A Bad Case of Stripes - Read by: Sean Astin

Shannon, D. (2004). A Bad Case of Stripes. New York: Scholastic.

*ONLINE RESOURCE*

www.storylineonline.net

This website features various videos of actors/actresses that read children's storybooks. 

Here is the link that will take you directly to the video:

http://www.storylineonline.net/a-bad-case-of-stripes/

Readability lexile: AD520L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child. 

Summary:

Camilla Cream loves lima beans, but she never eats them. Why? Because the other kids in her school don't like them. And Camilla Cream is very, very worried about what other people think of her. In fact, she's so worried that she's about to break out in ... a bad case of stripes!

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book could be used to teach about something students really love or love doing, but are afraid that if they tell what that something is they will no longer be liked because of it. This book could also be used to talk about fitting in and what individuality means.

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses the story line the best. The book's story line is very current with something that is going on in today's classrooms. Many young students are afraid of fitting in and worrying too much about what other people think of them. They are caught up in trying to impress their peers that they are not taking the opportunity to find themselves and what makes them unique. 

Literary Elements:

1. Conflict: Camilla is worried to tell the truth about her love of lima beans in fear that people will judge her.

2. Genre: Comedy and Humor

3. Theme: Fitting in; Individuality

Mini-Lesson:

There are various activities that you could do using this book. The following are some ideas:

-Tell or write about a time you were sick.

-Tell or write about your experience at your doctor's office.

-Write or cut out words to make a collection of disease words.

-Tell or write about something that you have been teased about.

-Discuss or write about why lima beans cured Camilla.

-Using pictures and/or words make lists of favorite foods/least favorite foods to eat.

-In the book, it says the old woman was "as plump and sweet as a strawberry." This kind of writing is called a simile, because it compares two things using like or as. Write some similes comparing people or food.

Target Audience: PreK-3

Wemberly Worried - Digital Mentor Text Presentation #5

Henkes, K. (2000). Wemberly Worried. New York: Greenwillow Books.

Readability lexile: AD170L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child. 

Target Audience: Grades K-2

Theme: Confronting and Resolving Fears; Back-to-School Experiences; First Day of School 

In the following video presentation, I discuss a little bit about the book, the themes, a getting ready activity, and different activities and writing techniques that I would use if I taught this book with my students.

ALSO, find out why this book is my personal favorite!

Owen - Digital Mentor Text Presentation #4

Henkes, K. (1993). Owen. New York: Greenwillow Books.

Readability lexile: 370L

Target Audience: Grades K-2

Genre: Classics

Theme: Parents; Transitions 

In the following video presentation, I discuss a little bit about the book, the themes, and different activities and writing techniques that I would use if I taught this book with my students. 

Lilly's Purple Plastic Purse - Digital Mentor Text Presentation #3

Henkes, K. (1996). Lilly's Purple Plastic Purse. New York: Greenwillow Books.

Readability lexile: 540L

Target Audience: Grades K-2

Genre: Comedy and Humor

Theme: Elementary School Manners and Conduct 

In the following video presentation, I discuss a little bit about the book, the themes, and different activities and writing techniques that I would use if I taught this book with my students. 

Chrysanthemum - Digital Mentor Text Presentation #2

Henkes, K. (1991). Chrysanthemum. New York: Greenwillow Books.

Readability lexile: 460L

Target Audience: Grades K-2

Genre: Comedy and Humor 

Theme: Elementary School Individuality, Pride, and Self-Esteem 

In the following video presentation, I discuss a little bit about the book, the themes, a getting ready activity, and different activities and writing techniques that I would use if I taught this book with my students. 

Digital Mentor Text Presentation #1

Kevin Henkes

The author that I chose for my Digital Mentor Text Presentation videos is Kevin Henkes.

In the following video, I introduce Henkes, the books that I chose for my Digital Mentor Text Presentations, other books he has written, a common theme that I saw in the books I chose, and different crafts of writing that he uses in his books.

