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MARCH (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | March - (Comments Off on MARCH (1))

When the Sea Turned to Silver by Grace Lin. Little, Brown, 2016

A historical fantasy weaves retellings of traditional Chinese legends into the story of a girl and boy, Pinmei and Yishan, searching for the Luminous Stone That Lights the Night. The new emperor kidnapped Pinmei’s grandmother, the Storyteller, and Pinmei wants to find the stone and offer it in exchange. On their journey they meet those who’ve already faced loss at the hands of the emperor, who is conscripting men and boys to build a vast Wall. At first hesitant to share the stories she’s grown up hearing from her grandmother, stories she knows like her own heart, shy Pinmei becomes a storyteller in her own right as they travel. Visually the legends are set apart with a distinct font, but there is satisfaction in the way they are also woven into the fabric of Pinmei and Yishan’s quest, even offering clues: Not everyone Pinmei and Yishan meet is who and what they seem. There is also delight in how this story connects to the two earlier books in the cycle, Where the Mountain Meets the Moon and Starry River of the Sky, although it, like the others, stands on its own. Exquisite book- making, including full-color plates and color accents on chapter headings, add to the pleasure of this enticing volume. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What examples of foreshadowing can you find in the story?
  2. What makes storytelling so valuable?
  3. What folklore do you recognize in the novel?

FEBRUARY (2)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | February - (Comments Off on FEBRUARY (2))

Some Writer! The Story of E. B. White by Melissa Sweet. Afterword by Martha White. Houghton Mifflin Harcourt, 2016

Elwyn Brooks (E. B.) White, known to family and friends from early adulthood on as Andy, was shy and often anxious throughout his life. But with a pen in his hand, or a typewriter in front of him, he was entertaining and eloquent. Readers who know him as the author of Stuart Little, Charlotte’s Web, and The Trumpet of the Swan will relish the stories here about those books. They will also love discovering White the young adventurer, White the amateur naturalist and avid outdoorsperson, White the urbane journalist, White the opinionated commentator and essayist and defender of democracy, White the humorist, White the family man, White the farmer, White the literary stylist and master of clarity, and much more. Author/illustrator Melissa Sweet brilliantly distills these qualities into an appealing, accessible portrait of White in a book that blends original watercolors, photographs, and collage with a clear (White would approve!) and engaging substantial narrative that integrates many quotes from White’s professional and personal writing. The gorgeous book design offers a sense of effortless interplay between the visual elements and text. A timeline, ample citations and source material, an author’s note and an afterword from writer Martha White about her grandfather and this book all add to a work that will bring delight to, and shows such respect for, young readers. ©2016 Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What makes the style of this biography unique?
  2. How do the illustrations and text work together or separately to tell the reader about E.B. White, his life, and his writing?
  3. What kind of child was E.B. White? What were some of his experiences, interests and/or fears?
  4. What do you notice about his writing and revision process (pages 87 to 91)? How did this influence his writing as an adult?

FEBRUARY (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | February - (Comments Off on FEBRUARY (1))

Catching a Storyfish by Janice N. Harrington. WordSong / Highlights, 2016

Katheren, called Keet by her family—short for Parakeet, because she never stops talking—loves telling stories. But when her African American family moves from Alabama to the north and she’s teased at her new school for her southern accent, she stops talking in class. She makes a new friend in Allegra, who lives next door and who Keet nicknames Allie-gator, and continues to tell stories at home, but remains quiet at school. When her grandpa has a stroke and seems lost, Keet tells him a story every day, willing him to come back. She misses him, and she needs his support, faced with the terror of giving a “Dream Day” oral report. “My hands are grasshoppers / my heart is a kangaroo / my lungs are too small / my throat is a desert / my tongue … / where’s my tongue?” After seven weeks of silence the words come pouring out. “My voice is all the places I’ve been / and all the stories I’ve heard. / It’s Grandpa, Grandma, Mama, Daddy, / and Nose. It’s my uncles, aunties, / and my hundred-hundred cousins.” Lovely characterizations, language, and word play propel a story about family, friendship, and the power of story to hold and express a heart. A poetry glossary defines the different types of poems that comprise the novel. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. “Knowing someone’s story is one way to put an end to a lot of trouble in the world.” (pg. 152). What does that quote mean to you?
  2. Relationships are very important in this story. How do they help Keet find her voice again?
  3. Use the Poetry Glossary on pg. 219 to find out more about different types of poetry. What type of poetry would you use to tell your story?

