Module 3- Journal

Choose 5 picture books that were published in 2008 or 5 picture books that were published in 2009. Look at the criteria for the Caldecott Award. If you were on the Caldecott Award Committee, which do you think best fits the criteria and should win the award? Which should be honor books? Why? Make sure you explain fully your reasoning and list the books, authors, and illustrators for all 5 books.

I have chosen five books that were published in 2008 to review. The books I have chosen are:


Each of these books were ones that caught my attention on the bookshelves this summer. I bought 2 of them, but remembered enjoying all of them. (Another on my list was A River of Words, but because it was an actual Caldecott Honor Book this past year I choose others.)

As a Caldecott judge I would be looking a book published in America within the year that is geared for children and illustrated in a manner that adds to the reading experience. The books I would choose would be "distinguished" examples of such books. The illustrations would be considered excellent, innovative, and captivating. The English language books should be illustrated by someone who is a resident and/or citizen of the United States. I would judge the books solely based on themselves, and not on the previous works of the author/illustrator. Using these criteria, I will now evaluate my selections.

The Black Book of Colors by Menena Cotton, Illustrated by Rosana Faria- While I know this may be a non-traditional choice, I would choose this book at my Caldecott Medal winner. The author provides the reader with illustrations and words in raised type (braille). There are also traditional words for the sighted. Giving children the opportunity to see and FEEL the illustrations allows the picture to become two dimensional. This touch capability captivates the reader while also increasing sensitivity to the needs of those without sight. I feel that this book is an excellent example of innovation (although simplistic) in illustration.


What Can You Do With a Rebozo? by Carmen Tafolla, Illustrated by Amy Cordova- The colorful depictions of the uses of a rebozo (or long scarf) are absolutely stunning! The illustrator uses shadows to highlight the movement of the scarf as the reader follows the journey. The bright colors and fluid lines make one feel as if they are an active part of the story. I also enjoy that the characters are depicted in clothes of the day. Although the bilingual story emphasizes culture, the illustrations also show that they are as "normal" as the reader. Traditional dress is not necessary to express culture. While I feel the illustrations are stunning, I believe they lack the innovation necessary to win the Caldecott award.


Bird by Zetta Elliott, Illustrated by Shadra Strickland- The illustrations of this book, from the ballpoint drawings of the boy (Bird) to the colorful expressions of struggle (the graffiti, standing on the edge of a cliff) are an integral part of expressing the deep seeded emotions of the story. While reading the book, the illustrations seem to provide as many layers as the boy has in his feelings. I loved the use of sketch images in with the painted images. I loved the emotion expressed in the colors as the story grows more difficult. I believe the illustrations are innovative, moving, and of superior quality. This book would be at the top of my choices as a Caldecott Honor book. (It would join quite the slew of others awards this book was given!)


Pale Male: Citizen Hawk of New York City by Janet Schulman, Illustrated by Melio So- The soft watercolor illustrations of this story, based on real events, draw out emotion in the reader. The reader is drawn in as the father sets up a nest a soars above the city. The illustrations feel fluid and, as the NY Times stated, luminous. It is one of those books you just can't help but describe as beautiful. For sheer beauty, this book should receive a Caldecott Honor. While maybe not innovative on it's own per say, the ability of the illustrator to contrast yet marry the softness of the hawk to the coldness of a large city is pretty incredible.


How to Heal a Broken Wing by Bob Graham, Illustrated by Bob Graham- (I suppose I had a thing with a bird theme!) This book is a wonderful example of how a simple story of a boy helping a bird can be enhanced by colorful and distinct illustrations. The reader feels for the lone bird, sketched tiny is the sea of so many people. The reader rejoices as the bird grows stronger and seems to glow while doing so. As a teacher of young children I know that illustrations are an essential element of comprehension for young readers. This book not only provides that, but it does it so well. The colors, the lines, the size contrast- they all work together to enhance the story. While maybe not deserving of a Caldecott Honor, the book certainly is an excellent example of beautiful illustration.

Module 3: Let It Shine

Image from Amazon
Summary:
Mr. Bryan presents three well known spirituals (This Little Light of Mine, When The Saints Come Marching In, He's Got the Whole World in His Hands) using construction paper collages to bring the words to life. He uses multiple images to express the words of the songs- from people taking part in all types of tasks while shining their light, to a parent-like image cradling a small child. The book ends with the words and musical scores printed for each song with one representative image.