The other video presentations to follow will pick apart and dive into a book by Henkes individually that will introduce the book, state the theme(s), and activities and writing techniques you could use to teach your students. 

My Name is * Me llamo Celia

Brown, M., & Pez, R. (2004). My name is Celia: The life of Celia Cruz = Me llamo Celia : La vida de Celia Cruz. Flagstaff, Ariz.: Rising Moon.

Readability lexile: N/A

Summary:

This bilingual book is about Celia Cruz and her life as a singer, dancer, and salsa queen! It takes you through her journey starting off in Cuba and ending up in America. Celia never stopped inspiring people with her love of music. 

Evaluation:

The story did not have any noticeable stereotypes and is inspired by a Cuban woman who had a passion. It teaches children to never give up on their dreams, and to always try your best. The illustrations are fun and joyful, which perfectly describes Celia Cruz. They are very bright and engaging.

It is a great story to teach about cultural backgrounds, especially since the story is written in both English in Spanish. Celia Cruz represents people from all over the world. She has a huge leadership role seeing as how she was a leader and not so much a follower during her lifetime, which is why she is such an inspiration to so many Cuban women as well as women form around the world who were able to hear her voice or see her perform.

The book reflects a variety of settings from Cuba to America. There are values being explored instead of preached and there are lesson to be learned. An example is to never give up on your dreams. This story is another wonderful example of power. 

Literary Elements:

1. Setting: Cuba; New York; Miami.

2. Onomatopoeia: The sounds such as clap, boom, shake.

3. Simile: "My songs sounded like the waves of the ocean hitting the roof of my mouth ..."

Mini-Lesson:

The lesson I would teach my students is about setting since it is a very important part in Celia Cruz's life. I would ask how her life might have been different if she would have stayed in Cuba rather than if she moved to New York. 

I would also like to take the opportunity to explore the Spanish culture and vocabulary. I learned Spanish at a young age and I really enjoyed it.

Target Audience: Grades 1-5

Coming Home

Ruth, G. (2014). Coming Home. New York: Feiwel and Friends.

Readability lexile: N/A

Summary:

This raw and emotional book is about a young boy who is at the airport waiting for his mother to return home from war. Before he finds his mother, he sees everyone else's emotional return, and hopes to find her soon. 

Evaluation:

This book I believe has a good variety of people of all colors. It is hard to decipher if all the socio-economic classes are present. The illustrations are what gives the book its high quality literature. It really conveys the emotion and feeling that is happening in the book. There are not many words in this text, but that almost adds to the mood. The storyline singles out what it really feels like to not have seen a loved one after they have been on deployment. The relationships illustrated in the book are all different types of relationships, which allows the reader to be apart of it. This book would be great for a young reader to learn about deployment and what it is like for families. 

Literary Elements:

1. Setting: The airstrip at a airport.

2. Tone: The raw and emotional returns of soldiers to their loved ones.  

3. Characters: The boy child, his mother, a dog, and all of the other soldiers and their families. 

Mini-Lesson:

This book would be great to use around Veteran's Day or Memorial Day. It would provide an opportunity to young readers to honor the service men and women that are fighting or serving overseas, and are away from their loved ones. 

Target Audience: PreK-3

My personal reaction to this book was that I thought it was raw and emotional. Even with few words, I was wrapped up in the boys quest to find his mother return home from war. The illustrations are what made the book. The expressions on the faces were created just so the reader knew what they were feeling at that exact moment. 

The Birchbark House

Erdrich, L. (1999). The Birchbark House. New York: HyperionBooks for Children.

Readability lexile: 970L

Summary:

An eight year old Ojibwa girl lives with her family in Minnesota around 1849. Omakayas does not have a blood tie to her family, but she does not know this. As a baby, she was the lone survivor of her people, all of whom died during a smallpox outbreak on Spirit Island. Old Tallow, an Ojibwa woman, rescued the surviving baby from Spirit Island and placed her with the couple Migwam and Yellow Kettle. In their home, Omakayas is a beloved daughter. The novel is organized into four sections, representing each of the four seasons, together creating a story that occurs within a year's natural cycle. 

