given to animals where they can talk and type on a type writer. Even though animals would never be able to behave like this, children can relate to the story because, the main idea is that the cows have something that they want, and they do whatever they can to get it without giving up. They learn how to bargain and negotiate in order to achieve their goal fairly. Children can relate to this by if they ever want something they can learn how to get it fairly. It can help teach children problem solving.

 Click, Clack, Moo, Cows That Type would be best for students ages 4 through 8. It can be a great book for young readers to read on their own, or for a class to read together. In a classroom it could be used when learning about fantasy books, or problem solving.  This story can make connections to the Massachusetts ELA Frameworks Key Ideas and Details (2 and 3)  

Henry and the Kite Dragon

Henry and the Kite Dragon

Author: Bruce Edward Hale

Illustrator: William Low

Grade Level: 1-3

Genre: Fiction: Multicultural

                 Have you ever seen a butterfly or a caterpillar or a dragon flying sailing across the sky? Have you ever felt like you were being bullied for the way you look? If so, Henry and the Kite Dragon is a story for you.

                Henry and the Kite Dragon is a story of what it is like when cultures clash.  Henry is an eight year old boy of Asian ethnicity who is living in Chinatown where he partakes in his favorite hobby; flying kites.  The intricate illustrations prove his grandfather to be extremely talented, for he creates all kinds of beautiful kites for Henry and his friends to fly.  There are multiple times where kites have been in mid-flight when the white American boys from Little Italy knock the kites to the ground and destroy them with rocks so they can let their pet pigeon fly.  Henry’s grandfather shows tolerance and patience by simply making another kite that will soon be knocked down again.  Finally enough is enough and Henry and his friends, with the help of his Grandfather, fly the most beautiful kite yet; the dragon.  When the two rival groups clash, they come face to face to find that they share much more than just the same sky.  The boys discover a lot about each other, leaving them with a new outlook on life.

                This story would play an important role in the classroom to portray the importance of different values, attitudes, and beliefs of different cultures.  Each aspect of the Chinese culture was depicted through the creation of each kite and the sensitivity that came along with the value of the kite to Asian culture.  It is so important that students are aware of perceptions and stereotypes of different cultures.  Henry was being picked on by a group of boys who knew nothing about him.  The people of color are the problem in the book, and the problem gets resolved.  This is the type of multicultural storyline that students need to be made aware of.  All different cultures must be introduced to students, rather than eliminating them which makes students unaware that they exist.  In order to engage students with the use of this story, we could introduce the topic of what it feels like to be bullied or feel different and what we can do to change that in our classroom communities.

This book follows the following MA ELA Frameworks:

SL2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups a. follow agreed upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

RL2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

RL2.7 Use information from the illustrations and words in print or digital text to demonstrate understanding of its characters, setting, or plot.

Realistic Fiction

Bringing Asha Home

Written by: Uma Krishnashnaswami

Illustrated by: Jamel Akib

Grade Level: P-4

Genre: Realistic Fiction

Have you ever been so excited about something that you just couldn’t wait? Have you ever been told that you were going to become a big brother or sister? Did you ever wish you could have a sibling? If you ever wanted to know what it was like to get a new baby brother or sister, then Bringing Asha Home by Uma Krishnaswami is the book for you.

In Bringing Asha Home by Uma Krishnaswami, A little boy named Arun wishes he could have a baby sister on an Indian holiday called Rakhi Day. A few months later his parent’s tell him that his wish came true. He is told that he has to wait for her to arrive though. Unlike other babies, Arun’s mom won’t become pregnant, and Asha won’t be coming form the hospital. Arun’s new baby sister will be coming to him from India; Asha is being adopted. Arun can’t wait for his sister to arrive. He prepares for her arrival while they wait for the news they are anxious to receive; the day Arun’s dad can fly to India to bring Asha home. Until then, Arun Spends time making paper airplanes and pretending that they are flying to India to pick Asha up. Adoption is a long process, but Arun occupies himself by spending time with his friend Michael, who also has a new baby sister as well. Arun makes Asha the best paper airplane he has ever made, and he can’t wait to give it to her. A few weeks after Arun becomes tired of waiting, his family gets a letter in the mail saying that they can finally pick Asha up. When she finally arrives home, Arun is pleased to see that she loves her paper airplane, and he finally has a new baby sister.

