Conclusion to Children's Literature

Through these blogs, I believe I have encountered many different kinds of books, both of quality and others that were not, though they had been recommended to me. By analyzing the use of the books in my future classroom and keeping a close eye for any people that were marginalized through the book or finding social justice issues, I was able to reevaluate books I had read as a child as one-sided and not appropriate any longer. I was very interested to find out that many Eric Carle books are not scientifically accurate, even though as a child we used his books for research in my Kindergarten and first grade classes.

My exposure to high quality literature during the reviewing process also allowed me to analyze not only quality writing, but also quality illustrations. In order for an illustration to be of high quality according to Children's Literature: Briefly, it must "operate in a manner unique to its special format" including defining characters, establishing a setting, and reinforcing what the text of the book says (30,31). Most of the books I chose did just that. My favorite illustrator I have been introduced to in this process by far was Kadir Nelson. As seen in my blog on Henry's Freedom Box, Nelson is able to bring characters to life through his drawings, and just looking at his scenery makes one feel they are a part of the book. He has won numerous awards for his artwork in children's literature, and I have already bought one of the books he has illustrated for use in my future classroom.

By being forced to read books across the genres, I expanded my knowledge on the various genres of literature as well as experiencing books I had not read since I was much younger. It allowed me to develop a new love for genres that as a child I had no interest in, such as Informational Text or Biographies. A classroom is not complete without an array of children's books from across the genres, and I have used my newly gained knowledge of the genres of literature in order to begin building my collection for my library.

I understand that in order to help children enjoy poetry it should be of some interest to them, and no library collection would be complete without Prelutsky or Silverstein. By using informational texts with rich illustrations or real life photos, such as Seymour Simon's books, children become engaged in reading books that teach them things instead of only whisking them away to another world. Though folktales and fairytales are classic, providing children with new multicultural options can help them to see beyond their bubble of a world and ultimately help to create more world conscious human beings. Discussing the marginalized in books allows books that do have marginalized characters to still be used, while also exposing students to new ways of thinking and social justice issues at a young age. In order to fight for social change, children must not live in a darkened world, and it is our job as teachers to expose them to quality literature as well as unbiased literature while maintaining everything at a developmentally appropriate level.

Karate Kick

by Matt Christopher

Summary

Eleven year old Cole Richards loves karate more than anything. Currently he is a blue belt, practicing hard for his test to become a green belt. He is a very kind boy, but a girl Monique who already has her green belt just rubs him the wrong way. Cole is faced with a dilemma when he hears about a kata contest, create your own karate routine, and receives an invitation to test for his green belt on the same day. He goes to the park to practice and is confronted with high school bullies. One of them seems especially keen to fight Cole, but he doesn't. One of the other boys warns Cole to be careful is he is ever left alone with Darren. Cole goes to practice with one of his friends and Monique, and after she leaves they find her kata plan, even though she had told them she wasn't planning on entering. His friend Marty says taking it is not the karate way, but he takes it anyway. On his way home he sees Monique working with Sensei Ann to ward off weapons, and Darren finds him. It turns out to be Ty, the boy who warned Cole about Darren, in an attempt to prove to Darren that he shouldn't mess with Cole. Through Ty's story about quitting karate, Cole learns that as a young girl, Monique had a violent encounter with a stranger, so he now understands why she works so hard. Cole completed his testing for his green belt and earned it, and for the kata contest he and Marty learned Monique's kata and surprised her by performing it with her. He explained at the end that he learned again that he needs to remember to respect everyone, as that is one of the main lessons in karate.

Discussion

This book is written very well, and is appropriate for grades 2-3. Matt Christopher has the number one sports series for kids, and I understand why. His writing is engaging yet filled with factual information about the sport it focuses on. It embodies the worries of younger children as they incorporate sports into moral stories of growth. In this case, Cole learned that respect is key in growth, which also happens to be a key in karate. The facts about karate are clear, and they would make any child studying karate very engaged in this book, as it is a sport that is rarely written about. This is much better for an independent read, and can be placed in a classroom for free read but probably should not be read aloud due to the select crowd it addresses.

Christopher, M., & Peters, S. (2009). Karate Kick (Matt Christopher Sports Fiction). New York: Little, Brown Books for Young Readers.