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, in the back of the book it contains a author's note on the Ojibwa language and also a glossary and pronunciation guide of Ojibwa terms. This book could be used to teach students about the language Ojibwa. This book could also be used to teach about the seasons. 

In the Ten Steps for Reviewing Children's Literature by Norton, this book is historically accurate and portrays the real life occurrences of indigenous people. This meets the requirements of high quality literature set forth by Norton. 

Literary Elements:

1. Setting: The late 1800's.

2. Theme: A story about family, tradition, and how they live with the change in seasons. 

3. Characters: Omakayas and the Ojibwa people. 

Mini-Lesson:

The lesson I would teach is how to use Animoto to create a video using images, text, graphics, audio, and visual cues that reflect understanding of critical moments or a character/theme in the text. As a Reader Response for my EDU 333 class on Children's and Adolescent Literature and New Literacies, we were taught how to use it.

Animoto is a great website that you can use with your students for post reading activities. It is pretty easy to use, free, and much more engaging than a writing assignment. It involves students by allowing them to pick apart the book more in depth.  

Here is the link to my Animoto video that I created for this book. I chose to create my video on the Ojibwa vocabulary. 

https://animoto.com/play/wli9SBwhSPue1rt17G35XA

*ONLINE RESOURCE *

Target Audience: Grades 3 & up

My personal reaction to this book was that I had a hard time getting into it. I had a difficult time trying to interpret the Ojibwa vocabulary and I thought it started off slow. I am not much of a history fan either, so I was not as engaged in the reading as some of my classmates were. 

The book was out of my comfort zone. I need to try and improve choosing books that I would not normally pick out and read. I need to broaden my horizon when it comes to choosing literature. 

Ellington Was Not a Street

Ellington Was Not a Street (picture book), illustrated by Kadir Nelson, Simon & Schuster (New York, NY), 2004.

Readability lexile: N/A

Summary:

In a reflective tribute to the African-American community of old, noted poet Ntozake Shange recalls her childhood home and the close-knit group of innovators that often gathered there. These men of vision, brought to life in the majestic paintings of artist Kadir Nelson, lived at a time when the color of their skin dictated where they could live, what schools they could attend, and even where they could sit on a bus or in a movie theater.

Yet in the face of this tremendous adversity, these dedicated souls and others like them not only demonstrated the importance of Black culture in America, but also helped issue in a movement that "changed the word." Their lives and their works inspire us to this day, and serve as a guide to how we approach the challenges of tomorrow. 

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book could be used to discuss African Americans that made an impact that not even talked about in schools. Duke Ellington, for example, was a highlight in this book. I think it is important for students to have a well-rounded understanding of individuals who have made an impact on history. African Americans need to be credited too.

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses illustrations the best. This book allows you to picture the illustrations with the few words written on the page and vice versa. 

Literary Elements:

1. Genre: Historical Fiction

2. Theme: Appreciation; African American.

3. Characters: Historical African Americans 

Mini-Lesson:

The activity that I would do with my students is the activity that we did together in class. I would instruct my students to write down who they do not know as I am reading the book out loud. Once I had finished the book, I would then ask my students what they had written down. After discussing with them their responses, I would show them the very back of the book and show them all the historical African Americans that were mentioned in the book.

I think this book would be a great one to use in a classroom. I personally was not aware of some of the names mentioned in the book and it gave me the opportunity to learn about them. 

Target Audience: PreK-3

My personal reaction to this book was at first I did not like it. I had no idea where the story line was going or really what the book was about. After reading the book, I read in the back of it all the historical names mentioned in the book and had to opportunity to read more about them. I also enjoyed that the book was written from a poem.  

Uncle Jed's Barbershop

Mitchell, M., & Ransome, J. (1993). Uncle Jed's Barbershop. New York: Simon & Schuster Books for Young Readers.

Readability lexile: AD710L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child.

Summary:

Told from a young African-American girl's point of view, this gloriously illustrated read-aloud story about dreams and determination takes place in the segregated South. Sarah Jean's uncle is the only black barber in the county and dreams of opening his own barbershop. 