I think that this book is a great book to read aloud to kids. Not only is it realistic fiction, but it also has a cultural aspect to it (Indian culture and Rakhi Day). Some of the language used in this book is probably well above an elementary student’s reading level, so it would be great to read aloud and discuss the language, and how to use context clues. You can also discuss Rakhi Day’s significance to the story over all. I would leave this book in my library for independent reading as well. Some children will probably be able to relate to it. I believe that this story would be good for kids who are dealing with a new baby (biological or adopted) in their families. The characters are relatable, making it easier for students to relate with the book, Arun is the narrator. The setting works, and it is an age appropriate book. The author’s writing is engaging, and easy for students to understand and connect with.

One of the frameworks that jumps out at me first is number 4, “Students will understand and acquire new vocabulary and use it correctly in reading and writing.” There are a couple words that are probably new to students, so after they read, they can define them and deepen their comprehension, and hopefully use them as a part of their every day vocabularies. Framework number 8- “Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.” is another framework that this book meets. The story line is simple to follow, in which students will be able to pick up on the main events, make inferences, and ultimately interpret the story to make sense of it.

Squanto’s Journey

By: Joseph Bruchac

Genre: Biography

Grade Level: 3-5

            Have you ever wondered what the First Thanksgiving was like from a Native American’s point of view? Squanto’s Journey is about Squanto a member of the Patuxet tribe and the Pilgrims.  Squanto was born into a family of leaders in 1590.  In 1614 he and more than 20 friends were invited to a feast on Thomas Hunt’s ship for a feast. They were tricked into being taken as captives. Hunt took them to Spain where they were sold as slaves. Squanto started to learn the language and told them that he wanted to go home. The Friar helped him get to England and in March of 1619 he sailed back to New England with Thomas Dermer. The Englishmen’s ships were being attack when they came to shore for what they did. Squanto wanted to speak with the Indians to trade in peace. When he got back he learned of an illness that was brought by the white traders. The illness had killed off him whole family and everyone that was close to him.  Together Thomas Dermer and he worked to make friendly contact with Nemasket and Pokanoket. Still one tribe’s powerful members thought of the Englishmen as serpents. In 1620 the Englishmen invited more Indians for a party on their ship and the White men shot the Indians. Squanto and Thomas went to the island of Capawack where Epanow and his warriors attacked them. Many English were killed and Thomas was injured.  Thomas was able to escape but Squanto was taken as captive and given to the Pokanoket as a prisoner.  That November the Mayflower reached shore. Squanto spoke to Massasoit the sachem of the Pokanoket and told him to befriend the English. He did not listen but watched the English all winter. Samoset the sachem of the Permaquid people came to visit and the next day March 16, 1621 went to the English settlement. He welcomed them and was given a coat and food he stayed the night.  On March 22, 1621 Squanto and Samoset went to Squanto’s old village which was now called Plymouth. He was freed from the Pokanoket to be an interpreter for the English and taught them how to plant and hunt.  The Englishmen harvested a lot of food and invited Squanto and his people for a feast which became known as the First Thanksgiving.

            I would put this book in my classroom library for many reasons. The author Joseph Bruchac is a scholar of the Native American culture. In the back of the book he has an author’s note which gives facts about the Native Americans, Pilgrims and the First Thanksgiving. He also has a glossary for terms that students would not know.  Squanto is worthy of a biography because he was a huge part of the First Thanksgiving, without him it might not have happened. The author uses exacts dates, settings and characters throughout the book. All of the characters are portrayed as they would be in a history book. He even used the exact names and terms that the Native American’s used. All of the events are based on fact and help the readers to understand Squanto’s story. It is very interesting because most books out there are on the Pilgrims point of view. I think this book could be used in a lesson on the First Thanksgiving. It is a fun way for students to learn about the important figures during this event. The pictures are also amazing in the book. The illustrator presents Squanto as you would imagine him to be like.  

This book follows the Massachusetts Curriculum Frameworks 7 Beginning Reading, 8 Understanding a Text, 9 Making Connections, and 10 Genre. The students will be able to understand the written and spoken language of the story and the time period. The students will also be able to identify ideas of the story. They will also be able to make connections with The First Thanksgiving especially if they celebrate Thanksgiving. The students will be able to understand the genre that this story applies to which is a biography of Squanto.

