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    In the Mood for Love-themed Books

     | Feb 15, 2012

    As if anyone needs an excuse for it, February is the time for love. Children and adults create and purchase Valentines or love tokens for their loved ones. But no one needs to wait for a holiday to share their heartfelt sentiments or say, “I love you.” The following book reviews, written by members of the Children’s Literature and Reading Special Interest Group explore the infinite varieties of love to be found in recent publications.

    GRADES K-3 

    LaReau, Kara. (2012). Mr. Prickles: A quill-fated love story. Illus. by Scott Magoon. New York: Roaring Brook Press. 
    Mr. Prickles book cover imagePoor Mr. Prickles, a porcupine, has difficulty making friends. Although he tries to be friendly with the other animals in the forest, things just never work out.  Food gets stuck in his quills during playtime, and his spines are certainly unwelcome at a sleepover. Refusing to frolic with him anymore, the other animals end up telling him he isn’t cute, cuddly or playful. This saddens Mr. Prickles, and he becomes very lonely. But one day he meets Miss Pointypants and they begin to have fun together. They swim and splash in a dark lake. They dine on twigs and bark. They even watch the moon rise over the water. The forest animals make fun of the two porcupines and say hurtful things about the pair. Fortunately, Mr. Prickles realizes that what the other animals have to say doesn’t matter and that it is much nicer to be alone with someone who loves his quills—Miss Pointypants. This sweet love story may spark discussions on finding friends in unlikely places and getting along with others who might not look like us. 
    - Deanna Day, Washington State University Vancouver

    Harper, Charise Mericle. (2011). Henry’s heart: A boy, his heart, and a new best friend. New York: Henry Holt and Company.
    Henry's Heart book cover imageThis hybrid picture book includes two genres: realistic fiction and nonfiction. At the top of each page, in a circle, is a narrative story about a boy named Henry. Information and facts about Henry’s heart can be found in tiny illustrations and speech bubbles on each page. Children could enjoy this book in multiple ways—reading the narrative, exploring the facts/information about hearts or reading both the story and the nonfiction facts at the same time. Henry’s mother wants his heart to get some exercise. As soon as Henry begins running in the sunshine, his heart begins to beat faster. Small illustrations of Henry’s heart state, “I think I got up to 130 beats per minute on that hill” (unpaginated). Henry’s heart beats even faster when Henry meets a brown-haired girl in a polka-dotted red dress. One full page shows the different snacks that keep a heart healthy. Another page has a table with activities and exercises that help our hearts. A funny love story twist occurs in the conclusion.
    - Deanna Day, Washington State University Vancouver

    Knudsen, Michelle.  (2011). Argus. Candlewick Press. Illus. by Andréa Wesson.
    Argus book cover imageWhen Sally’s teacher hands out eggs for the class science project, Sally notices that hers looks a little different than the other students’ eggs. Her desktop incubator hatches the egg, which turns out to be a small dragon. As Argus the dragon grows, he presents major problems for the classroom such as possibly eating the other hatchlings and creating chaos in the school. Feeling as though he doesn’t belong, Argus runs away. At first Sally is relieved to be rid of her “project” because he is unlike the other chicks. Eventually, though, she realizes that she loves her irrepressible dragon and misses him. The other children in the class help Sally look for Argus, and everyone rejoices when he is found. The author and the illustrator work together to make sure young readers recognize Argus’s true nature  as his identity as a dragon is never mentioned directly in the text. The theme of loving something that is a little—or in some cases, a lot—different will make this a great read aloud for story times.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    Nivola, Claire. (2011). Orani: My father’s village. New York: Frances Foster/Farrar, Strauss and Giroux.
    Orani: My Father's Village book cover imageIn text and watercolor illustrations, the author skillfully enables young readers to experience the same sights, sounds, smells, and feelings she encountered as a young girl visiting her father’s native village.  The words she uses to describe Orani, Sicily, bring the village to life and show her love for a place and time that exists only in her memories. This text is ideal for showing children how to expand a moment and to bring sensory impressions to their own writing about their experiences.  Nivola deftly illustrates how experiences—common or uncommon—can become sensory feasts through careful word choice and description. Readers can almost taste the cool water and dine on the sumptuous meals being laid out on dinner tables before wandering through the village’s winding streets. This loving tribute evokes a sense of place in memorable fashion.
    - Terrell A. Young, Brigham Young University

