WONDER STRUCK

By Brian Selznick

Image Credit: www.scholastic.com

1. Bibliographic

Selznick, Brian. WONDER STRUCK: A NOVEL IN WORDS AND PICTURES. New York: Scholastic, 2011. Print. ISBN 9780545027892

2. Plot Summary

WONDER STRUCK contains two stories in one where the stories eventually come together. Ben is a young boy who has lost his mother and is deaf in one ear. After being struck by lightning, he becomes fully deaf and travels to New York City looking for his father that he has never meet. Rose's story is told through pictures. She is also fully deaf and runs from home looking for her mother who is a popular actress. Both characters are tied to the Museum of Natural History 50 years apart.

3. Critical Analysis

WONDER STRUCK contains many themes including deafness, death of a loved one, and a search for their true identity. Ben does not know sign language and his character has to cope with trying to read lips which he is unsuccessful with. After the two characters meet, Ben asks Rose if she will teach him sign language which shows a character that is learning to deal with his disability.

In Rose's story that happened 50 years ago, we see a young girl who is suppose to be learning how to read lips but refuses. Instead she cuts the pages out of the book and turns them into buildings. When she runs away from home, she runs to her brother Walter who is working in the museum where Ben stays 50 years later. Walter finds a school for deaf children so Rose is no longer faced with isolation. Both characters in the story show a character that is willing to learning and cope with their disability.

The illustrations are done in pencil and mostly reflect Rose's story until the end where these two characters meet. The illustrations are full page and show much detail including the numerous paper building that Rose makes. Many readers may not understand that this book contains two stories and may be confused at first.

Selznick included acknowledgments and selected bibliographies where children can research more about Gunflint Lake, deafness, and museums. Even though the book is over 650 pages, it was a quick read due to the get deal of pictures. Many children will be imitated due to thickness of the book. Once they realize that it contains pictures, children will find it an enjoyable book about deafness.

4. Review Excepts

~Texas Bluebonnet Award Nominee 2012-2013

~BOOKLIST (8/2011): "Although the book is hefty, at more than 600 pages, the pace is nevertheless brisk, and the kid-appealing mystery propels the story. With appreciative nods to museums, libraries, and E. L.

Konigsburg, Wonderstruck is a gift for the eye, mind, and heart."

~SCHOOL LIBRARY JOURNAL (8/2011): "The way that the stories of Ben and Rose echo one another, and then finally connect, is a thing of wonder to behold. The dual text/illustration format is not a gimmick when used to tell the right stories; the combination provides an emotional experience that neither the words nor the illustrations could achieve on their own."

5. Connection

~Students could create a list of items they would place in their memory boxes like Ben.

OCTOBER MOURNING

By Leslea Newman

Image Credit: www.goodreads.com

1. Bibliographic

Newman, Lesléa. OCTOBER MOURNING: A SONG FOR MATTHEW SHEPARD. Somerville, MA: Candlewick, 2012. Print. ISBN 9780763658076

2. Plot Summary

This novel in verse is written about the death of Matthew Shepard who was a gay college student. Matthew was tricked into riding with two other young men. These men took Matthew out to a desolate place and beat him with the handle of their gun. Matthew was tied to a fence and left to die. Eighteen hours later a bike rider discovers him. 

3. Critical Analysis
OCTOBER MOURNING is a novel written in verse from different points of view including the fence (before and after the event), stars, a doe, a student, a bartender, and a mother. This novel in verse includes haiku, rhymed couplets, an alphabet poem, and many more.

The author includes an introduction, afterword, notes, explanation of poetic forms, and resources. In the introduction we learn that the author was going to the University of Wyoming in Laramie to be the keynote speaker during the Gay Awareness Week. This was also the college that Matthew Shepard was attending. In the afterword, the author tells that she tried to imagine the last hours of his life and  how his story has been with her since her visit to the University of Wyoming. In the notes we learn that each person's point of view was taking from various sources including the New York Times and several press releases.

This novel in verse was a quick read and that included much emotion. In the poem titled THE DOE "I saw a beaten up broken down bent over bruised battered busted boy." Many of the poems include sorrowful emotion especially from THE FENCE and A CHORUS OF PARENTS. The author also uses her imagination to create Matthew's thoughts and feelings before he lost consciousness.

4. Review Excepts

~2013 Stonewall Honor Book

~BOOKLIST: "Written with love, anger, regret, and other profound emotions, this is a truly important book that deserves the widest readership, not only among independent readers but among students in a classroom setting, as well. Most importantly, the book will introduce Matthew Shepard to a generation too young to remember the tragic circumstances of his death."

5. Connections

~Other books by Leslea Newman include
STILL LIFE WITH BUDDY
MOMMY, MAMA, AND ME
DADDY, PAPA, AND ME

HABIBI

By Naomi Shihab Nye

Image Credit: www.goodreads.com

1. Bibliographic
Nye, Naomi Shihab. HABIBI. New York: Simon Pulse, 1999. Print. ISBN 0689825234

2. Plot Summary
Liyana, who is fourteen years old and lives in Missouri, is told that her family is moving to Jerusalem the home country of her father. Liyanna has a hard time adjusting to living in this new culture and embracing her new family members including her grandmother, Sitti.  Liyanna finally accepts that the family will not be moving back to the states and decides that she must learn from her Sitti and the culture around her.

3. Critical Analysis
In HABIBI we are introduced to a young teenage girl who is being moved to the other side of the world where everyone speaks a different language or two and the way of life is completely different from the United States. In Jerusalem, Liyana faces learning the different ways of the Arab and Jewish cultures. She is also faced with violence between the two cultures that has been present for many years. The violence is not something most of the characters encounter, but the reader is aware that the violence is always in the environment.

