How I Live Now

Bibliography:

Rosoff, Meg. 2004. How I Live Now. Wendy Lamb Books. ISBN 0553376055.

Plot Summary:

How I live now is a first person story of Daisy, a self absorbed 15-year-old girl from New York who is forced to stay with her cousins in England. Her four cousins, Piper, Edmond, Isaac and Osbert all seem to have a telepathic bond which Daisy finds amazing. She is most enthralled by Edmond who she is seemingly falling in love with as time goes on. Their world changes forever as England is invaded during what seems to be the start of another world war. Soldiers come to their farm and break up cousins sending them to different places all over the English countryside. Daisy is heart broken over being separated from Edmond. Even though she knows their love is forbidden she can’t help the way she feels. The whole country is sent into mass chaos as their water supply is poisoned and all electricity and phone lines are shut off.

Critical Analysis:

The characters in the novel are believable in the fact that they all overcome challenges and obstacles. They all gradually change throughout the story, especially Daisy, which makes the characters parallel real people. It is easy for anybody to relate to Daisy, as she begins the novel as a egotistical, bitter person to a brave, strong woman who fights for her life and love. Many can see themselves in this character as they reflect back on their own growth process.

The plot is intriguing, suspensful, and at times unbelievable. Daisy saves herself by saving her cousin Piper and dreaming of reuniting with Edmond. The obstacles Daisy faces, with a new line of work, and being torn away from her family in a strange place, make it seem impossible to get back home. It also seems a bit unbelievable how the author makes a book about incest seem appropriate and common since this book takes place in the 21st century. The setting of England, does however, make a war seem a bit more believable. Not many can fathom the terrors Daisy and her cousins faced happening in the U.S., therefore changing the location of the novel was effective in making the story more realistic.

The theme of this story is one of fate. This is a timeless theme, one that many can understand and relate to. Daisy faces many trials before she eventually is back with Edmond where she knows she belongs. She feels she is there to heal his wounds and give him much needed love, indiciating that they were meant to be together all along. This story also gives a theme of hope and courage, to grow strong in order overcome obstacles in order to succeed and achieve. To never lose sight of the goal at hand and you will succeed. Throughout the story, Daisy knew she had to protect Piper and longed to be back in Edmond's arms. The fact that she does these things, illustrates the point that one can do anything they put their mind to.

The author's style is interesting yet frustrating at the same time. Her attention to detail enables the reader to envision the setting and characters clearly and invites the reader to become part of the story. However, at points throughout the novel, the author's lack of punctuation and run-on sentences are tiring and ineffective at keeping the reader interested. Although the story does end on a happy note, it seems to end suddenly and acts as though it is unfinished.

Review Excerpts:

Publisher's Weekly, starred review: "This riveting first novel paints a frighteningly realistic picture of a world war breaking out in the 21st century . . . Readers will emerge from the rubble much shaken, a little wiser, and with perhaps a greater sense of humanity."

The Bulletin, starred review: "Readers will remain absorbed to the very end by this unforgettable and original story."

The Horn Book, starred review: “A winning combination of acerbic commentary, innocence, and sober vision. . . . Hilarious, lyrical, and compassionate.”

Connections:

*This book can be used to help readers cope with the emotions of forbidden love.

*This book can be used to help readers understand the possible living conditions during wars.

*This book can be used to discuss the similarities and differences between the USA and England.

*This book can be used to inspire bravery and determination in order to achieve goals.

Princess Academy

Bibliography:

Hale, Shannon. 2005. Princess Academy. Bloomsbury Publishing: New York, NY. ISBN 1-58234-993-2.



Plot Summary:

Miri, a 14-year-old girl, lives with her hardworking family in a close-knit community high in the mountains of Mount Eskel. Word comes to the town that the prince will be visiting soon to choose his bride. Although Miri has always aspired to work in the mines with her father and older sister, she cannot help but wonder what it would be like living in luxury in the lowlands, able to provide for her struggling family. Not being allowed to work in the mines (she thinks because she is too small) also drives her desire to prove her worth to her father by marrying a prince. Miri and several other competitive girls are taken away by soldiers to a required year-long academy that helps prepare them for a life of royalty before the prince makes his decision. While enrolled, Miri gains self-confidence with her talent of "quarry-speak" and also becomes fed up with the inferior treatment towards the girls while in the academy. While isolated in the academy, Miri becomes a leader, finds friendship, and discovers much about herself.



Critical Analysis:

Miri is a sassy, strong character in the story that thinks for herself and stands up for what she believes in. She is a loyal friend and protects those she cares for, like when she takes the blame when the mistress caught Miri and Gerti talking during class, Miri said, "Gerti didn't ask for help...it was my fault". She is a character that many young adults can relate to when dealing with unfair authority figures and inspires readers to become a leader in any situation but especially in desperate ones. Miri's character is a likable one, since she is treated by her town with respect and has many friends. Although she is imperfect like many of the other characters in the book, she makes the right decision even if it will cost her in the end. Her comical way of insulting the "superior" mistress and royalties to make her points, makes her even more appreciated throughout the story.

The plot begins with a realistic setting with a hardworking family in the mountains, to a fantasy adventure with secret languages and villains. All the while this story is believable and keeps the reader's interest.

The setting is vividly explained, "to the east...yellow green slopes and flat places...climbed into the gray blue peak..." so the reader can picture the environment clearly. Based on the language patterns, dialect, occupations and materials throughout the story, one can see that it takes place in another country outside the U.S. and possibly in the 1800's. This makes the royal adventures and characters' actions more realistic.

The theme of this story is a timeless one: home is where the heart is. Miri's journey reinforces her belief that Mount Eskel is where she truly belongs and where she is happy. Another important theme throughout this story, is friendship/love is more powerful than riches. Miri and the academy girls become friends and survive the experience both mentally and physically because of their teamwork and compassion.

The author style accurately depicts each group within the story: the royalty from the "highlanders". From the way they speak to the way they are described to carry themselves, they are separated in everyway. The author coins the phrase, "quarry-speak" (a silent way of communicating, done in the mines) and carries it throughout the novel in order to play an important role in saving the girls' lives in the end when they face kidnappers. There is a clear point of view, third person with an omnicient point of view of Miri, which is consistent through the novel.

Excerpt Reviews:
School Library Journal Starred Review: "This is not a fluffy, predictable fairy tale . . . Instead, Hale weaves an intricate, multilayered story about families, relationships, education, and the place we call home."
Kirkus Starred Review: "An unalloyed joy."
A Newbery Honor Book
A New York Times Bestseller



Connections:

*This book can help teach young adults how to deal with fierce competition.

*This book can be used as a discussion starter about friendship.

*This book can be used to discuss leadership or goals.

*This book can be used to discuss "home" and what that means to each individual.

The Midwife's Apprentice

Bibliography:
Cushman, Karen. 1995. The Midwife's Apprentice.