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JANUARY (2)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | January - (Comments Off on JANUARY (2))

Freedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life by Ashley Bryan. A Caitlyn Dlouhy Book / Atheneum, 2016

From historical documents he acquired, Ashley Bryan gives breath and life to 11 enslaved individuals listed on the Fairchilds Estate Appraisement of 1828. The document identifies most of them by name, and as boy, girl, woman, or man, along with their “value.” The cold, brutal reality of a price attached to a human life is at the foundation of this work. But in imagining these individuals’ histories, daily lives, hopes, and dreams, Bryan defies that erasure of human- ness. For each person, he has created two poems and two paintings. The first poem/painting pair is a sober portrait, set against fragments of documents related to slavery, alongside a poem detailing elements of their lives and histories. The second poem/painting pair is a “dream” poem, and a vibrant, often joyful scene. In “Bacus dreams,” the blacksmith tells how every strike of his hammer against hot metal is an outlet for his anger, a blow for justice. In “Charlotte dreams,” she speaks of her artistry as a weaver, a means of self-discovery. In both these dream poems the speakers note the distance and difference between how their owners see them, and who they are. Across this extraordinary work, it is not only a sense of individual lives that emerge, but also of a community of individuals caring for one another. An author’s note includes a reproduction of the estate appraisal, which every word in this work defies. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. Which person stands out to you the most? Why?
  2. Why does the author feel it was important to create stories and dreams for the people on a receipt?
  3. What do you notice about the illustrations on each page?

JANUARY (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | January - (Comments Off on JANUARY (1))

A Poem for Peter: The Story of Ezra Jack Keats and the Creation of The Snowy Day by Andrea Davis Pinkney. Illustrated by Lou Fancher and Steve Johnson. Viking, 2016

As a child in the 1960s, Andrea Davis Pinkney was affected profoundly by The Snowy Day. It was the first book she encountered featuring an African American child like her. Her ingenious poem is a celebration of both the character Peter and of his creator, Ezra Jack Keats. Keats started out life as a poor Jewish boy in Brooklyn who dreamed of being an artist. Peter of The Snowy Day makes several of what Pinkney describes as “peek-a-boo” appearances throughout this lyrical account of Keats’ life, “waving at the reader.” When Keats was working early in his career as a comic-book artist, for example: “The brown-sugar boy / in a blanket of white / began to ignite by what kids saw, / and didn’t see, / in the not-so-funny comics / Ezra was made to draw. / All the heroes in all the comics / were always as white as a winter sky.” This tour-de-force is illustrated brilliantly with acrylic, collage, and pencil artwork that gives a true sense of Keats’s own artwork. ©2017 Cooperative Children’s Book Center

  1. How did Ezra’s responsibilities for his family affect his career?
  2. Why was/is Peter such an important character for so many children?
  3. Who and what supported Ezra’s dreams? Who supports your dreams?

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DECEMBER (2)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | December - (Comments Off on DECEMBER (2))

A Boy Named Queen by Sara Cassidy. Groundwood, 2016

Most of the kids in Evelyn’s grade 5 class don’t know what to make of the new boy, with his long hair, pink shirt, bead necklaces, and name: Queen. Evelyn doesn’t either, but when he’s shooting baskets on his own at recess the first day, missing every time, she shows him how to make a bank shot. From that moment, they’re friends. Queen takes the other kids in stride, telling Evelyn that he imagines he has a turquoise force field that mean comments bounce off. Evelyn’s imagination, no less active, works differently. She wonders, for example, what her walk home from school would have looked like 100 years ago. When Evelyn enters the realm of Queen’s easygoing, artistic family—his mom and dad are laid-back musicians (the dog is named Patti Smith)—Queen and his parents share the story of how he started calling himself Queen when he was four, wearing a purple velvet cape everywhere (his mother confesses it was actually velour). It couldn’t be more different from Evelyn’s staid home, but the love is the same. A short, charming novel distinguished by fine writing that reveals characters and relationships with wonderful clarity and great delight. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What lessons do Evelyn and Queen learn about friendship?
  2. How are Queen’s and Evelyn’s families alike and different?
  3. How might this story be continued?

