Literacy Now

I can clearly remember being in high school and dragging my inchworm-green, spotted-with-silver duct tape bean bag chair out the window of my bedroom and onto the roof of the front porch. Like a bird in a nest, I sat there, head tilted up to the stars, so full of yearning that I can still recall the sensation today.

What I longed for was far less specific than being an author—I simply wanted to be somebody. I wanted to matter in this world. I longed to make a difference. I ached to have an impact on others the same way my heroes had had on me. And I can still feel the sensation of running through a list in my head. What things might I be good at? What talents or traits did I have that would put me within shouting distance of my heroes—people like Anne Frank, Helen Keller, Annie Sullivan, Lois Lowry, Karen Carpenter, the POW's from Vietnam, Gandhi?

Thoughts flew through my mind and when I was done with the self-analysis, I crumbled like a saltine cracker in the fist of a toddler. I had nothing to offer the world that would ever fill the yearning that I felt inside. Right then I knew that I would never be somebody and that revelation defined me for almost the next twenty years of my life.

As you might suspect, two decades ago, I had only touched the surface of my own potential. But I didn't know that then.

Delving deeper has been a journey. The need to stretch and venture outside of my box has mostly been forced upon me by circumstance, but since I'm a better me than I was at seventeen, I'm going to cut myself some slack and give myself a little credit for finally deciding to grow. And I've discovered some amazing things along the way. All of my heroes were ordinary people just like me. What made them exceptional was their heart, their tenacity, their need to defy adversity, their desire to grow. They were not people immune to fear; they were people who acted bravely in spite of it.

It finally occurred to me that they did not wake up one morning, prepared to change the world, but rather they rose to their own occasion. In realizing this, a seed of hope was planted. Perhaps if I worked on myself hard enough—there really would be something inside of me to offer the world. Something amazing.

It also occurred to me that the things we push away and hide, because they make us feel different, are likely to be our biggest gifts when we decide it's time to honor who we are. It was this revelation that made me realize I have a voice, and if I continue to grow, someday that voice might be big enough to fill the spaces of my yearning.

I've discovered that two very powerful things happen when people speak their truth. Honest words have the ability to create amazingly intense connections between people, but they also have the power to illicit fear. Fortunately this is an exercise in intermittent reinforcement. Thank goodness for the highs that come with those wonderful connections—without them I don't know who would have the courage to keep putting their naked, vulnerable parts out in the world. I know that every time I run into someone who guts me with just a few sharp, well-placed words, it makes me want to curl up like an armadillo.

But here's the thing—I've had a taste of what it feels like to be somebody. I've had a little bit of practice at rising to my own occasion. I no longer crumble as easily as I used to. And I have it in my mind that the people I write for are staring at the same stars that I did. They are filled with the same longing to be somebody. And more important than anything else, I write the words that the seventeen-year-old me needed to hear. Yes, it’s too late to change her journey—but it just might make a difference for the company she keeps.

Kimberly Sabatini is a former Special Education Teacher who is now a stay-at-home mom and a part-time dance instructor for three and four year olds. She lives in New York’s Hudson Valley with her husband and three boys. Kimberly writes Young Adult fiction and is represented by Michelle Wolfson of Wolfson Literary Agency. Her debut novel, TOUCHING THE SURFACE (Simon Pulse, 2012), was released yesterday.



In Other Words: Sometimes, Reading Isn’t about Reading at All

In Other Words: Emily Jenkins (Invisible Inkling series) Finds Her Protagonist

HADES: LORD OF THE DEAD. (First Second, 2012)
Written and illustrated by George O’Connor
Grades 5-12

HADES: LORD OF THE DEAD is the fourth graphic novel in George O’Connor’s Olympians series. The series will ultimately feature a graphic novel for all twelve of the major Greek gods and goddesses. The books featuring Zeus, Athena, and Hera have previously been published, and Poseidon is scheduled to arrive in 2013. In each graphic novel, O’Connor seeks to share some of the origins of the featured god or goddess, provide a sense of the god or goddess’ personality and their role in the ancient world, and highlight one of the stories associated with the god or goddess. These goals are met through O’Connor’s sometimes modern text (Hermes refers to Zeus as “Pop,” etc.) as well as his superb illustrations.

This story of Hades focuses on how he found/took a wife, Persephone, and features an extensive look into the underworld and some of its most famous inhabitants including Cerberus, Tantalos, Sisyphus, and the Kindly Ones. Hermes Psychopompos plays a major role in this graphic novel as well, as he is the messenger to the gods in addition to the one who transports or guides the dead to Hades. As Persephone’s mother, Demeter, goddess of agriculture and the seasons, also has a prominent role in this graphic novel. Unbeknownst to Demeter, Zeus had promised her daughter Kore (she changes her name to Persephone when she becomes queen of the underworld) to Hades as his wife.

One day, surrounded by a storm of dark clouds and tremendous winds, Hades sweeps in and takes Kore. Demeter, not knowing what has become of her daughter, spends months searching for her, and during this time, she neglects her duties, which causes the earth to become barren and the crops to fail. Meanwhile, Kore/Persephone is adjusting to life in the underworld and is beginning to appreciate both Hades and her role as a queen. Eventually Demeter discovers who took her daughter and she confronts Zeus demanding the return of Kore/Persephone, but by this time Persephone has grown accustomed to her new home and to seal the deal she has eaten six pomegranate seeds, with the result that she must spend six months of each year in the underworld. The six months she spends with her mother on earth are indicated by the seasons of spring and summer, while the six months she spends with Hades are the fall and winter.

The art and the text in each panel work together seamlessly to provide readers with the complete and intriguing story. O’Connor’s artistic style can be described as sketchy (meaning lots of somewhat rough lines) and realistic. The feelings and mindset of all the story’s players are obvious by the way O’Connor draws their faces and body stance. O’Connor is a master at using color to convey the different moods and settings. The underworld is conveyed in dark, but layered, hues, while vibrant colors indicate the world above when Demeter is happy and muted, washed-out colors when she is without her daughter.

O’Connor’s graphic novel format and storytelling style will allow readers of all ages and abilities access to his retelling of some of the stories surrounding Hades. In author’s notes, notes on individual panels and a bibliography, O’Connor also provides information on his research and writing process, as well as further details about each of the primary characters.

Cross-curricular Connections: History/Social Studies, Language Arts/English, Visual Literacy, Art and Science (in regards to the seasons and the gems and minerals of Hades’ realm)

Ideas for Classroom Use:

Supplemental Text (Grades 5-12)

The easiest, and probably the most obvious, use of HADES: LORD OF THE DEAD would be as a supplemental text. I think that this graphic novel and the others in the series would help a textbook passage on ancient Greece come alive. There are many ways that this could be done without requiring class sets of books, such as reading it to the class using a document camera. Another option is to divide students into small groups with one copy per group. If this were done with the graphic novels for different gods and goddess, students could jigsaw about their findings in small groups.