My Thoughts:
Originally, I had planned to blog about Officer Buckle and Gloria, which has always been a personal favorite of mine. However, after reading through this book, I knew I would choose this one instead. The illustrations are INCREDIBLE. After only two pages I found myself turning back to see what medium the artist used to create these images. Construction paper! Amazing! While reading (and humming) along, I found myself touching the pages. I knew, of course, that these were flat images, but I just could not resist attempting to feel for texture. My favorite image is the hands of God holding the sun, moon, stars and wind. The intricacy of how each element is place withing the large colorful hands brought this spiritual to life in a way that I could never have imagined. I look forward to sharing this book with others for years to come.

Their Thoughts:
Excerpt from Booklist:
"The inspiring words of three well-known spirituals, "This Little Light of Mine," "Oh, When the Saints Go Marching In," and "He's Got the Whole World in His Hands," are matched with powerful construction-paper collage illustrations. Each double-page spread of this oversize picture book is an explosion of shapes and bright colors. Stocky figures, silhouetted against swirling colors are created from geometric shapes woven together. Rather than conceive a story to accompany the lyrics, Bryan presents series of scenes to reflect each set of lyrics. Children dance around with candles and march with saints; God holds a world of colored objects in his hands."

Winner, Coretta Scott King Award (2008)

My Ideas:
As part of a Black History Month celebration, it would be interesting to study the roll of spirituals in the times of slaves. Let it Shine would serve as a great discussion opener on how spirituals affected the daily lives of slaves. Students could use online research as a means for discovering more traditional spirituals, and attempt to illustrate one line themselves, perhaps even in the same medium as Mr. Bryan.

Module 2- Journal

In Tunnell and Jacobs, Chapter 5, the authors discuss the history of children's literature. In one or two sentences, identify these terms: hornbooks, chapbooks, Orbis Pictus, Charles Perrault, John Newbery (note spelling), Randolph Caldecott, Kate Greenaway, St. Nicholas Magazine, trends in 20th century children's books, Millions of Cats.

Hornbooks- Small rectangular paddles, about the size of an index card, used as a method of displaying literature for children. A small piece of animal skin prepared for writing, or parchment, was placed on the paddle and covered by a thin sheet of cattle horn (thus giving them their name). An example is shown in the illustration below.

Chapbooks- booklets emerging in the 16th century as an alternative to the typically religious hornbooks. While the printing quality may not have been stellar for these cheap books, the printer, or one of them at least, was- John Newbery. Image below.

Orbis Pictus- Considered to be the world's first picture book for children. The World in Pictures gives children woodcut illustrations of natural wonders. Simple text accompanies these illustrations making it the first of it's kind.

Charles Perrault- Published Tales of Mother Goose, giving readers a collection of favorite French stories in a single work and their first introduction to the character of Mother Goose herself. These stories appealed to adults and children alike during the late 17th century, just as they do today. A page from the collection:

John Newbery- Early publisher of books solely for children, including chapbooks mentioned previously. Newbery published hundreds of books meant to entertain and engage children, including some of his own works such as The History of Little Goody Two Shoes. Later, an award for outstanding children's books was named in his honor.

Randolph Caldecott- British pioneer of children's book illustrations. He is considered the first to use illustrations depicting action, as he did in The Diverting History of John Gilpin. Today, a small portion of that book's illustration is used in the medal baring Caldecott's name, which is given to books exhibiting excellence in the area of illustration.

Kate Greenaway- Like Caldecott, Greeaway was a pioneer in the art of illustrations for children's literature. She is the namesake of the British award for children's illustration excellence, award annually (save one year when no books were considered worthy) since 1956.

St. Nicholas Magazine- A children's magazine that began in the late 19th century that featured contributions from well known and highly respected authors and illustrators in the children's literature field. Louisa May Alcott's Jo's Boys was first published serially in this magazine.

Trends in 20th Century Children's Books- In recent years, children's literature has expanded to deal with the topics and issues facing children today. The reader is more likely to see characters that look like them, and identify with situations familiar to them, than in past periods. Those children desiring non-fiction books have more acceptable options to choose from then their parents would have before them. Young children wanting a book at their level, even one that is easier for them to handle (such as a board book), are likely to find appropriate choices in readily accessible stores. In short, children's literature today is more. More choices, more access, more entertainment, more affordable, etc.

Millions of Cats- A storybook by Wanda Gag, published in 1928, which has been called the "first American picture storybook." The illustrations in the story flow with the song-like text to create a more rounded literary experience for young readers. (Well, until the cats eat each other, that is.)

