Literacy Now

AMELIA EARHART: THIS BROAD OCEAN (Hyperion Books, 2010)
Written by Sarah Stewart Taylor and illustrated by Ben Towle
Grades 5-9

AMELIA EARHART: THIS BROAD OCEAN, by Sarah Stewart Taylor and Ben Towle, is a work of historical fiction in a graphic novel format. The story centers on Earhart’s time in Trepassey, Newfoundland , as she prepares for her attempt to be the first woman to cross the Atlantic Ocean in 1928.

The narrator is Grace, a young girl from the island of Trepassey with a nose for news. Grace writes THE TREPASSEY HERALD and is familiar with much of the opposition faced by Earhart as Grace, too, is trying to make it in a field that is dominated by men and not seen as a place for women. Earhart’s time in Trepassey is one of the highlights of Grace’s young life, especially when she has the opportunity to talk to Earhart directly.

The story continues into Grace’s future and shows her living in Halifax, Nova Scotia, still pursuing her dream to be a serious journalist. Grace has kept up with Earhart’s exploits and is devastated to learn of her disappearance. The parallel stories of Grace and Earhart serve to highlight the struggles faced by women as they attempt to break into male-dominated careers.

The images of this graphic novel are rendered in black, white, and turquoise. While this color combination may seem odd, the black and white provides detail, while the turquoise captures the feeling of both the sky and the ocean. Towle masterfully uses a variety of panel shapes and sizes to illustrate how time is passing in the story, as well as to emphasize the emotions in important moments.

The introduction by Eileen Collins provides another highlight of this historical fiction graphic novel. Collins was the first female pilot of a space shuttle and considers Earhart to be one of her inspirations and heroes. Without Earhart’s actions, Collins would not have had the opportunity to pilot a space shuttle.

Cross-curricular Connections: history/social studies, visual literacy, math, science, language arts/English

Ideas for Classroom Use:

How Much is too Much? (Grades 8-9)

In addition to the weather, the weight of Earhart’s airplane was cited as one of the reasons that the crew was having difficulty getting it into the air. Many calculations were done on the weight of the gas and the distance that had to be traveled. Students could complete these same calculations by determining the weight of a gallon of gas, the distance traveled, how many miles per gallon and how much fuel the plane could safely carry.

Students could also complete an experiment on the weight of gallons of different liquids, such as water, milk, soda, etc. Older, or more advanced students, could also include an exploration of the physics of flight and the impact that weight has on lift.

Panel Discussions (Grades 5-9)

The authors provide “panel discussions” in the back of the book that either expand upon information found in a panel, provide background to events in the panel, or give additional bibliographic information. Students can research and write their own panel discussions or add to the authors’ panel discussions.

A variation on this activity could be the creation of additional panels for the graphic novel with the research to support the panel.

A Picture is Worth a Thousand Words (Grades 7-9)

The purpose of this activity is to develop and hone students’ visual literacy skills. Many theorists in the field of comics and graphic novels, including Scott McCloud (UNDERSTANDING COMICS), discuss the importance of “reading” and understanding visual images.

Towle is a master of using the elements of the graphic novel to capture a feeling. The image on page 51 is one such example. The lower left corner of the page features Grace’s back with her arms raised to the sky. The rest of the page is white except for a small black rendition of the profile of an airplane in the upper right hand corner. The open space and the subdued colors allow readers a window into Grace’s longing for both freedom and equality.

Ask students to analyze this image (or others) for the feelings and meanings that it conveys. Encourage students to find additional examples of pages where the images carry the weight of the meaning.

Pioneering Women Journalists (Grades 5-9)

Grace, the narrator of AMELIA EARHART: THIS BROAD OCEAN, wants to be a journalist, but in the 1930s this was not considered “women’s work.” However, just like Earhart, there were pioneering women in the field of journalism. Have students complete research on these early women journalists. Students could present their findings in a wide variety of fashions; in keeping with the journalism theme, students could write a newspaper story about a pioneering woman journalist or conduct a mock television interview.

Classroom News/Herald (Grades 5-7)

Grace authored her small town’s newspaper, THE TRESPASSEY HERALD, and tried to report on all the important local events. Using this as inspiration, have students write a classroom newsletter. Ask them to consider some of the following questions:

• What format will the newsletter take (digital or print)?
• How often will the newsletter be published?
• What will you call the newsletter?
• What are considered important events worth covering?

In addition to this being a fun and educational experience for students, it may also provide an interesting way to keep parents informed of class happenings.

Additional Resources and Activities:

Random House Teacher’s Guide to AMELIA LOST: THE LIFE AND DISAPPEARANCE OF AMELIA EARHART by Candace Fleming

Fleming’s 2012 Orbis Pictus Honor Book is targeted towards middle grade readers, and as such, presents the story of Amelia Earhart’s life and disappearance in interesting and understandable ways. The link is to a PDF version of the educator’s guide to the text.