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book could be used to teach about dreams and determination. Dreams should be something of a reality and if you truly believe it in, you can achieve it. Many of our students in schools just don't see dreams. We as teachers need to make it clear to them that everyone has hopes and dreams, and they do matter. 

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses the story line the best. The story line is about Sarah Jean's uncle being an African American barber, with the dream of opening up a barbershop of his own. 

Literary Elements:

1. Genre: General Fiction

2. Theme: African American 

3. Setting: In the segregated South.

Mini-Lesson:

The lesson I would teach would be about dreams. After reading this book, I would have a discussion about dreams and wishes that my students have for themselves. I would have them write a short essay about their dream(s) and have them explain how they are going to be achieved.

Target Audience: Grades 3-5

My personal reaction to this story was that I was happy to find a children's book that addressed dreams other than people of European American culture. I believe it is important that young learners be exposed to books about other than their norm. Dreams belong to everyone. Not just some. 

And Tango Makes Three

Richardson, J., & Parnell, P. (2005). And Tango Makes Three. New York: Simon & Schuster Books for Young Readers.

Readability lexile: AD720L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child.

Summary:

Roy and Silo have built a nest and have plenty of love to share with their newly adopted egg. Based on a true story about two male penguins at the Central Park Zoo, this book is a wonderful lesson for families of all kinds.

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book has great illustrations that show a variance of skin colors of the visitors at the zoo. The book also shows how love is enough for any couple to raise and care for an egg. The conflict, which is how two male penguins hatch an egg together by sharing the extra egg from another pair of penguins, is solved by the zoo keeper. The penguins are same sex, but there is no judgment. The book does a wonderful job at demonstrating that is all right for two penguins to be best friends, and love each other.

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses lifestyles the best. The book discusses how two male penguins come together to hatch an egg by the love they have for one another. 

Literary Elements:

1. Theme: Love; Family. 

2. Setting: The Central Park Zoo

3. Tone: Happiness; Affectionate. 

Mini-Lesson:

The lesson I would teach would be about family. This would be a great book to incorporate into a unit about family. Students need to learn that all families are not the same and that is okay.

Target Audience: Grades K-2

My personal reaction to this book was that I thought it was really cute. I think it would easily grab the attention of young readers and actively engage them. I enjoyed the concept of using animals versus people to address same sex relationships. 

Ruth and the Green Book

Ramsey, C., & Strauss, G. (2010). Ruth and the Green Book. Minneapolis, MN: Carolrhoda Books.

Readability lexile: 810L

Summary:

Ruth was so excited to take a trip in her family's new car! In the early 1950s, a few African American could afford to buy cars, so this would be an adventure. But she soon found out that black travelers weren't treated very well in some towns. Many hotels and gas stations refused service to black people because of the Jim Crow laws.

Finally, a friendly attendant at a gas station showed Ruth's family The Green Book. It listed all of the places that would welcome black travelers. With this guidebook and the kindness of strangers, Ruth could finally make a safe journey from Chicago to her grandma's house in Alabama. Ruth's story is fiction, but The Green Book and its role in helping a generation of African American travelers avoid some of the indignities of Jim Crow are historical fact.

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book could be used to teach about stories like Ruth's. Rosa Parks would be a good individual of study, because she took part in The Civil Rights Movement. Parks was treated unfairly when she took a seat at the front of a bus.

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses the story line the best. Even though Ruth's story was fiction, The Green Book does have significant history. 

Literary Elements:

1. Setting: A journey from Chicago to Ruth's grandma's house in Alabama. 

2. Conflict: The unruly treatment of African Americans at various public places, such as hotels and gas stations. 

3. Characters: Ruth, her Mama, her Daddy, her grandma, Eddy, Brown Bear, and various people Ruth meets during her journey. 

Mini-Lesson:

The lesson I would teach would be about Jim Crow laws and about The Green Book. I liked that at the end of the book, there is a page on the history of The Negro Motorist Green Book. 