Module 2: Ramona Quimby, Age 8

(Image Found Here)
Summary:
As Ramona Quimby (age 8, naturally) enters third grade she realizes that much of what she knows is about to change. Her father has gone back to school, and her mother is now the bread winner of the family. Ramona will be attending a new school with a new teacher and a whole new set of problems. She meets her first problem on the bus- Danny, the yard ape. After an eraser stealing incident she realizes he might be more of enjoyable challenge than she thinks. Not such an enjoyable challenge for Ramona? Willa Jean, the little sister of the family who watches Ramona after school. Even when she is temporarily distracted with the serious sounding, "Sustained Silent Reading," she eventually catches on to Ramona's schemes and returns to her pestering ways. Ramona's parents don't understand her troubles, and tell her that her most important job is getting along with Willa Jean. To add to her troubles? Ramona overhears her teacher call her a nuisance after a particularly messy egg incident in the cafeteria. As if that wasn't bad enough, Ramona is again embarrassed after throwing up in the middle of class! While recovering the prospect of a fun assignment gives Ramona a way to redeem herself with both her classmates and her teacher, and she even gains patience for Willa Jean in the process.

My Thoughts:
I am not quite sure how I managed to get through elementary school without reading the Ramona books! I loved the story, identified with the characters, and look forward to reading more in the series. My sister always said Ramona reminded me of her, but I never understood- until now. I was a great deal like Ramona growing up. At heart, a sweet kid, but full of too much energy to come across as the most likable kid in the room. Her redeeming qualities at the end of they story give the reader a great first glimpse into a dynamic character. While Ebeneezer may be a better example, this story provides a good first discussion point for the topic. The only bit I didn't thoroughly enjoy was the amount of adult responsibilities given to Ramona. I found myself wishing her parents had not made her deal with adult issues such as finances. She seemed to bear much of the burden on herself, and a young reader my pick up on this behavior.

Their Thoughts:
Excerpt from Booklist Review:
"With a unique combination of humor and sympathy, Cleary details the up-and-down episodes in a characteristic third-grader's life."

My Ideas:
As mentioned previously, I believe this book would be great to open a discussion on dynamic characters. Who they are, what makes them change, and the characteristics of them that we would like to emulate. Also, this book would make a wonderful introduction to the works of Beverly Cleary. With such a wide variety of choices- from Ramona to Mr. Henshaw and beyond, Beverly Cleary is a wonderful author to do an in depth study on in the library. If the time is not available, a large colorful display that helps attract readers to this book and others by Cleary would be a good second option.

Module 2: Goodnight Moon

Summary:
This 1947 children's book is a simple story that has been loved by many generations of readers. The story begins with an introduction to the room and the things that the reader finds there. Using rhyming words and relying on the reader to catch the details of the wonderful illustrations, we then say goodnight to each of the things first introduced in the story. From the mush to the little old lady whispering hush, everyone is told goodnight as the illustration colors grow darker.

My Thoughts:
While I do read this story to my students each year, I must admit it's not one of my favorites. I read it aloud as a predictable text, one they will enjoy picking up and "reading" themselves. It also serves as a great introduction to rhyming words. However, I feel that the "story" itself is more of a disjointed narrative. At times, it even feels awkward to read. I think the largest benefit lies in the detailed illustrations. I find that while reading this book is a good time to discuss how noticing all that is on a page can help us to understand the story.

Their Thoughts:
(This book as particularly difficult to find reviews for. I suppose, like me, there just wasn't that much that they could say!)
From Booklist's 1987 Review:
"This soothing, classic going-to-bed story has a vocabulary that lends itself to the skills of beginning readers."

My Ideas:
As mentioned previously, I believe this book is a superb example of detailed illustrations. I would use this book as a way to introduce the job of illustrators and what they bring to the story. First, the children could listen to the story without seeing the illustrations, and draw their own image based on the words they heard. Then I would read the story again, allowing them to view the book's pages. This would open the door for a great discussion on vision, detail, and rich pictures.

(An interesting side note about the photo of the illustrator from the book jacket being altered: NY Times Article)

Module 1- Journal

As I have strong feelings regarding both of these topics, I chose to write about both choices for my first journal entry. For grading purposes, the second question's response meets the length requirements.

1. Many children's books are written to appeal more to adults than children. For which age group would this (these) books appeal? How does it meet the developmental needs of that group? Would you consider this book more appealing to adults than children or equally to both? Why?

I believe that while The Giving Tree and Love You Forever may be picture books in the traditional sense of the term, they are not children's picture books by any means. Both books deal with a subject matter that is not capable of being properly processed at a young age. While The Giving Tree has a lower possible age range, both speak to an audience with a little more life experience than the average first grader. For adults, these books speak to the growth and change we often experience whether it be in letting go of an adult aged child, or an adult age child learning to live without the constant support of a parent. The stories are able to put a potentially overly emotional situation into simple and relatable forms. It lets the adult know they are not alone in dealing with these transition situations. Because of the subject matter, these books would be wholly unappealing to the average child. Those children who do enjoy the stories may do so more because they see the enjoyment their parents experience when sharing the story. Adults on the other hand typically enjoy both of these books as a way to put into words the emotions of this time in their lives.