Plot Summary:
The main character, Brat, begins the story as a homeless young girl in Medieval England, living on the streets. When a midwife takes her in and gives her work in return for food and shelter, Brat begins to feel self-worth. The midwife changes her name to Beetle and treats her badly. Beetle rescues a cat off the streets and nurtures it back to health. Learning as much as she can by secretly watching the midwife as she works, Beetle begins to gain self-confidence. Beetle runs errands for the midwife and is complimented in town and treated with respect. She rescues the town bully from drowning and aids a homeless man get back on his feet. Beetle changes her name to Alyce and she is soon turned to for advice within the village. After being requested to deliver a baby instead of the midwife, Alyce realizes she doesn't know everything necessary and is ashamed to have to ask for help from the midwife. Alyce runs away but then returns after discovering that what she wants in life is to be the midwife's apprentice.

Critical Analysis:
Alyce is an interesting and diverse character throughout the novel. She is first found with no self-esteem, dirt poor, and with feelings of unworthiness. As the story progresses, Alyce slowly regains self-confidence. Her journey of identity within herself allow many readers, especially young adults, to relate to her. At the adolescent age, many feel self-doubt, depression, and lack of self-esteem.

Alyce conquering her fears and becoming an honorable, confident young girl ties into the theme of hope and deterimination. She teaches her readers that with hardwork and not losing hope, one can overcome any obstacles and perservere. Young people this age can relate this this timeless theme, as they search for their own identity and niche in life, and can often feel there are several obstacles in the way of their dreams.

The plot and setting are accurate to the time period. In the Midieval times, midwife's were common (along with the many other occupations discussed), as were herbal remedies and singing songs to deal with emotions. The author uses vivid detail to describe the sights, smells, and sounds within this historical setting.

The style of the story was written in 3rd person narrative and includes dialogue reflective of the time period.

Excerpt Reviews:
Publisher's Weekly: "[Cushman] has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent."
Booklist: "Kids will like this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone"
School Library Journal Starred Review: "...truly delightful introduction to a world seldom seen in children’s literature."


Connections:
*This book can be utilized as a discussion opener about self-esteem, self-confidence, respect, and self-worth.
*This book can be used to discuss conquering your fears, dealing with change, and perservering.
*This book can be used as a discussion opener about goals, how to achieve them, and helping others achieve their goals.
*This book can enhance a lesson on Medieval times, including the occupations during that time period.

The Diary of a Wimpy Kid

Bibliography:

Kinney, Jeff. 2007. The Diary of a Wimpy Kid. Amulet Books: New York, NY. ISBN0-8109-9313-9.



Plot Summary:

The main character, Greg Heffley, comically records his experiences in middle school in a journal, interspersed with illustrations, that his mother insisted he start. Greg tells of the events that take place almost daily, including holiday celebrations, his family, classes and classmates, traumatic sports activities, practical jokes, and video gaming. Greg continually strives for popularity and status among classmates and girls, however, his efforts are cancelled out by his nerdy friends, bully of a big brother, preschool-aged little brother, and his protective parents. When his best friend Rowley becomes more popular, Greg goes to great lengths to save their friendship.



Critical Analysis:
The main character, Greg, personifies the common teenage boy who prioritizes popularity, girls, and video games above most everything. He has a humorous way of dealing with and interpreting situations throughout the novel, which make him a likeable character. He is a practical joker, who is embarrassed often by his family which many males can relate to during this age. He tries to seem stronger both physically and emotionally than he really is, such as when his mom bails him and Rowley out of a haunted house, he says, "I guess it was a little embarassing when Mom did that, but I'm willing to let it go this one time." He is imperfect and does reflect his age with actions such as lifting weights in order to impress classmates in his new wrestling class, or passing out flyers for a haunted house that opens at 3pm when it is 2:30pm and they haven't set it up yet. These things make Greg a believable, innocent character that many readers will be rooting for.

The plot is very original and creative which keeps the reader's interest. It bounces from one activity or event to another, sometimes without completing one thought first (just as in a teenagers mind). However, it is consistent in that it all takes place in the usual daily life of a teenage boy: at school, at home, and at friends' houses. The events that take place are believeable and logical based on the age group and a setting in the 2000 era.

The theme is one of friendship. Greg and Rowley have an interesting, but tight-knit friendship in the beginning of the story. When Rowley, the nerd, suddenly begins to climb the social ladder at school, Greg becomes jealous. Greg goes to great lengths to become Rowley's best friend again. In the end they do go back to the way things used to be and learn to appreciate each other that much more. This is a timeless theme that rings true for many teenagers struggling with friendships as they grow and change.

The authors chose a first person point of view which enhances the pleasure of reading this story. The hysterical cartoons that accompany an extremely likable character make any reader engaged. The author has accurately reflected the speech patterns of this age group, with language such as, "gonna" and "parent-proof". Made-up things such as, the "Cheese Touch" (like cooties) add more interest into this believable story. The young group is separated from the "parent" group in this story by actions such as teenagers calling people "cool", having "back-up friends", trying out to be a tree in a play just for the opportunity to throw apples at a girl that wouldn't let you cheat on a geography test, etcetera. While the parent group just wants what is best for their child and to make them well-rounded so they "ground" them, insist they try out for plays, and don't let you listen to or play anything that isn't parent approved. All of which are logical personalities for these two groups of people.



Excerpt Reviews:

School Library Journal: "it is an excellent choice for reluctant readers, but more experienced readers will also find much to enjoy and relate to in one seventh grader's view of the everyday trials and tribulations of middle school"

Publisher's Weekly: "His print debut should keep readers in stitches, eagerly anticipating Greg's further adventures."

Booklist: "At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices... Greatly adding to the humor are Kinney's cartoons, which appear on every page...The simple line drawings perfectly capture archetypes of growing up"



Connections:

*This book is a great tool to get junior high aged students interested in reading.

*This book can be used as a discussion starter for many things, including popularity, the first day of school or first day in a new place, friendship, family, etcetera.

*This book can be used to demonstrate how to write a comic book or novel with cartoons. It can serve as an inspiration for assignments such as these.

*This book can be used as an inspiration to start a journal or diary.

The River Between Us

Bibliography:
Peck, Richard. 2003. The River Between Us. Dial Books: New York, NY. ISBN 0-8037-2735-6.



Plot Summary:
15-year-old Tilly Pruitt narrates a story during the start of the Civil War in 1861. One day a steamboat arrived in their small town of Grand Tower in southern Illinois. Off of the boat came 2 women from New Orleans; 1 light complexioned and 1 dark complexioned. The two women were sent off by their mother, a black woman married to a white man, in means to give Delphine a normal life as a "white" woman (not connected with a black family). Although questions were raised about these mysterious women, Tilly's mother invites them to stay her in home. Tilly's twin brother Noah falls in love with one of the women, Delphine, before he leaves to fight in the war. Tilly's mother becomes worried and upset and decides to send Tilly and Delphine to retrieve Noah. Upon arrival , they find Noah in a tent hospital, take him home, and are traumatized by the realities of the war. The entering of Delphine and Calinda into the Pruitt's lives, changes them all forever. The opening and closing of the book takes place in 1916 where Noah and Delphine's grandson learns about and narrates these events during the War. We also learn what has happened to these characters discussed in the story.