    Ogburn, Jacqueline K. (2011). Little treasures: endearments from around the world. Illus. by Chris Raschka. New York: Houghton Mifflin.
    Little Treasures book cover imageThis American Library Association Notable Book for 2012 is filled with several ways to say “I love you” through phrases and endearments from 16 cultures around the globe. Each endearment is written in the native language with an English translation and a pronunciation guide. Alphabetic characters from different parts of the globe make the book even more appealing. Children will delight in hearing some of the endearing ways adults let children know how they are loved, including “ducky” (unpaginated) from England, “little coconut candy” (unpaginated) from Brazil, “possum” (unpaginated) from Australia, “hug bunny” (unpaginated) in Finland, or “little mischievous pea” (unpaginated) in China. Terms of affection used within families transcend cultures, bringing the world a little closer in this title with familial love as a universal theme. Caldecott-winning Raschka’s watercolor, gouache and ink illustrations portray the culture of each loving phrase with non-stereotypical color and design.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    Urbigkit, Kat. (2011). The guardian team: On the job with Rena and Roo. Honesdale, PA: Boyds Mills Press.
    The Guardian Team book cover imageWho knew that a pup and a wild donkey could become friends? In this delightful picture book, Rena, the runt of the litter, and Roo, a scruffy burro, slowly learn to trust one another and become an integral part of life on a sheep ranch in Wyoming. These unlikely guardians keep close watch over the lambs, protecting them from predators or unwanted intruders. The text describes how each animal is introduced separately to the lambs that will be their responsibility and then the dog and the burro are introduced to each other. Over time, they form an alliance, working together to keep the herd where it’s supposed to be. The large photographs trace the animals' growth over a year as well as documenting the bond that grows among canine and burro and their fluffy charges. An Author's Note provides additional information about guardian animals, and the references will provide more reading material on this topic. Once again, this reliable author presents interesting information in an engaging way sure to appeal to many young readers. Life on a ranch may be hard work, but clearly it’s a labor of love for Rena, Roo, and Urbigkit.
    - Barbara A. Ward, Washington State University Pullman

    GRADES 4-6

    Weeks, Sarah. (2011). Pie. New York: Scholastic.
    Pie book cover imageWhen Alice’s beloved Aunt Polly passes away and leaves her incredibly delicious pie recipes to her cat, Lardo, the mystery begins. Alice has inherited Lardo but cannot understand why her aunt would pass her famous recipes along to a cat that certainly can’t use them. The whole town mourns the loss of Polly and the closing of her pie shop since everyone loved her pies. In fact, each of them had a favorite type of pie. When Polly’s pie shop is vandalized, Alice realizes that someone is after her aunt’s famous pie recipe. As Alice and her family work to solve the mystery,  the whole community is drawn into the story. Set in 1955, the atmosphere of this book is from an era of close community ties. An epilogue from 1995 brings comforting closure to the story. An added treat is the collection of pie recipes that introduce each chapter of the book. This book is sure to make a pie-lover out of the most devoted cake or ice cream lover.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    GRADES 7-8

    Hilmo, Tess (2011) With a name like Love. New York: Margaret Ferguson Books/Farrar Straus Giroux.
    With a Name Like Love book cover imageOllie and her traveling preacher father, Everlasting Love, and the family arrive in 1957 Binder, Arkansas, on the heels of a murder. The family usually stops in towns for a 3-day revival before moving on, but this time they stay a bit longer. Ollie happens to meet Jimmy Koppel, the son of the woman accused of killing Jimmy’s father, an abusive man.  As their friendship develops, Jimmy convinces Ollie that his mother has been wrongly accused. Not only do the Loves carry the right surname, but they also live up to their names, reaching out the hand of trust and looking for justice in the world.  With Ollie in the lead, they embrace Jimmy in his time of need. Debut author Hilmo has developed a cast of characters that will draw readers into this murder mystery as they empathize with the Loves’ attempts to open the hearts and minds of the townsfolk who don’t seem to want to know the truth about the murder.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    GRADES 9-12