Greek God/Goddess Trading Cards (Grades 5-12)

At the end of each graphic novel, O’Connor provides a page long rundown of each god or goddesses stats along with a picture. For example, on page 75, of HADES: LORD OF THE DEAD, is Demeter’s page. It includes: what she is goddess of, her Roman name, her symbols, her sacred animals, her plants and places, her month, her celestial body, and her modern legacy. Based on this idea, students could create their own trading cards for chosen gods or goddesses or other major players in Greek mythology. ReadWriteThink’s Trading Card Creator (now available as an iPad app) makes a perfect tool for this project.

An Olympian Family Tree (Grades 5-12)

On the back of the front cover of HADES: LORD OF THE DEAD, O’Connor provides a family tree of the major Greek gods and goddess, including the Titans and the Olympians. This provides a great jumping off point for the creation of a class-wide family tree. Groups could be assigned different branches or generations of the tree to research and create entries for on the tree. The required information could be varied depending on the grade of the students and the depth of the course, but could include an illustration of his/her symbol, powers or gifts and domains.

Another interesting activity using the family tree would be to compare the Greek family tree to the Roman family tree as many of the same gods and goddess were maintained but their names and other characteristics were changed.

A Modern Hell (Grades 5-12)

Hades had appropriate ways of making the inhabitants of his realm atone for their earthly sins. One such example, in HADES: LORD OF THE DEAD, is Tantalos. He was once a favored mortal of the gods, but he murdered his son and then concealed his son’s body in food that he served to the Olympian gods and goddess. His punishment was to spend eternity hungry and thirsty even though he was surrounded by water and grape vines. Each time he bent to take a drink the water receded and each time he reached for the grape vines they would move beyond his grasp. Students could develop appropriate eternal punishments for modern crimes and/or for literary or historical evildoers. How would texting in class be punished in the underworld? What punishment would Voldemort face? How might Hitler atone for his crimes?

Additional Resources and Activities:

Titans, Gods, and Mortals—Your Source for All Things Olympian
George O’Connor’s website for the Olympians series provides additional information about the Greek gods and goddesses, as well as his obsession with the topic, and related activities. One of the most interesting activities involves two different versions of the same panel; one version doesn’t include any text and the other doesn’t include any illustrations. Students would need to fill-in their own versions of what was missing. There are also several Readers’ Theater scripts and a matching game.

The Online World of Rick Riordan
The Percy Jackson and the Olympians novels of Rick Riordan are a perfect intertextual match to O’Connor’s graphic novels. Riordan’s books are set in the modern world, but the Greek gods and goddesses still exist and, to some extent, play a role in daily life. Riordan’s website provides more information on Greek mythology and further activities centered around the gods and goddesses. This would also be a good place to send students who have become taken with the topic of Greek mythology to find additional books to read.

Theoi Greek Mythology: Exploring Mythology in Classical Literature and Art
This website is an extensive collection of information on Greek mythology. Although it is massive, it is well-organized, which makes it is easy to find what you are looking for. The site does focus on more than just the Greek gods and goddesses, but a wealth of information is provided about each god or goddesses, including ancient images, links to myths, encyclopedia entries, offspring, cult status, and so on.

Ancient Greek & Roman Gods for Kids
Although this website is loaded with ads, it is worth surfing around because of all the resources it gathers in one place. There are links to lesson plans, games, craft activities, and more, all focused on Greek and Roman mythology.

Aimee Rogers is a doctoral student at the University of Minnesota studying children’s and adolescent literature. Prior to her return to school, Aimee taught high school students with special needs, in a wide variety of settings, for ten years. She misses working with adolescents but is developing a passion for working with undergraduate pre-service teachers. She has a growing interest in graphic novels for children and young adults and is hoping to make them the topic of her upcoming dissertation.



Something Wicked This Way Comes: Scary Booooooooks!

Get to Know the 2012 Annual Convention Authors: George O'Connor

“Double, double toil and trouble; Fire burn, and cauldron bubble” is Shakespeare’s oft quoted line from Macbeth frequently heard this time of year. It sets the literary tone for the selection of books reviewed this week by the International Reading Association Children’s Literature and Reading Special Interest Group. Children love scary stories and the thrill and chill of not knowing what will happen next. Scary stories can be funny or poetic or exciting, but every year new books come out to offer these safe scares for readers everywhere. As children grow into adult readers the Mystery/Thriller genre continues to be one of the most popular, so teachers can initiate the life-long reading journey with some of the new titles and ideas suggested this week.

ReadWriteThink offers podcasts about scary stories in Chat About Books or for older readers try “Thrills! Chills! Using Scary Stories to Motivate Students to Read.”

GRADES K-3

Bauer, Marion Dane. (2012). Halloween forest. Illus. by John Shelley. New York: Holiday House.

It’s Halloween night, and a brave trick-or-treater heads off to gather sweet loot. Along the way, he faces a most frightening collection of bones in the forest. Undaunted and determined, he marches through the book’s pages all the way up to a bone-laden house and demands and receives a mother lode of candy. Some of the pen-and-India ink and watercolor illustrations are particularly spooky, especially the one in which the forest's limbs turn into the fingers and arms of human skeletons and reach out to him, and even the roof thatch of the house he finds in the heart of the forest is formed from bones. Since the boy never seems to be frightened by the threatening forest, things turn out okay. While walking unconcernedly through a dark forest might not be recommended, sometimes facing fears leads to bountiful rewards, making the effort worthwhile.

- Barbara A. Ward, Washington State University Pullman

Bracegirdle, P. J. (2012). The dead family Diaz. Illus. by Poly Bernatene. New York: Dial Books for Young Readers.

Angelito is nervously excited about celebrating El Dia de los Muertes as he travels with his family, the Dead Familia Diaz, into the Land of the Living on the night of this eerie holiday. He has told no one that he is actually scared of meeting an actual living person with their pale and squishy skin. On the night of the festival he gets separated from his family. As he fearfully looks around at the loud and colorful festivities he runs into Pablo (who is wearing a skeleton mask.) The two boys shyly admit to their fears and together move on into frolic of the evening’s entertainment and have so much fun! As the evening comes to a close and Angelito finds his family, illustrator Beratene creates a double page spread to show the shock and realization of the two boys as they discover whom they really are. With this realization comes the understanding that being different isn’t necessarily a bad thing or something to be feared. When the story closes each boy is looking forward to next year’s celebration. Enjoy the author’s website or follow the author on Facebook. ReadWriteThink offers a lesson idea entitled “Collaborating on a Class Book: Exploring Before-During-After Sequences.”

- Karen Hildebrand, Ohio Library and Reading Consultant

Bullard, Lisa. (2012). Daniela’s Day of the Dead. Illus. by Holli Conger. Minneapolis: Lerner/Millbrook Press.

In four short chapters (“Waiting for Day of the Dead,” “An Altar for Grandpa,” “At the Market,” and “Celebrating!”), the author provides introductory information about Day of the Dead, a holiday with which many youngsters may not be as familiar as they are with Halloween, Christmas, and Hanukkah. Daniela explains how her ancestors brought the traditions of this day intended to celebrate, not mourn, the dead to their home in the United States from their homes in Mexico. She describes filling an altar with his favorite objects in honor of her grandfather, shopping for sugar skulls and funny skeletons, buying and eating bread with tiny toy skeletons tucked inside, and honoring the dead by visiting their graves. Back matter includes a glossary, website and book suggestions to learn more, and directions for making a skeleton from macaroni. The illustrations are filled with bright colors and smiling faces, all enabling young readers to regard the holiday, celebrated on November 2 in the United States, in a positive light. As young readers are reminded in the text, death is simply a part of life and not necessarily something scary.