Critical Analysis:
The characters in this story are sensitive and although a bit strange, they are still believable to the reader. At the same time, the characters within the book are true to their time with their clothing style (bonnets, caps, hoop skirts, cloaks, petticoats, etcetera) among other material items used during those times. Being from Illinois, their dialect is much like today's, although the author did add in some vocabulary that people back then would have used such as, "skedattle" or "yonder".

The plot and setting is realistic to the time period, as the Civil War was a known event during this time. Illinois was a border state and the home state of President Lincoln. Grand Tower's location being near the slave states (Missouri is just across the river) meant that
feelings over slavery and secession were divided, which was accurately displayed in the book by some boys wanting to join The Confederacy and the other half The Union Army.

The theme in this book is timeless: loss, sacrifice, and new beginnings. These are all things in which people can relate to at some point within their lives.

Excerpt Reviews:
Kirkus Starred Review: "A rich tale full of magic, mystery, and surprise."

The Horn Book Starred Review: "The harsh realities of war are brutally related in a complex, always surprising plot that resonates on multiple levels. "
Publisher's Weekly Starred Review: "Peck reaches new depth with this Civil War-era novel. "



Connections:
*This book can be used to teach a lesson on the Civil War.
*This book can serve as insight to the culture and time period of the 1860's-1920's.
*This book can be used to provide insight on the impact the Civil War had on people, especially women.

NightJohn

Bibliography:
Paulsen, Gary. 1993. NightJohn. Delacorte Press: New York, NY. ISBN 0-385-30838-8.

Plot Summary:
This book is about a 12-year-old slave girl named Sarny. Sarny tells of the inhumanity that takes place on the Waller plantation and how it makes her feel. Although she is not yet old enough for "the troubles" of breeding or being a farmhand, she thoroughly understands the immense pain she will soon face combined with the discomfort and hunger that she currently experiences. Sarny explains how she met Nightjohn, a slave who travels in the night from one slave camp to another to teach slaves how to read and write. Sarny knows this is forbidden but cannot resist the temptation to learn. Once she is caught with her newfound knowledge, she and those around her are punished for her betrayal. Despite her fear, she escapes with Nightjohn to an underground pit school to learn with others like herself.

Critical Analysis:
The main character in this story, Sarny, is young and believable enough to young readers. The imperfect Sarny is someone that many young adults can relate to with her excitement about the unknown and the risks one takes to find out, "I be making the word and forgot where I was...I knew... I was just excited." At the same time, Sarny and the other characters within the book are true to their time with the dialects and language patterns used such as, "Mammy", "ain't", "the master whipped her his ownself", "come be making us free", etcetera.

The plot and setting is realistic to the time period, as slavery was a known event during this time. The author portrays these events accurately and provides enough detail to educate the reader of the setting. From the clothing (tarp-cloth and rawhide) to the food (pork fat, tobacco, cornbread) to the description of housing quarters on the plantation, Paulsen accurately illustrates the living conditions for slaves in the 1850's.

The theme of hope, inspiration and perserverance is timeless. Although the perceived "Pale white maggot ugly" whites of the time were forbidding the blacks to be free physically, emotionally, religiously, or mentally, Nightjohn renewed hope for all blacks when he explained and then demonstrated his success at escaping to freedom.

Excerpt Reviews:
Publisher's Weekly: "Among the most powerful of Paulsen's works..."
Children's Literature: "Taking on the personae of these characters will not only develop your young writers' voices, but will also immerse them in history from a first-hand point of view. "

Connections:
*This book can be used to discuss the living conditions of slaves during the 1850's.
* This book can be used to teach a lesson about perserverance and hope.
*This book can be an engage component for a lesson or craft on appreciation or things that we are grateful for.

The Last Princess

Bibliography:
Stanley, Fay. 1991. The Last Princess: The Story of Princess Ka'iulani of Hawai'i. Ill. Diane Stanley. HarperCollins Publishers. ISBN 0-688-18020-5.

Plot Summary:
This story is about a time in Hawaii when Kings and Queens ruled the land. The young Princess Ka’iulani was heir to the throne. While she was away at school in England her native land was being overtaken by U.S business men. She made many unsuccessful attempts to keep her country from being annexed to the United States. After her Aunt, the last Queen Hawaii had, was forced to give up the throne, Ka’iulani returned to Hawaii to save her people from the businessmen. Again she was unsuccessful as Hawaii became a U.S territory. She died shortly after, never taking the throne.

Critical Analysis:
This book is accurate with its historical retellings and true to the emotions of the Hawai'ian people during that time. The illustrations of clothing, hairstyles, etcetera also accurately reflect the time period and setting in which the book takes place. The book is organized well, with text on every left page and a full-color, full-page illustration on every right hand side. The story is told in sequential order which makes it easy for children to follow and understand. The illustrator chose to depict the emotions of the characters through body language rather than facial expressions which makes it a bit more difficult for children to understand the impact the annexation had on the Hawai'ian people. Despite the mostly solemn facial expressions, the body language does depict ranging emotion starting with content family portraits and get-togethers where characters are close together) to sad and distraught (sickness and intense discussions where individuals stand farther apart opposing each other).

This book is good for older children aging 11-12. It is a good tool to use to help children understand the annexation of Hawai'i and the emotions felt during that time. However, it is not a book that many children would willing read and find interesting due to the large amount of text, old fashioned illustrations which lack action, and the wide range of vocabulary used.

Excerpt Reviews:
School Library Journal: "The full-page paintings are stunning, reflecting the beauty of the islands and the handsome, racially mixed people who live there...a visual treat."
Children's Notable Book: "It is a fascinating piece of American history."
ALA Notable Children’s Book 1992
Notable Children's Trade Book in the Field of Social Studies (NCSS/CBC)
ALA Booklist Editors’ Choice

Connections:
*A great tool to aid in the teachings of US History, especially in relation to the annexation of Hawai'i.
* Great book to include in a royalty discussion of notable Kings and Queens.
*Can be used to encourage children to think for themselves, work hard, and stand up for what they believe in.

The Wall

Bibliography:
Sis, Peter. 2007. The Wall: Growing Up Behind the Iron Curtain. Phoenix Color Corporation. ISBN 0-374-34701-8.

Plot Summary:
This book is narrative story about a young boy who grew up on the Soviet side of the Berlin Wall during the Cold War. The journal entires within document everything about his socialist, brainwashed country as he is growing up. It shows how all western views and ways of living were censored and prohibited. There was hope of new life and more possibilities, with a new head of state. Then things got worse and all he had left was his dreams of escaping to the west, before the wall fell in 1989.

Critical Analysis:
The historical facts behind this memorable story are very accurate to the time period. Peter's memories clearly and correctly reflect the tensions between Eastern Europe and the Western free world. The book is told as a narrative of Peter Sis' life, starting as a baby and then progressing through childhood into adulthood. As the story moves forward, the pictures identify the differences between the free world and the socialist country.

The illustrations depict a carefree, accepting attitude in the beginning and slowly turn to a confused, frustrated tone as can be seen in the facial expressions and drawings by Peter's character in the book. The only items drawn in color, are pictures that Peter's character saw or drew that held a form of free expression. The entire rest of the book is black, white, and red, depicting an unhappy, angry, depressing time.