    Chambers, Aidan. (2012). Dying to know you. New York: Amulet Books/Abrams.
    Dying to Know You book cover imageDesperate to impress his new girlfriend Fiorella Seabourne, Karl Williamson, a plumber's assistant who struggles with reading and writing, seeks help from her favorite novelist. The relationship is in its early stages, and Fiorella longs to know his innermost thoughts about a wide variety of topics, including love. Karl, in turn, wants to impress her with his ability to express himself. Drawn to Karl's plight and identifying with his dyslexia, the narrator agrees to help. He encourages the romance between the two through his ability to express the taciturn Karl’s feelings through writing. Not surprisingly, the romance hits a rocky patch as Karl continues to mourn his father, who died when he was twelve. When he uses art to express his feelings, the local thugs ridicule his work and his friends fail to understand the meaning of his work. This is an exquisitely written reminder of the power of art, love and friendship to fill the emptiness that consumes someone after a loss. The author describes effectively the contrast between the young and the old while also hinting that the two often have more in common than expected. As the narrator comes to know Karl better, he also learns quite a bit about himself and his own ability to possibly love again.
    - Barbara A. Ward, Washington State University Pullman

    Coriell, Shelley. (2012). Welcome, caller, this is Chloe. New York: Amulet Books/Abrams. 
    Welcome, Caller, This is Chloe book cover imageJunior year is not going well for Chloe Camden. When her social network deserts her, leaving her with no friends and nowhere to sit at lunch, she must find a place to fit. While Chloe navigates the high school halls in her fashionable shoes, she also is in the middle of a conflict between her mother and her grandmother whose Parkinson's makes it dangerous for her to live alone. Plus, her counselor refuses to accept her independent study project and steers her toward a project involving the school radio station. Although she becomes involved reluctantly, she makes her presence known immediately. Relying on her people skills and exuberant, larger-than-life personality, Chloe hosts a call-in show that quickly becomes popular with listeners. Working with the radio folks, Chloe realizes that she isn’t alone in needing to belong somewhere. She also finds romance with fix-up guy Duncan Moore who has home problems far more complicated than she could ever imagine. Despite all the rumors that are being spread about her, Chloe finds her way back to herself, realizing that listening is just as important as speaking up for what matters.
    - Barbara A. Ward, Washington State University Pullman

    Green, John. (2012). The fault in our stars. New York: Dutton Books.
    The Fault in Our Stars book cover imageBest-selling YA author John Green takes on the topic of two teenagers with cancer in his latest release. Hazel Lancaster and Gus Waters meet at a cancer support group. Their friendship blossoms into love, and they share each other’s lives as they deal with their cancer. Hazel is particularly drawn to a book, An Imperial Affliction, and invites Gus to read it. As they become equally enthralled with this novel about cancer, they decide to seek out the author who is living in Amsterdam. Brushes with death from their cancer have given the young couple insight into life that readers will admire. Seeing how Hazel and Gus celebrate each day that they have together and ask hard questions about what comes next will inspire teen readers, possibly helping them cherish the time that they have.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    Griffin, Paul. (2011). Stay with me. New York: Dial Books.
    Stay with Me book cover imageTwo troubled teens, both from dysfunctional families, meet at the pizza place where they are employed. Although they fall in love at first sight, they could not be more different from each other. Cece is a smart, straight-A student applying for admission to a gifted and talented program, and Mark is a high school drop-out, a shy but volatile teen with a record. Mark’s passion for rescuing pit bulls draws Cece’s attention and admiration, causing her to eventually overcome her fear of the dogs. Their love for each other grows until Mark makes a terrible mistake. Minor characters add to the story’s depth with believable dialogue and interactions. This poignant story of love and heartbreak will also appeal to dog lovers.
    - Karen Hildebrand, Ohio Library and Reading Consultant