- Barbara A. Ward, Washington State University Pullman

Catrow, David. (2012). Monster mash. New York: Orchard Books.

Catrow has reimagined the song lyrics to the popular 1962 classic song, “The Monster Mash” written by Bobby “Boris” Pickett and Lenny Capizzi. Using watercolors, gouache, and pen and pencil Catrow has created a cast of monsters that young readers will love. Though the text is scant and simple as the words dance through the song lyrics, the illustrations are so much fun and children will love pouring over each page looking at the details and action including the monsters drawn right into the title on the title page where the fun begins. The story/song opens with a scientist “working in the lab late one night” (page 1) and the monsters begin to appear everywhere. Zombies, Wolf Man, Dracula (and his son!), ghouls, vampires, are dancing and creating mayhem throughout the castle. When the coffin-bangers and their vocal group The Crypt-Kicker Five show up the mash gets even more rollicking. Adults reading this book will immediately begin to hear the song in their heads and will probably develop a rhythm to reading this book aloud. Young readers will enjoy viewing and listening to the original song and animated version of the Monster Mash. Perfect for a classroom Halloween party! Learn more about this author/illustrator at his website and blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

Hiti, Samuel. (2012). Waga’s big scare. Minneapolis, MN: Carolrhoda Books/Lerner Publishing Group.

Waga might be small, but Waga is a terrifyingly mean and nasty little monster that has the biggest scare. When Waga discovers that Waga’s scare is gone, the story takes off in a series of scenes where Waga is desperately trying to find the scare. Waga must find the square before sunrise or Waga will disappear forever. Hiti comes to the picture book genre by way of his comic book career, so Waga has a fierce cartoon-like appearance. Pictures in bold red and black add to the scare factor in this book, but as Waga goes in search of the scare the action takes a bit of a silly turn. Waga searches the monster parade and the creepy forest, dark caves, every nook and cranny in the graveyard, and then squeezes through drain pipes, creeps down the hallway until Waga finds the scare under YOUR bed! This will be fun for reading aloud. Author/illustrator Sam Hiti has an active website, blog, and tumblr posts. If you are looking for a simple white board interactive or a computer lab activity, students will enjoy Scholastic’s Monster Maker site.

- Karen Hildebrand, Ohio Library and Reading Consultant

Hood, Susan. (2012). Just say boo! Illus. by Jed Henry. New York: Harper.

Three children dressed as a vampire bat, a witch, and a shark go trick or treating with their father on Halloween night. Each double page spread places them in different situations throughout the evening as they walk through woods and wind and encounter jack-o-lanterns and ghosts and even friendly neighbors. Each encounter written in rhymed phrases asks the question what would you say or do? Often the answer is “just say boo!” As the evening continues however, the pattern changes a few times and the rhyming answer is sometimes “Ewww” or “Thank you.” Teachers will find this book an excellent read aloud not only for the rhyming nature of the story but also for the writing pattern it presents for teachers to encourage young readers/listeners to try their hand at writing. Muted sepia illustrations give a soft presentation to the storyline. Visit the author’s website for more information and a very fun book trailer featuring young trick or treaters.

- Karen Hildebrand, Ohio Library and Reading Consultant

Johnson, J. Angelique. (2012). Making a jack-o’-lantern, step by step. North Mankato, MN: Capstone Press.

Many primary classrooms visit pumpkin farms during the month of October where students pick out a pumpkin and take it home. This is the perfect nonfiction text for students to read that will help them carve a jack-o’-lantern. The full-page photographs show a family visiting a pumpkin patch, picking the right pumpkin, getting ready to carve, preparing the pumpkin and making the jack-o’-lantern. In addition, most pages contain pumpkin or Halloween facts. Families could follow all of these steps and be ready to showcase their glowing jack-o’-lanterns on Halloween eve. This book would also make a fun read aloud. This book is part of a series with other titles on caring for a pet, recycling, and fighting a fire.

- Deanna Day, Washington State University Vancouver

Lachenmeyer, Nathaniel. (2012). The boo! book. Illus. by Nicoletta Ceccoli. New York: Atheneum Books for Young Readers.

This hauntingly beautiful book may attract more adult admirers than children. The idea behind this book is that books can be haunted just like houses can be haunted. Ghosts may have taken up residence within the pages of the book and do some mischievous things within the pages of the story. The entire storyline is cautionary to warn the reader about the clues that will tell them whether the book is haunted or not. Things like if the book feels cold when you place it near your ear or if you hear something that sounds like a ghost holding its breath and if you discover that the book IS haunted, never read it on the anniversary of the day the ghost arrived in the book or you will be sucked into the book yourself! Other mischievous things that might happen are words suddenly mixed up or characters and plotlines shifting around. The somewhat bizarre illustrations are created with plasticine puppets; acrylic paint and digital photographs that give a surreal look to the pictures. Read about other scary books in ReadWriteThink’s Chatting About Books podcast entitled “Get Spooky with Matthew McElligot.”

- Karen Hildebrand, Ohio Library and Reading Consultant

Schuette, Sarah L. (2012). A Halloween cookbook: Simple recipes for kids. North Mankato, MN: Capstone Press.

Just like the title says, this book contains easy step-by-step recipes for Halloween. Some of the recipes include jack-o'-lantern juice, eyeball salad, and witch fingernails. Young children will enjoy making these tasty treats at school or at home. Teachers could set up a center where students read the directions and follow the photographs to create a ghoulishly delicious snack. For example after studying spiders, students could make the crunchy spider recipe with chocolate cookies, peanut butter, and pretzel sticks. My five-year-old daughter and I enjoyed making and eating these together. Each recipe contains an ingredient list and tool list to help adults. Implementing cooking teaches literacy, science and math plus it is so much fun!

- Deanna Day, Washington State University Vancouver

GRADES 4-6

Dahl, Michael. (2012). Hocus pocus hotel. Illus. by Lisa K. Weber. Minneapolis, MN: Capstone.

Charlie Hitch Hitchcock is wary about accepting the invitation from school bully Tyler Yu to meet him at the old hotel after school because he is afraid he wants a fight. As it turns out, however, Ty wants Charlie to help him solve the mysteries that are going on at the hotel. It turns out that Tyler lives at the Hocus Pocus Hotel and that it is a retirement hotel for professional magicians. The elderly magicians have something strange going on in room 1413 in addition to disappearance of hotel belongings like shower curtains, spoons, and bowling pins. Strange sounds and shadows flicker through the hotel. Charlie is blessed with acute visual memory and as the boys move through the hotel looking for clues to the disappearances, Charlie’s photographic memory enables them to put all the clues together. While in search of clues they learn a lot about magic and performing magic tricks. The author has included instructions on how to perform these tricks for readers on journal paper throughout the book. A few simple mysteries are solved but they lead to an overarching mystery surrounding the hotel. This is the first in a new series. For readers with smart phones or iPads or teachers with white boards, the QR code on the back cover of the book will lead to more resources for using the book to learn more about magic. The Hocus Pocus Hotel has its own website with many extra fun resources for readers including a video and magic tricks, or find a ReadWriteThink lesson entitled “Celebrate Halloween.” 