The book is organized well, in a sequential matter and dispersed throughout are actual journal entries from Peter during that time. The design of the book is powerful, with illustrations taking up most of every page, but captions alongside those pictures to describe the impact the Cold War had on every part of life. The socialist Russians and secret police were drawn as pigs instead of humans which portrays a strong emotion felt by many toward the Russians. Throughout the book, new vocabulary is introduced an explained in order to improve children's comprehension level of the text.

Excerpt Reviews:
New York Times Book Review: "The ecstatic energy and big-spirited inventiveness of the artist’s drawings make the once all but unimaginable realization of that dream visible for all to see."

Publisher's Weekly Starred Review: "Younger readers have not yet had a graphic memoir with the power of Maus or Persepolis to call their own, but they do now."

Booklist Starred Review: “A powerful combination of graphic novel and picture book . . . Terrific design dramatizes the conflict between conformity and creative freedom."

Connections:
*This book is a great tool to teach about the Berlin Wall and the history of Germany and the USA relationship.
* This book can be used to discuss the Cold War.
*This book can be used to discuss socialism vs. free expression.
*This book can be integrated into an art lesson to enhance the meaning of free expression in artwork.

Gorillas

Bibliography:
Simon, Seymour. 2009. Gorillas. Photographs by Michael Nichols, Boyd Norton, et. al. New York, NY: HarperCollins. ISBN 978-0-06-089102-2

Plot Summary:
This non-fiction book describes various species of gorillas including their physical and behavioral characteristics. In addition, the book describes their daily routines, diets, activities, and endangerment.

Critical Analysis:
This book aims to teach children about gorillas in hopes of shedding some light on this feared species. The writing is simple enough for older children to read and comprehend, and for younger children to understand if it is read to them. The language is very child-friendly and includes rephrasing of words ("...at the sight of an intruder (that's if you get to close)."

Simon does a great job of relating gorillas to humans with the details of each such as the fact that they both belch, chuckle, and hiccup. Simon also help children understand that gorillas are like them by finding similarties between baby gorillas and children such as they are both small (5lbs.) when born. Aligning the family life in both (families of usually 5-10) really works to help ease children's minds of any fears they previously had about gorillas along with informing them of the meanings behind facial expressions and behaviors.

The many giant, page-filled, colorful photographs of real-life gorillas will entertain children as they grow more fond of the animal. In the end, the book informs children of the importance of taking care of gorillas and not destroying their habitats. This book really aids both young and old in appreciating the gorilla species and inspires them to take a stand against those who do not.

Review Excerpts:
Kirkus Reviews: "Simon may have done more than any other living author to help us understand and appreciate the beauty of our planet and our universe."
School Library Journal: "The extremely handsome, oversized color photos enhance the readable text and complement it perfectly...[T]his attactive, informative book certainly deserves a place in all collections."
The Horn Book: "While the stunning, highly expressive photographs dominate in space and impact, Simon's concise and child-friendly writing means that a fairly full picture of gorilla behavior. . .is amply conveyed"

Connections:
*This book can be used to teach children about gorillas or what "endangered" means.
*This book can help children understand what kinds of animals live in the rainforest.
*This book can help children to not "judge a book by it's cover" because gorillas are really shy, gentle animals, not always fearsome predators.
*This book can help children realize the value of saving the rainforest and conserving natural resources to do so.

What My Girlfriend Doesn't Know

Bibliography:
Sones, Sonya. 2007. What My Girlfriend Doesn't Know. Simon & Schuster Books for Young Readers. ISBN 0-689-87602-5

Plot Summary:
A 14-year old boy, Robin Murphy struggles with being the outcast in high school. His name is coined as meaning, "loser" and he is the butt of all jokes. When he begins dating a beautiful, popular girl, Sophie Stein, her reputation deteriorates and she becomes unpopular. The two teens show a united front, calling themselves "the outlaws" and withstand all the ridicule and teasing to reclaim their social place and friends at school. This hormone-raging young adolescent boy finds acceptance in a Harvard art class where he also pursued by a young college girl. Robin is faced with many hard decisions as he finds himself in this story.

Critical Analysis:
This book is written verse form which makes for an easy book to read. The title of each poem on each new page is really the first sentence to that page/paragraph. Sones plays with the words on the page by making them in the form of pictures, such as pinnochio's face when the title of a page is, "Is My Nose Growing?" or the shape of breasts when the title is, "I Do Not Have a One Track Mind". This makes for a comical, interesting, page-turning novel that keeps the reader guessing. The vocabulary Sones uses is typical of a young male, such as "whoa", "dude", "weirding me out", etcetera. The style language and topics discussed within the book portray this further with discussions about women in the nude, viagra, rock and roll, stoners, jell-o shots, overbearing mothers, and falling in love.

This book serves well to get a teenager interested in reading. This story has something that any adolescent, male or female, can relate to. As one reads this book, it's like they are being let in on all the so-called-secrets of the teenager mind and it gives the reader an almost naughty feel reading some of the pages. With the continuous humor and honesty throughout the novel, one cannot help but fall in love with "Murphy" and "Stein" as the two of them discover love together. I would definitly recommend it for 8th grade and up and especially to those who are reluctant readers.

Review Excerpts:
Booklist, starred review: "A fast, funny, touching book...hilarious and irreverent."
Publishers Weekly, starred review: "Honest and earthy...captures the tingle and heartache of being young and in love."
Kirkus Reviews, starred review: "Romantic and sexy."

Connections:
*This book is an excellent tool to get older, reluctant readers interested in reading books.
*This book teaches the value of self-esteem, loyalty, and trust.
*This inspirational story can be used to help a child adapt to a new situation (ex: high school) or give them hope when they feel like an outcast.

Footprints on the Roof

Bibliography:
Singer, Marilyn. 2002. Footprints on the Roof. Ill. by Meilo So. New York: Alfred A. Knopf. ISBN 0-375-81094-3

Plot Summary:
This book includes many free verse poems about all the things and naturally occuring events on earth. Singer describes how nature is all around us, used in our lives everyday and beautiful in its own way. From natural disasters, crops, deserts, summer solstice, to islands, ice, mud, and caves, includes it all.

Critical Analysis:
This book contains vocabulary appropriate for older children, such as "sauropods", "thrashing", and "ancestral". The poetry itself leaves the reader feeling grateful and content living on the wonderful planet Earth. Singer arouses the senses with the descriptive language. She reminds us of natures perks that we sometimes take for granted such as, "...the scent of roses...the lulling hum of bees..a cloud scudding briefly across the sun...a slightly pointed breeze...to remind you that the earth has turned again."

The illustrations are done on rice paper and portray true Japanese style. They are very simple sketches done in only black and white. Almost all of the illustrations are done solely on the right half of the pages, next to the poem they are to describe. The visual helps aid the mind in picturing what is being read and they also give a deeper sense of appreciation for the text. Younger children may be bored with this book with the large range of vocabulary and black and white pictures, however, older children will begin to gain appreciation for this style illustration and poetry as well as the planet they live on.

Review Excerpts:
Emilie Coulter: "Both Singer and So inspire the imagination with this lovely collection."
Publisher's Weekly: "Meilo So's illustrations, rendered in India ink on rice paper, evoke the serene quality of Japanese silkscreen."