Cultural markers in the book include numerous references to food, clothing, customs, and historical landmarks. These landmarks noted in the story include the tomb of Jesus, the garden of Gethsemane, and many other landmarks from Biblical times. Many of the food referred to include hummus, ghanouj, and aromatic lentil soup. Food that is found in America is also referenced such as a pineapple upside-down cake and numerous spies including parsley. We also learn that Thanksgiving is not celebrate in that part of the world. Liyanna speaks mostly in English. Later in the story she uses more Arabic words such as "Ana tayyib - I'm fine. Wa alaykum essalaam - and upon you peace. Shway - a little bit."

Many of the characters seem to have rich personalities. Liyanna and Rafik are both described as being Arab-Americans who look more like their father with olive skin and Arab eyes. Sitti, lives in a rural village where she still has the old style oven and refuses to embrace the modern appliances. After soldiers go to Sitti's house looking for a relative, we learn that Sitti has in-door plumbing including a bathroom.

After some research, I found that this story was based on the author's own experience of moving from the states to Jerusalem at the age of fourteen. I would recommend this story to students in upper elementary and intermediate. I would especially recommend this to children who are of the Arab-American descent and their classmates. Students may find that the story moves along slowly while the reader is waiting for something to take place to move the plot along.


4. Review Excepts & Awards
ALA Best Book for Young Adults

ALA Notable Children's Book

Jane Addams Book Award

New York Public Library Book for the Teen Age

American Bookseller"Pick of the Lists"

Judy Lopez Memorial Award for Children's Literature

Texas Institute of Letters Best Book for Young Readers

~SCHOOL LIBRARY JOURNAL  (9/1997): "Though the story begins at a leisurely pace, readers will be engaged by the characters, the romance, and the foreshadowed danger. Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete...as long as individual citizens like Liyana's grandmother Sitti can say, "I never lost my peace inside."


5. Connections
~Students could research more about Jerusalem and how the culture has changed over time.

~Other books by Naomi Shihab Nye include
FUEL POEMS
YELLOW GLOVE
HUGGING THE JUKEBOX

THE HUNGRIEST BOY IN THE WORLD

By Lensey Namioka Illustrated by Aki Sogabe

Image Credit: www.lensey.com

1. Bibliographic

Namioka, Lensey, and Aki Sogabe. The Hungriest Boy in the World. New York: Holiday House, 2001. Print. ISBN 9780823415427

2. Plot Summary
Jiro is a young Japanese boy who puts everything into his mouth including the Hunger Monster. Jiro begins to eat everything and his parents call in the family doctor, village priest, and a medium to figure out why Jiro is eating everything including a fish net and his blanket. With the help of a puppet and a puppeteer, they lure the Hunger Monster out of Jiro. The Hunger Monster gets swept out the door.

3. Critical Analysis
THE HUNGRIEST BOY IN THE WORLD appears to be an old folktale but the author does not include this information if the story is indeed a folktale. Jiro is the main character of the story who is always hungry due to the Hunger Monster and takes every ones food. We also see a family that cares for their son and would do anything to cure him. Many children will find this story humorous due to Jiro eating his blanket, fish nets, seaweed, and fish guts.

There are many culture markers present in this story. These cultural markers include food, customs, doctors making house visits, and fisherman as an occupation. Many of the names include Jiro, Taro, and Awaji which are names we would find in the Japanese culture. The readers is also introduced to the bowing custom to show respect and thankfulness. "Jiro's father bowed back. 'Our food is poor, but we are honored by your presence. Please don't hold back.'"

The illustrations are full page with bright colors and many details including food and objects that Jiro is eating. The skin color is light brown and the clothing is traditional Japanese. We also see tables low to the ground, pallets on the floor, and the style of houses found in Japanese.

Due to the story line and bright illustrations, I would recommend this story for a read aloud. Many children would enjoy hearing a story about the Hunger Monster.

4. Review Excepts
~SCHOOL LIBRARY JOURNAL (4/2001): "The story is told economically but with wit and humor. Sogabe's illustrations, created using cut paper over rice paper that has been colored by airbrush or watercolor, complement the text with their elegant simplicity."

~BOOKLIST (4/2001): "The silly, farcical story is spiced with images kids will love (Jiro eats "a bucket of fish guts,"for example), and Namioka adds to the story's texture with family dynamics every kid can relate to. Sogabe's striking, cut-paper-and-paint illustrations extend the comedy with full-page pictures of round-cheeked Jiro that kids can spot at a distance. A good choice for reading aloud."

5. Connections

~Students could write a continuing story of what happened to the Hunger Monster after his left Jiro.

TEA WITH MILK

By Allen Say

Image Credit: www.barnesandnoble.com

1. Bibliographic

Say, Allen. Tea with Milk. Boston: Houghton Mifflin, 1999. Print. ISBN 0395904951

2. Plot Summary

May was a young girl who grew up in California with her family. Her family became homesick for Japan and decided to move back when May graduated from high school. In Japan, May had to attend more school and was an outsider to others. May left home and found a job in Osaka where she worked at a department store working with customers who speak English. There she meet Joseph and they became friends.

3. Critical Analysis

TEA WITH MILK by Allen Say is historically based. This is a story about Allen Say's mother and how she struggled as a Japanese woman in Japan and how she met his father. With each page, the readers will be anxious to see what will happen next in the story. This story has a meaning that many young children may not understand. May learns that she can make a home for herself in any country including Japan. "May, home isn't a place or a building that's ready-made and waiting for you, in America or anywhere else."

Cultural markers present include the reference to kimonos that women wear in Japan and sitting for long periods of time. We also learn that May was expected to arrange flowers and write in calligraphy. "Gaijin" which means foreigner was used several times in the story. The meaning of the word could be found in the following sentence.  May also refers to food that is no longer available to her including pancakes, fried chicken, and spaghetti.

The illustrations are full page with print on the facing page. The illustrations do a wonderful job of showing May's emotions. At the beginning we she her as a happy child in front of her home and the American flag. We also see the angry emotions on her face when she is back in Japan. The illustrations resemble photos with delicate detail and color.