George Palmer Putnam Collection of Amelia Earhart Papers (Purdue University Libraries)

In 1934, Earhart was invited to lecture at Purdue University by Purdue’s then-president Edward C. Elliott. In fact, Earhart was on a leave of absence from Purdue when she disappeared in 1937, during her attempt to fly across the world along the equator. This archival collection of pictures, documents, correspondence and more is maintained by the Purdue University Libraries. More than 3,500 materials from this collection are available online, including some of the maps used by Earhart and her marriage license. The site also includes an extensive biography of Earhart and links to additional resources.

American Experience: Amelia Earhart

PBS’s American Experience series is well-known for its depth of coverage on the events and people that have contributed to the American experience. This is a link to the almost hour-long exploration of Amelia Earhart’s life, achievements, and historical impact. This video could serve as great way to build background knowledge or to serve as a supplement after reading AMELIA EARHART: THIS BROAD OCEAN.

The Official Website of Amelia Earhart

While the “official” nature of this website is difficult to determine, it does provide a great deal of information and links to additional web sources. Visitors to this website can read an extensive biography of Earhart and view several images of Earhart. One of the most interesting resources on this site is its collection of recent news stories related to Earhart.

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 dissertation.

WANT TO WRITE FOR ENGAGE? Send your name, the grade level(s) you teach, the title of book that you put to work, and a line or two about how you use it in your classroom to engage-membership@/.



Putting Books to Work: Joseph Lambert’s ANNIE SULLIVAN AND THE TRIALS OF HELEN KELLER

Putting Books to Work: Jacobson and Colon's ANNE FRANK: THE ANNE FRANK HOUSE AUTHORIZED GRAPHIC BIOGRAPHY

by Paul Morsink

In the March 23, 2012 TILE-SIG feature, Thomas DeVere Wolsey wrote about curating a Personal Learning Environment (PLE)—a personalized digital pegboard where students and teachers can hang links to all the digital tools and resources they use. A free interface such as Symbaloo makes creating such a digital pegboard even easier than, well, hanging your do-it-yourself tools on an old-fashioned pegboard.

The benefits of PLEs are that they “provide entry points [to the Web], organization, and a network that makes sense; these entry points serve as a table of contents to an individual user’s multiple digital interactions.” Further, PLEs are easily shared. Students can assemble their own PLE and then share it with the class. Teachers can create specialized PLEs for different topics or units. With a tool like Symbaloo, users can own any number of PLEs (one for each subject area, for example) and switch between them at will.

Which brings us to the logical next step: assembling your digital Personal Reading Environment (PRE).

Think of the PRE as a more specialized PLE. It’s a curated collection of the digital tools, supports, and other resources you like to have within reach specifically for reading—and/or that you’d like your students to have at their fingertips when they read.

Today, such digital tools and supports for reading abound: online dictionary tools (many different ones worth comparing); text-to-speech engines that will speak aloud a selected section of text; virtual tutors that provide reading strategy tips and advice; specialized glossaries; grammar tools; translation tools; digitally annotated pages from Shakespeare plays and other specific texts of interest; various online encyclopedias for quick access to helpful background information; tools to “clean up” webpages and remove from view everything but the text you want to read; and much, much more.

Having your personal mix of favorite tools and supports always at your fingertips is convenient. But it can be much more than that. With the Common Core State Standards (2010) now calling for K-12 students to read more challenging texts at younger ages, digital reading supports (DRSs) need to be part of the conversation. DRSs can help students improve their on-the-spot comprehension of a given difficult text. Over time, DRSs can also be part of an overall plan for building students’ stamina for challenging texts; empowering students to be active, can-do, problem-solving readers (with and without digital tools); and nurturing their motivation to read.

With September approaching, one idea might be to have every student you teach start the year with a blank Symbaloo Personal Reading Environment. During the first week, you might introduce the idea of the PRE and find out what digital reading supports, if any, your students are already using. Over time, have students add new tools and supports they find useful—and have students explain to you and their peers why they’ve added a particular DRS and how exactly they use it.

I predict you will find these discussions about DRSs to be a valuable addition to the conversations you’re already having with your students about reading strategies and how to tackle difficult texts. Having students talk with each other about their PRE, about the DRSs they find most useful, and about the DRSs they wished they had, is a great way to foster metacognitive reflection about reading.

One final nice thing about using Symbaloo to host your PRE: it’s web-based, so a student can instantly access her Symbaloo PRE from any computer or other device that has an Internet connection. So your PRE really is a toolbox you can bring with you wherever you go!

Paul Morsink is a doctoral student in Educational Psychology and Educational Technology at Michigan State University, morsinkp@msu.edu.

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

INVISIBLE INKLING: DANGEROUS PUMPKINS was wicked fun to write—and I want to say that particularly because INVISIBLE INKLING (the first book in the series) was a nightmare.