The Lorax

by Dr. Seuss

Summary

On the far end of town there used to be a Lorax, and to find out what it was the boy must ask the Once-ler, who lived next door. He never leaves his house, but sometimes he tells stories from inside. His story costs fifteen cents, but once it is paid we are taken "way back in the days when the grass was still green and the pond was still wet and the clouds were still clean." Once-ler decided to set up a shop and chop down a Truffula Tree to take the soft tuft and knit a Thneed. From the stump a Lorax popped out. He said he spoke for the trees and asked what he had made out of the tree. He was quite concerned for the trees, but Once-ler explained that he had only chopped down one. However, he continues to chop down trees, and the Lorax stopped coming to warn him. He came back to warn him again that the swans could not breathe in the air because of all of the smoke from the factory, so they were leaving town. He also says the fish have to leave because all of the waste from the factory is polluting the water. When the last tree fell, everyone left except the Once-ler. The Lorax left a small pile of rocks with one word: UNLESS. He never understood the meaning until the boy came, and the Once-ler stated: "UNLESS someone like you cares a whole awful lot, nothing is going to get better. It's not."

Discussion

This book is deemed controversial because of its environmental message. When taking the story for what it is, many people do not appreciate that the blame of the pollution and destruction of this planet is on our shoulders, though that is the case. People prefer to live in false blindness, enjoying their apathy and pretending they don't see the problems in the world. This book urges readers, especially children, to take an environmental stance and protect the planet from harmful pollution before all the animals leave and everything becomes deserted. The illustrations and writing style are very typical of Dr. Seuss. This book was written in the early 1970s, when environmental consciousness just had begun. There is also much controversy about the book because many feel it has an unfair look on the logging industry. By writing a children's book with such a difficult topic for children to grasp, Dr. Seuss hopes that they will look for justice and fairness for our planet instead of the complacency that has become the norm in so many areas, especially throughout the United States.

Additional Information

On the Dr. Seuss website I found a Save the Trees game for children to play: (http://www.seussville.com//games/lorax/).

Geisel, T. S., & Seuss, D. (1971). The Lorax (Classic Seuss). New York: Random House Books for Young Readers.

Rejoice: Poetry Celebrating Life in the Amazon Rainforest

written and illustrated by the third grade students of Mendon Center Elementary in Pittsford, NY

*2009 Scholastic Grand Prize Winner NonFiction

Summary

The introduction of this book tells about the wonders of the rainforest, while also saying that the rainforest is in danger of extinction. By the year 2050, if nothing is done, the rainforest could be gone forever due to the cutting down of trees and ruining the natural habitat of many animals that could become extinct. The poems in the book are nonfiction, each short poem telling about a different animal in the rainforest.

Escape Artist

I swing on the wines,

And I dash through the trees.

I escape the villainous harpy eagle

That may snatch me at any moment

As it hunts just above me.

But it cannot catch me,

For I am the spider monkey.

The last page of the book gives a few more details about the animals discussed in each of the poems, as well as different plants in the rainforest.

Discussion

Though this book has won no awards as of yet, I think it is a fantastic edition to any classroom. It was written and illustrated by a third grade class, which empowers children and could inspire my class to write and illustrate their own book to submit for publication. The illustrations are crisp and bright, and they are set against a simple white background. Because it is written by third graders, the language is developmentally appropriate as well as engaging, and this book can be fun for classes to read out loud or alone. As for application, any rainforest unit in the classroom would be much assisted by this, as it has a different little known animal on each page. This book received a wondeful review by Jon Scieszka, who said "Wow. Beautiful poems, spectacular art, a wonderful combination of information and art."

Third graders at Mendon Center Elementary. (2009). Rejoice! Poetry Celebrating Life in the Rainforest. New York: Scholastic.

Shiloh

by Phillis Reynolds Naylor

*1992 Newberry Medal

Summary

Marty Preston is an 11-year-old growing up in West Virginia, and one day he finds a beagle running loose in the woods behind his home. He realizes the dog has been abused, and also that it belongs to his mean next door neighbor, Judd Travers. Because he knows it is Judd's dog, Marty gives the dog back to Judd even though he knows it is abused. The next time he sees the beagle, however, he hides him in a pen on his property in the woods and names him Shiloh. He keeps Shiloh a secret from his family because he knows that his family would force him to return the dog to his neighbor, as it is Judd's dog rightfully. However, a German Shepherd ends up near Shiloh's pen and attacks him. Marty has to go to his family for help, and in doing so all of his secrets and lies are exposed. Judd finds out that Marty has been hiding Shiloh and demands him back, as Shiloh was his hunting dog. Marty is able to stand up for what he believes in, and he works for Judd for twenty hours in exchange for Shiloh. After Marty has been working for a while, Judd says that the deal was no good because no one was there, and that he was going to keep Shiloh. Marty does not give up and continues to work hard, and Judd gives him the dog in the end.