    Michaelis, Antonia. (2012). The storyteller. New York: Amulet Books/Abrams. 
    The Storyteller book cover imageThe very different worlds of German schoolmates Anna and Abel collide when Anna finds a doll belonging to his six-year-old sister Micha. After following him, Anna realizes that the school’s drug dealer is taking care of Micha by himself since their mother has disappeared. Their plight must remain secret until he turns eighteen so that social workers won’t take Micha away from Abel. The neighborhood in which Abel and Micha live and the grinding poverty they endure is foreign to Anna who has always lived in the lap of luxury, the only child of highly educated parents. Despite the cautionary words of her friends, Anna is drawn to Abel for his gift for storytelling. To entertain his sister, he crafts a fairy tale about a little orphan queen with a diamond heart who is pursued by hunters trying to steal that treasure. When Anna begins to notice parallels between the story and some of the disturbing events in the lives of Abel and Micha, she wonders if the boy she loves may also be a killer. In Anna’s eyes, Abel's love for his sister redeems him from the mistakes he makes. This is a magical, heartbreaking story for older teens that illustrates how unimaginably cruel the world can be, and how alluring fantasy can be for someone faced by grim reality. As Anna becomes caught up in Abel's world, she leaves her own far behind.
    - Barbara A. Ward, Washington State University Pullman

    Sonnenblick, J. (2012). Curveball: The year I lost my grip. New York, NY: Scholastic. 
    Curveball: The Year I Lost My Grip book cover imageFreshman Peter Friedman has a promising future as a baseball pitcher until an injury destroys that promise. Searching for a new identity, Peter uses the photographic equipment his grandfather, a former professional photographer, gives to him and becomes the school sports photographer. Meanwhile, love blossoms between Peter and his photography classmate Angelika. While Peter struggles with Angelika’s expectation that he tell his best friend the truth about his injuries, Peter also deals with another secret about his grandfather’s worsening Alzheimer's disease. Just as Peter wants to keep the truth about his unlikely future in baseball from his friend AJ, his grandfather wants to deal with the disease on his own terms and does not allow Peter to tell anybody in his family. This book teaches readers about the meaning of true friendships, which sometimes require difficult truths to be told. Readers will empathize with the book’s characters and the difficult choices that they face. The story encourages empathy for others while also caring about ourselves.  

    - Tadayuki Suzuki, Western Kentucky University




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    Young Adult Book Review: The Sons of Liberty

     | Feb 14, 2012

    by Judith Hayn

    The Sons of Liberty
    by Alexander Lagos and Joseph Lagos; Art by Steve Walker; Color by Oren Kramek
    Random House, 2010, 176 pp., $12.99
    Historical fiction/Graphic novel
    ISBN: 978-0-375-85667-9

    The Sons of Liberty: Death and Taxes
    by Alexander Lagos and Joseph Lagos; Art by Steve Walker; Color by Oren Kramek
    Random House, 2011, 176 pp., $12.99
    Historical fiction/Graphic novel
    ISBN: 978-0-375-85668-6

    The Sons of Liberty book cover imageIn book one, Graham and Brody, two young slaves, flee a bounty hunter and his brutal pack of dogs. In an experiment gone awry and conducted by Ben Franklin’s treacherous son William, they now possess electrically charged superpowers. Taken under the elder Franklin’s wing and with the protection of abolitionist Benjamin Lay, the boys gain revenge on their tormentors when they return to the plantation. By using their newly acquired powers, they avenge the cruelties done to them. 

    The Sons of Liberty: Death and Taxes book cover imageIn the second book, Graham and Brody are living as free teens in Philadelphia where they work in Franklin’s print shop while he is in England trying to arrange peace. The brothers decide to use their superhuman talents in the pursuit of good, which includes supporting the Sons of Liberty and sabotaging the Tory soldiers stationed nearby. 

    This eventual graphic novel trilogy moves historical and fictional figures in and out of harrowing trials and complex circumstances. Snippets from primary sources flavor the dialogue and commentary. een fans of slick comic superheroes will appreciate the dazzling artwork and vibrant colors that add to a literate, although embellished, retelling of colonial American history. The texts will delight teachers seeking solutions to meet the challenges of literacy in the content areas from the Common Core State Standards.

    Dr. Judith A. Hayn is an Associate Professor at the University of Arkansas at Little Rock.

    This article is part of a series from the Special Interest Group Network on Adolescent Literature (SIGNAL).