I got that first novel back from my wonderful, insightful, delightful editor (Donna Bray) with only one positive comment: she loved the setting.

Well, the setting for the adventures of Hank Wolowitz and his invisible friend Inkling is my Brooklyn neighborhood. It's full of fictionalized versions of local landmarks. And guess what? Donna lives there, too. At the time of writing, our kids went to the same school. Of course she liked the setting! She walked through it every day. But everything else was a mess, she told me (in the nicest possible way)—and I could see that she was right.

I did a fair amount of crying and a really transcendental bit of cursing. I had had a fit of the vapors, a sick headache, and possibly a couple hangovers. Then I started over with a different tone of voice, a different family for Wolowitz, and eventually, a different emotional journey. Only a scene or two survived, plus the basic premise: Wolowitz rescues an invisible pumpkin-eating bandapat from a hungry French bulldog. The bandapat (Inkling) moves in with him, for better and worse—getting Wolowitz in considerable trouble but also helping him defeat a nasty, lunch-stealing bully.

A big part of my life as a writer of books for young, middle-grade readers is going on school visits, but talking about the Inkling stories is still fairly new for me. The Toys trilogy (TOYS GO OUT, TOY DANCE PARTY, TOYS COME HOME) is more often what schools book me for, and my talk for those stories puts a lot of emphasis on creating stories with action and the way even magical stories have their basis in shared human emotions.

I've only begun to do the Inkling talk recently, as word gets around about the series —and it has taken me a bit of time to realize what I most want to communicate to kids about writing when discussing these stories. My now-refined talk is about character-building and revision. I talk about how I put together this kid, Hank Wolowitz, from elements I knew appealed to me. He lives in a multi-racial, multi-cultural Brooklyn brownstone neighborhood. His family runs an idealistic locavore ice cream shop called Big Round Pumpkin: Ice Cream for a Happy World. He's into venomous reptiles and Lego airports—things most kids find intriguing. And there's this all-important fantasy element of having a secret, invisible, talking pet/best friend.

Okay, fine. But that's a set of elements, not a full character. A starting point, but not a person. Yet.

So, I tell the kids how it was only after I wrote the first draft, rewrote it five times, showed it to my editor, and THREW IT IN THE TRASH BECAUSE SHE HATED IT SO MUCH AND IT TURNED OUT SHE WAS RIGHT TO DO SO (this is where I jump up and down and wave my arms a lot), then started over and rewrote it five more times—it was only then that I figured out Wolowitz' problem. And know what? The problems and the needs are what really make a character come to life, much more than a setting or a group of likes and dislikes.

Wolowitz's problem is that he's alone in a crowd. Alone at school and alone in the middle of a crowded ice-cream shop. This was true of me as a kid. I grew up in ’70s communal living situations from age 6 to 10, an only child living with my mother and rotating set of strangers; we moved to a new house each fall. It is true of me as an adult, too. Alone in a crowd. I am never fully part of a group but always on the edge, observing, letting my mind wander, going home alone. Wolowitz has an over-busy imagination that alienates most of the people around him, especially the other kids at school—so when Invisible Inkling arrives, Hank really needs him.

In other words, the core of my story—the way in which Hank Wolowitz is me and in which I share and understand his emotional problems—was not clear to me until many, many drafts in. Then once I got the new draft written and rewritten five times, I showed it to Donna and she liked it. Then I rewrote it twice more for her, making more minor changes, and once for the copyeditor.

The kids always seem a little shell-shocked at the idea of ten or more drafts—drafts that aren't correcting spelling but which fundamentally alter the structure of a book, the ending, the beginning and the things that happen in the middle. But I emphasize that this is what it takes to make a story as strong as it can be, and that reimagining is half the fun. (I don't mention the cursing. Or the hangovers. But I do mention the crying.)

DANGEROUS PUMPKINS was comparatively fun and easy. I adore Halloween and love writing about costumes and the way they transform people's identities. I was interested in the emotional challenges of the holiday for an isolated and sometimes fearful kid, and in the possibilities for the trouble a pumpkin-loving bandapat might get into as the neighborhood jack-o-lanterns get set out on the street.

I had the great good fun of knowing how Harry Bliss would draw Wolowitz and Inkling, so I tried to give Bliss big, action set-pieces to illustrate. Inkling pulling down Hank's pants by accident in the middle of a school Halloween Party, a horde of neighbor girls dressed as dead ballerinas trapped in an elevator, Hank and Inkling battling in a pile of smashed jack-o-lanterns.

Now that I knew my world and the tone of the series—and most importantly, now that I knew what Wolowitz's internal struggles were—the sequel allowed me the fun of setting my characters loose.

Visit Emily’s website for teacher resources to accompany her books.