4. Review Excepts

~PUBLISHERS WEEKLY (3/1999): "His exquisite, spare portraits convey emotions that lie close to the surface and flow easily from page to reader: with views of Masako's slumping posture and mask-like face as she dons her first kimono, or alone in the schoolyard, it's easy to sense her dejection. Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms."

~SCHOOL LIBRARY JOURNAL (5/1999): "This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own."

5. Connections

~Research more about the history of tea with milk and enjoy a serving of tea with milk

~Students can interview older generations in their family that may have moved to a different state or country with emphasis on how they adapted. 

THE YEAR OF THE DOG

by Grace Lin

Image Credit: www.bookpage.com

1. Bibliographic

Lin, Grace. The Year of the Dog: A Novel. New York: Little, Brown, 2006. Print. ISBN 0316060003

2. Plot Summary

Grace is a Taiwanese/Chinese American who is celebrating "the Year of the Dog." Grace, as known as Pacy, knows that this means a year of good luck. Grace becomes friends with Melody who is also a Taiwanese/Chinese American and these two friends share many things in common including life in America, school, and friendships.

3. Critical Analysis
In THE YEAR OF THE DOG, the main character of the story is Grace who is growing up in America. Many of the people at her school see her as Chinese and she doesn't seem to fit in with Americans. The Chinese see her as too American and therefore she is faced with trying to find where she belongs. We also see reference to FIVE CHINESE BROTHERS when Grace and her friend Melody go to the library and ask for a Chinese book. "Those aren't real Chinese people, though...Your brother doesn't have a ponytail." With this event the reader is told that not all Chinese people look the same. Grace and Melody become good friends and find that each one of them is different and valuable. Grace finally understands that she is accepted in America when she gets an applause for a munchkin part in the Wizard of Oz play and when the book she writes about a Chinese American girl get fourth place in a contest. 

There were many culture markers present in the story including Grace's mom telling of past events that happened to her when she was growing up in China. We also learn of various food that is eaten by Chinese people including tofu, rice pudding, and fired dumplings. The reader is introduced to a "Red Egg" party to welcome the new baby of the family. When Grace's mom tells her stories of growing up in Chinese, we learn about the school inspector, women binding their feet, how her mother had to learn to adjust to living in America. A few Chinese words were in the text and the meaning of the words could be found a sentence or two later in the text. 

Illustrations in the book included various drawings by the main character of the story. The drawings were all back and white, but included details to help the readers see how fried dumplings look, their thanksgiving dinner, and how to color an egg red.  

This is a wonderful story for any child who is having a hard time fitting in with others. I would recommend the book to children in 3rd to 5th grade and advanced second graders. I would also like to read the sequel THE YEAR OF THE RAT.

4. Reviews Experts
~KIRKUS REVIEW (12/2005): "Elementary school readers will enjoy the familiar details of school life and the less familiar but deliciously described Chinese holiday meals. Interspersed with the happenings of daily life are her mother's stories of Pacy's grandparents' lives and her own struggles as a new immigrant. Occasional black-and-white drawings by the author enliven the text. This comfortable first-person story will be a treat for Asian-American girls looking to see themselves in their reading, but also for any reader who enjoys stories of friendship and family life."

~PUBLISHERS WEEKLY (1/2006): "The well-structured story, divided into 29 brief chapters, introduces traditional customs (e.g., Hong Bao are special red envelopes with money in them, given as New Year's presents), culture and cuisine, and includes several apropos "flashback" anecdotes, mainly from Pacy's mother. The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand-lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here." 

5. Connections

~Students could research more about Chinese celebrations including "The Year of the Dog"

~Read the sequel THE YEAR OF THE RAT

JINGLE DANCER

By Cynthia Leitich Smith Illustrated by Cornelius Van Wright and Ying-Hwa Hu

Image Credit: cynthialeitichsmith.blogspot.com

1. Bibliography 

Smith, Cynthia Leitich., Wright Cornelius Van, and Ying-Hwa Hu. Jingle Dancer. New York: Morrow Junior, 2000. Print. ISBN 9780688162429

2. Plot Summary

Jenna is a girl of who dreams of dancing during the powwow. She is a descent of the Muscogee (Creek) and Ojibway (Chippewa/Anishinabe) descent and this dance is a family tradition. Jenna has been practicing this dance and seeks her grandmother's permission. To dance in the powwow, Jenna must have a dress with jingles. Jenna seeks out members of her family to get enough jingles. She finally has enough jingles and proudly dances for each person who loaned her jingles for her dress.

3. Critical Analysis 

This fictional story by Cynthia Leitich Smith is a simple story about a girl who wants to continue the family tradition of dancing at the powwow. The characters are portrayed in the modern-day with Jenna's cousin as a lawyer, Mrs. Smith living in a duplex, and Grandma living in a modern neighborhood. We also see characters who care for one another, especially Jenna. "'May I borrow enough jingles to make a row?' Jenna asked, not wanting to take so many that Aunt Sis's dress would lose its voice." This book also includes an author's note telling the readers more about Jenna's descent as well as more information about the jingle dance and attire.The author also included a glossary for some words that most people will need to refer to.

There are many cultural markers present in this story which include references to various food, dancing at the powwow, and clothing that Jenna had to wear at the powwow. We see the reference to Indian tacos and fry bread. We also see phrases such as "As Moon kissed Sun good night" that lets the readers know that this story is of  Native American people. One cultural marker lacking is the use of Native American language. We also see the importance of the number four while Jenna is gathering enough jingles to make four rows.

The illustrations done by Wright Cornelius Van and Ying-Hwa Hu are full page watercolor illustrations. These illustrations include many bright colors and would be good for a storytime read aloud. Throughout the illustrations we see people of light brown skin along with many other cultural markers. These include Indian shoes, artifacts, baskets, and a pouch for carrying the jingles. 

4. Reviews Excepts

~SCHOOL LIBRARY JOURNAL (7/2000): "An author's note and glossary tell more about the Muscogee (Creek) Nation, the Ojibway origins of jingle dancing, and the significance of the number four in Native American tradition. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture."