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    Digital Learning Day National Town Hall Video

     | Feb 13, 2012

    On February 1, 2012, thirty-nine states, hundreds of school districts, more than 15,000 teachers, and nearly 2 million students participated in Digital Learning Day. Digital Learning Day is a nationwide celebration of innovative teaching and learning through digital media and technology that engages students and provides them with a rich, personalized educational experience.

    The marquee event of Digital Learning Day was a National Town Hall featuring a roundtable discussion with U.S. Secretary of Education Arne Duncan and Federal Communications Commission Chairman Julius Genachowski. It also included live interaction via Skype with four school districts in Charlotte, Cleveland, Denver, and Houston; profiled great teachers who are effectively using technology to deliver instruction; and focused on successful education innovation projects that demonstrate how technology can be used in the classroom to improve student outcomes. 

    As well as the National Town Hall, Governor Bob Wise, Bailey Mitchell, Esther Wojcicki, and Barbara Treacy moderated discussions about digital education on the morning of February 1. 

    Visit the Digital Learning Day website to view videos of the events and for more details. 

    Digital Learning Day

    Photo caption: Leon Harris interviews U.S. Secretary of Education Arne Duncan and Federal Communications Commission Chairman Julius Genachowski during Digital Learning Day's National Town Hall event. 



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    Writing Mentor Texts

     | Feb 08, 2012

    As teachers we want our students to use writing to get to know themselves and our world and to discover why we write. By sharing children’s and young adult literature in different genres from fiction to memoir to poetry, our students will be able to think about how texts can help their own writing. Through literature our students can find topics, genres, styles, forms and craft techniques. Books can be shared in their entirety or teachers may choose to share one passage or poem to spark writing or show a writer’s techniques. In this column from the Children's Literature and Reading Special Interest Group of the International Reading Association (CL/R SIG), we discuss recent picture books and novels that can be used as writing mentors for K-12 classrooms. 

    Grades K-3

    Brown, Monica. (2011). Pablo Neruda: Poet of the people. Illus. by Julie Paschkis. New York: Henry Holt and Company. 

    Pablo Neruda book cover imageNeftali, the curious boy who would grow up to become the Nobel Prize-winning poet Pablo Neruda, loved the natural world that surrounded him in his Chilean home. He also fell in love with words, in part through the influence of a teacher. This picture book biography traces the early influences on the poet and then follows his growth as a writer, drawing inspiration from everything around him, but also using his words to call for justice and to bring attention to unsafe working conditions. The author creates particularly effective phrases to describe Neruda’s writing topics; for instance, the poet “wrote about stones tumbling down the mountaintops and stones in the hands of the stonecutters” (unpaginaged) and “dolphins playing in the surf and rusty anchors washed ashore" (unpaginated). This is a wonderful writing mentor text because of the savory word choice employed to trace Neruda’s journey as a writer but also because of his keen observational skills, discovering treasures in the forest as well as along the bustling streets of Santiago. The colorful illustrations are filled with soft greens, blues, and bits of reds, swirling Spanish and English words all around the page.  Through illustrations and text, readers are reminded of the influence of words and ideas on the budding poet, and his own use of words to change the world.
    - Barbara A. Ward, Washington State University Pullman

    Rayner, Catherine. (2011). Solomon crocodile. New York: Farrar Straus Giroux.

    Solomon Crocodile book cover imageThis picture book begins with, “All is peaceful on the banks of the river. Everyone is relaxing in the morning sun, until…” (unpaginated). The illustration portrays a smiling crocodile hiding in swamp water. On the next page the crocodile is walking through grass and the text says, “Uh-oh, here comes trouble!” (unpaginated). The crocodile makes the frogs jump and they tell him, “Go away, Solomon. You’re nothing but a pest” (unpaginated). Solomon isn’t dismayed and continues to wreck havoc with the dragonflies, the storks and the hippos. Each time the animals remark with the same repeating line, “Go away, Solomon. You’re nothing but a…” Teachers could point out this repeating line and show how it changes with each animal. Rayner also uses ellipses effectively, causing the reader to pause as they turn the pages. Students could discuss why authors use ellipses in their writing. Young children could then be invited to try repeating lines or ellipses in their own book making adventures.
    - Deanna Day, Washington State University Vancouver