Discussion

As a short novel, this book is good reading for a chapter a day story, or for more advanced children to read on their own. It raises many issues about violence to animals and telling the truth, especially in tough situations. As a group read, groups can discuss what kind of secrets Marty was keeping from his family, and if he was justified. With a young group, this book can cause a lot of confusion, as they may not realize why anyone would ever hurt a dog, and may agree with Marty. Using this book as a dialogue for change and discussion of justice and fairness can be effective in a classroom as long as those key points in the story are addressed. Students need to understand that lying in general is not okay, but that extenuating circumstances at points can call for drastic measures.

A House Divided

by Marshall Poe

illustrated by Leland Purvis

Part of the Turning Points Series

Summary

This graphic novel begins with the death of two abolitionists in Boston in the spring of 1856. Owen and Amos are their sons, and they plan to carry on the legacy of their parents by continuing to host fugitive slaves traveling through the Underground Railroad. Jeremiah, a fugitive slave about the same age as Amos, is friends with him, and Amos helps him to reunite with his family. Amos's father believes they need to continue traveling north to Boston, as "no slave is safe in this country with the Fugitive Slave Law" which stated if slaves were found by their owners, they are to be sent back. Amos stumbles into a conversation with the adults when they are discussing Abraham Lincoln as a possible advocate for the end of slavery. Upon hearing that slavery is a big problem in Kansas but there are many abolitionists there, Amos convinces Owen that they should move to Kansas to fight slavery and help there. However, upon getting there they realized that the abolitionists fought with guns and knives instead of with words and actions. Owen wants to go join ranks with Abraham Lincoln, but Amos runs off, choosing instead to work with John Brown. Amos realizes after he is already there that Brown uses unnecessary violence to push his agenda. His troops are outnumbered, and Amos's friend is killed in battle. Meanwhile, Owen is present when Abraham Lincoln gives his "A house divided against itself cannot stand" speech, after winning the Republican vote for Senate. Brown has changed his tactics from freeing slaves to attacking the government. However, this attack gets him hanged, and Amos makes his way to hear Abraham Lincoln speak in hopes he will find his brother Owen. He travels to Lincoln's Springfield office and is reunited with his brother right before Lincoln receives the nomination for the Presidency and ultimately wins. The end of the book describes the inevitable beginning of the Civil War.

Discussion

This is the first graphic novel I have ever read, as I was not interested in them when I was younger. I would recommend this book to high level second graders or third graders as an independent read. The topic of slavery covered in the book could be difficult for younger children to grasp in this context, even though the language is simple enough for good readers in the first grade to read. Their maturity level may just not be quite high enough as of yet. While reading the book I was interested to see what happened next, as it wove a story of two separated brothers, each fighting for the same thing in different ways, with the prelude to the Civil War. The book was able to parallel the boys' fights with those of the abolitionists, as there were two main ways to fight slavery: violence and through peace and governmental change. This book presents children with a great social justice issue of whether violence can be used for good, whether it is inevitable in some cases, or if social change can begin through peace.

As this book was just published this year, I believe it will win awards, or at least be placed on reading lists in upper elementary classrooms, due to the symbolism of the brothers' struggles with the struggles of our nation during the time before the Civil War. The drawings in the book successfully convey the frustration as well ass the determination of Owen and Amos, and the fact they are in black and white allows them to be a nice support to the story instead of the story themselves.

Poe, M. (2009). A House Divided (Turning Points). New York: Aladdin.

Click Clack Moo

by Doreen Cronin

illustrated by Betsy Lewin

*Caldecott Honor Book

Summary

On a farm, a farmer begins to notice that his cows are behaving strangely, having found an old typewriter in the barn. All day long he hears "click clack moo, click clack moo, clickety clack, moo." The cows decide to send Farmer Brown a letter asking for some electric blankets because the barn is cold at night, but the farmer says no because they are cows. The next day the cows had a note typed on the barn door that said no milk today. They then typed a note for the hens, and the farmer did not give the hens blankets either, so he wasn't able to collect milk or eggs that day. Duck then came with an "ultimatum", carrying a note to the farmer that says the cows will be willing to trade the typewriter for the electric blankets. When the switch is made, the cows receive their blankets, but Duck took the typewriter, and Farmer Brown found a note that asked for a diving board for the pond.