Stone Soup

   Stone Soup

    Retold by Heather Forest

Grades:K-3

Genre: Traditional Literature

                I recently read “Stone Soup” what was retold by Heather Forest and illustrated by Susan Gaber. “Stone Soup” is a popular European folktale that has been both retold and told for centuries.  This tale has all the evidence of a traditional literature. The language indicates that it is folktale. It starts off the first page by saying “There once was a” and “one day”.  The characters were described right off the bat as travelers who had torn and tatted clothes. The conflict was clearly identified on the second page, it was that the travelers were hungry and no one would share any food with them. The plot was uncluttered we knew what the conflict was and the two travelers did not waste any time trying to a solution. After being told no by the whole town when asking for food the travelers decided that if there was no food in the village then the people are in greater need of food then they are, they then decided to solve this by making stone soup.  The travelers shouted that they were master cooks and that they needed a big black pot. Soon enough a man came with a big black pot. The two travelers filled the pot with water and built a fire. This attracted the townspeople.  The travelers told them that they were making a unusual soup and that it needed a special ingredient. One of them put a stone in the pot and said if only we had a carrot. A little girl said that she had one. The travelers then listed off other ingredients that they needed and soon enough the townspeople all brought a little of everything and bowls. Everyone was impressed that the soup was good because it was made out of a stone. One of the travelers said and a magical ingredient, sharing. The two travelers ended up tricking the whole town into sharing.

                The illustrations in this retelling made the story even better. The illustrated used bright colors that engaged the reader. The details in the pictures were also really great. The two travelers were exactly how the reader would picture them to be based on their description. The illustrations also told the story; even a child who was struggling with reading could see the story unfold.

The five literary elements are also seen throughout this folk tale. The characters were the two travelers and the townspeople. The setting was one day in a tiny village in the mountains. The problem is clearly identified the two travelers are hungry and the town with not share food. They decide to make their magical stone soup. Everyone ends up bringing something to add and as a result they all get to eat. The theme of this tale is sharing. The literary elements are clearing identified so the students would be able to easily point them out.

                Overall I thought “Stone Soup” was a great example of traditional literature in my classroom library. I think that the students would like the story because of the illustrations and out of curiosity of what the magical ingredient of the soup was. It was also neat because Susan Gaber put the recipe for stone soup in the back of her book. The five literary elements are also seen throughout this folk tale. It covers the Massachusetts Curriculum Framework Standards of key ideas and details and integration of knowledge and ideas.

Freedom Ship

Freedom Ship by Doreen Rappaport

Illustrated by: Curtis James 

Grade Level: 2-4

Genre: Historical Fiction 

Have you ever felt like you were trapped? Have you ever felt like your freedom has been taken away or have been judged by society because of how you may look, talk, or act? This is a story about a boy named Samuel whose family, along with other African Americans, boards the Planter and attempt to find freedom. Doreen Rappaport may have used a fictional family but the events described in this story once occurred. Robert Smalls led the ship with help from nine other slaves; do you think they eventually found the freedom they were hoping for? 

Freedom Ship begins with the narrator describing the characters’ place in society and the war that was occurring between the North and South in 1862. The reader is also informed that the story he/she is reading was passed down from the narrator’s great-great-grandfather, Samuel. Samuel is helping his Papa and their friend Robert work on the steamboat, known as the Planter, which belonged to the Confederacy. Robert Smalls is the man who was the captain of the ship during this event. Later, in the middle of the night Samuel is woken up by his mother without explanation and is told to follow her. Samuel is led to a merchant ship that is packed with other African Americans and Samuel learns that they will all soon be free. Everyone is led from the merchant ships to the Planter and Samuel watches his Papa raise the Confederate and state flag. Samuel is anxiously waiting for the guards to stop the moving boat. The boat is led past each port with the toot of the horns and once they pass the last fort they are headed towards the Union ships. In order for the Union ships to let them pass, Papa changes the Confederate flag to a white sheet meaning they surrender. Robert Smalls and the slave crew gave the Planter and all of its ammunition to the Union ships and gained the freedom they deserved. 