- Karen Hildebrand, Ohio Library and Reading Consultant

Fagan, Cary. (2012). The boy in the box. Boston/New York: Houghton Mifflin Harcourt/Clarion.

Although eleven-year-old Sullivan Mintz loves to juggle, his parents pay little attention to Sullivan or his hobby. They are preoccupied with running the Stardust Home for Old People, whose residents enjoy chatting with Sullivan. In fact, one of the residents, eighty-one-year-old Manny, is Sullivan’s best friend. Sullivan is the favorite target for Samuel Patinsky, a classmate who relishes relentlessly ridiculing him. When he and his sister Jinny see notices for a traveling medicine show, Sullivan is astonished that the performers are children just like him. He ends up being kidnapped by Master Melville and his wife and joins the other youthful performers who are prisoners of the Melvilles. His parents are left thinking that he has drowned. As Sullivan deals with the cruelty of his keepers, he also bonds with the other children who nurture him and help him hone his juggling skills. Sullivan's determination to juggle and his affection for the elderly charges under his parents' care are admirable, but it’s frightening to think of the Melvilles traveling through the countryside with a band of kidnapped children with no questions being asked as they pass from town to town. Even worse, Sullivan somehow feels as though he has found a place where he belongs despite being imprisoned except during practice time and performance time. Obviously, he will try to run away eventually and return home, but until then, he seems to have chosen the traveling life of a performer being used to sell Master Melville’s special elixir.

- Barbara A. Ward, Washington State University Pullman

Hennessy, B. G. (2012). The scary places map book: Seven terrifying tours. Illus. by Erwin Madrid.  Somerville, MA: Candlewick.

Seven different maps take readers on journeys to some really scary places, enabling them to hone their map reading skills while encountering some downright frightening moments. Based on mythology, one of the tours takes readers to the “Land of Mythical Monsters.” The other map adventures are based on other spooky tales about pirates, vampires, gunslingers, and witches, among others. The author employs clever word play; for instance, readers travel to the “Western Terror-tories" to see what Gruesome Gus has left behind. Other trips include “The Ghostly Galleon Cruise of the Seven Seas,” a “Trip through Transylvania,” a “Tour of the Wicked Woods and Witchfield Village,” a “Sleepwalking Tour of Nightmare House,” and a “Museum of Haunted Objects.” The digital illustrations add an air of spookiness to the already-scary-sounding map titles. Readers will need to read the directions for each map and follow the grids in order to navigate the area, and they’re sure to enjoy going back through the maps again and again in order to skirt disaster. Back matter includes additional challenges as readers are encouraged to return to each map and look for even more details, including ruby slippers and a bloodmobile. While it is helpful if readers are familiar with the stories on which these maps are based, the chills and thrills they experience through this book might prompt them to search for more about their spooky subjects.

- Barbara A. Ward, Washington State University Pullman

Oceanak, Karla. (2012). Egghead. Illus. by Spanjer, Kendra. Fort Collins, CO: Bailiwick Press.

Like many kids, Aldo Zelnick loves science, but he sees no reason to learn Spanish. He forgets that all the A’s on his report card don’t make up for that one D in Spanish. His best friend Jack becomes upset when Aldo denigrates the Spanish language and thinks that speaking English is fine enough for him. Aldo has plenty of things on his mind, especially with Halloween around the corner. Luckily for him, his father takes him to a costume store where he finds a costume of Albert Einstein, his hero. Jack and Aldo are in a race to collect the most candies, but the race loses importance because of the rainy night and the disappearance of Jack’s grandfather. The elderly man, who used to be a scientist, now has Alzheimer’s. In rescuing him, Aldo uses all the Spanish he knows and keeps him safe. Jack is grateful enough to share his rain-soaked candies with Aldo. Filled with many humorous moments, the book is engaging to read and introduces surprising amounts of science information and experiments casually. It is a good example of a writing mentor text with a perfect narrative voice and pictures that tell their own story. A word gallery in English and Spanish at the end of the book lends authenticity to the reading experience. The title might be useful in classroom discussions on diversity and celebrating the cultures represented in the classroom.

- Rani Iyer, Washington State University Pullman

Snicket, Lemony. (2012). “Who could that be at this hour?” Illus. by Seth. Boston: Little, Brown and Company Books for Young Readers.

And so begins the new young Lemony Snicket series, “All the Wrong Questions,” the first of four volumes. Young Snicket, nearly 13, is apprenticed to the rather lame-brained S. Theodora Markson who is affiliated with a strange and rather mysterious unnamed organization (though readers of A Series of Unfortunate Events will guess … VFB). What else would readers expect from Snicket (aka author Daniel Handler)? Snicket and Markson have been hired by Mrs. Murphy Sallis to find a valuable missing object, a statue called the Bombinating Beast. Their search takes them to the seaside town, drained of seawater, of Stain’d-by-the-Sea. Though Snicket is on the case, his mind is also on a situation at home. Friends, Moxie and Ellington are trying to help … possibly. In his signature zany writing style, full of literary references, vocabulary and innuendoes, the author has returned readers to the adolescent life of Lemony Snicket in this prequel for the first of this adventure quartet. Teachers will find more back matter at the USA Today interview with the author. Teachers and readers will find many fun “extras” at the publisher website.

- Karen Hildebrand, Ohio Library and Reading Consultant

Swindells, Robert. (2012). Trick or treat. Minneapolis: Lerner/Stoke Books.

Like many teens, Harley Davidson has no intention to haul his younger siblings from door to door in search of candy on Halloween. After all, there’s a school dance that night, for which he plans to don his authentic Dracula costume in order to impress Uma Broom, a girl on whom he has a crush. But when his mother refuses to compromise, he finds himself walking along the sidewalk with his brother and sister. Along the way, some sort of evil spirit in the form of a white piece of cloth distracts him from watching the children. He follows the whiteness until it seems to become a dress worn by Uma, who seems to beckon him across the street to a nearby pond where she skims along the water. By the time he returns to his young charges, they have seemingly disappeared. When he finds them, they are no longer interested in treats but are bullying a neighbor who refused to give them candy earlier. Who are these children? Although the ending comes too abruptly, readers will relish the creepiness and open-endedness of this very short story, and reflect upon how hard it is to explain some of the things that happen in the world. Read in the right way with the right types of voices and emphasis, this title could be a fine Halloween read aloud that just might scare the dickens out of its hearers.

- Barbara A. Ward, Washington State University Pullman

GRADES 5-8

Gallagher, Diana. (2012). Haunted love. Mankato, MN: Stone Arch Books/Capstone Imprint.