Emily Jenkins is the author of INVISIBLE INKLING, the first book featuring Hank and Inkling. She has also written the chapter books TOYS GO OUT, TOY DANCE PARTY, and TOYS GO HOME, plus a lot of picture books, including THE LITTLE BIT SCARY PEOPLE, THAT NEW ANIMAL, and FIVE CREATURES. She has worn the same butterfly costume for the past nine Halloweens, and if she has an invisible friend—she's not telling.



A Setting in Search of a Plot (Or, Writing is Really Hard Work)

In Other Words: It Was Written by Somebody

Science is all around us! Children’s questions ask why and how and often it is science that holds the key to those answers.  Keeping up with the dynamics of all that is happening through science in today’s world can be a challenge, especially for busy teachers in today’s classrooms. This week’s column from the International Reading Association Children's Literature and Reading Special Interest Group (CL/R SIG) presents books about science, from dinosaurs to early experiments of Galileo to the science behind magic and more. As one book on our list this week suggests, Science Rocks!

GRADES K-3

Bang, Molly, & Chisholm, Penny. (2012). Ocean sunlight: How tiny plants feed the seas. Illus. by Molly Bang. New York: Scholastic/The Blue Sky Press. 

Some important science topics such as photosynthesis often seem too complicated to be introduced to young readers. But this terrific duo relies on engaging, easy-to-grasp text and color-drenched illustrations to explain the link between photosynthesis and the world’s seas “where the billion billion billion phytoplankton pull those nutrients in again” (unpaged). As in the case of their earlier title, Living Sunlight (Scholastic, 2009), the two make clear just how dependent life forms are on the relationship between the sun and the oceans. Addressing readers directly, the book begins with a dive into the sea and after introducing the sun, reviews the interconnected nature of life on our planet. Back matter includes six pages of thumbnail sketches that expand on the information provided in the narrative. Readers can’t miss the message that there is plenty of green, even in the world’s waters, and that without the sun, there would be no life as we know it on Earth. This is science writing for children at its best.

- Barbara A. Ward, Washington State University Pullman

Davies, Nicola. (2012). Dolphin baby! Illus. by Brita Granstrom. Somerville, MA: Candlewick Press.

This picture book follows the journey of a young bottle-nosed dolphin from birth to maturity, a four-year cycle. As soon as the baby dolphin is born (tail first, head last), he begins to swim to the surface. Once reaches the surface and senses air, his blowhole opens, allowing the calf to takes his first breath. Magical! The dolphin learns a lot by following his mother wherever she goes. For a long time, he feeds on his mother’s milk, and even finding the hidden nipples from which to nurse requires some skill. The mother and calf communicate in various ways: touching, rubbing, and whistling. As the dolphin calf grows, he begins to swim under his and plays with his friends. The calf learns to locate food by clicking and listens to the echoes to ‘hear’ the shape of his mother first. The calf learns to fish and eventually, sends out his own unique whistle. Now, he is old enough to finally go out on his own. The lively and engaging text and clear blue-toned pictures will capture the imagination of readers. The sidebars with information about this always-fascinating creature are provided in different text font. More dolphin-related words are indicated in different font in the text. The text and pictures will provide many hours of exploration for students interested in marine life.

- Rani Iyer, Washington State University, Pullman

Phillips, Dee. (2012). Fox’s den. New York: Bearport Publishing. 

Did you know that parent foxes bring live mice to their cubs to practice hunting? This nonfiction book will help young children learn more about furry red foxes. The full-page photographs with numerous labels, headings, and captions are informative and interesting. For example, children will learn about the fox’s hideaway, the den, that has two tunnels and holes for going in and out. At the bottom of the tunnels, a large nest room holds grass and leaves for baby foxes. In addition, readers will learn about where foxes live in the world, how they dig their den, how many cubs they have, what they eat and how they hunt. The author asks questions throughout which will cause readers to critically think and use the text and/or pictures to answer them.  In addition, a table of contents, vocabulary words, an index and more information are included. This book is part of a Science series that includes titles on chipmunks, groundhogs and prairie dogs. 

- Deanna Day, Washington State University Vancouver

Sweet, Melissa. (2012). A place for bats. Atlanta: Peachtree Publishers. 

While there are those who only think of bats during Halloween or during spooky movies, there are others who are concerned about their survival on a daily basis and take actions to help them. With simple yet engaging language, the author describes the appearance, habits and characteristics of bats while repeatedly reminding readers about some of the ways humans can work to insure that bats have a place to call home. Accompanied by detailed and fascinating acrylic illustrations of several different types of bats, the text points out how humans in the past often killed bats through ignorance. However, more aware humans now often provide resting places such as bat boxes or dead palm fronds for the creatures. Young readers will be surprised that even wind turbines can spell death for hoary bats. Back matter includes interesting bat facts and a bibliography for those who want to know more, making it an essential science addition for a classroom library. Even the endpapers contain tiny illustrations of bats found in North America as well as showing their range. 

- Barbara A. Ward. Washington State University Pullman

GRADES 3-6

Adams, Tom. (2012). Super science: Matter matters! Illus. by Thomas Flintman. Somerville, MA: Candlewick/Templar Books.