~KIRKUS REVIEW (4/2000): "The layout of the book is straightforward--mostly double-page spreads that extend all the way to the edges of the paper. Jenna lives in what looks like a nice suburban house, the others seem solidly middle-class, and cousin Elizabeth is a lawyer. The author is deliberately showing us, it would seem, that all Native Americans are not poor or live on rundown reservations. A useful portrayal of an important cultural event in a Creek girl's year."

5. Connections

~Students could research more about the Muscogee (Creek) Nation and the Ojibway (Chippewa/Anishinabe) descent.

~Students could read other books by Cynthia Leitich Smith and visit her webpage. 

A BOY CALLED SLOW

By Joseph Bruchac Illustrated by Rocco Baviera

Image Credit: www.goodreads.com

1. Bibliographic 

Bruchac, Joseph, and Rocco Baviera. A Boy Called Slow: The True Story of Sitting Bull. New York: Philomel, 1994. Print. ISBN 9780329083441

2. Plot Summary

Returns Again and his family were blessed with a son who was slow at everything including eating. He was given the childhood name of Slow. As Slow grew up, he wanted a different, braver name. Slow knew that the only way he could change his name was to earn it through an act of bravery. His name was eventually changed to Tatan'ka Iyota'ke (Sitting Bull) because he had the courage to raid the Crow tribe. During the raid, no one from the Lakota tribe was killed and many horses along with weapons were gained. 

3. Critical Analysis

This Native American historical biography by Joseph Bruchac is of the Lakita Sioux tribe. The setting begins in 1831 and portrays the life of Slow, a son of Returns Again. The book is missing an author's note including citing sources for this story. Since these elements are missing I would label this book as historical fiction.

Cultural markers present include many words of the Lakota tribe. Many of the terms are defined in the text for readers. "Some said that the horses were brought by the wasicun, the white man." The characters are described  in the story as wearing moccasins and using weapons such as a coup stick. Storytelling is present in the book including the story of how horses came to the Native American people. This is also an important cultural marker for Native Americans.

The illustrations done by Rocco Baviera are very dark and do not define the faces of the people. These dark illustrations are probably done to respect the people. Most of the illustrations are full page and include a few bright colors for the landscape, sun, and illustrations of how the horses came to be a part of Native American life. At the end we see a full portrait of Sitting Bull along with the land and sun.

I would recommend this story to upper elementary children due to the length of the story and many elements that younger children would not understand. I also would not recommend this as a picture book read aloud due to the dark pictures. Children will want a close up view to see the details of these dark pictures.

4. Reviews and Experts
~ SCHOOL LIBRARY JOURNAL (10/1995): "This book works beautifully as historical fiction; it is less successful as biography as none of the dialogue is documented. An inspiring story."

~HORN BOOK MAGAZINE (9/1995): "The story also demonstrates the importance of family and community among the Lakota people. Baviera's darkly atmospheric, dramatic paintings frequently feature startling bits of bright color, as in the setting sun or a piece of sky visible through the smoke hole of a family's tipi. The pictures evoke a sense of timelessness and distance, possessing an almost mythic quality that befits this glimpse into history."

5. Connections
~Students could research more about Sitting Bull and the Lakota tribe.

~Students could read this book as an introduction to learn more about Native Americans.

CROSSING BOK CHITTO

By Tim Tingle Illustrated by Jeanne Rorex Bridges

Image Credit: www.goodreads.com

1. Bibliographic

 Tingle, Tim, and Jeanne Rorex Bridges. Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom. El Paso, TX: Cinco Puntos, 2006. Print. ISBN 9780938317777

2. Plot Summary

Bok Chitto is a river that runs through the Mississippi where one side of the river is the Choctaws and the other side is a plantation and home to many slaves. Martha Tom is a young Choctaw girl who crossed the river to find blueberries for a wedding. While there, she could not find her way back to the river and a slave's son, Little Mo takes her back to the river. Little Mo learns that his mother is going to be sold and asks Martha Tom for help. The Choctaws help Little Mo and his family across the river where they will become free.

3. Critical Analysis

Tim Tingle retells a wonderful story of people from other cultures who become friends and help each other at important times. In this story we see two families who are willing to help neighbors out. This is a story that many older elementary children would enjoy.

In this Native American book, we see four motifs present in this story. The candles held by the Native American women while the slaves are crossing the river represent fire. The river represents the water, the earth is represented as the outside church for the slaves, and wind is represented when "the old men began to sing the old wedding song." This wedding song is sung in Native American language.

The illustrations done by Jeanne Rorex Bridges are full page spreads with natural colors and fine details. When Little Mo's family became invisible, Bridge's illustration portray them just enough that the reader can see them and the guards could not. The Choctaw women are portrayed with long dark hair and brown skin. Many of the men also have long hair that is braided on the sides. The clothing looks to be of simple print. Their shoes include moccasins that we would normally see on Native Americans.  We do not see any leather or other clothing like fringes or headdresses that most people would label as Native American.

4. Reviews and Awards

 ~SCHOOL LIBRARY JOURNAL (07/2006): "The layout is well designed for groups as the images are large and easily seen from a distance. There is a note on modern Choctaw culture, and one on the development of this particular work. This is a lovely story, beautifully illustrated, though the ending requires a somewhat large leap of the imagination."

~LIBRARY MEDIA CONNECTION (11/2006): "Tingle brings this early American tale to print as a strong read- aloud for young or middle level students or for a great quick read for older readers. The language is vividly brought to life through rich earthen-toned illustrations by Jeanne Rorex Bridges."

5. Connections
~Read this story as an introduction to Native American Literature study and then research more about Native Americans.