Target Audience: Grades 1-4

My personal reaction to this book was that I enjoyed it. I knew about the unjust treatment of African Americans and about Jim Crow laws, but I did not know that The Green Book had been created. I learned something new by reading this book. 

The Snowy Day

Keats, E. (1962). The Snowy Day. New York: Viking Press.

Readability lexile: AD500L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child. 

Summary:

Wake up with Peter to a snow-covered day where adventure awaits. In simple words and beautiful pictures, this Caldecott-winning book conveys the silent wonder of a city snowfall and a small boy's solitary delight in it. 

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this Caldecott-winner is a classic for representing a character that is unmistakably black. Peter's features were by no means that of a European American child, but that of a African American child.

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses illustrations the best. The illustrations are very simplistic, but make the story line inviting. Peter's relationship with his mother is represented very positively, too. 

Literary Elements:

1. Theme: Winter activities and recreation.

2. Conflict: Peter solves conflict when he realizes that the older boys are too wild and rough.

3. Illustrations: They paint vivid pictures to help young readers who are just being to read.

Mini-Lesson:

The lesson I would teach would definitely be about cause and effect. Peter puts a snowball in his pocket and comes back inside the house, and hangs up his jacket. He later checks on it and finds out that his pocket is all wet. I would ask my students to think about what happened to Peter's snowball. Is it that his mother took it out? Is it that because the temperature is warmer than it was outside, did it melt?

Target Audience: K-2

My personal reaction to this story was that I thought it taught a good cause and effect lesson. It is not your typical cause and effect that you most often read about in children's literature. I also liked the fact that Keats portrayed Peter as a young, African American boy, rather than a young, European American boy or girl for that matter. 

Olivia

Falconer, I., & Falconer, I. (2000). Olivia. New York, New York : Atheneum Books for Young Readers, 2000. ©2000.

Readability lexile: AD270L

Adult Directed - Picture books often get an AD or "Adult Directed" code. They're usually read to a child, rather than a child reading them independently. Although seemingly easy reading, some picture books actually have pretty high Lexile measures, and could present a challenging independent reading experience to an age-appropriate reader. Initially, an adult may want to read the book along with the child. 

Summary:

Whether at home getting ready for the day, enjoying the beach, or at bedtime, Olivia is a feisty pig who has too much energy for her own good. 

Evaluation of the text based on Donna Norton's characteristics of high quality literature (Norton, D. (2011):

This book could be used as high quality literature, because it serves for multiple avenues of learning. For example, this book could be used to teach about the meaning of the word "prepared." When Olivia goes to the beach with her mother, "she feels it's to come prepared." Students could create a list to prepare for an upcoming event like running errands, housecleaning, vacation planning, party planning, etc.

This book could also be used to teach about what students like to do on sunny, rainy, or cloudy days. Olivia's mother takes her to the beach on sunny days and to the museum on rainy days.

Also, this book could be used to talk with students about love. At the end of the book, Olivia and her mother express their love for one another. A discussion with students of ways to express love for friends and family could be a good lesson. 

In the Ten Steps for Reviewing Children's Literature by Norton, I think this book addresses relationships the best. The book talks about Olivia's relationship with her mother and her brother, Ian. 

Literary Elements:

1. Tone: Happy; Feisty; Playful.

2. Theme: A feisty pig, with loads of energy.

3. Characters: Olivia, her mother, her father, her brother, Ian, her dog, Perry, and her cat, Edwin. 

Mini-Lesson:

The lesson I would teach would be about personification. The definition of personification is "human characteristics that are attributed to an abstract quality, animal, or inanimate object." Olivia is an animal that is personified with human characteristics. 

Also, a lesson about Olivia's movements could be discussed. The page states that Olivia is very good at wearing people out. She even wears herself out. 

Target Audience: K-2

My personal reaction to this book was that I thought it was cute. I was drawn to the simplicity of the cover. As I began to read the book, I was easily drawn into Olivia's feisty personality. She is a ball of energy, which I think young readers, both boy and girl, will fall in love with.