From the Claudia & Monica: Freshman Girls series, this quick novel will provide an interesting seasonal read for reluctant middle grade readers who like a bit of romance and high school friend drama. Claudia and Monica take turns narrating the chapters as they comment on life in high school from friends, to friends who become boyfriends, to high school parties and shopping. This episode in the series centers around Halloween parties, the two girls feuding over boys, new high school friendships, and the draw of the popular “in” crowd and deciding whom your real friends are. Use this time of year to study a classic that ReadWriteThink has explored, “A Directed Listening-Thinking Activity for ‘The Tell-Tale Heart.”

- Karen Hildebrand, Ohio Library and Reading Consultant

Valente, Catherynne. (2012). The girl who fell beneath Fairyland and led the revels there. Illus. by Ana Juan. New York: Feiwel and Friends/Macmillan Publishing Group.

Hugo award-winning author Cat Valente returns to Fairyland from her popular first book, The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making (2011). A year after the first adventure, September is now 13 and leaves her home in Nebraska to journey back to Fairyland. When she arrives, she quickly discovers things are not as she left them. Shadows have been stolen and everyone is living in fear, especially of the gruesome Alleyman who is the stealer of shadows. September learns that the shadows and the magic that goes with them are being sent to Fairyland Below and it is her very own shadow, Halloween, who is orchestrating the descent and despair among Fairyland Above. September is determined to set things right and plunges down into the darkness and depths of Halloween’s reign of terror. Though a few old friends appear in the story like Saturday and Wyverary, many new characters appear to join September on this dangerous quest to recover the missing shadows. Her goal is to awaken the Sleeping Prince and join forces against Halloween’s evil. Readers will find this sequel a darker and more grief filled volume than the first story of September and Fairyland. Teachers and readers will find a book trailer available at the publisher’s website or learn more about this versatile author at her website.

- Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 7-12

Castellucci, Cecil. (2012). The year of the beasts. Illus. by Nate Powell. New York: Macmillan/Roaring Brook Press.

Partly because of the closeness in their ages, siblings Tessa, 15, and Lulu, 13, have always been close. But their closeness becomes a thing of the past after the girls go to a carnival without their parents. The merriment turns to sourness once things take an unexpected turn. When a romance blossoms between Lulu and Charlie, the boy on whom Tessa has designs, Tessa feels betrayed and left out. Although Tessa has her own admirer and a secret romance with Jasper, a neighbor considered a misfit by his peers, she cannot control the anger and jealousy that seethe through her every time she sees her sister or hears about Charlie. Having Jasper is not enough, and she is embarrassed to admit her attraction to Jasper. Even when Lulu apologizes for dating Charlie, Tessa is unable to forgive her sister, and her anger leads to tragedy. Alternating with this story is a graphic novel that shows Tessa as Medusa, snake heads writhing above her head, turning those around her to stone. Readers will enjoy trying to decide whether the book contains two separate stories or one story with different elements and perspectives. A cautionary tale, the story serves as a vivid reminder of how self-destructive jealousy and hatred can be. Tessa is so intent on having what her sister has that she loses sight of her own boyfriend and her love for her sister. There’s nothing more frightening than that, as this creative endeavor demonstrates.

- Barbara A. Ward, Washington State University Pullman

Ellen, Laura. (2012). Blind spot. New York: Harcourt Children’s Books.

Sixteen-year-old protagonist Roz learns that she has macular degeneration, making it hard for her to see the world around her. Not only that, but she has difficulty in deciding who is trustworthy, making her have a blind spot when it comes to the wrong individuals. The book starts out promisingly—and chillingly—with the discovery of the body of her troubled classmate, Tricia Farni, revealed as the ice and snow begin to melt. What caused her to die? That's the central question in the novel, one that is never really answered although several possibilities are shared. The fact that Roz is unable to see clearly and then seemingly has lost her memory of a crucial night in her life creates a mystery for readers and throws suspicion for Tricia's death on various individuals, including Roz. The plot is filled with familiar elements that add to the story’s realism, including high school jealousy, unreliable boyfriends, unfair teachers bent on teaching lessons to those who rebel against them, and a main character unable to decide what she wants. Adding to the creepiness, the book's secondary characters are completely unreliable, and friendships and alliances are formed and dissolved rapidly. Even Roz's boyfriend is hard to pin down. In some respects, he seems like a good guy, especially near the book's beginning, but is he? Teen readers will enjoy trying to sort out all the clues in solving this murder mystery and gain a clear perspective on the emotional drama of high school relationships when merely getting through the day is a high-stakes matter.

- Barbara A. Ward, Washington State University Pullman 

Hubbard, Mandy. (2012). Dangerous boy. New York: Penguin/Razorbill.

Improbably, quiet Harper Bennett has caught the attention of Logan Townsend, the handsome new boy in town. At first she’s filled with bliss because of the budding romance, but the secrets she learns about Logan and his twin brother leave her disoriented. Because the book opens with a scene showing Harper running for her life and then shifts back to Harper's happy times with Logan, readers are unable to gauge at first how the relationship began. In many ways, Logan seems to be a great guy, thoughtful and considerate. But there are hints about what's going on when he becomes troubled during thunder storms or when Harper encounters his twin brother, Daemon, in a creepy basement scene set in the crumbling mansion owned by the boys' uncle who is always on business trips. Restricted by fears that keep her from living life to its fullest as the result of her mother's death, Harper is a bundle of nerves in some respects and has a list of activities she avoids. Teen readers will enjoy watching Harper take chances while trying to figure out the truth about the boy to whom she has lost her heart. For Harper, though, falling in love may result in losing her life.

- Barbara A. Ward, Washington State University Pullman

Shan, Darren. (2012). Zom-B. New York: Simon & Schuster.

Londoner B lives with her abusive, racist father and her ever-patient mother. Mingled rage and shame seethe inside B, leaving her torn between doing what's right and pleasing her father. He blames the country's problems on its many immigrants while she has friends on whom he might not look too kindly. As the novel opens, the two laugh at news reports of zombies in a small Irish village, but the amusement turns to stark-raving terror on B’s part once zombies enter her high school, biting the students and teachers and eating their brains. At first, B and some of her friends manage to avoid the bloodshed, leaving other friends behind, only to find that the schools’ exits have been blocked. Somehow, B's father arrives to rescue her, but she feels ashamed at having betrayed her companions, even throwing one dark-skinned boy into the zombies' clutches. Although she hates her father for his attitude toward anyone different from him, B also recognizes that she is more like him than she wants to be. The book is fast-paced, drenched with blood and gore and gleeful descriptions of brain consumption. Readers will race through the book with relish, only to find that the story will continue in a future volume. There are plenty of unanswered questions about the individuals in hoods in the cafeteria, the strange friend of B’s father, her own nightmares, and what caused this zombie invasion. Those with weak stomachs might want to avoid the descriptive passages of zombies munching on humans.

- Barbara A. Ward, Washington State University Pullman

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. 

The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

This post originally appeared on the Engage/Teacher to Teacher blog in October 2011.

October has always had a certain charged energy for me. It’s a month of change and of hidden things. In a New England October, change is right in your face; we vault from shorts weather and a vivid re-greening after August’s heat to a riot of colored leaves, and from there to bare branches poking at a gray sky.

The beginning of October is summer; the end is nearly winter. It’s a condensed soup of seasons. There’s something which awakens you, makes you alert, the way the shift of wind before a thunderstorm does. Maybe this is the instinct of ancient humans who had better have plenty of food stored away by now, or be on their way to warmer places.