Discussion

This book is a favorite among children because of the humor throughout. When my cousins were younger they used to read this book to me, laughing the whole time about the story. I used to live on a farm, so they made the connection that animals were not really like this, but it was really funny to imagine them so. The drawings are clear and bright, but simple, so as not to overpower. I feel that humorous stories are more successful with clearcut sketched pictures as opposed to elaborate beautiful drawings. This book could be a read aloud book, used for Readers Theater as we discussed in class, or used as a story at home. Because children develop such an affinity for it, because of the language and the humor, many memorize parts of it, if not all, so they are able to read it independently. No groups are marginalized through this story, though Farmer Brown is white. I feel that animals and farms are discussed in stories enough that this story would not necessary make any child feel left out unless many of the children in the class had an overwhelming amount of experience with country life, which is usually not the case.

Cronin, D. (2000). Click, Clack, Moo: Cows That Type. New York: Simon & Schuster Children's Publishing.

Five Notable Inventors

by Wade Hudson

illustrated by Ron Garnett

Hello Reader! Level 4

Summary

This leveled book, in the Great Black Heroes series, gives a brief synopsis of the lives of Madam C.J. Walker, Elijah McCoy, Garrett A. Morgan, Granville T. Woods, and Jan Ernst Matzeliger. Jan Ernst Mateliger, a mixed man who grew up in the 1860s, made great contributions to the production of shoes. He grew up in South America and became a seaman and traveled to the United States. By the time he arrived slavery had been abolished ten years prior, but Jan could only find work as a shoemaker. He learned about the different machines that made shoes, but one machine was missing; there was no machine to connect the upper part of the shoe to the insole. Jan set out to create this machine, and he succeeded with money from financers. Eventually many factories wanted Jan's invention, and he made much money but he as a person was nearly forgotten. Elijah McCoy was born in 1843 in Canada, as his parents had fled the United States in order to ensure good education for their children. He went to school in Scotland to learn drafting, and he moved to Michigan, accepting a job as a fireman and oilman for the railroad. The job made him think that he could create a better way to keep the train parts lubricated. He invented the lubricating cup, and initially the railroad companies didn't believe that it would work, but it did. Granville T. Woods was born in 1856, and he made great contributions to this country. He invented such things as a new telephone transmitter, special tracks for motor cars to run on, a way to speak into a telegraph machine,an incubator, and an electrical overhead system to run trains. Madam C.J. Walker was born in 1867, and her inventions stemmed from her problems. Her hair began to fall out so she developed hair growing products. She started her own company and by the time she died over 25,000 people were working for her company. Garrett A. Morgan, born 1877, rushed into a tunnel to help some in it trapped with masks on their faces to protect them. He was first acknowledged for his courage, and then acknowledged for his mask, which he named the gas inhalator.

Discussion

I found this to be a very informative and good book for children becoming independent readers. I would especially recommend it for African-Americans, as it may teach them things they did not previously know and give them pride, as many books focus on Caucasian inventors. When reading this I learned about five new inventors I had never heard of, and I even learned that Woods was compared to Thomas Edison, and Edison has been given credit for some of the things that Woods invented. I think that books that address little known information in a way that children can read it independently for the first time is great for them. In a class if this were a read aloud, it could be used when discussing any of the topics, as well as during Black History Month.

Hudson, W. (1995). Five Notable Inventors, Great Black Heroes. New York: Scholastic.

Ten Little Ladybugs

by Melanie Gerth

Summary

This board counting book counts backwards from ten to one with a rhyming pattern in order to give children a new outlook on counting. As each number goes down, one of the tactile ladybugs disappears, leaving the children with the new number of ladybugs for the next page. The ladybugs slowly fly away from the group, but at the end instead of saying there are none, it states that they are all home, showing the ten ladybugs in their home on the last page of text.

Discussion

For a preschool classroom or household setting, this book is a wonderful way to help children visualize math concepts such as counting. Seeing the ladybugs disappear before their eyes gives them their first introduction to subtraction, as well as reinforcing their ability to count forward, because they can count the ladybugs on each page with their caregiver or with the teacher in a group. I used this book in a threes classroom at a preschool, and immediately all of the children recognized the book and stated that they had it at home, reinforcing my belief that it is a great book for younger children. The bright colors also attract attention to the pages of the book, with a special focus on the 3D ladybugs.