TOO MANY TAMALES

By Gary Soto Illustrated by Ed Martinez

Image Credit: www.scholastic.com

1. Bibliography

Soto, Gary, and Ed Martinez. Too Many Tamales. New York: Putnam, 1993. Print. ISBN: 9780698114124

2. Plot Summary

Maria enjoys the Christmas celebration and especially helping her mother make tamales for the family. Maria's mother takes off her ring to knead the masa for the tamales and Maria slips the ring on for a moment. Maria kneads the masa again and again and doesn't think about the ring. Later that evening, Maria remembers the ring believes that the ring is now in the tamales. Instead of telling her mother, Maria gets her cousins to help her eat the tamales in hopes of finding the ring. 

3. Critical Analysis 

In TOO MANY TAMALES we see a family spending time together at Christmas and a child who learns that honesty is important. We also see father in the kitchen helping to make tamales for the big Christmas celebration which is not normal in many households. Gary Soto shows the importance of extended family and that cousins can have fun together. Children will enjoy the part where Maria thinks the ring is in the stomach of Danny. 

The illustrations by Ed Martinez are done in low light which makes the pictures feel warm and inviting like a Christmas evening spent with family and friends. Through the pictures we see pottery that looks similar to other pottery from Mexico. We also see people of Hispanic descent with dark hair and brown skin. Through the illustrations we are able to see the expressions on Maria's face including sadness when she has to tell her mother what happened. 

Cultural Markers present in this fictional story include making tamales for Christmas. Many of the characters in the story had names such as Maria, Teresa, and Rosa. These names are popular in the Hispanic culture. Only a few Spanish words were used in the story which includes masa and nina. Many children will know that this story is Hispanic Literature due to the fact of tamales being cooked for Christmas. Children will find this to be a wonderful read and we have to speculate how her mother had the ring all along. 

4. Review Experts

~ KIKUS (1993): "The whole family is coming for Christmas, so Maria and her parents are busy making tamales--Maria helps Mom knead the masa, and her father puts them in the pot to boil. While they're working, Maria secretly tries on Mom's diamond ring, then forgets about it until she's playing with her cousins. Since it's not on her thumb she's sure it's in a tamale, so the four cousins consume all 24 (with some difficulty) in hopes of finding it. No luck--the ring's on Mom's finger, after all. In this family, there's no scolding: Aunt Rosa says, "It looks like we all have to cook up another batch," and so they do, three generations laughing and working together. Soto's simple text is charmingly direct; he skips explanations, letting characters reveal themselves by what they do. Martinez's realistic, nicely composed paintings are glowing with light and life, while he reinforces the story with particularly expressive faces and gestures. This one should become a staple on the holiday menu."

~HORN BOOK (3/1994): "Maria tries on her mother's diamond ring while she helps her parents make tamales for Christmas dinner. Hours later, convinced that the ring fell off while she was kneading the masa, she and her three cousins eat all twenty-four of the increasingly less delicious tamales. Illustrated with rich oil paintings, the book offers a nonreligious glimpse into the celebration of Christmas in one affluent Latino household."

5. Connections

~ Students could write their own story of a possible mishap that has happened at a family gathering or holiday.

~Students could research about tamales and learn how to make them.

YUM! MmMm! QUE RICO! AMERICAS' SPROUTINGS

By Pat Mora Illustrated by Rafael Lopez

Image Credit: www.openlibrary.org

1. Bibliography

Mora, Pat, and Rafael López. Yum! Mmmm! Qué Rico!: Americas' Sproutings. New York: Lee & Low, 2007. Print. ISBN 9781584302711

2. Plot Summary

Pat Mora includes fourteen haikus for food that is eaten in various regions of the Americas. A side note is included for each food item that tells the reader where the origin of the food and some fun facts including how the food is used today.

3. Critical Analysis

Pat Mora introduces the readers to food that is used and enjoyed by many people. The poems are listed in alphabetical order starting with blueberries and ending with vanilla. Many of the haikus tell the reader what the food is used for. "Prickly Pear Red desert wonder. Cactus fruit becomes syrup and dulces. Surprise!" Mora includes a short section of information for each food. Children will be able to learn where the food is native from and how some of the items are used today. "Today the starch from corn kernels is used as a binder to help crayons and chalk hold together." 

Cultural markers that are present include the use of words including los dulces, la luna, and que rico through out the story. A glossary of these words is located at the beginning of the book so readers can become familiar with these words before reading the haikus. Young children will enjoy the short haikus while older children will enjoy reading the facts about the food. 

The illustrations are brightly colored with full pages which highlights the food haiku for that page. Many of the families and children in the illustrations look to be of Hispanic descent. Lopez includes a white child eating chocolate and an African American child with cranberries. We also see a Hispanic child eating tomatoes while his parents work the garden. Hispanic families eating pecans and corn tortillas is another cultural marker to show the importance of family. The landscapes include deserts, tropics, and houses such as a pueblo hut. 

4. Review Experts

~ SCHOOL LIBRARY JOURNAL (9/2007): "PreS-Gr 3-This concept book serves as a delicious introduction to 14 types of food, all of which have their origins in the Americas. Snippets of information and a haiku poem accompany each one, ranging from blueberry and chili pepper through papaya, prickly pear, and vanilla. Using English and a smattering of Spanish words, Mora crafts a playful introduction to each one, as in "Pumpkin": "Under round luna,/scattered tumblings down the rows,/autumn's orange face." The sense of whimsy is further underscored in L-pez's colorful acrylic on wood-panel illustrations. Artful compositions and brilliant complementary colors bear out the book's multicultural themes. The art conveys an infectious sense of fun, as smiling suns and moons beam down upon happy children and animals, along with a trumpet-wielding peanut-butter sandwich and a dancing pineapple. Teachers will find this a welcome addition to their social-studies units, but it should also win a broad general audience for its inventive, fun-filled approach to an ever-popular topic: food."