But for me, all through the month, October’s change and alertness are tuned to the holiday of hidden things: Halloween.

When I was a boy, we plotted our Halloween costumes for weeks—how do you build an extra set of arms that will move along with your real ones? Can I walk three miles on homemade stilts? Does this look scary? Friends competed to come up with the most creative costumes—ones that would completely erase their identities. Look—is that an old man? No, it’s Tom! The more wildly creative you were with your costume, the better.

Halloween night was the rustle of frost-crisped leaves underfoot in the dark, our faces damp with hot breath behind masks, and tiny eyeholes which limited our sight. It was a swinging, candy-heavy pillowcase—not a paper bag, because dew melted the bottoms of paper bags as we crossed dark yards to get to the next pool of light at the next front door. Then we’d have to fish around in cold, wet leaves for all of our fallen treasure, and we knew we’d miss some.

Halloween was the uneasy moment of meeting a group of strange and unearthly characters out on the road somewhere, away from the safety of our homes, with each group asking the other, “Who is that?” We’d laugh with relief when we found out: It’s just them.

Halloween seemed to be a kind of demarcation line between exciting things and dreary things. The Jack o’ Lantern morphed from a toasty-smelling fantasy one night to a slimy, sagging wreck the next.

After Halloween came November, gray November. As squirrels fabricated masses of leaves high in trees in which to over-winter; we went indoors. There was a feeling of settling in for the cold season, of digging in to our own burrows. Cold nights and heavy blankets. Indoors to me also meant burrowing farther into my own thoughts. It was a nesting time, a settling in time—and a settling in to what?

A good book, a good story to think about, and time to sketch and write.

Like most children, I liked finding places to hide: a makeshift fort built of couch cushions and sheets, a fantastic new structure, or the tight space under the bed. I burrowed in my bedroom closet, dug down deep into piles of pokey-cornered toys, stuffed animals and clothing. I often took a book with me. In these hiding places, nobody knew where I was. By myself alone, there were no distractions, no parents asking about my day, nobody trying to get me to do something. I was free to disappear between the covers of the book into the story and explore by myself. Hiding with a book is ownership of that book—my place, my book.

The siren calls of the computer, television, iPod, and iPhone has been discussed to death, and hiding away from them is hard. But how can you explore Narnia while car ads blare at you? Who can focus on learning Quidditch while the computer or cell phone bings to tell you a message has arrived? A trip into a book is usually a solitary journey, and having a solitary place to read seems to make the crossing over into another world that much easier.

So it behooves us to let kids read where they want to. Whether it’s on the floor, hanging over the side of the bed upside down, blood rushing to their faces, or curled up in a cardboard box with a book. My local elementary school library has fostered the hide-and-read urge by building a wall with nooks or cells in it, and students can climb inside to read. It’s a great way to encourage reluctant readers. You don’t get to go into the wall unless you take a book with you.

As adults, I think it’s still important to dedicate some space, away from life’s distracting things, only for reading. Just as when we were kids, a special reading place makes our transition into a story easier. We can slip lightly between two realities, and join the book’s characters as an invisible companion in their adventures. Nobody in that place knows who we are, or even that we’re there with them. It’s kind of like the freedom of running through the night with a bag of candy in your hand.

But unlike Halloween, reading’s charged magical energy can continue all year long.

Brian Lies is the award-winning author-illustrator of the New York Times bestsellers BATS AT THE BEACH, BATS AT THE LIBRARY, and BATS AT THE BALLGAME. In addition, he has written and illustrated more than twenty books for children. Visit him online at www.brianlies.com.

What is your favorite book? Is it a book from your childhood? Is it a book that a teacher read aloud to you? Is it a book that you have successfully used in your teaching? Or is it a book that you have recently read? Why is it your favorite and how do you share your favorite books with your students, friends and colleagues? This week members of the International Reading Association Children's Literature and Reading Special Interest Group (CL/R SIG) continue to share some of our favorite 2012 titles.

GRADES K-3

Brennan-Nelson, Denise. (2012). Maestro Stu saves the zoo. Illus. by Tim Bowers. Ann Arbor, MI: Sleeping Bear Press.

A primer on the use of commonly employed idioms as well as an amusing story about the triumph of the weak and seemingly helpless over the powerful, this picture book would be especially useful for anyone learning to speak English fluently. The idioms are sprinkled generously throughout the story and are then listed with an explanation of their meanings in the book’s back matter. The story itself revolves around Stu whose proximity to the zoo allows him to savor the sounds of the captive animals from his home each evening. When an untrustworthy businessman, Mr. Cooper, devises plans to turn the zoo into a mall, Stu concocts his own plan to amplify the animals' musical notes and conduct "a symphony of sounds" (unpaged) so that the area’s residents will pay attention. His plan works, and the animals receive a great deal of publicity and attendance at the zoo skyrockets. Mr. Cooper is forced to abandon his plans, and he gets his just desserts with a job cleaning up after all the animals. Young readers will love the message, Stu's quick and creative thinking, and the animals themselves with their "squeaks and bellows, gurgles and chirps" (unpaged), all proof that there’s more than one way to skin a cat, to use another idiom not included in the book. Interested readers can find even more English language idioms at Dave’s ESL Café. Read more about Denise Brennan-Nelson in the "5 Questions With..." interview on the Engage blog.

- Barbara A. Ward, Washington State University Pullman

Burleigh, Robert. (2012). Hit the road Jack. Illus. by Ross MacDonald. New York: Abrams.

Readers follow Jack, a jackrabbit portrayed as a human, across America. The Jack of this book loosely represents the spirit of author, Jack Kerouac, who loved to travel and write. As the character Jack roams across the U.S. he glories in each region he discovers. He loves the small towns and the cities and the people he finds there. MacDonald’s watercolors and penciled crayons reflect the soft glow of nature and life on the road for Jack. Set in a 1950’s style America and written in a Beat poetry style, this book pays homage to Kerouac while encouraging a love of country, writing and wanderlust through Jack. Visit the author’s website and learn how you can Skype with this author. Teachers might like to connect the ReadWriteThink idea: “Have Journal … Will Travel: Promoting Family Involvement in Literacy.”

- Karen Hildebrand, Ohio Library and Reading Consultant

Coffelt, Nancy (2012). Aunt Ant leaves through the leaves. New York: Holiday House.

Unable to use a tractor to move all the bananas he plans to use to bake banana pies, a monkey asks for help, but he is turned down by an ant, a bee, a bear, and a gnu, among other animals. Each one is too preoccupied to help and sends him on to another potential helper. After shouting himself hoarse, he meets a horse who is “hey, too tired” (unpaged) and wants some hay. Finally, just when the monkey is ready to work by himself, Aunt Ant comes to the rescue. Back home, the animals make creamy banana pies which they consume. The animals even return to help remove the peels and clean up. The author cleverly takes every opportunity in the story to place homophones and homonyms in the context of the story. The end note provides explanations of the homophones and homonyms found in the text.  The book is a good addition for language arts classes and school classroom libraries. Students can be encouraged to create a play to enact the story. Most importantly, it provides an entertaining way for English language learners of all ages to learn about the idiosyncrasies of the English language.