Gerth, M. (2007). Ten Little Ladybugs. New York: Piggy Toes Press.

The Four Seasons for Little People

by Joseph M. Parramond

Summary

Beginning with autumn, this book chronicles the four seasons, explaining autumn colors, the beginning of rain and the end of summer vacation. It discusses how fall is the season for canning as well. Winter brings cold, as well as snow, and it also says winter is the season for Christmas. Spring discusses apple trees, new plants and flowers, blue skies, and the warmth of the sun after winter. Finally, summer is the last season, described by the bright colors, ripened fruit, red sun and vacationing.

Discussion

This book was written in _____, and all of the illustrations, though gorgeous, are of Christian Caucasians. Others reading this book may feel marginalized and left out. With this problem set aside, however, this book is great for explaining the changing of the seasons, and the colors used in the illustrations are vibrant and seen in everyday nature. As an informational book, this book is good for preschoolers initiating conversation about the seasons, but should not be used for older children. Though it accurately discusses the physical changing of the seasons, the people's behaviors in the book may not be accurate across the board, and the seasons do not change the same all over, though this is not specified. After each of the seasons, there is a section for adults to further explain the seasons to the children they are reading to, which I thought was a nice touch to the book, and it helped to make it more accurate and a better informational book.

Parramon, J. (1982). Four Seasons for Little People. Gastonia: Fidelity Associates, NC.

Mufaro's Beautiful Daughters

by John Steptol

*Caldecott Honor Book

Summary

A man named Mufaro lived in Africa and had two daughters, Manyara and Nyasha. Manyara had a bad attitude, and insisted that Nyasha's kindness was a weakness and that she, Manyara, would become queen. Nyasha enjoyed gardening, and she made friends with a small snake, singing to him. One day a decree came that the King wanted a wife, and Mufaro sent both of his daughters in order to let him choose between them, as they were both equally beautiful. On the way, Manyara ran into a young hungry boy, an old woman, and a man with his head tucked beneath his arm. Manyara ignored them, scoffing at them in her hurry to get to the palace, but Nyasha, when she passed by, tended to all of their needs. Upon reaching the castle, Nyasha ran into Manyara, who urged her not to go into the king, as he knew all of her faults and said that she had displeased him. However, when Nyasha entered the room, her small garden snake sat there and transformed into the king before her eyes. He asked to marry her, as he was disguised as all of the things in the woods that the girls ran into, and he knew her to be beautiful inside and out.

Discussion

This African fable reaches out to the African American community as well as any girls with older siblings, or siblings who may pick on them. This book tells children that politeness, sharing, and gentle demeanors are rewarded whereas wickedness is not. It does not specifically imply that wickedness is punished, but it makes sure to show that Manyara is the servant in the household when Nyasha is queen, though Manyara had predicted it would be the opposite in the beginning. The full bleed illustrations make for a rich reading experience. This book is much better as a read aloud or a silent read for first or second graders, as the text is smaller and the words are a bit more difficult. The concept of the book is simple enough for children to understand, but the idea of the transforming king may have to be explained.

Application

This book could be introduced during a study on family, or a study of other cultures fables. The transformation of the king could be used to explain fantasy and magic in a broad sense to younger children. Also, if children are already familiar with this genre, Mufaro's Beautiful Daughters is wonderful for explaining kindness to children, whether at the beginning of the year, or as a reminder that kindness is rewarded.

Steptoe, J. (2003). Mufaro's Beautiful Daughters: An African Tale. Pueblo: Live Oak Media.

The Korean Cinderella

by Shirley Climo

illustrated by Ruth Heller

Summary

An old man and his wife longed for a child, and they were finally blessed with a daughter. In celebration they planted a pear tree and named their daughter Pear Blossom. The tree and the child both grew while their mother took care of them, but then the mother died. The old man went to the village matchmaker, who matched him with a widow who had a daughter Peony, the same age as Pear Blossom. The widow was very mean to Pear Blossom, as was Peony, and they called her Pigling. Pear Blossom “cooked and cleaned until midnight, with only the crickets for company.” Because of Pear Blossom’s wish for help, animals began to help her with her tasks, impossible as they seemed. On the day of the festival, Omoni, the stepmother, told Pear Blossom she could attend after she weeded the fields of rice paddies. This would have been impossible, but a great ox came and weeded all of the fields. She hurried to the festival, but when she got there her shoes were filled with stones; “she had just slipped off one straw sandal to shake out a stone when she heard a shout.” A young nobleman was coming, so she hobbled out of the way, but her sandal splashed into the water and out of her reach. She ran, and upon seeing her leave, the magistrate took her sandal and ordered he return to the village. At the festival the magistrate demanded the girl with one shoe, and said that she must be his bride. Their wedding was arranged for the spring while the pear trees blossomed.