~KIRKUS (9/2007): "Haiku celebrating the diversity of edible plants native to the Americas--blueberries, chocolate, prickly pears, pecans and more. Each spread includes an informative paragraph explaining the probable origin, history and some trivia for the plant described in the poem. (The word pecan, for example, comes from a French word meaning, "nut to be cracked on a rock.") Lopez's vibrant, folklorish illustrations make the book a visual feast, but the haikus are uneven. Some (Chiles: "Dad bites green mouth-fire / laughs when tears fill his eyes, sighs / 'Mmmm! This heat tastes good' ") evoke the essence of their subject; others (Potato: Underground magic. / Peel brown bundle, mash, pile high. / Salt and pepper clouds) are just confusing. More interesting as social science than as poetry, but visually gorgeous."

5. Connections

~Older students could write their own haiku of their favorite food.

~Students could choose a favorite food listed in this book and research more about the food item.

MICE AND BEANS

By Pam Munoz Ryan Illustrated by Joe Cepeda

Image Credit: www.scholastic.com

1. Bibliography

Ryan, Pam Muñoz., and Joe Cepeda. Mice and Beans. New York: Scholastic, 2001. Print. ISBN 9780439183031

2. Plot Summary
Rosa Maria's granddaughter will be turning seven within a few days. Rosa makes a list of things she needs to do to prepare for the celebration she will be hosting at her home. For several days Rosa completes many task on the list and sets a new mouse trap each evening because the old ones keep disappearing. This makes her think she is forgetful. She remembers during the party that she forgot to fill the pinata with candy. When her granddaughter hits the pinata and candy falls to the floor, Rosa realizes that she had helpers all along.

3. Critical Analysis
MICE AND BEANS is a fictional story that reveals a Hispanic birthday celebration for a young child. Rosa Maria is a caring grandmother who wants to make sure her granddaughter has the best birthday. Children will love the repeating theme of "She hurried to the cupboard to fetch another and when it was set and ready to SNAP, she turned off the light and went to bed." The story line is enlightening because Rosa Maria always thinks she forgot to set the mouse trap when we really know that the mice took the trap away. At the end we learn that Rosa had the saying from her mother completely wrong. The real saying was "When there's room in the heart, there's room in the house...even for a mouse."

Many cultural markers are present in the story including the dialect, celebrations, and family. Throughout the story the readers are exposed to many Spanish words such as "No importa," "bolsa," and many more. Pam Munoz Ryan includes a glossary and pronunciation guide at the end of the story. Many children will be able to use context clues to discovery the meaning of the word. The glossary is helpful to confirm the meaning of the words. For the celebration we see the use of a pinata which is found in traditional Hispanic celebrations. We also see the family eating enchiladas, rice, and beans which is traditional Hispanic food.

The illustrations by Joe Cepeda are full page with bright colors. We see Rosa as a grandmother who wears a dress and apron throughout the story. The illustrator gave Rosa yellow hair which is not traditional for this culture. Children will enjoy the pictures that are from the mice's view of the story. The children will also enjoy viewing the activities of the mice.

4. Review Experts
~BOOKLIST (9/2001): "Ages 4-7. It's time for Little Catalina's seventh birthday, and grandmother Rosa Maria is ready to celebrate. She has room in her heart and her casita for nearly everyone on this happy occasion--everyone except mice. Grandmother sees to the details, from food to fun. But she forgets to fill the empty pinata, and when she discovers that mice have filled it for her, she opens a place in her joyful heart just for them. The story is charming, but what makes it special is the quiet authenticity of the Hispanic characterizations. Cepeda's pictures are as good as the story, with bright, funny scenes depicted from human (looking down) and mouse (looking up) points of view. A delightful birthday or anytime book."

~SCHOOL LIBRARY JOURNAL (10/2001): "K-Gr 2-As a loving grandmother prepares for her youngest grandchild's seventh birthday, the smallest residents of her casita follow her through each successive weekday, taking the necessities for their own celebration and watching over her. The energetic Rosa Maria is a loving, unselfish, and hardworking woman, but her forgetfulness allows her to attribute missing items to her own behavior. The text, interspersed with Spanish expressions, appears on vivid full-page illustrations, creatively drawn from a mouse's perspective. This imaginative and artistic book combines richly colored and angled illustrations with a variety of text fonts and sizes. Cepeda adds detail and expression to the smallest objects and inhabitants of Rosa Maria's casita-even the turkey pinata seems alive. A treat for young listeners."

5. Connections
~Students could write about their own birthday celebration after reading this story.

~Students could discuss the importance of family including how grandparents can pass down traditions to younger generations.

TALKIN' ABOUT BESSIE

By Nikki Grimes Illustrated by E. B. Lewis

Image Credit: www.librarything.com

1. Bibliography 

Grimes, Nikki, and Earl B. Lewis. Talkin' about Bessie: The Story of Aviator Elizabeth Coleman. New York: Orchard, 2002. Print. ISBN 9780439352437

2. Plot Summary
Elizabeth Coleman is the first African American female that was licensed to fly a plane in the United States. Her story is told through the voices of people who knew her including her parents, flight instructor from France, and many others. Bessie was a girl who dreamed big and believed she could do anything she set her mind to including the being the first African American female to fly. 

3. Critical Analysis
TALKIN' ABOUT BESSIE is a biography of Elizabeth Coleman. The story is told through the voices of people who knew her and her dream of being an aviator. Nikki Grimes writes the story in free verse and dialect of the people attending her memorial service. The story is told chronologically and builds to a final entry of Bessie telling her experience of flying. Grimes includes source references to Bessie Coleman and aviation on the last page. 

Many cultural markers are present in the story. Many of the cultural markers include dialect of people such as: "Yessir! You might could say Bessie bore some watchin'"  We also see reference to the "one-room Colored schoolhouse" and the many chores that Bessie had to complete including the laundry done by using the washboard. 

E. B. Lewis' illustrations include full pages that show events of Bessie's life including her singing with the University band at her local church. The illustrations show people of African descent and many of the obstacles Bessie had to overcome to become a pilot. This included the many chores and cotton picking. The illustrations help the reader to see who Bessie was and her joy of flying.