2. Go to the http://www.wrightslaw.com/info/test.matthew.effect.htm and read the information. Describe the Matthew Effect. Have you seen examples of this in your school or library? How will this knowledge impact your actions as a librarian?

The Matthew Effect, as so named by Keith Stanovich, speaks to the always increasing divide of the haves and the have-nots in the reading world. Stanovich believes that those with early difficulty in reading continue to fall behind in all literary endeavors as the years pass. Because of this they are unable to develop many of the literacy based skills such as increased vocabulary, broad schema building, and knowledge of the basic layout of the reading process. This is particularly true in the case of children with disabilities. As the proverbial "strikes" mount against them they are unable to recover enough to save themselves from striking out.

Because I teach the younger grades where they are just learning to read, I am not as familiar with the long term effects of reading difficulties. I do however see a sort of generational Matthew Effect with some of my students. Many of those whose own parents professed to have always struggled with reading seem to bring a blase attitude toward literary activities into the classroom prior to even beginning the reading process. Overcoming this attitude usually proves to be more of a challenge than the reading instruction itself.

As a beginning reading teacher, I am well aware that teaching the love of reading is one of the most important jobs I have throughout the year. I try to present books from different genres, authors, topics, and even languages to my class throughout the year. We read for pleasure as well as for information. In my class, going to the class library after completing work is a privilege. Along with that, reading and/or writing is never used as a form of punishment for a rule infraction. While I never had a name for the issue, I always sought to avoid the Matthew Effect in my students. As I told a parent today, "If they leave my classroom loving to read, then I can feel successful in my abilities as a teacher." As a librarian I will approach my lessons in the same manner. I will present reading as an enjoyable pastime through books that appeal to even the most reluctant readers. I will help teachers in any way I can with reluctant readers, providing the teachers with resource materials and the student with high interest selections at their working reading level.

Module 1: The Giving Tree

Summary:
The book follows both a boy and his tree through the stages of life. At every stage the tree attempts to provide they with all he may need or want for happiness. For the young boy the tree provides companionship and a playmate. As the boy continues to grow, the tree provides a source of income, a home, a method of travel, and finally- a place to rest. At each stage the tree gives all so that the boy may have what his heart desires, regardless of the cost on the part of the tree.

My Thoughts:
This book is a perfect example of how one can say so much without using many words. The author, Shel Silverstein, allows the reader to form their own connection to the story, providing many levels of possible meaning. Personally, each time I read this story I think of my Mom and how she was always there for us and tried to give us what we wanted, even if she knew we might not necessarily need it at the time. Even today, she wants to make sure I am taken care of and protected. While this book is perhaps not the most rick book in terms of language, the author effectively reaches out and draws in the reader.

Their Thoughts:
Excerpt from William Col's NYT Review (1963)
"My interpretation is that that was one dum-dum of a tree, giving everything and getting nothing in return. Once beyond boyhood, the boy is unpleasant and ungrateful, and I wouldn't give him the time of day, much less my bole. But there's a public out there who think otherwise, and Harper & Row expects to sell another 100,000 this year. And this month they are bringing out a version in French, "L'arbre au Grand Coeur." I called Ursula Nordstrom, who has been Shel's editor at Harper & Row, and asked how this all came about. Ursula, noted for finding and encouraging such artists as Maurice Sendak and Tomi Ungerer, had long ago noted Shel's "simple and direct drawings" in Playboy, and tried to get him to do a book. Shel, the hardest man in the world to pin down, didn't react until Tomi Ungerer said, "Go see Ursula." There was tremendous disagreement in the office over "The Giving Tree," one editor saying "That tree is sick! Neurotic!" They did a small first printing in 1964. Nothing much happened. Then, as Ursula says, "The body twitched". Apparently, it had been taken up by the great word-of-mouth underground with an assist from the pulpits; where it was hailed as a parable on the joys of giving, and from Shel's disk-jockey friends, a strange pairing. The book, to me, is simply a backup of "more blessed to give than to receive." My wife's interpretation, not surprisingly, is that the tree represents a mother, giving and receiving with not expectation of return. Whatever it is, it touches a sensitive point clearly and swiftly, as do other recent phenomena of Segals and seagulls."

My Ideas:
I think this book best reaches a junior high age audience. While I may intend for a lesson to go a certain way, children at the junior high level will be able to relate to the story on different levels. My initial plan would be to use it as an introduction to Earth Week. We could discuss and chart renewable vs. non-renewable resources and how we might best use them without taking them for granted as the boy did with the tree. Of course, the conversation can always lead to a different teachable moment!