Connections:
*This book can be used to teach about natural resources and conservation.
*This book can help demonstrate how to write a free verse poem.
*This book can be the engage component in a lesson about various natural disasters.
*This book can teach the appreciation of the small things in life.

Handsprings

Bibliography:
Florian, Douglas. 2006. Handsprings. Ill. by Douglas Florian. Greenwillow Books. ISBN 0-06-009280-7

Plot Summary:
This book of poems and paintings discusses the likes and dislikes of Spring. From poems about the longer days, spring showers, flowers, April Fools' Day to Spring-cleaning, insects, mud, and thunderstorms, this book talks about everything Spring holds. It is a celebration of the Spring season from start to finish.

Critical Analysis:
Each page has a new poem about Spring, 29 in all. The poems are titled in all capitals. All the poems are fairly short in length and are typed in standard poem form. However, some poems play with the word format a little more by stacking the words diagonally down the page, writing them in a half circle, or staggering the words and letters, instead of straight across the page. This makes it visually appealing and interesting to the child's eye as the read poem after poem. The vocabulary used within the poems are very simplistic and basic making it easier for children to get used to reading poems and comprehending them if they are new to poetry. The poems are sometimes goofy with phrases such as, "sometimes chilly, spring is silly daffodilly."

The water-color and colored pencil illustrations are also on every page with plenty of the white page surrounding it. Occasionally, there will be a page with only pictures and no poems. The illustrations are bursting with bright colors, mainly reds, oranges, yellows, blues, and greens. The pictures also compare to those of a child's work in that they are made of imperfect shapes, scribbles, and are extremely creative, such as a tree with the branches spelling out the word "Spring" or a boy sweeping with a giant leaf. These illustrations will hold the interest of the child because it looks like work of their peers and there are always pictures they can look at relating to each poem they read.

Review Excerpts:
Kirkus Review: "Teachers in the early elementary grades will find this volume a breath of fresh air for poetry studies in the last months of the school year".
School Library Journal: "Most libraries will want to purchase this entertaining suite."
Publisher's Weekly: "...this cheery collection brims with...reminders that winter doesn't last forever."

Connections:
*This book serve as an introduction to the Spring season and be a discussion starter for activities to do during springtime.
*This book can be used as an introduction into poetry and/or rhyming.

Yeh-Shen: A Cinderella Story from China

Bibliography:
Louie, Ai-Ling. 1982. Yeh-Shen: A Cinderella Story from China. Ill. by Ed Young. Philomel Books. ISBN 0-399-20900-x

Plot Summary:
Yeh-Shen, the main character, is born only a short time before her parents die. Her father was also married to another woman and has a child with her as well before he passed on. The stepmother is bitter because her daughter is not as beautiful as Yeh-Shen so she kills Yeh-Shen's most prized possession: her pet fish. Yeh-Shen discovers that the fish bones grant her wishes. During the village festival, Yeh-Shen wants to go to find someone to marry but is ordered to stay home while her Stepmother and Stepsister go. After praying to her fish bones, she magically was changed into elegant clothes and she went to the festival. She was spotted and ran off, when she lost her golden shoe and in turn lost all the magical powers of the fish bones. The golden shoe was found and eventually got into the King's hands. The King finds that Yeh-Shen is the owner of the shoe when she secretly claims it in the marketplace. She is followed to her home where he asked her to marry him. The King would not let the stepmother and stepsister in their palace to punish them for the way they had treated Yeh-Shen, and left them living in a cave where they died from falling stones.

Critical Analysis:
This book has many similarities to that of the classic Disney's Cinderella. However, this story gives some insight into the Chinese culture, such as the marrying of two women, marketplaces and annual festivals, Kings, and the belief that praying to certain items can have the ability to grant wishes. There are several short paragraphs per page and the text size is smaller, similar to that of a chapter book. Language within the story is fairly simple to read and comprehend, especially for one that has background knowledge of Cinderella stories. As with most Cinderella stories, this one has a predictable, happy ending.

The full-color illustrations give an imaginative feel to the story. They mostly contain soft, pastels and neutrals which portray the story as if it were in a daydream. The illustrations help visually describe what is happening within the story and they deliever the emotion to the reader through detailed, up-close facial expressions. The artist's style helps portray the chinese culture even more effectively than the text.

Review Excerpts:
Booklist: "A misty dreamlike air. A worthwhile addition to picture-book collections."
A Boston Globe-Horn Book Honor Award Winner
A School Library Journal Best Book of the Year
An IRA Children's Choice
An IRA Teachers' Choice

Connections:
*This book can be used as an introduction to folktales or fairytales.
*This book helps discuss morals and the golden rule.
*This book can also be used as an introduction into studies of China or the Chinese culture.

I, Doko: The Tale of a Basket

Bibliography:
Young, Ed. 2004. I, Doko: The Tale of a Basket. Ill. by Ed Young. Philomel Books. ISBN 0-399-23625-2

Plot Summary:
This book gives insight into the Napalese culture as it is narrated from the point of view of a basket-a prized possession used for many fundamentals in this culture. The basket sees a family give birth, watch the family grow and also experience family members' death, trials and tribulations. In the end, the father of the fa mily is a disabled old man and his son proposes to leave him at the temple so the priests will have to take care of him but the grandson steps in with a inquiry that makes the father questions the morals behind his decision. It's an inspirational story that reflects the strong bond between and boy and his grandfather. In the end, this relationship transformed the village around them-changing it to appreciate the elderly and live in harmony together providing the true happy ending that many folktales have in common. This idea ties back into the quote that opens the beginning of the book, "What one wishes not upon oneself, one burdens not upon another."

Critical Analysis:
The writing within this book greatly reflects the time-period and culture with names such as "Yeh-Yeh", "Wangal" and "Doko". The events told within the story: gathering crops, carrying a baby in the basket on their backs, taking the elderly to the temple when it is time to pass on, etcetera, really emphasize the Nepalese culture. The text is a bit smaller than picture book size, and there are usually 1-2 paragraphs per page. This is not a simple book to comprehend immediately unless one is familiar with the Nepalese cultures and traditions.

The illustrations are done in mostly pastels, with soft, rounded lines and beautiful gold trimming around each page. The textures of the pictures are simple and very one-dimensional. They perfectly fit the content of the book as they seem very true to the culture.

Review Excerpts:
Booklist: Starred Review "...parents will want to share this story's poignant message with their children".

Connections:
*This story can be used as a coping strategy for children who have loved and lost someone dear to them.
*This book can also be used to help children talk about traditions in their own family.
*This story can help discuss events such as an elderly family member moving in with them to be taken care of or their family memeber receiving in-home care by another.
*This book can deliever and discuss an important message of the golden rule, "do unto others and you would have them do unto you."

And the Green Grass Grew All Around

Bibliography:
Schwartz, Alvin. 1992. And the Green Grass Grew All Around. Ill. by Sue Truesdell. Harper Collins Publishers. ISBN 0-06-022757-5

Plot Summary:
This book is a compilation of over 250 folk poems of various genres. Within 160 pages, there are poems, chants, jokes, riddles, and parodies about people, food, school, love, work, animals, etcetera.