I found this story to be very interesting and would be a good read for children in 3rd grade and above. This story helps the readers to understand the many struggles of African Americans.

4. Review Excepts and Awards
~2003 Coretta Scott King Author Honor

~2003 Coretta Scott King Illustrator Award

~HORN BOOK (3/2003): "Watercolors on facing pages evoke each incident and often soften the harshness in Coleman's life. Grimes separates fact from fiction in an introduction and an endnote. Like Bessie, this tribute to her life soars."

~KIRKUS (10/2002): " The handsome design, large format, and beautiful artwork make this very attractive, but the lack of source notes or clarification of what's fictionalized-especially quotes-and the strange opening scene set at Bessie's wake as she speaks to her mother from her photo on the mantel, will leave many readers confused."

5. Connections
~This story could be read as an introduction to the life of Bessie Coleman. After reading the story, students could research more about her and use a web 2.0 tool to share their findings.

JOHN HENRY 

By Julius Lester Illustrated by Jerry Pinkney

Image Credit: www.betterworldbooks.com 

1. Bibliography 

Lester, Julius, Jerry Pinkney, and Jane Byers. Bierhorst. John Henry. New York: Dial, 1994. Print. ISBN 9780803716070

2. Plot Summary

JOHN HENRY is a traditional literature story of the man that was known to be larger than life. At John Henry's birth, he began to grow instantly and began a man who was faster than a horse and  stronger than a machine. He challenged a machine operator to see who could tunnel through a mountain the fastest. John Henry swung his sledge hammers so fast while winning the challenge that rainbows surrounded him. 

3. Critical Analysis

JOHN HENRY is a traditional literature story from an African American folktale. This story is extremely fasted paced. From the time of John Henry's birth he is already growing into a young man. Lester used descriptive writing that most children can understand including "the air seemed to be dancing to the rhythm of his hammers" and "it was as hard as anger and so big around." Lester included a brief background on the legend of John Henry before the story begins. This will help readers to have a better foundation of John Henry before reading the story.

Cultural Markers for the story include various phrase like "Didn't nobody see John Henry" and "drinking a soda mom." Many children will need to use picture and context clues to understand the meaning of soda mom. Through this writing children will be exposed to language that was used in the past by African Americans. The reader is also exposed to the respect that children have for their elders including working on the house. John Henry also confronts the "meanest man in the state" where John Henry won the race and Freddy became nice.

In the illustrations by Jerry Pinkney we see many cultural markers including skin tone, facial features, and hairstyles. Even though the story moves quickly at the beginning, the illustrations help the reader to keep up with the pace.  The illustrations are mostly full page with colors that are blended using pencils, colored pencils, and watercolors. Pinkney helps the reader to comprehend how fast baby John Henry grew by using the illustrations to show him jumping from his mother's arms and the expressions on the faces of his parents. The illustrations also portray how big and strong John Henry was compared to others.

4. Review Excepts
~HORN BOOK (3/1995): "The original legend of John Henry and how he beat the steam drill with his sledgehammer has been enhanced and enriched, in Lester's retelling, with wonderful contemporary details and poetic similes that add humor, beauty, and strength. Pinkney's evocative illustrations -- especially the landscapes, splotchy and impressionistic, yet very solid and vigorous -- are little short of magnificent."

~SCHOOL LIBRARY JOURNAL (11/1994): " It will appeal to an older audience than Ezra Jack Keats's John Henry (Knopf, 1987) and is a fine addition to any folklore collection."

5. Connections
~ After reading this story, students can research the Chesapeake and Ohio Railroad that went through West Virginia

~Read other stories about John Henry and compare contrast the stories.

A COOL MOONLIGHT

By Angela Johnson

Image Credit: www.goodreads.com

1. Bibliographic 

Johnson, Angela. A Cool Moonlight. New York: Puffin Books, 2003. Print. ISBN 0803728468

2. Plot Summary

Lila is a young girl who is about to turn nine years old and hasn't been in the sunlight since she was a baby. Lila was born with a rare allergy to the sun and some artificial lights, xeroderma pigmentosum. Lila is a child who stays up late at night to play outside in the moonlight and is home schooled by her mother during the day. Lila has two friends who only come to see her when she is playing in the moonlight alone, Alyssa and Elizabeth. With the help of these two friends and a "sun bag", Lila has decided that when she turns nine she will be able to go into the sunlight just like everyone else. 

3. Critical Analysis

A COOL MOONLIGHT by Angela Johnson is a short novel and consist of many things imaginary. At the beginning of the story the reader is left to believe that Lila's friends, Alyssa and Elizabeth are real until Lila's older sister never gets a chance to see them.  The reader is left trying to figure out what is real and what is fake throughout the story. Around the middle of the story I begin to think that Alyssa and Elizabeth were make believe friends until Lila sees them at a department store.  Then you begin to wonder again until the end of the story when Lila is being lifted into the air by fireflies. Most children will believe that Alyssa and Elizabeth were fireflies all along.

In the story we see a strong family bond who does everything they can to take care of Lila.  The mother home schools Lila, the older sister Monk takes Lila into town at night to hang out, and their father works nights so that he can be home during the day for Lila. Lila also has a birthday party at night and the family has taken night vacations in the past.

I could not distinguish any cultural markers in this story. The language in the story does not distinguish it as African American dialect. Dad comes home one morning and ask "what's up, kid?" This could be a phase used by anyone. The conversations in the story were simple sentences and much of the story was from Lila's point of view. Angela Johnson did not use any capitalization in the book including proper names. The language is simple sentences and with lots of white spaces. The only illustrations present in the book were of the sun and moon. Johnson uses words that describe the situation well for the reader including descriptive words. "it'll be just like a movie, me walking on the beach in the sun. seagulls will fly over and dive-bomb fish out in the water...it's going to be warm on my face with no blisters or burning."  

4. Review Excepts

~KIRKUS (9/2003): "Poignant, evocative, and as lingering as sunburn, Lila's story is one of courage, hope, and dreams."