     The characters throughout this story are relatable and accurately depict the age that they are supposed to be. For example, Samuel asks questions about everything that is done on the ship because he is curious; younger children are always questioning the actions and thoughts of others. As the story continues the reader sees Samuel intellectually grow by learning about the flags that they sail and becoming free. The families that are sailing on the Planter are able to create a new life for themselves by working together and finding freedom. The characters accurately display feelings and behaviors that represent the time period in this story, which is extremely important. They are angry and sad because of slavery, hopeful but nervous on the ship, and excited and proud once they reach free waters. The setting of this story is real and appropriate; many children have seen an image of or been to the ocean so they will be able to visualize the Planter sailing upon the water. Being able to visualize what is going on in the story could help students focus and enhance their experience. Since this story is historical fiction it is important to know that the historical aspects are accurate. In the back of this book the author includes citations, websites, and a description of the actual historical event that took place May 13, 1862. The words used in the text are descriptive and may be used to introduce history vocabulary, for example, ammunition or Confederate. Students could be interested if they themselves are culturally or ethnically different or know someone else who is that had to fight for freedom and the life they deserved. Overall, I think that the historical facts, illustrations, characters, and literary quality help make this story a good book to keep in the classroom. 

Although I have no real personal connection to this book I do remember learning about the Civil War in school. I would definitely keep this book in my library and would try to find time to read this book out loud to students. I think it would be interesting to discuss the event that this book is based on with students and show them pictures of the original leader, Robert Smalls. This book also introduces customs, honest feelings, and ways of the war that could supplement textbook material, for example, flying a white flag means you wish to surrender. I also think that the way the story is introduced could stir up a good conversation and allow students to reflect on their own experiences. Have they ever heard a story that was passed down from generation to generation? If so, what was it and do you plan to continue telling the story? Have you ever felt like you were discriminated against because you were different? These are questions that could helps students think critically and deeper. Also, the illustrations by Curtis James were very detailed and depicted the feelings of the characters and setting. When the characters were in free waters the picture was bright and cheery; Samuel’s family knew they had escaped slavery. During the night when they crew and people on the boat were trying to escape their faces were serious, nervous, and the pictures were dark. The pictures were large across the page and did a great job relating to the storyline. I thoroughly enjoyed reading this book and think that it can be used to introduce the actual historical event in an interesting way for students. 

     Freedom Ship follows the ELA Frameworks and will help students understand text (8), making connections (9), and genre (10). Students will be able to use the text of this story to make connections to what they previously learned and what they are currently learning about. They may also make connections to their own personal lives. Students will be able to understand the genre that this book falls into, historical fiction, and why. They will also be able to comprehend the text, factual information, main ideas, and vocabulary. 

Katie Lamoureux

Nine for California

Nine for California 

By: Sonia Levitin 

Illustrated by: Cat Bowman Smith

Grade Levels: 3-5

Genre: Historical Fiction

Have you ever thought about the days before planes and cars? How did people travel far distances? Have you ever heard of the Gold Rush? In this story Nine for California, you will discover the answers to these questions by joining a mother and her five children on their journey west to reconnect with their father.

Sonia Levitin’s Nine for California joins a mother and her five children on their journey from Missouri to California in order to reconnect with their father who left in search of gold. When their father had saved enough money, he sent it to his family in Missouri so that they could make the long trip to California. Joining them on this journey were three other passengers, Mr. Hooper, Cowboy Charlie and Miss Camilla. Amanda, one of the five children, tells us of their journey and the hardships they face on the long, twenty-one day stagecoach ride to California. Mr. Hooper, Cowboy Charlie and Miss Camilla are often annoyed with the children and they have to find ways to overcome their boredom. They also encounter many dangerous scenarios including harsh storms and robbers, but Amanda and the rest of the passengers find ways to overcome these challenges and to safely arrive in California where they reunite with their father and also have a new found respect for each other. 