Critical Analysis:
The book is divided into chapters based on the different topics of content. Furthermore there are poems about just about anything in life whether it be silly, naughty, scary, or funny. The combination of these two things makes it easy for children to read poems about something they are interested in without wasting a lot of time finding what they are desire. Many of the poems are humorous and easy to understand and all of them rhyme which children will love. What child wouldn't love to read about monkies kissing baboons, kids shooting rubber bands at their teachers, and a tree that grows spaghetti! If a child likes a certain poem, the book also has a list of sources in the back that can help take the child to other poems similar to those or by the same author.

The illustrations are in a sketched cartoon format and are dispersed evenly throughout the book; at least one on each page. These cartoon characters are humorous while they help visually describe what is happening in the poems. However, the pictures are done in black and white only, which may make children lose some interest in the book.

Review Excerpts:
Kirkus Reviews: "...a grand compilation of familiar (and unfamiliar) rhymes and chants from the children's own tradition...It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm."
Notable Children's Books of 1993 (ALA)1993
Fanfare Honor List (The Horn Book)1992
Children's Choices for 1993 (IRA/CBC)

Connections:
*This book can be used as an introduction to poetry.
*This book can be used to teach just about any subject desired based on the poem chosen (ex: lessons about important events, such as the Titanic, can use a poem within this book as the engage component).
*Songs and music can be introduced with the utilization of this book.

Artist to Artist: 23 Major Illustrators Talk to Children About Their Art

Bibliography:
Carle, Eric. 2007. Artist to Artist: 23 Major Illustrators Talk to Children About Their Art. Ill. Mitsumasa Anno, Quentin Blake, et. al. Philomel. ISBN 0399246002

Plot Summary:
This is an anthology that describes how 23 major illustrators in children's literature began drawing. These artists discuss informally with children about their art secrets and journey of becoming who they are today, with the goal of encouraging these aspiring artists to pursue their dreams. Each artist has a brief biography included in the book, with samples of their illustrations.

Critical Analysis:
The casual tone of the book draws readers of all ages in. With insider advice and tips on becoming a successful artist combined with an encouraging, warm tone, one cannot help but feel inspired. The brief biography on each featured artist offers insight into the lives of the artist and the experiences they went through. This is an important feature of the book, since many children can relate to the emotions and thoughts of the artists when they were younger and not yet successful. The personal letters that each illustrator writes to an aspiring artist, gives children hope and motivation to pursue their goal, while teaching them that practice and hard work will pay off.

Photographs are in the form of fold-out pages within the book, showing previous works of the illustrators. Some photographs include beginning sketches, tools, and studios that bring a sense of realism to the pages. In addition, the photograph of each artist is included, to help put a face with the name for children and adults alike. The illustrations and photographs combined create an intriguing book.

Review Excerpts:
School Library Journal: "...a gorgeous, browsable gallery of international treasures."
Kirkus, starred review: "Fun to read and view, this anthology is a treasure trove of creative insight and ispiration."

Connections:
*This book can be used to make the connection between hard work, dedication, practice, and achieving your goals.
*This book can serve as a discussion starter for goal-setting or discussing children's dreams in life.
*This book can be used to teach the value of not giving up.

The Pigeon Finds A Hot Dog!

Bibliography:
Willems, Mo. 2004. The Pigeon Finds A Hot Dog! Ill. by Mo Willems. Hyperion Books for Children. ISBN 0-7868-1869-7

Plot Summary:
A pigeon finds a hot dog and is looking forward to eating it when a duckling comes along. The duck has never had one before and asks many questions about it. The pigeon gets frustrated because he now feels guilty if he eats it and doesn't give it to the duckling. They contemplate what to do and decide to share it, half and half. They are both satisfied.

Critical Analysis:
The unique writing style of this book, instantly draws the reader in starting from the title page. It has almost a graphic novel style of writing, with word bubbles and definite sizing of text to place emphasis. It is written in conversation format, between the pigeon and duckling, with only a few words per page. Occasionally, there are no words on a page, just pictures.

The illustrations are simple and comical. Willems uses slight variations in facial features to portray the pigeon's initial excitement and delight in finding a delicious hot dog to his frustration and irritation when the duckling embarks on his treasure, as well as the duckling satisfaction when he gets his way. The cartoons are mainly soft, light and warm colors indicating calm, contentment, and contemplation. The occasional use of red and black clearly shows the infuriation of the pigeon when he feels forced to do the right thing instead of what he wants to do.

Overall, I enjoyed the book and after just this book I would confidently recommend Mo Willems children's books to anyone. It is a great way to teach morals to children and get them interested in reading using that is simple and entertaining.

Review Excerpt(s):
Publisher's Weekly: "Readers of all ages won't be able to resist miming the sly conversation..."
Susan Hepler, PhD, Children's Literature: "It's another triumph for Mo Willems and a generous serving of humor for hungry young readers"

Connections:
*This book can open a discussion about what is right and wrong.
*Children can contribute to a discussion about sharing with friends, classmates, and siblings.
*Discussions about doing the right thing even when we don't want to.
*You can lead children in role playing in a situation when sharing is necessary.

The Hello, Goodbye Window

Bibliography:
Juster, Norton. 2005. The Hello, Goodbye Window. Ill. by Chris Raschka. New York, NY: Hyperion Books for Children. ISBN 2004113496

Plot Summary:
In this book, a little girl describes a kitchen window that is a magic gateway. She describes all the important memories, events, traditions that bring her family together through this window's presence. The book tells of the little girl's childhood while describing the special relationship she has with her grandparents.

Critical Analysis:
Juster uses a first-person point of view in his writing, so that the story is told from the little girl's eyes. It is written in such a simple, light way, that it portrays a carefree, imaginitive world of a typical young child. Including details such as dinosaur sightings within the book, further stress the child's imaginative state of mind. The events that happen within the story, such as star-gazing, taking naps, and playing gamesndemonstrates the egocentric state of mind of a little girl.

Raschka's illustrations are bright and vivacious using a wide variety of color. The warm colors represent a happy, reminiscent time and they blend together in such a way that they almost seem to reflect a daydream. The basic drawings are similar to those of a child's which certainly draws young readers in.

The combination of the writing style and illustrations give an overall feel of energy and happiness. I liked this book, however, I did think that it would be a bit boring for a child to read despite the child-friendly illustrations. It may also be difficult for some children to relate to since it discusses the grandparent relationship to a child and takes place at their home.

Review Excerpt(s):
Caldecott Medal Winner 2006
Child Magazine's Best Children's Book Award 2005
School Library Journal: "Perfect for lap-sharing, this book will find favor with children and adults alike"

Connections:
*This book can be used to open a discussion about families, traditions, and favorite memories.
*This book encourages a creative imagination, so it can be used to talk about a child's fantasies, such as, "if you had your own magic window, what would you be able to see/do?"
*It can also be used to discuss fact from fiction.

Visual/Multimedia

The following images are from the book:

The Cat on the Chimney (Grades 3-5)
by David Drew illustrated by Robert Roennfeldt

I located this information by searching for "pie chart of children's books" on Yahoo! I was initially looking for a graph or chart that would illustrate the importance of using children's books to integrate curriculum within the classroom but then I came across this site (http://www.k-8visual.info/books_kids.html) and thought that these visual/still images would help prove my point as well.