DECEMBER (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate | December - (Comments Off on DECEMBER (1))

Shadows of Sherwood (A Robyn Hoodlum Adventure) by Kekla Magoon. Bloomsbury USA Childrens, 2016

The night her parents disappear, twelve-year-old Robyn Loxley must learn to fend for herself. Her home, Nott City, has been taken over by a harsh governor, Ignomus Crown. After fleeing for her life, Robyn has no choice but to join a band of strangers-misfit kids, each with their own special talent for mischief. Setting out to right the wrongs of Crown’s merciless government, they take their outlaw status in stride. But Robyn can’t rest until she finds her parents. As she pieces together clues from the night they disappeared, Robyn learns that her destiny is tied to the future of Nott City in ways she never expected. Kicking off a new series with an unforgettable heroine, readers will be treated to feats of courage and daring deeds as Robyn and her band find their way in this cruel, new world. – See more at: Bloomsbury USA Children

Start some conversation with these discussion prompts:

  1. What is a dystopian story? What are some elements of dystopian stories that you can find in this novel?
  2. What lessons does Robin learn about herself and the world around her?
  3. Do you think Robin is selfish? Why or why not?

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NOVEMBER (2)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | November | 2017-2018 Intermediate - (Comments Off on NOVEMBER (2))

Esquivel! Space–Age Sound Artist by Susan Wood. Illustrated by Duncan Tonatiuh. Charlesbridge, 2016

Juan Garcia Esquivel was an avant garde musician born and raised in Mexico. Captivated by music and by sounds as a child, he had no formal musical training and “focused on how sounds could be arranged” as he started to create music of his own. “He was an artist, using dips and dabs of color to create a vivid landscape. But instead of paint, Juan used sound. Weird and wild sounds! Strange and exciting sounds!” As a young man he moved to New York City, and soon was creating music that had everyone talking—and listening! The artist known simply, emphatically, as “Esquivel!” became hugely popular in the 1950s into the 1960s, in the heyday of easy-listening “lounge” music. Now new generations are discovering his unique and playful stylings. An energetic narrative set against distinctive illustrations with elements of whimsy introduces the musician to young readers and listeners, while end matter includes where to read, listen, watch, and find out more. (Ages 8–11)  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. How do the author and illustrator describe sound in the book? How would you describe – with words, images, action — a sound you hear around you?
  2. Why do you think Juan Esquivel was called a space-age sound artist?
  3. How did Esquivel make old styles of music new? How does the illustrator of the book make old styles of art new?

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NOVEMBER (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | Intermediate (Grades 3-5) | November | 2017-2018 Intermediate - (Comments Off on NOVEMBER (1))

The Sound of All Things by Myron Uhlberg. Illustrated by Ted Papoulas. Peachtree, 2016

Both of the young narrator’s parents are deaf, but his father has vague memories of hearing as a child and often asks his son to describe in detail the sounds of experiences they share. On a trip to Coney Island the boy’s father asks him to describe the sound of the roller coaster they ride, and, later, the ocean waves. The boy, who speaks sign language to his parents, tells his dad waves are “loud.” His dad signs, “Don’t be lazy.” The boy thinks and tries again, explaining that the pounding water sounds like a hammer. That’s better, but the boy wants to say even more. A book of poems about the ocean turns out to be exactly what he needs. A story based on the author’s own childhood is set in the 1930s and features illustrations that vividly capture time and place along with the warmth of the loving family at the center of the lengthy picture book narrative. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. How does the boy describe sounds for his father? How would you describe a sound you hear around you?
  2. The librarian helps the boy find a strategy for describing sounds. What is the strategy and how do the librarian and the boy develop this strategy?
  3. In what ways does the boy grow or change because he is the interpreter for his parents?