I enjoyed how this book told the story of how families and people that traveled west to California without just stating facts. Having Amanda tell the story made it more relatable to children because they could relate to the boredom she felt during her long trip. It also gives an insight into what happened on these long journeys west and the dangers that these passengers encountered. From Indians, to robbers, to herds of buffalo these journeys were unpredictable and dangerous. I also enjoyed that the author stated at the beginning of the book that the events in the book were based off of letters that people wrote while they were on these journeys. It helps the children realize that these scenarios really did happen and that it is not just a “made up” part of the story. I think that this book would be helpful when teaching about this period in time. It shows the family life during this period of time and it also shows the journey people had to make. I think that this book would tie nicely into a lesson and would help children visualize this period in time. 

The storyline in this book was easy to follow and understand. There were a few words that I personally had to look up which means that there is new vocabulary, which is always a plus. I thoroughly enjoyed the illustrations in this book. They were very detailed and displayed exactly what the text was saying. They added humor to the story, seeing the children acting silly and the other passenger’s expressions. The pictures filled in every open part of the page and surrounded the text, which also made the book very interesting. I think that the illustrations really completed this book and tied in very well with the storyline. I would read this book to my class because I enjoyed reading it myself! 

Nine for California would be suitable for students in grades three through five. Teachers could use this book when teaching about the Gold Rush and westward expansion. It is a great aid to help children to visualize this period in time. Teachers can also use this book to show relationships and how people can be quick to judge, for example the other passengers were annoyed with the children but in the end thought they were a nice family. This book therefore can connect to the Massachusetts ELA framework in key ideas and details (3) craft and structure (6).

Thidwick The Big-Hearted Moose

Thidwick The Big-Hearted Moose

Written by Dr. Seuss

Illustrated by Dr. Seuss

Appropriate for Grades Pre-2

Genre: Fantasy

Have you ever met a talking moose? What about a talking spider, or a squirrel? Not many people have! In the book Thidwick the Big-Hearted Moose, let your imagination run wild and experience a story of a generous moose and several woodland creatures. This book is filled with laughs and is enjoyable for people of all ages!

Dr. Seuss’s Thidwick The Big-Hearted Moose, is about a overly-generous moose, allowing several woodland creatures to take refuge and live on his horns. A small bug starts the trend of living on his antlers, but soon is not alone when other animals decide his horns look comfortable as well! Being the fabulous and kind host that he is, the moose is afraid to disappoint his guests and ask them to leave, even though he wants them to. This is a great tale of someone having a huge heart, and doing everything possible to make the people around him comfortable, even if that means putting his own feelings in the back seat. This moose is selfless in several ways, and his polite attitude is one that should be admired. 

The language in this book is extremely appropriate for children to understand, even if it does present tongue twister qualities. The message of this story however is the most important part. If children can recognize that this theme is worthwhile, and pay attention to it, they could seriously benefit from this silly story. The theme is selflessness, and being polite to the people around you. It can also be viewed as treat others how you would like to be treated. I personally enjoyed this book so much, and I wish I was more like Thidwick in some ways. He has such a huge heart, whereas I tend to think more for myself. 

The illustrations in this book also are very enjoyable. All of the creatures look realistic, even if they have silly faces sometimes. This book is clearly considered to be fantasy, due to the fake setting and the talking animals. However when reading, the reader gets completely sucked into the story and can imagine themselves in the story, sitting in front of the moose listening to the creatures on his antlers talk. 

Thidwick The Big-Hearted Moose is great for students in the age group of 4-7 years old. This book is really great for any ages, but those are the ages that could most benefit and would possibly enjoy it the most. Classroom teachers would use this in the classroom when teaching fantasy books, animal books, or even doing a Dr. Seuss unit (because there are so many Dr. Seuss books to choose from). Furthermore, connections to the Massachusetts ELA Frameworks include key ideas and details (3), and craft and structure (6).

Akiak

Akiak

Written By Robert J. Blake

Illustrated By Robert J. Blake

Appropriate for Grades K-4

Genre: Historical Fiction

Have you ever heard of the Iditarod? Have you ever wondered what it was like for the racers and the dogs competing?  If so, then you’re in luck! Akiak, tells the tale of a dog and her race team through one of the most intense races across Alaska. This book is not only adorable, but it is so inspiring too!

Robert J. Blake’s Akiak, features the race dog Akiak and her leader Mick on their journey racing the Iditarod. The Iditarod is a famous dogsled race through the mountains and across the state of Alaska. Akiak is no stranger to the Iditarod, for she has led the team three times prior. However, she has never won the race completely. It was her last race, so she knew it was now or never. Unfortunately, Akiak faces a major problem during the race, and takes her own path to finish the race. This book shows the willpower and strength one dog has in order to overcome struggles to finish the Iditarod. 