With pull-tabs, pop-ups, and cartoonish illustrations as well as easy-to-understand text, this book is sure to have wide kid appeal while making chemistry intriguing and easy to understand. The opening pages contain notes explaining chemistry’s practical side while later pages put the lie to any assumptions a reader might have that all chemical reactions are noisy. The author explains how even a cake baking in an oven is a simple example of chemistry. Lessons on the three states of matter—solid, liquid, and gas—explain and illustrate the process of evaporation, showing the difference in molecules in those three different states. Since the book is likely to inspire curious minds to experiment, luckily, it also includes seven different experiments using easy-to-find materials to help readers understand the chemistry being described on its pages. This title won’t stay on the bookshelves for long.

- Barbara A. Ward, Washington State University Pullman

Bonner, Hannah.(2012) When dinos dawned, mammals got munched, and pterosaurs took flight; a cartoon pre-history of life in the Triassic. National Geographic.

This book presents a humorous and cartoon-like look at the Triassic Era and the beginning information about dinosaurs young readers usually devour with enthusiasm. The author, Hannah Bonner, wrote the text and drew the illustrations and added the right amount of detail and humorous language to present a colorful and lively look at the development of the early dinosaurs. Starting with explanations about the earlier extinctions of life on earth, she explains how prehistoric animal life developed and evolved. Humorous puns, clever raps and cartoons give this book an appeal for young lovers of dinosaurs. It concludes with a timeline of prehistoric events and appendices that give further information. Thinkfinity offers a bank of lesson ideas on the dinosaurs and early fossils.  

- Karen Hildebrand, Ohio Library and Reading Consultant

Carey, Benedict. (2012). Poison most vial: A mystery. New York: Harry N. Abrams. Fiction.

Ruby Rose must get her father out of trouble when Dr. Ramachandran, a famous forensic scientist, dies at the lab where he works as a janitor. Although he had no motive to kill the scientist, police find vials of deadly poisons in his locker. Ruby forms an allegiance with Rex, another resident of the housing projects where she now lives, and Mrs. Whitmore, a reclusive elderly woman with a few secrets of her own that prove helpful in solving the crime and finding the real murderer. There are a few red herrings thrown as the children climb through hidden portions of buildings, and the number of times the victim went to the bathroom is noted. Then, too, there are several suspicious graduate students who might be the guilty parties. Adult readers will smile at the notion of the academic world, known to be deadly, but never as murderous as it is depicted here, being the scene of a crime. The interviews with Mrs. Whitmore that bookend this scientific mystery are highly appealing, and show that there is often much more to someone than may be detected at first glance. Middle graders will enjoy trying to solve the mystery for themselves. 

- Barbara A. Ward, Washington State University, Pullman

Christensen, Bonnie. (2012) I, Galileo. Knopf/Random House.

Starting with beautifully illustrated endpapers that set the tone for Galileo’s star gazing in addition to a map of Italy, the book is opened with a Preface that gives the reader a context within world history to place the life of Galileo. The story begins with Galileo as an old man sitting in his home and garden prison where he has been sentenced as a result of his lifelong search for truth. The first person narrative told by Galileo himself begins with his life as child in Pisa where his father taught music. He continues his life story to explain how his father wanted him to become a doctor but Galileo was drawn to science and mathematics. He continues his life reflection and discusses his inventions and accomplishments including the telescope, the microscope, the pendulum clock and the theory he supported that the sun was the center of the solar system. It was this last piece of science that got him into trouble with the Catholic Church where he was tried and convicted of being a heretic and sentenced to house arrest in his home in Arcetri where he lived out his life. An afterword goes on to praise the work of Galileo and explain how many of his discoveries have had long-lasting effects on the world. In 1992, the Catholic Church admitted they were wrong in persecuting Galileo and agreed that the sun was, in fact, the center of the solar system. Years later Albert Einstein labeled Galileo as “the father of modern science.” Discovery Education has created an extensive lesson plan on the ideas of Galileo, or visit Teacher’s Domain for videos on many of Galileo’s inventions.

- Karen Hildebrand, Ohio Library and Reading Consultant

Person, Stephen. (2012). Saving animals from oil spills. New York: Bearport Publishing.

Biologist, Kayla DiBenedetto, rescued pelicans that were covered in brown sticky oil off of the coast of Louisiana after the largest oil spill in U.S. Waters in 2010. In colorful photographs, maps and captions this book describes how a pipe on the Deepwater Horizon oil rig cracked. Workers tried to seal the leak but the oil continued gushing out for nearly three months. Almost a half million gallons of oil flowed from the pipe into the Gulf of Mexico every single day. Scientists, like Kayla, rescued pelicans and other animals to clean and rinse the oil off their bodies so that they wouldn’t die. Photographs depicting pelicans covered in oil before they were cleaned and after they were cleaned are very telling. The book also discusses other oil disasters such as the Exxon Valdez spill. The book also includes a glossary, bibliography and more information. Thankfully scientists, rescue workers and volunteers respond quickly to oil spills helping animals survive. 