- Rani Iyer, Washington State University Pullman

Fleming, Candace. (2012). Oh, No! Illus. by Eric Rohmann. New York: Random House/Schwartz & Wade Books.

Parents and teachers who would like to take their youngsters on a field trip to the jungles of Asia without ever leaving their homes or classrooms may find this book to be an excellent companion. The story begins simply enough. A frog falls into a deep hole. His cry for help is heard by a mouse that is too small to help. Still, she reaches down, and she too falls into the hole. One by one, other animals, including a slow Loris, a monkey, and a sun bear, join the mouse and the frog. Along comes the hungry tiger, licking his teeth at the tasty feast that awaits him. Just then, the ground rumbles and quakes as an elephant comes to aid his friends. The tiger falls from his perch into the hole. Now, the tiger is in the hole and desperately pleads for help. The illustrations provide emotive expressions for the creatures, capturing the rainforest habitat with bold and masterful strokes. The accompanying text is brief but filled with word play; for instance, when the mouse falls in the hole, she calls out, “Pippa-eeek!” (unpaged), while Tiger later licks his teeth with a “slop-slurp” (unpaged). The sounds add great context for reader participation. The free verse style invites readers to pay attention to the experience evoked by words. This book is highly recommended for lap-reading with kids or classroom reading when children are allowed to move as they repeat the sounds. The “Oh, no!” refrain adds to the story’s charm.

- Rani Iyer, Washington State University Pullman

Pittau, Francisco, & Gervais, Bernadette. (2012). Birds of a feather. San Francisco: Chronicle Books.

This over-sized book is filled with black-and-white aviary illustrations and color-drenched lift-the-flap devices and black jigsaw puzzle pieces that reveal information about various birds, such as the grey crowned crane and the ostrich. The format and the subject matter are likely to keep young readers occupied for long periods of time as they flip through the pages featuring different bird feathers which can be lifted to reveal the type of bird associated with each feather and an interesting bird fact. Even adults will fall in love with the two pages filled with actual bird eggs that can be lifted for information about the bird to which the egg belongs.  Readers will enjoy trying to guess the birds from their silhouettes and eggs. This is a must-have for an elementary science classroom if teachers are willing to let the book leave their own clutches.

- Barbara A. Ward, Washington State University Pullman

Smith, Lane. (2012). Abe Lincoln’s dream. New York: Roaring Brook Press.

Smith sets the tone for this book in the opening wordless panels with a frightened dog (Roosevelt’s Scottish terrier, Fala) roaming the White House. The reader learns that other Presidential dogs were afraid in the White House as well, especially terrified of one particular bedroom. The story line then changes to a school tour of the White House on President’s Day. However, one young girl, Quincy, has slipped away from the school group when she spies a very tall pale man in a stovepipe hat walking through a wall. At that moment, Quincy meets the ghost of Abraham Lincoln. Through simple humor and complex questions Quincy and Abe become friends and she brings Mr. Lincoln up to date on what has been happening since 1865. President Lincoln was so worried about the state of the nation at the moment of his untimely death. Hand in hand, Quincy and President Lincoln fly over many national monuments until Abe is feeling better about the current state of affairs in the country. A beautifully told story with subtle illustrations and varying sizes of typography create an atmosphere of quiet reflection that Lincoln has fulfilled his dream of unity. Teachers might like to introduce the book with this very well done book trailer or visit the author’s website.

- Karen Hildebrand, Ohio Library and Reading Consultant

Yolen, Jane. (2012). Waking dragons. Illus. by Derek Anderson. New York: Simon and Schuster.

Jane Yolen’s poem about young dragons is the perfect vehicle for the bright acrylic illustrations of Derek Anderson. Used as a read aloud or a cozy lap book, this simple look at getting up in the morning dragon-style is a fun way to look at morning routines. Anderson’s illustrations define extending the text in a picture book as most of the real action takes place in the illustrations. The young knight throughout the story provides a whole other story within the story. A delightful romp! Teachers will enjoy the activity sheet provided by the publisher or try ReadWriteThink’s “Add Seasons to Rhyming Poems and Songs.”

- Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 4-6

Kimmel, Eric. (2012). Hiss-s-s-s! New York: Holiday House.

Omar is a fourth-grade Muslim American boy who desperately wants a snake, much to the dismay of his mother who is terrified of snakes. When he finally convinces his parents that he will be absolutely responsible for the entire care of the snake, they relent. Omar researches snakes in depth and when a visit to the Snake Dude convinces him that a corn snake is the right choice, Omar and his father take the snake home. Predictably, the snake escapes in the house and Omar does everything imaginable to keep this fact from his mother. Reluctant or emerging reader snake-lovers will enjoy this book and much detailed information of snakes is intertwined within the text. Teachers will get ideas about snakes and other nontraditional pets at ReadWriteThink’s podcast entitled, “Unusual Pets.” Read from the author’s blog about writing this book. For the real snake lovers, drop by All About Corn Snakes.

- Karen Hildebrand, Ohio Library and Reading Consultant

Lewis, J. Patrick and Jane Yolen. (2012). Last laughs: Animal epitaphs. Illus. by Jeffrey Stewart Timmins. Watertown, MA: Charlesbridge.

“Here at Amen/ Creature Corners,/ beasties weep/ like misty mourners/ but when they read/ an epitaph,/ it always brings them/ one last laugh./ Forget the hankies./ Read the words/ of bugs and fishes,/ beasts and birds./ They know it’s not/ all gloom and doom/ that’s written/ once upon a tomb./ (page 5) This epitaph opens the book and sets the mood with this title poem, “Last Laughs.” The poems are loosely grouped by animal type. Though Timmin’s delightful illustrations are dark and shadowy, readers will find humor in each epitaph. This will be a great poetry book to share at this time of year and serve as a writing model for student written epitaphs. Visit our Children’s Poet Laureate website and unpack his poetry toolbox. The IRA Engage blog has "5 Questions With... J. Patrick Lewis and Jane Yolen," and try ReadWriteThink’s “Poetry: A Feast to Form Fluent Readers.”

- Karen Hildebrand, Ohio Library and Reading Consultant

Rose, Caroline Starr. (2012). May B: A novel. New York: Schwartz and Wade.

Debut author, Caroline Starr Rose, has created a riveting novel in verse about survival. Set in 19th century Kansas, May B and her family are struggling after a very tough and not so successful growing season. To help with family finances, May B’s parents hire her out as live-in help to the young newly wed neighbor couple that live fifteen miles away. As May B arrives at the little sod house she finds the new young bride so in the depths of unhappiness that she finally runs back to Ohio. Her husband sets out after her, leaving May B alone. As the days and weeks plod slowly by, May recognizes the fact she has been forgotten … abandoned and her family does not know that she is alone. Winter is fast approaching, and May has few supplies. A blizzard threatens as well as wolves and little food and the walls begin to psychologically close in on May so she has to figure out a way to stay safe as well as sane. A subplot to this survival verse tale is the fact that May is dyslexic. She has always had trouble in school, and she knows that missing all these months in the sod house will put her even further behind. How she tackles the loneliness and her reading difficulties combine to create a powerful story of survival. Teachers can download a study guide or use the book trailer from the author’s website. 