~BOOKLIST (10/2003): "Though few readers suffer from Lila’s illness, many will recognize the ragged path she consciously takes as she lets go of a fantasy that has sustained her and begins to leave childhood behind. The book’s real magic resides in the spell cast by Johnson’s spare, lucid, lyrical prose. Using simple words and vivid sensory images, she creates Lila’s inner world as a place of quiet intensity— spun gossamer that proves immensely, unexpectedly strong."

5. Connections

~After reading this story, students could research more about the skin condition and how the condition is being treated. 

~Students could respond to the prompt, "If you couldn't go into the sunlight, what would you do and how would you interact with friends that could?"

SOLDIER BEAR

By: Bibi Dumon Tak Illustrated by: Phillip Hopman

Image Credit: www.hbook.com

1. Bibliography

Dumon, Tak Bibi., and Philip Hopman. Soldier Bear. Grand Rapids, MI: Eerdmans Books for Young Readers, 2011. ISBN 9780802853752

2. Plot Summary

During World War II, some Polish soldiers come across a newborn Syrian brown bear.  These soldiers adopt the bear and give him the name Voytek. Voytek becomes the soldier's mascot and a member of their family.  Voytek loves to take showers and raid the kitchen tents during his time at war. Voytek even helps the soldiers carry ammunition which leads to him being the official mascot for the transport company and listed as "Private Voytek." 

3. Critical Analysis

SOLDIER BEAR is a historical fiction novel set during World War II in British camps. Through this bear, not only the soldiers who adopted him, but many other soldiers are able to find peace. The soldiers are able to remember that there is life outside war and a future. Voytek is the soldier who helped to cheer others while drinking beer, eating cigarettes, and standing on his head. Through SOLDIER BEAR we are able to see the sadness and death of war. Voytek helps the soldiers to bond and become like family.

The illustrations include simple black and white drawings including some maps. These illustrations are usually located at the beginning of chapters with a few illustrations within the chapters. Through the illustrated maps, readers are able to get a sense of  World War II from a Polish / British position along with the challenges of fighting the Germans. 

Many of the cultural markings for SOLDIER BEAR consist of the location of the soldiers and various phrases. "Now I could do with a drink myself." The readers will understand in America that means, "Now I could have a drink myself." We are also presented with words such as quagmire and beret. Many children will be able to use context clues to understand the meanings of these words while others will need to consult a dictionary. Another cultural marking includes when the soldiers encounter a family who speaks in Italian. "The bear! The Bear! he shouted in Italian." The readers are able to understand that the characters of the story are among people of other cultures.  

Since this novel is historically based, the author neglected to include references for students to follow which is seen as a weakness. Also, sources for the photos located in the back of the book should have been included.

4. Review Excepts

~2012 Batchelder Award

~SCHOOL LIBRARY JOURNAL (February 2012): "This fictionalized account is an unusual and humorous perspective on wartime experiences. Photographs enrich the truth of the story."

~LIBRARY MEDIA CONNECTION (Jan/Feb 2012): "This is a most unusual and engaging book."

5. Connections

~Read this story as an introduction to a study unit on World War II.

~After reading this novel, research more about Voytek and the emblem he was honored with.

DOG IN BOOTS

By: Greg Gormley Illustrated by: Roberta Angaramo

Image Credit: www.thereisabookforthat.com

1. Bibliography

Gormley, Greg, and Roberta Angaramo. Dog in Boots. New York: Holiday House, 2011. ISBN 9780823423477

2. Plot Summary

After reading the story PUSS IN BOOTS, Dog thinks that he needs boots as well. He visits the shoe shop numerous times to request boots that are good for digging, swimming, scratching, or running. Every time he tries to complete a task with the boots and does not succeed. He returns the boots to the store because they are not quite right. After multiple trips, he finally asks the shop owner if he has boots "for digging and swimming and scratching and running." The shopkeeper reminds Dog that he has "paws," which are good for digging, swimming, scratching, and running. Dog then tries out his paws and realizes that they are perfect. Dog finally goes home and finds another story to read about a little girl in a red hood.

3. Critical Analysis
This simple fictional picture book is a wonderful read for children who are learning repetitive themes in literature. We see that Dog always returns to the shoe shop, but leaves with a pair a shoes that are only good for one task. Through this story, children are reminded that they should use what they were given.

DOG IN BOOTS does not have many cultural markings even though the author, Greg Gormley lives in England. One cultural marking is when Dog runs around the queen's pond and she scolds him for doing so. The story lacks a time frame and physical setting. If the physical setting of England were present, children would be able to see more cultural markings. A few words that are not used very often in America were present in the book.  These words included dreadful, fashionable, and magnificent. This alerts the reader that the story was written in England. Most young children will probably not be able to pick up on this use of terminology.

The illustrations help to bring the story to life and help the reader to keep up with the fast paced plot. The illustrations include many full pages and bright colors. Through the illustrations, the readers are able to see the challenges that Dog faces in each pair of shoes including his surprise when "he went flying head over high heels." At the very end of the book on the inside cover, we see Dog in various hats after reading the story of a girl in "a lovely red hood". Children will be able to predict what happened with hats compared to the shoes.

This is a wonderful story for a preschool read aloud.  I feel that the author should have included more cultural markers to help students see England through the characters.

4. Review Experts
~BOOKLIST (March 2011): "With a repetitive text filled with sly, kid-friendly jokes and comical, expressive acrylic paintings, this title exudes storytime fun."

~KIRKUS (February 2011): "Children will identify with Dog's good-natured struggle through trial and error, fall in love with the evocative and funny illustrations and laugh out loud at the satisfying ending. A truly enjoyable selection and a nice follow-up to a favorite fairy tale, just right for reading aloud."

~Texas 2x2 Reading List 2012

5. Connections
~As a class, have students write a sequel to the story called, "Dog in Hoods"
~After reading the story, have children design a shoe they would like to see Dog use.