- Deanna Day, Washington State University

GRADES 5-8

Bortz, Fred. (2012) Meltdown! The nuclear disaster in Japan and our energy future. Lerner/ Twenty-First Century Books.

“Earthquake! Tsunami! Meltdown!” is the chapter heading that opens this book written by physicist, Fred Bortz. On March 11, 2011, the biggest earthquake ever to hit Japan struck at 2:46 in the afternoon. The tsunami was soon to follow killing tens of thousands of people and destroying over a hundred thousand buildings. As a result of this disastrous weather, three nuclear reactors at the Fukushima power plant became unstable and were on meltdown alert. The author discusses what causes earthquakes and goes on to explain the development of nuclear power plants and other forms of alternative energy such as geothermal, wind and hydroelectric. Other nuclear disasters like Chernobyl and Three Mile Island are compared to the recent Japanese plant, and explanations are given to present some of the long-term after effects. Given all this, the author does not present an anti-nuclear position but gives readers the opportunity to research and think about energy choices for the future. Several appendices at the back of the book provide many additional resources for further study. The publisher has provided additional resources including classroom activities, supplemental reading and additional websites.

- Karen Hildebrand, Ohio Library and Reading Consultant

Jarrow, Gail. (2012) The amazing Harry Kellar; great American magician. Calkins Creek/Boyds Mill Press.

Magic or science? Readers will enjoy learning not only the facts on the life of Harry Kellar, known as the first international magician, but will also learn about the science behind his magic tricks. He started his career as a magician’s assistant traveling across the country during the 1860’s until his own career and fame as an illusionist was established. He performed for the royalty of Europe and four other continents to gain his international status. Seances, magic, escape artist, illusion, and spiritualism were all part of his “magic”. Sidebars place his career in historical context. Illustrations add to the story but the actual reproductions of the posters used to advertise his performances are the highlight of the book as the real Harry Kellar is presented as the showman he was. Most young readers have heard of Harry Houdini so this biography sheds light on the forerunner and role model/mentor for Houdini who had great respect for Kellar’s work. It has been suggested that Harry Kellar was the model for the Wizard in the Wizard of Oz.  The author’s website offers more background information on Harry Kellar in addition to magic tricks. An interesting lesson on the science in science fiction can be found at ReadWriteThink.

- Karen Hildebrand, Ohio Library and Reading Consultant

Winston, Robert. (2012) Life as we know it. Dorling Kindersley.

Targeted for middle school readers, this book offers a look at life on earth divided into five sections: The meaning of LIFE; The VARIETY of life; Living TOGETHER; Secrets of SURVIVAL; The OTHER SIDE of life. Using a plethora of colorful illustrations including diagrams, speech bubbles, sidebars, drawings, charts, and photographs the visual appeal of this book will attract a wide range of readers. Though the subtopics are not in-depth but more an overview, some of the topics included are cells, species and evolution, predator-prey relationships, photosynthesis, ecosystems, and life in other possible universes. A helpful index and glossary make this more accessible for further research.

- Karen Hildebrand, Ohio Library and Reading Consultant

Graham, Ian. (2011) Science Rocks! Additional text by Mike Goldsmith. Dorling Kindersley.

Loaded with ideas for experiments that can be put together from everyday items found in most households, Science Rocks will provide not only fun and entertainment but also serious science for young scientists and experimenters. Clearly written step-by-step instructions are given for each experiment accompanied by double-page spreads containing colorful illustrations, diagrams, sidebars, charts and photographs. The book is divided into five sections: The Material World; Force and Motion; Energy in Action; Electricity and Magnetism; and The Natural World. Lists of needed items for each experiment are on each page in addition to safety warnings when needed. If students are getting ready for science fair, teachers might like to check out the lesson on “Exploring Plagiarism, Copyright and Paraphrasing” at ReadWriteThink.

- Karen Hildebrand, Ohio Library and Reading Consultant

Woodward, John. (2012) 3-D Earth. Dorling Kindersley.

To prepare for the 3D aspects of this book, readers should being with this note from the publisher: "Online links are available to download the plug-in software to a computer so that when the reader finds the augmented reality logo and holds the open book to the webcam, the images spring to life. A comprehensive exploration of planet Earth with digital pop-out images that can be accessed with a computer and a webcam."  The fascination for this book with the interactive augmented-reality technology creates an interesting way to present information on the earth. Students who enjoy playing with apps, holograms, and computer graphics will enjoy playing around with this book as volcanoes comes to life or tornadoes whirl into formation to create the 3D effect. Weather and climate, rock formations, water cycles and many other aspects of the how the earth is formed is the subject matter of this book.