I enjoyed this book because it was based on an real race that occurs annually. For someone that does not know much about the Iditarod, this book is great for them. Not only do they get a sense of what this race is and how hard it is, but they also get to read a story about an actual dog sled team while racing. In the front and back of the book, there is a map of the 1,151 mile Iditarod trail, including both the Northern Iditarod Route (that Akiak runs) and the Southern Iditarod Route that is run on alternate years. Also, in the back of the book there is a list of rules that need to be followed by people and dogs racing the Iditarod. These rules directly apply to the book, and there are several examples of them being followed in the text. 

The illustrations in this book also provide an element of understanding. The pictures and colors show how intense this race is. It makes the readers envision themselves in the story, and it allows them to make connections as if they were in the story. The conditions during the race are harsh and deadly, and it truly takes a strong team to make it through the race, never mind placing. I envisioned myself in this race, and I know I would not be able to survive. 

Akiak is a great book for students in the 5-10 year old age group. The students need to be old enough to understand this race, and understand the conditions that make this race challenging. Classroom teachers would be able to use this book when teaching a weather unit about snow, or teaching about the actual race of the Iditarod. This race actually happens, so it is a perfect fit when discussing historical facts about this race, because this book not only includes a map and facts, but it shows a race team that could have run the race. This is also a great book for students to make inferences. Do they think this dog sled team will win? Why or why not? This book grabs the readers attention, especially if the reader has dogs. If the reader has a dog, this book is very relatable. Furthermore, connections to the Massachusetts ELA Frameworks include key ideas and details (1 and 3), and integration of knowledge and ideas (9).

Knots on a Counting Rope

Knots on a Counting Rope

Written By Bill Martin Jr. and John Archambault

Illustrated By Ted Rand

Appropriate for Grades 1-5

Genre: Multicultural

Have you ever been told a story from a relative? Do you think its helpful when you hear stories from times when you cannot remember? In the story Knots on a Counting Rope, a young boy hears a common story from his grandfather about his upbringing. This story takes him back to his youth, and makes him cherish where he comes from. It is a great story, and is considered multicultural because it is from a Native American point of view. 

Martin and Archambault’s story is about a young Native American boy named “Boy-Strength-of-Blue-Horses” and his grandfather, experiencing story telling. His grandfather walks him through multiple stories that he has already been told before, and the boy interjects during them and begins to tell the story as well. He is told about the day he was born, how he obtained his name, the birth of his horse, and the first time he crossed the dark mountains. Story telling in this book is very important to the characters, and that is how they are able to learn and eventually tell the same stories themselves, when they have children or when younger ones ask. 

I love this book because it is accurate, the quality is great, and the authors are respectful of the Native American culture. This book is accurate because it tells the story of a young boy being told a story, and because there was not pen and paper to record stories then, story telling was the way to pass on information from generations. His grandfather continuously tells him these stories, so that one day when he is not there, the boy can tell his own stories, because he will already know it so well. Native Americans are known for their fantastic story telling. The quality is also great, nothing seems forced and the dialogue seems as if it would really happen between a grandfather and grandson. There is a lot of love present, and that is part of what makes the story so realistic. Finally, the authors remain respectful when telling the story from a different culture. When portraying a different culture, it is always important to remain respectful when discussing. 

This story is appropriate for students in the age group of 5-11 years old. The student would need to be old enough to understand the importance of story telling, and be old enough to understand a different culture, Native American. This book can also be relatable to children, because everyone has been told a story before. I have heard plenty of stories from my family members of me as a child, because I was not old enough to remember. In the classroom, this book can be taught during a unit on history, Native Americans, or on the importance of story telling. Furthermore, connections to the Massachusetts ELA Frameworks include key ideas and details (2 and 3), and integration of knowledge and ideas (8). 

Your Best Friend, Kate

Your Best Friend, Kate

Written By Pat Brisson

Illustrated By Rick Brown

Appropriate for Grades 1-6

Genre: Realistic Fiction

Have you ever traveled through some of the United States of America? Have you ever gone on vacation and left your best friend and pets at home? In the story, Your Best Friend, Kate, the main character does this, but stays connected with her best friend from back home by writing her letters from wherever she goes. 