 

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OCTOBER (2)

May 10th, 2017 | Posted by etownsend in 2017-2018 | October | Intermediate (Grades 3-5) | 2017-2018 Intermediate - (Comments Off on OCTOBER (2))

I Am Not a Number by Jenny Kay Dupuis and Kathy Kacer. Illustrated by Gillian Newland. Second Story Press, 2016

Irene Couchie is an eight-year-old Anishinaabe living happily with her family on the Nippissing Reserve in Northern Ontario. But when the Indian agent comes to their home to take her and her two brothers away to attend a residential boarding school, the only thing her parents can do to protect them is to tell them to never forget who they are. Life in the school is terrifying. Irene is separated from her two brothers and has her identity stripped from her—even her name. She is told that from now on she will be number 759. The year passes slowly. Irene faces harsh living conditions and cruel physical punishment for speaking her own language. When summer finally comes, she and her brothers return home, and her parents vow to never send them back after hearing what the children endured, hiding them when the agent returns. Based on the childhood experience of the author’s grandmother, the heart- wrenching story is illustrated with realistic paintings that convey Irene’s fear and sadness. © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. Pre-read: Why do you think it is it important for people to share their stories/experiences?
  2. What are some of the ways that Irene and the others are being denied their identity?
  3. How do the illustrations help to tell the story? To you think the story would have been the same without the illlustrations?
  4. Is this part of history new to you? Read the afterward. Why is it important to share this history?O

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OCTOBER (1)

May 10th, 2017 | Posted by etownsend in 2017-2018 | October | Intermediate (Grades 3-5) | 2017-2018 Intermediate - (Comments Off on OCTOBER (1))

In the Footsteps of Crazy Horse by Joseph Marshall. Amulet/Abrams, 2015

Jimmy McLean is self-conscious about his blue eyes, fair skin, and light hair. He even worries about his last name—McLean—which doesn’t sound Lakota, and is sometimes teased at middle school about being too white. Over summer, Jimmy’s Grandpa takes him to visit places significant in the life of the Lakota warrior and leader Crazy Horse, who was known as Light Hair as a boy. Over the course of their journey, which moves chronologically through a number significant events in Crazy Horse’s life, the history of Westward expansion and the Indian Wars, including the Battle of Little Bighorn, unfolds from a Lakota perspective, rooted in the drive for survival, while Jimmy gains insight into courage and identity. Lakota author Joseph Marshall echoes the oral tradition he grew up with in Grandpa’s stories about Crazy Horse. Set in italics, these are gripping accounts full of urgency that reveal the warrior’s intelligence and effort to keep his people free. Light Hair, later Crazy Horse, is witness time and again to brutality, persistence, and lies of Long Knives and others. But Grandpa is not unsympathetic to the fear and discomfort of U.S. soldiers fighting the Lakota and others so far from home—war is a human story for everyone. The present-day narrative featuring Jimmy and Grandpa is less fluid, but at times unexpectedly moving.  © Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What causes Jimmy and his grandfather to start their road trip?
  2. Grandpa Nyles and Jimmy point out that the battle has a different name than they have given it (page 49). Why are there different names?
  3. What does Jimmy learn about himself through this road trip with his grandfather?

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SEPTEMBER (2)

May 10th, 2017 | Posted by etownsend in September | 2017-2018 | Intermediate (Grades 3-5) | 2017-2018 Intermediate - (Comments Off on SEPTEMBER (2))

Book Uncle and Me by Uma Krishnaswami. Illustrated by Julianna Swaney. Groundwood, 2016

Nine-year-old Yasmin visits Book Uncle’s Lending Library, located on a street corner near her apartment, every day. He calls her his Number One Patron. She usually borrows longer books, so the day Book Uncle suggests a picture book, she’s disappointed but politely accepts it. After she reads the story, about doves trapped in a hunter’s net working together to free themselves, she finds she can’t stop thinking about it. “How strange that such a skinny book can leave so many questions in my mind.” When Book Uncle is told by the city that he must shut down his library because he has no permit and can’t afford one, Yasmin is devastated. Then she’s determined. Together with her friends she draws attention to Book Uncle’s plight during the mayoral campaign, challenging the candidates to support Book Uncle and literacy, and finding out in the process that the current mayor was behind the lending library’s closure (he wanted to clean up the streets before his daughter’s marriage at a nearby fancy hotel). Engaging, child-centered, and often funny, this easy chapter book set in a large Indian city is also a primer in community activism for young children. ©2017 Cooperative Children’s Book Center

Start some conversation with these discussion prompts:

  1. What are some of the ways that Yasmin’s community is the same as yours? What are some of the ways that it is different?
  2. What lessons does Yasmin learn about politics, activism, and standing up for someone who is being unfairly treated?
  3. Yasmin has a goal of reading one book each day. What are your goals for reading this year? Where does Yasmin get her books to read? Where do you get your books to read?

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