- Karen Hildebrand, Ohio Library and Reading Consultant

GRADES 7-12

Barnes, John. (2012). Losers in space. New York: Viking.

The future has arrived in 2129, and hardly anyone has to work. Instead, it seems that almost everyone is trying to capture their five seconds of fame through staged actions. The plot revolves around sixteen-year-old Susan Tervaille, the daughter of a famous actor, and a cast of other self-dubbed “losers” with too much time on their hands and enormous cravings for celebrity. Susan and her friends are determined to become well known on their own merits by hiding on a spacecraft bound for Mars while supposedly visiting Susan's aunt. Things go wrong quickly, and Susan realizes that she cannot trust her ruthless new boyfriend, Derlock, who will stop at nothing to gain the world’s notice. The chapters containing the storyline alternate with science-related “Notes for the Interested” explaining the science behind what’s happening in this science fiction title. For instance, once the characters are in orbit, they only have a limited window of opportunity in which someone from Earth can rescue them, and the author includes diagrams and text explaining why. As friendships unravel and some members of the crew die, some behave in courageous ways as they sustain themselves growing crops and realizing what really matters, which turns out not to be fame, after all. Barnes handles his characters and their plight deftly while making observations about the obsession with fame and celebrity that may typify life in the future.

- Barbara A. Ward, Washington State University Pullman

Murphy, Jim, & Blank, Alison. (2012). Invincible microbe: Tuberculosis and the never-ending search for a cure. Boston: Houghton Mifflin Harcourt/Clarion.

Despite recent medical advances, tuberculosis is still with us. This nonfiction title provides an engaging account of the microbe that seems unwilling to die, detailing the history of tuberculosis, including the various ways TB has been treated over the centuries. Seemingly vanquished a few years ago, TB is still present in certain parts of the world. The authors make the continuous search for a cure quite exciting as well as taking care to point out the romanticizing of consumption and the inequity in treatment of those with TB. An entire industry sprang up around the cures for TB, many of which weren't particularly effective or science-based. The book even contains quotes from some TB survivors about their treatments. While a retrospective on tuberculosis, this title also provides evidence of how much the medical community has changed. The black-and-white photographs of TB sufferers swaddled in blankets and coats and taken out into the cold air for a cure add immeasurably to this intriguing text, reminding readers how far we’ve come and how far we have to go in solving this mystery. Since science has yet to reveal all the answers to eradicating tuberculosis or other plagues on humankind, the authors force readers to ponder a puzzle that seems insoluble.

- Barbara A. Ward, Washington State University Pullman

Newquist, HP. (2012). The book of blood: From legends and leeches to vampires and veins. New York: Houghton Mifflin Books for Children.

This is a bloody great book, as the British might say. It’s filled with great photographs and illustrations and an attractive design in which drops of blood appear to have dripped onto the book's pages and then flooded onto the chapter introductory sections. One of the very first photographs shows a hand covered with blood. Because of the drops of blood and the author’s evident enjoyment of the topic, this title is certainly not for the squeamish or anyone who faints at the sight of blood. The pun-filled writing describes the fluid's place in various cultures and languages. The author provides historical perspective on blood in the book's eleven chapters, describing the medical innovations associated with blood, from the time when barbers--and later physicians--cut their patients in order to release blood, to experiments in transfusing blood from an animal to a human. One chapter explains how blood moves through our bodies, and another one identifies living things whose blood is quite different from humans’. For instance, the ice fish’s clear blood behaves as a sort of antifreeze; the horned lizard uses its blood as a defense mechanism. Interestingly, the blood of the horseshoe crab is highly prized because it can detect the sterility of instruments used in hospitals. Not surprisingly, the book even explores legends and lore associated with blood, providing perspectives on stories about those blood-sucking vampires, and attempting to explain the origin of those tales. Everything about this title is impressive--the language, the layout, the topic, and the blending of fact and fantasy. Not only is it informative, but also the title will amuse readers because of the author’s wry voice and delicious descriptions.

- Barbara A. Ward, Washington State University Pullman

Rusch, Elizabeth. (2012). The mighty Mars rovers: The incredible adventures of Spirit and Opportunity. New York: Houghton Mifflin Books for Children.

Back in 2003, two rovers were sent to Mars to capture images of the planet. In the eleven chapters in this book (part of the Scientists in the Field series), readers follow the mission of Spirit and Opportunity from its inception through lift-off and then beyond as the two rovers, launched a month apart, explore Martian terrain, boldly traveling where humans cannot go. Although the rovers were expected to last only three months, both vehicles navigated Mars’ terrain for six years in search of clues as to whether life could have existed on Mars. The author relates their missions in an edge-of-the-seat style, making readers care about Spirit's broken wheel and Opportunity's months spent trapped in the sand. Amazingly, the rovers were "driven" by someone on Earth, and readers can feel how frustrating it must have been to wait for signals indicating the vehicles were okay. Although readers hear from many of those involved in the project, the words of Steven Squyres, an astronomy professor at Cornell, capture vividly how the team felt about this mission. The book’s photographs make it seem as though readers went along on the trip to Mars. Fascinating, inspiring, and ultimately humbling, this book will intrigue anyone with a sense of curiosity. Although machines clearly are not humans, it's hard not to internalize lessons from these vehicles that seemed unwilling to quit, continuing to move against all odds while those on the ground tried to come up with solutions to the problems they faced on Mars. 