    Schimel, Lawrence. (2011). Let’s go see Papa! Illus. by Alba Marina Rivera. Translated by Elisa Amado. Toronto: Groundwood Books/House of Anansi Press.
    Let's Go See Papa book cover imageWhile her father works in the United States, a young girl counts the days that pass with him gone—one year, eight months and twenty-two days—and records all the events he has missed in a notebook that she mails to him, a way to insure that the family’s important moments are not forgotten. She eagerly awaits his weekly phone calls on Sunday, but this time Papa shares news that leaves her without words to write in her notebook. Now that he has saved enough money for the family to be reunited, she is eager to see him and yet anxious about leaving behind the familiar and navigating a new place.  The typical doubts assail her as she wonders how she will fit in when she moves to a new home, leaving behind her dog and grandmother. As the plane rises into the air, she begins her first letter to her grandmother, a fresh page in another notebook intended to keep the family bonds tied even across a great distance. For her, writing offers a way to express her feelings while also sharing parts of her life with loved ones. The story blends humor and pathos as she tries to find a way to take as much of her present life with her when she leaves. The illustrations are particularly effective in showing the emotions in the eyes and faces of the story's characters, both human and canine.
    - Barbara A. Ward, Washington State University Pullman

    Underwood, Deborah. (2011). The loud book. Illus. by Renata Liwska. New York: Houghton Mifflin Books for Children. 

    The Loud Book cover imageFans of The Quiet Book (2010) are likely to find this companion title equally delightful as the author celebrates things that are loud.  Clearly, each of us has different levels of tolerance for loud sounds. Young readers will have no problems in identifying the good and the bad kinds of loud as the animals featured in the book experience loudness at various volumes. Consequently, they may jump in surprise as they recall the always unexpected cruelness of the loud alarm clock that greets them in the morning. They may smile at the sheepishness of someone slurping up the last sips of a favorite drink and making a rude sound. Few of us would fail to recognize the particularly annoying "candy wrapper loud" caused when someone tries surreptitiously to open a package of candy in an otherwise quiet cinema, resulting in disapproving glares from the audience members directed at the offensive noisemaker. Together with its predecessor, this title would be useful as a writing mentor text focusing on all the different levels and kinds of sounds or as a mentor text for simple description since the simple ones contained in this book are so evocative. It also might prompt readers to be more observant of ordinary sounds heard around them. The pencil and digitally colored illustrations featuring stuffed animals are wonderful too. The perspective is unique with some illustrations showing fuzzy bears, fluffy bunnies, and well-groomed hedgehogs looking upward in amazement or a wide-eyed bunny, trying to fall asleep amid a cricket's clamor. Merely reading each page aloud to youngsters will prompt creative responses for an effective writing lesson. The message about the volume of sounds that surround us may be subtle, but it's clearly found on the book's pages.
    - Barbara A. Ward, Washington State University Pullman

    Grades 4-8

    Burleigh, Robert. (2011). The adventures of Mark Twain by Huckleberry Finn. Illus. by Barry Blitt. New York: Atheneum. 

    The Adventures of Mark Twain book cover imageA fictional character as interesting as Huckleberry Finn must surely have plenty to say about his creator, and in this amusing picture book biography, the straw hat-wearing rapscallion offers his version of the life and times of his creator, author Mark Twain whose books The Adventures of Tom Sawyer and Adventures of Huckleberry Finn are considered American classics. Describing a carefree childhood filled with adventures and the unexpected death of his father when he was eleven, Huck also relates the allure the Mississippi River had for Twain—the author’s pen name—back when he was known as Samuel Clemens and worked on a steamboat.  A brief sojourn as a Civil War soldier and a fruitless search for silver in Nevada led him to his destiny as a news reporter, and he became skilled at reporting the news as well as sometimes making it up. There is much to like about this title including the narrator's voice and authentic vocabulary as well as the clever use of fonts throughout the book and the endpapers featuring important elements in Twain's life. A Warning to the Reader informs readers that the author has used unusual spellings, improper grammar, idioms, and word choices. Soft pen, ink, and watercolor illustrations show Twain (and Huck) enjoying life, traveling along the Mississippi River, and creating his stories, many of them drawn from Twain’s own experiences. Huck Finn is ever-present as Twain lives out his larger-than-life existence.
    - Barbara A. Ward, Washington State University Pullman

    Wolf, Sallie. (2010). The robin makes a laughing sound: A birder’s journal. Designed by Micah Bornstein. Watertown, MA: Charlesbridge.