Pat Brisson’s Your Best Friend, Kate, features a young girl named Kate going on a vacation with her family and younger brother Brian. Kate leaves her two fish with her best friend Lucy to watch them while she is away. She is sad about leaving, and that poses a problem in the beginning of the story. Throughout the trip Kate writes letters to Lucy from every state they visit. These places include Maryland, Washington D.C., Virginia, North Carolina, South Carolina, Georgia, Florida, Alabama, Tennessee, Kentucky, Ohio, and Pennsylvania. Kate learns so much on vacation, and teaches Lucy what she has learned through the letters. Kate also gets into small fights with her younger brother Brian, but that adds some comedy into the story!

I enjoyed how this book was set up into individual letters. There is no text in this story, outside of a letter written by Kate. She is telling Lucy about her adventures, as well as telling the story to the readers through her letters. I thought this was a cute way of telling the story. The language used is also appropriate for children to understand, and that helps them read. I once wrote letters to my friend from back home when I spent a summer in New Hampshire. However, my trip was not as exciting or eventful as Kate’s was. 

This book also features a learning element. Not only does the read gather some information about the places Kate visits by reading her letters, but around the outside of the letters, Kate includes some information about the state bird, state flower, or the state tree for every place she visits. This book would be great to read when learning about the states, because students are not only reading a story about the place, but they are also learning important information about each individual state. For example, when reading about Kate’s trip to North Carolina, the reader also learns that the state flower is dogwood and the state bird is the cardinal.

Your Best Friend, Kate, is great for students in the age group of 6-12 years old. The students need to be old enough to understand travel and be old enough to understand some of the historical sites that Kate and her family visit. Classroom teachers would use this book when teaching about travel and the United States. This book grabs the interest of the children reading, and they won’t want to put it down. The information in here is very useful for a geography unit. Furthermore, connections to the Massachusetts ELA Frameworks include key ideas and details (3), craft and structure (6), and integration of knowledge and ideas (7). 

The Boy Who Cried Wolf

The Boy Who Cried Wolf

Retold by B.G. Hennessy

Illustrated by Boris Kulikov

Appropriate for Grades Pre-3

Genre: Traditional Literature

Have you ever told a lie? Have you ever told so many lies that people started to not believe you anymore? Have you ever learned a lesson from this? Well in the story, The Boy Who Cried Wolf you get one example of a boy telling lies to his community for attention. This book is not only well written for children but it comes with learning a very important life lesson. 

B.G. Hennessy’s retelling of The Boy Who Cried Wolf features a young boy that is bored with his job watching and protecting sheep in an open field. He is upset that there is nothing to do, and he wishes the sheep weren’t as boring, and said something to him other than “Baaaaa.” All he wants to do is play with his friends so his days wouldn’t be as boring. At first he tries to teach tricks to the sheep to see how they react. Upset by their reaction to his tricks, he decides to create some excitement by playing different tricks on his community. He learns a very valuable lesson about lying and telling the truth, but he learns it the hard way. 

Although this story has been told several times, I personally think the illustrations are very comical. Boris Kulikov creates a very interesting main character, putting him in several silly positions such as picking his nose or hanging out of trees, to get a laugh out of the reader. The young boy’s facial expressions on every page reflect his exact emotions, and it is very easy for the reader to understand if the boy is bored, or having fun, or scared. The sheep in this book are also very silly, and they are something the reader looks forward to seeing with the next upcoming page. The illustrations in this book go hand in hand with the story line, and I believe even without words, the theme and message would be conveyed with the pictures. This story is the one that taught me to never lie, because when you are really in trouble, people might not believe it if you have a history of lying. 

The Boy Who Cried Wolf is great for children in the age group of 4-9 years old. Classroom teachers and parents would use this story to model to children that telling the truth is always the best option, and lying isn’t tolerated. This is also a great story for young children to use to make inferences. When they see a pattern present, they can predict what will happen the next time. Furthermore, connections to the Massachusetts ELA Frameworks include craft and structure (6), integration of knowledge and ideas (7).