- Barbara A. Ward, Washington State University Pullman

REFERENCE BOOK - TEACHERS/PARENTS 

Vorderman, Carol. (2012) Help your kids with science; a unique step-by-step visual guide. Dorling Kindersley.

As the title suggests, this is a compendium of detailed information about the sciences of biology, chemistry and physics. Color illustrations, charts, diagrams and photographs are used extensively through out and instructions for experiments are found within the book. Each of the three sections begins with the basic concept of What is biology? What is chemistry? What is physics? Each section gets increasing more complex as aspects of each science are explained. A detailed index and glossary are found at the end of the book.

- Karen Hildebrand, Ohio Library and Reading Consultant

Music is often the catalyst I need to jump start my own writing for the day. I choose my playlists based on subject matter. For example, when I’m working on my young adult manuscript, I listen to the edgier contemporary artists. I add a layer to my listening criteria depending on my protagonist; if it’s a male character, I’ll choose male vocalists, and if it’s a female, I’ll pick female artists. The music provides a rhythm and a flow by which my words form their own rhythm and make music on the page, only in words.

Music can trigger a memory that will in turn add authentic realism to the words on the page. Music can also inspire a certain mood. For example, upbeat tunes will likely bring pep to your writing. The opposite is also true. Listening to melancholy songs brings out the sadness in my characters’ lives.

As a classroom teacher and now as a private tutor, I’m always striving for ways to help my students find inspiration to write. The blank page is especially daunting for young writers learning the writing process. The page gets bigger and whiter the longer it goes without words. When I’m stuck behind my writer’s block and inspiration to write is lacking, I turn on my music and watch the words dance onto my paper. I do the same for my students when they’re faced with writer’s block, too.

Bringing music into your writing lessons is simple to do and doesn’t cost anything extra. The following are a few ideas to help get you started:

Lower Elementary Students

For the younger students, I suggest selecting music for the whole class to listen to. Classical or New Age music—basically anything without lyrics—provides a good place to start. The students can focus on the sounds the instruments are creating and, in turn, the mood of the music.

One of my favorites is the FANTASIA soundtrack. The music is generally recognized by the students and sounds lively and adventurous. On a piece of poster paper, you and your students can brainstorm adjectives and adverbs to describe the mood of the music. They can then use that list of words in their stories. This is a simple lesson but one that will jump-start your students’ writing on a positive note.

For Middle Grade Students and Older

I like to give my students choices in what they want to write about so with that comes choosing the music they want to listen to while they write. As long as the lyrics are kid-friendly, I’m game. When I taught in the classroom my school didn’t have fancy audio visual equipment. I only had my good ol’ boom box that played CDs and cassette tapes. I was limited to choosing one particular artist and then switching CDs and tapes. Today, teachers have more options with playlists on iPods and MP3 players. You can even create your playlists to reflect and inspire the genre of writing you want your students to write.

Just yesterday I was working with a student who wanted to write a story about how she convinced her parents to get her a cell phone. She brought a favorite mix of artists on a CD—her mother told me she was getting the phone but not an iPod (yet). I cued the mix up on my computer and my student went right to work on a realistic fiction story. This is a student who is not fond of putting pencil to paper. Still, throughout the session she wrote nonstop, except to look up words in a dictionary to check her spelling. She told me the music helped to keep her motivated on her writing.

For Musician Students

Using music to inspire writing also works in the reverse. I have a student entering third grade. He is a very accomplished pianist and writes his own music, but he’s not too fond of writing words on paper. My student enjoys reading Shel Silverstein poems, so I asked him to pick a favorite and then write the music to go along with the poem. No problem! A week later, at our next session, he had a wonderful melody that perfectly matched the story in the poem.

Next, I asked him to play one of his favorite songs. Then I asked him to tell me the story that the music was telling. He verbally explained a beginning, middle, and end. Onward to our next assignment, which achieved my ultimate goal: to get him to write a story. I gave him the option of writing about an original song or to use one he already studies in his music lessons. He chose “Jazzy Toccatina” for his story. Here is what he wrote:


As you can see, my student outlined the plot into a beginning, middle, and end, as well as noting the location and characters. Without realizing it, he had written a story with words!

Music is a universal language. No matter what the mood you are feeling or trying to create, there is a melody to be heard and transposed into words.

Kathleen A. Hunter, MS is a literacy tutor and aspiring children's book author. You can visit her online at www.KathleenHunterWrites.com.



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