    The Robin Makes a Laughing Sound book cover imageIn the author’s note Sallie Wolf describes how her seventh grade teacher set up bird feeders outside the classroom and taught students how to keep detailed records of the birds that fed there. This experience led Wolf to a life-time of bird-watching.  Her journal shows the power of observing, thinking, evaluating, recording and creating through poems, sketches and water color illustrations. Through each season she identifies the birds that she notices and uses these lists to write poems. One example is, “Seagulls hang out at the mall. / They laugh. They squawk. They strut. / They’re not shy. / They travel in packs, / fighting over French fries / and scraps of burgers-- / just like the kids from middle school (p. 19). Teachers could provide nature journals for their students to record observations of wildlife around their school. Children could imitate Wolf by jotting down their observations, sharing their feelings or wonderings, sketching or drawing the animals or natural habitat, and eventually creating poems.
    - Deanna Day, Washington State University Vancouver

    Grades 9-12

    McCall, Guadalupe Garcia. (2011). Under the mesquite. New York: Lee & Low.

    Under the Mesquite book cover imageCompletely written in verse this novel shares the story of a Mexican American family who immigrates to Texas. Lupita, the oldest of eight children, takes over the role of mother when Mami is diagnosed with cancer. She writes her secrets, including poems and stories, in a composition book to help her make sense of the changes that are occurring in her family and the struggles of growing up. She escapes to her favorite writing place: “The mesquite is my confidant. / I lean back against its sturdy trunk /and read aloud every word / imprinted en mi corazón. / The mesquite listens quietly— / as if the poems budding in my heart, / then blossoming in my notebook, / are Scripture—and never tells a soul / the things I write” (p. 123). Middle school and high school students will be encouraged as they read about a character who is a writer. They will be reminded that writing can sooth and heal the ups and downs of friendships, family and school.
    - Deanna Day, Washington State University Vancouver

    New, Jennifer. (2011). Dan Eldon: Safari as a way of life. San Francisco: Chronicle Books. 

    Safari as a Way of Life book cover imageAs the result of an unusual upbringing with independent-minded parents, Dan Eldon spent most of his formative years in Nairobi, Kenya, where he was drawn to the land and its people. When traditional British schooling dampened his creative spirit, Dan transferred to the International School of Kenya where he thrived as the result of its diverse student population and many field trips. These experiences as well as his travels to 47 different countries during his short life and his friendship with many Kenyans nurtured his creative spirit, and he maintained fascinating multi-layered journals filled with notes, essays, photographs, and whatever realia he could find to paste in their pages. This book describes the young photojournalist’s incredible life before being killed in 1993 at the age of 22 in Mogadishu. The author details Dan's adventures, supplementing them with actual pages from his journals. Readers learn about someone who took action to solve some of the world's problems. For instance, after creating a student organization to raise money to aid refugees, Dan and his college friends traveled to Malawi themselves in order to make sure the $20,000 they had raised was used wisely. While his travels and personality loom large in this book, equally impressive is how his spirit lives on almost two decades after his death through the efforts of family, friends, and others who have been inspired to make a difference. This beautiful volume hints at a life well-lived, brief though it was, and readers will be fascinated at Dan’s sophisticated thinking and ability to lead others to places they’d never have traveled otherwise. For Dan, the journey was far more important than the destination.
    - Barbara A. Ward, Washington State University Pullman



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  • It's inevitable. Every term a handful of my new students will linger after our first reading class to ask me the question: Will we have to do vocabulary this semester? In my own predictable teacherly fashion, I respond with a question of my own: What exactly do you mean by do vocabulary?
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    Teaching Tips: Juicy Words and the Students Who Devour Them

    by Lori Oster
     | Feb 07, 2012
    It's inevitable. Every term a handful of my new students will linger after our first reading class to ask me the question: Will we have to do vocabulary this semester? In my own predictable teacherly fashion, I respond with a question of my own: What exactly do you mean by do vocabulary?