This book teaches students a lot about reading maps, learning about legends and symbols, and also encourages math and problem solving. The first image shows the basic compass rose, and scale legend in relation to things kids are already familiar with. This could be used as an introduction to reading maps in social studies.

The second image I've included, expands on the first. Now the children learn about weight (science) and about how much certain things weigh in relation to other things (using kg is also beneficial to get used to weight measurements in terms other than lbs.) Again we see the scale for about how big the tree, house, and child are. Very beneficial to help children understand that things on maps are smaller than the real thing...using these familiar images would help them grasp that concept before moving onto real maps.

The final image I've included illustrates the use of symbols (could be connected to using a key on a map) and for students to learn lenth. This part of the book asked the children the question, "how would you get the cat down from the house if you cannot climb on the tree? Which tools would you use?" This book is obviously great for teaching problem solving but also learning about these tools and what they are used for is also science! They must use math and measurement in order to figure out which tools would be best, and during all this they are also connecting their learning to social studies/maps. I think this book is an amazing tool to use in the classroom for any teacher. It promotes student growth in so many areas and makes it easy for the teacher to integrate many subjects at once to ensure the students obtain all the skills necessary to be successful at their level.

Internet Site

This website: http://www.teachingbooks.net/home/ is a fantastic resource to help find books to bring into your classroom to help teach the curriculum objectives. You will find links to various lists of books based on grade level and award nominee's. After clicking on a link, you will see a list of book titles, authors, grade level appropriateness, and subject areas taught (or areas that this book can be integrated into) within the book. It even has links to specific author websites, book readings, book guides, and author pronunciations. On the home page, there is a featured author which aids teachers in selecting books according to interesting author styles or genres.

This website would be perfect for any teacher for grades Pre-K-8 because it makes integrating subjects and bringing literature into the classroom so effortless. I believe that improving literacy in future generations as well as instilling the love of reading could be outcomes of actively using this site within your classroom curriculum.

I found this website by using the "Yahoo!" search engine and using the search string: "using books to teach elementary lessons". It was the first site that came up among other useful ones. However, I thought this was the best site for user friendliness, and relevancy.

Snowballing Search

Database: WorldCat
S1: (books or literature or fiction or nonfiction) 6,976,126 hits
S2: (curriculum or instruction or literacy) 845,199 hits
S3: (elementary school or grammar school or school library or school library media center) 152,989 hits
S4: (books or literature or fiction or nonfiction) AND (curriculum or instruction or literacy) AND (elementary school or grammar school or school library or school library media center) 2307 hits

I found this article to start my snowball:

Linking science & literacy in the K-8 classroom
Rowena Douglas2006
English Internet Resource Computer File xv, 441 p. : ill. ; 26 cm.
Arlington, VA : NSTA Press, ; ISBN: 1933531959 (electronic bk.) 9781933531953 (electronic bk.)
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Title:
Linking science & literacy in the K-8 classroom
Author(s):
Douglas, Rowena.
Corp Author(s):
NetLibrary, Inc.
Publication:
Arlington, VA : NSTA Press,
Year:
2006
Description:
xv, 441 p. : ill. ; 26 cm.
Language:
English
Standard No:
ISBN: 1933531959 (electronic bk.); 9781933531953 (electronic bk.)
Contents:
Visions of inquiry: science / Hubert M. Dyasi -- Talk in the science classroom: looking at what students and teachers need to know and be able to do / Jeffrey Winokur and Karen Worth -- Young children's own illustrated information books: making sense in science through words and pictures / Maria Varelas, Christine C. Pappas, and the ISLE Team -- Using the science writing heuristic to promote understanding of science conceptual knowledge in middle school / Brian Hand -- Comprehension strategies and the scientist's notebook: keys to assessing student understanding / Ronald DeFronzo -- Writing to learn: science notebooks, a valuable tool to support nonfiction modes/genres of writing / Marleen Kotelman, Toni Saccani, and Joan Gilbert -- Supporting middle school students in developing scientific explanations / LeeAnn M. Sutherland ... [et al.] -- Reading and writing in the service of inquiry-based science / Gina N. Cervetti ... [et al.] -- Constructing science-literacy workshops: the journey from powerful ideas to classroom practice / Joan Armon and Linda Morris -- Developing scientific literacy through the use of literacy teaching strategies / Textual Tools Study Group, University of Michigan -- Using diversity as a strength in the science classroom: the benefits of science talk / Ann S. Rosebery and Josiane Hudicourt-Barnes -- English language development and the science-literacy connection / Mercedes Durón-Flores and Elena Maciel -- Professional development and strategic leadership to support effective integration of science and literacy / Iris Weiss -- Science education in a No Child Left Behind, standards-based world / Michael P. Klentschy -- Science IDEAS: making the case for integrating reading and writing in elementary science as a key element in school reform / Nancy R. Romance and Michael R. Vitale -- The administrator's role in supporting science and literacy in classrooms / Michael P. Klentschy and Patricia M. Maruca.
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Materials specified: Bibliographic record display http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=157253 Note: An electronic book accessible through the World Wide Web; click for information
SUBJECT(S)
Descriptor:
Science -- Study and teaching (Elementary) -- United States. Science -- Study and teaching (Middle school) -- United States. Language arts (Elementary) -- United States. Language arts (Middle school) -- United States.
Genre/Form:
Electronic books.
Note(s):
Includes bibliographical references and index./ Reproduction: Electronic reproduction./ Boulder, Colo. :/ NetLibrary,/ 2006.
General Info:
Other format available: Original
Class Descriptors:
LC: LB1585.3; Dewey: 372.3/5
Other Titles:
Linking science and literacy in the K-8 classroom
Responsibility:
edited by Rowena Douglas ... [et al.].
Vendor Info:
YBP Library Services (YANK)
Material Type:
Document (dct); Internet resource (url)
Document Type:
Internet Resource; Computer File
Date of Entry:
20060803
Update:
20080516
Accession No:
OCLC: 70821601
Database:
WorldCat

I would add "elementary classroom*" to my third search facet seeing that this relevant article has "classroom" in the title, as well as many other useful articles. I would also like to add "teaching" somewhere into my seach facet but I'm not quite sure where. I would probably just add a new search string to include "teaching". This search is also similar to what my usual searches look like (I have an original idea, and then based on the things that are retrieved, I usually get more ideas of what I really wanted to search for and I revise my original search based on those new ideas).