- Karen Hildebrand, Ohio Library and Reading Consultant

Winget, Dianna Dorisi. (2012). A smidgen of sky. New York: Harcourt Children’s Books.

Ten-year-old Piper Lee DeLuna hasn’t forgotten her beloved father who disappeared during a plane crash four years ago, but apparently her mother has. When she decides to marry Ben, the man she has been dating, Piper plots to derail the wedding. Although she likes Ben, she just wants everything to stay the way it has been. But Piper’s plans to bring Ben's former wife back into the picture cause unexpected problems for everyone, especially for Ginger, Ben’s daughter. Suddenly, Piper finds that now that she has tried to fix things the way she wants them to be, she’s no longer in control of the results of her machinations. Readers will enjoy getting to know this willful, determined girl and empathize with her reluctance to let go of the possibility that her father is still alive while also knowing that she must move on with her life. As Piper realizes that she needs to be careful what she wishes for, she also learns to be content with what she has. The author has created an appealing cast of supporting characters to whom many readers can relate.

- Barbara A. Ward, Washington State University Pullman

GRADES 7-12

Abirached, Zeina. (2012). A game for swallows. Minneapolis: Lerner/Graphic Universe.

In the same way that Marjane Satrapi’s Persepolis (Pantheon, 2004) touched many hearts and informed many minds about Iran during the Islamic Revolution, this stunning graphic novel describes the lives of ordinary men, women, and children in war-torn Beirut, Lebanon, in 1984. Drawing from events in her own childhood, the author/illustrator describes one evening that typifies how her parents and neighbors came together during almost-impossible-to-imagine times when even a visit to someone two streets away could result in death from a sniper. When her parents are unable to return after visiting her grandmother, Zeina and her brother wait in the foyer of their apartment building, one of the only safe spots left. One by one, their neighbors come by to chat, offer comfort, and share food with the children. Even during this short period of time, the neighbors reveal heroic sides and concern for the children. The author chooses to use black and white panels to tell the story, perhaps to emulate the bleakness of those times and to allow the neighbors’ affectionate comments and actions to shine through the pages. Readers are unlikely to forget devoted Anhala, a family servant for three generations, left behind by those she served faithfully; enterprising Chucri who risks his life to find Zeina's parents; and Ernest Challita who quotes entire passages of Cyrano de Bergerac from memory, to the delight of the children, but who is unable to leave the apartment building after the death of his twin brother. The book helps readers imagine risking their lives to find ingredients for a recipe or to visit a relative. It also forces them to imagine a time when war and conflict have become the norm, and then to imagine the alternative--hiding safely away in an apartment, safe but barely living.

- Barbara A. Ward, Washington State University Pullman

Cushman, Karen. (2012). Will Sparrow’s road. New York/Boston: Houghton Mifflin Harcourt/Clarion Books.

In Elizabethan England, twelve-year-old Will Sparrow, who calls himself a liar and a thief out of necessity, runs away from the abusive innkeeper to whom his father sold him to pay off his drinking debts. After enduring betrayal after betrayal from those he encounters on the road, Will ends up traveling with a band of "oddities and prodigies" (p. 209) who are a part of the open-air fairs that spring up near large cities and towns. Not only can attendees purchase food, but they can also amuse themselves by staring at three-legged chickens and a baby mermaid in a jar. Although at first frightened by the unusual looks of Grace, a girl whose furry face makes her resemble a cat, and the short-statured Fitz, Will eventually realizes that Master Tidball, who owns the troupe, is the one who deserves his contempt since he mistreats the members of his traveling band and has made up many of the oddities on display. The title captures the flavor of those times perfectly, describing Will's desperate search for food to fill his belly, and the affection he finds while taking care of Duchess, a pig who is smarter than most of those around her. Will's understandable mistrust of others gradually disappears once he finds trustworthy individuals and a created family. While characters enter the story and disappear quickly, such was the way centuries ago, and someone who seemed likely to be a friend might end up stealing that last morsel of food out of necessity.

- Barbara A. Ward, Washington State University Pullman

Demi. (2012). Columbus. New York: Amazon Children’s Publisher.

In Demi’s characteristic style using Chinese paintbrushes, ink, and gold overlays she has told the story of Christopher Columbus. In the introduction she discusses reading hundreds of books about Columbus and early navigation to write this authentic account of Columbus’s search for the riches of the East. Thinking he would become rich by sailing from Europe and traveling east, he would navigate his way to China and India. The rest, of course, is history. As Columbus anchors his ships he is opening the threshold to the so-called New World. Using marbled paper imported from Florence, Italy, Demi has written and illustrated a beautiful version of this early explorer. Learn more about this author/illustrator online. ReadWriteThink offers a lesson idea entitled “Columbus Day is Recognized Today.” 

- Karen Hildebrand, Ohio Library and Reading Consultant

Haddix, Margaret Peterson. (2012). Caught. New York: Simon & Schuster.

Caught is Book 5 in the author’s The Missing series. The story opens when time unexplainably and suddenly freezes. Katherine and Jonah are thrown back in time to the year 1903. As events spin by they are confronted with the first wife of Albert Einstein, Mileva. She has grabbed the Elucidator and will not give it back until she knows more about their time traveling and how it is done. Mileva’s young daughter, Lieserl, has scarlet fever and she thinks medicines of the future can save her. The disappearance of this daughter from the annals of history has always been a mystery and now Katherine and Jonah know that they cannot change history, especially in light of Albert Einstein’s world-renowned scientific contributions. Haddix has included at the end of the book her Author’s Notes to talk about discerning the fact from fiction in a book that plays with historical fact, especially where time travel is involved. An excerpt and book trailer are available at the publisher’s website. Learn more about the author and her other popular books at her website. “Looking for the History in Historical Fiction: An Epidemic for Reading” is a lesson plan idea from ReadWriteThink.

- Karen Hildebrand, Ohio Library and Reading Consultant

Hale, Shannon. (2012). Princess academy: Palace of stone. New York: Bloomsbury.

Miri and the cast of characters from the original Princess Academy are back and are traveling to Asland, the capital city of Danland. Miri has decided to attend the university with the intention of becoming a teacher and returning to her beloved Mt. Eskel to teach the children and villagers not only to read, but also to learn the history of their mountain and the entire country. While Miri fits into city and university life, she makes new friends, including a young man, Timon, who introduces her to a politically new way of thinking about life in their country. Her eyes are opened to the many injustices done to the common people. While this is going on she is also making herself available to Britta as she prepares to become the wife and princess to young Prince Steffan. Peder has also come to the city to apprentice to a stone carver. Miri’s special feelings for Peder get confused after meeting Timon and she starts to seriously question where her place in the future will be. The story takes a dramatic turn when revolution breaks out and Miri is forced to make many life-altering decisions quickly. Learn more about the author in "5 Questions With... Shannon Hale" on the Engage blog, and watch the book trailer and learn more about the author and her other books at her website.

- Karen Hildebrand, Ohio Library and Reading Consultant

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