    What typically follows is a description of that age-old vocabulary favorite: the word list. Students bemoan their experiences memorizing scads of words—taken either from texts read in class or from Lists of Very Important Words published by Very Important People—and capped off with a scored assessment of some kind. Now, I am not about to say that there is anything wrong with The Word List. Clearly, it must be working for somebody; otherwise I wouldn't meet so many students every year who have had experience with them.

    What I am going to say is this: Isn't it time we help our students develop the same love of words that, in part, drives our own affection for reading? Isn't it time we let our students get a small taste of the lexical smorgasbord that is the English language?

    Of course it is! I imagine many of us have created ways to help our students discover new words. Here is one approach that has worked very well with my students.

    Juicy Words

    First, I ask the students if they collect anything. Their responses range from the expected—baseball cards, coins, Coca Cola glass bottles—to the interesting—political campaign buttons, rare athletic shoes, and cars.

    Then, we discuss the nature of collecting. Ultimately, everyone agrees that whenever we decide to start collecting something, we happen to see that something all over the place. Whereas before we decided to collect it, we rarely noticed that the thing existed. And, when we're after something to add it to a collection, it suddenly seems to have much more value.

    And that's when I tell them they are going to become collectors of words. But not just any words—Juicy Words.

    A Juicy Word is a word that has some real substance to it. Juicy Words are special, more so than your everyday, dried-out variety of words. Everyone has their own ideas about what makes a word juicy, and they vary based on our prior experience and exposure. We know a Juicy Word when we see or hear one because it is unfamiliar and interesting, or it might be familiar but we're not quite sure of its meaning.

    As novice collectors, we begin slowly. First, I ask students to collect ten Juicy Words per week. They can source their Juicy Words from text or from speech. They write their words down in the back of their class notebook, as well as a note about where they found the word and how it was used. At the end of the first week, students share their favorite Juicy Word of the week with the class, and we discuss the process of becoming word collectors.

    Then, we kick it up a notch. During Week 2, I ask students to continue collecting ten Juicy Words per week, and in addition, to identify their three favorite Juicy Words and to use them at some point. They can use them in writing or in speech, and of course, they have to develop a strong sense of the word before they do so. They take notes about how they use their words, and then they share their Juicy Word use with the class in a group I created on Goodreads.com.

    In their Week 2 posts, students share their three Juicy Words, information about where they sourced each word, a brief explanation of each word's meaning, and how they used each word in real life. These reports often include funny anecdotes about how our students' friends respond to their use of Juicy Words—“I told my friend that her conclusion about a guy she barely knew was reductive, so she rolled her eyes at me and started calling me 'College Girl.’”

    As the semester progresses, so do our collecting skills and habits. By Week 5, the students are using five of their Juicy Words per week, and collecting an average of 15—five more than the ten words that I require. The posts on our Goodreads group become more involved, as well. One week, students choose two of their Juicy Words and discuss how those words narrowed their sense of other words or concepts. Another week, they choose their favorite Juicy Word found so far— The Pride of the Collection—and do a small word study on it. They uncover its etymology, identify an instance where this word is the only word that could possibly do the circumstances justice, and create a family of words related to, but not quite the same, as their favorite word.

    By the final weeks of the semester, the collecting of Juicy Words becomes a habit for most of my students. When I tell them during Week 1 that they will probably end the term with a “trophy shelf” of over 200 words, they don't believe me. When we say goodbye at the end of Week 16, most of them have far surpassed that number. They become true collectors of words. They learn to delight at finding a word that will enhance their current collection, and more importantly, they are excited and empowered to move forward and to continue growing their collections on their own.

    As our last day of class ends I watch them walk away, confident that they will continue to collect words long after they've received their final grade for the Juicy Words Project. In short, they have become the Word Nerds that I always knew they could be.

    As for me? I couldn’t be more proud.

    Lori Oster teaches English at Oakton Community College in Des Plaines, IL. When she's not in school, she spends her time reading and working on her young adult novel. You can visit her online at www.professoroster.blogspot.com.

    © 2012 Lori Oster. Please do not reproduce in any form, electronic or otherwise.
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