Specific Faction Search

Topic: The Role of Children's Books in Elementary Education
Database: ERIC
(elementary school or grammar school or school library media center)
(curriculum or instruction or literacy)
(books or literature or fiction or nonfiction)
The facet that I think will get the least amount of hits: (elementary school or grammar school or school library media center) 70,033 hits
From here I will do a successive fraction search.
S1: add (curriculum or instruction or literacy) 33068 hits
S2: S1 and add (books or literature or fiction or nonfiction) 4471 hits
This is still too many hits so I decided to add more facets to my search.
S3: S2 and add (teacher or instructor) 3054 hits
S4: S3 and add (facilitate or aid or promote) 272 hits

I chose not to use truncation during this search, as I am noticing that my searches tend to retrieve large numbers of hits. As you can see, it didn't help very much because I still had to add two more search strings to the originals and still ended up with 272 hits! I'm noticing that most of these searches that we are learning about are very similar and in the end they search for basically the same search strings. This technique is more like the ones that I use in my everyday searching experiences. I usually start with an intial idea, then I add a little bit more as I refine my search, and sometimes I add even more to make it more specific. By the third time I usually have the search string that I should have started with. The specific faction technique definitly reflects that same strategy. I like it because it seems more natural to me.

Image Post

This is an image that I found when I searched "Top Secret by John Reynolds Gardiner" on google images search engine.

I decided to post this graphic image to my blog for two reasons: 1 It's a children's chapter book that teaches plant photosynthesis (a topic taught in 4th and 5th grade) in a fun, quirky kind of way and 2 I am currently reading it to my students and we all love it!

This book just goes to show that real subject matter can be taught using children's books and they truly can reinforce curriculum, even if it is a fiction book. This image/book supports my overall blog topic of how children's books can aid teachers, and faciliate learning in the elementary classroom.

copyright link: photoscience.la.asu.edu

Successive Fractions Search

Topic: The Role of Children's Books in Elementary Curriculum
Database: Project Muse
(books or literature or fiction or nonfiction)
(curriculum or instruction or literacy)
(elementary school or grammar school or school library media center)
S1: (books or literature or fiction or nonfiction) 97937 hits
S2: (books or literature or fiction or nonfiction) AND (curriculum or instruction or literacy) 14794 hits
S3: (books or literature or fiction or nonfiction) AND (curriculum or instruction or literacy) AND (elementary school or grammar school or school library media center) 1158 hits

This search technique was helpful in narrowing down results from an insanely large number to a much smaller amount. However, it did not lower it enough to make it a workable number of documents. There is no way that I have time or energy to sift through 1158 documents to find my answer. Therefore, I belive that my search strings may need to be altered in some way in order to really pinpoint relevant documents. Perhaps a snowball approach would help me at this point, since I do not know what other search strings I could use (snowballing from another article could give me some direction). I also could try using fewer synonyms to reduce the number of hits. Overall, successive fractions got me from point A to point B, but I most definitly am not done if my goal is finding the answer efficiently.

Building Block search using LibLit database

Topic: Children's books as a role in Elementary Education
Database: LibraryLit
S1: (child* or YA or teacher*) 26488 hits
S2: (literature or book* or curriculum or education) 122117
S3: (elementary school* or grammar school* or primary school* or children s librar* or youth librar*) 11409 hits
S4:(child* or YA or teacher*) AND (literature or book* or curriculum or education) AND (elementary school* or grammar school* or primary school* or children s librar* or youth librar*) 5373 hits

This is obviously too many hits to sift through (and many seem irrevelant) so I needed to go back through and revise my search. This is what I came up with:

S1: (books or literature or fiction or nonfiction) 106642 hits
S2: (curriculum or instruction or literacy) 16842 hits
S3: (elementary school or grammar school or school library or school library media center) 25068 hits
S4: (books or literature or fiction or nonfiction) AND (curriculum or instruction or literacy) AND (elementary school or grammar school or school library or school library media center) 762 hits

I feel like S4 is what we normally jump into when we search normally. We don't think to break it down into factions. In my search, I recieved way too many results and this may be due to the fact that I have too many synonyms (they each are pulling up their own articles). This search may be better for a topic that doesn't have very much information; it may work better to broaden a topic rather than narrow it down. At least that was just my own personal experience.

Tagging

children's(1) curriculum(1) education(1) homeschool(2) jenniferm(1) science(3) Science Literature(1) unit study(1)

http://www.librarything.com/work/1616220/book/42091569

I chose this text, Science Through Children's Literature: An Integrated Approach by Carol M. Butzow, to include in my blog because I can see that it has a lot to do with science curriculum for children. Seeing that it is important to homeschooling shows me that it can be used as a resource in itself to teach science without needing several other resources at once. This is helpful to any teacher that wants to use their planning and teaching time efficiently.

Seeing the tags from previous members, it is easy to see that this would be a beneficial supplement to any teacher at the elementary level in order to integrate science into literature curriculum.

RSS

School Library Journal online (http://www.schoollibraryjournal.com/) is a great site that I found when doing a search on Yahoo! search engine (keywords: "school library news"). It has recent articles and news that relate to anything and everything in the school realm, with emphasis on the library.
The site has MANY options for RSS feed subscriptions. Many were relevant to my blog topic (education, nonfiction books, early learning, etc.) but I chose to include a more broad topic "Books" http://feeds.feedburner.com/SchoolLibraryJournal-BooksNews . This RSS feed discusses everything from award winning books for young people and teens, to the importance of the school library. It is perfect to help keep me and my blog readers updated on the new books that are published for children as well as learn about the educational value school libraries can hold. I also added it in hopes of finding new books that can be used at the elementary level for teaching the learning objectives, as I know there is bound to be many book reviews on this RSS feed.

Podcast: Dr. Seuss

After discovering that YouTube is a podcast, I knew exactly what I wanted to include on my blog. As a 5th grade science and social studies teacher, I read many of Dr. Seuss' books in order to expand on lessons I've taught. It is a fun way to break away from the strict curriculum, and the kids really enjoy it because it doesn't feel like a lesson.

This link http://www.youtube.com/watch?v=Pknssl52sh8 will take you to a clip of The Lorax by Dr. Seuss. It is about conserving our natural resources. It has a great moral and opens discussions about why we need to conserve our resources and take care of our environment.

Dr. Seuss also has a great book that teaches about maps, geography, latitude and longitude, directions/compasses, etc. His books are silly but yet teach necessary learning objectives, so it's great for the classroom.

(I went to google and searched for YouTube. Once there, I searched for Dr. Seuss books and found several great choices among the one I included here.)

Site for Science Books

I went to blogsearch.google.com and searched for children's science books. I found this great site: http://urban-science.blogspot.com This site reviews several science books with educational topics appropriate and relevant to 3-5 grades. It points out the objectives that each book teaches. Not only does it have books that aid in elementary level lessons and promote literacy, it also gives photographs and stories of the real life science-related experiences.
Here's an excerpt from the blog that made me realize this blog would be a perfect addition to my site:
"Book Review: Birds of Prey

Title: Birds of Prey: An Introduction
Author: Robert Bateman
Publisher: Scholastic Canada
This book includes lots of great Animal Behavior descriptions of Raptors, also known as birds of prey. You and your students will learn all about each of the different types of raptors – owls, hawks, eagles, falcons, kites, and vultures......"

This could be used to teach a lesson on food-webs, animal adaptations, or even habitats. All learning objectives in the upper elementary grades!

ISAR Topic

I have created this blog to fulfill an MLS course requirement (LS 5013). Throughout this semester, I will be researching children's books in school libraries. Specifically, I plan to hone in on books that accurately teach the learning objectives at the elementary level (grades 3-5). I plan to put particular emphasis on science topics.