Discussion

This version of Cinderella is a combination of three versions of the story commonly told in Korea. The illustrations in this version are very bright and colorful, with solid colors and beautiful Korean designs throughout the book. The book has Korean words, such as Hai and Omoni, throughout the book, helping Korean children connect even further to the story in a way that other children cannot. Since this book was written and illustrated by the same people as the Egyptian Cinderella, the stories flow similarly. The Korean Cinderella, however, deviates even more from the traditional story than the Egyptian Cinderella story did, which surprised me. I believe, however, that it was more true to the cultural and historical basis in Korea than the European fables that I have seen as “the norm” for my entire life.

The Egyptian Cinderella

by Shirley Climo

illustrated by Ruth Heller

Summary

In this Egyptian version of Cinderella, a young girl named Rhodopis was stolen from her home in Greece by pirates and sold as a slave in Egypt. Because she was Greek, she looked different than the other Egyptian servants girls, as she had copper hair and pale skin. Her master was very kind, but because he was old he never saw the other servant girls ordering Rhodopis around. Because the servants were mean to her, Rhodopis made friends with the animals, sometimes dancing for them. One day her master awoke while she was dancing, and proclaimed that "No goddess is more nimble...You shall go barefoot no longer." The other servants were very jealous of Rhodopis, and when an opportunity arose to attend court for the Pharoah, Rhodopis had to stay behind to weed the garden and wash the linens. The next morning Rhodopis followed the other servant girls to the riverbank with the hopes they would change their mind, but they "poled their raft around the bend in the river without giving Rhodopis a backward glance." Rhodopis was getting ready to go back, when a great falcon, "the symbol of the god Horus," came. Rhodopis bowed to him, and he flew off, but he had one of her slippers in his talons. She bid him stop, but he "flew towards the sun untiul he was no more than a dark speck against the gold." Rhodopis sighed and went back to doing her chores. The falcon flew along the Nile and arrived at the Pharaoh's party, where it dropped the slipper into the Pharaoh's lap. The Pharaoh saw this as a sign from the gods that whoever's foot fit the slipper should be the queen, because it "is the will of the gods." He traveled the land, but no one's foot fit into the rosy red slipper. He came to the riverbank near Rhodopis and the other servants, and she was last to try on the shoes. When the slipper he offered fit perfectly, she pulled its mate from among the folds of her tunic.

Discussion

The last passage in this book details the history of this version of Cinderella, which is known as one of the oldest Cinderella stories, first recorded by Strabo in first century BC. The story is a mixture of fact and fiction as well, as there was a Greek slave girl named Rhodopis that married the Pharaoh Amasis and was his queen from 570-526 BC. The book is in full bleed style, and the illustrations are gorgeous. This spin to the classical tale of Cinderella would be a great addition in a classroom, as it varies from the original so greatly but maintains the basic story parts that make Cinderella so unique. This version especially shows the differences between Rhodopis and the other servants, as she has a different ethnic background and that is what sets her apart, instead of a mean stepfamily. The book shows that even if someone is different, they can be beautiful, and they have something to offer a nation. At the end of the story, the other servants exclaim to the Pharaoh that Rhodopis isn't even Egyptian, but he says that she is the most Egyptian of them all. This book would be great to use during a study of ancient Egyptian history or customs, as well as a way to open the classroom to talk about diversity and racial differences.

Climo, S. (1991). The Egyptian Cinderella. New York: HarperTrophy. (Original work published 1989)

Cinderella

retold by Amy Ehlrich

illustrated by Susan Jeffers

Caldecott Award Winner

Summary

In this classic version of Cinderella, Cinderella's mother died and her father married again, but her stepmother and stepsisters were described as "proud and haughty." When she finished all her work she sat under the chimney, and was called "Cinderwench" instead of Cinderella. When news came of the ball, the sisters spoke of nothing but it, and asked Cinderella if she wanted to go. She asked them not to mock her, and they laughed, agreeing that it would surely be a sight to her a "Cinderwench" there. When her family left for the ball, Cinderella began to cry, and "Her godmother, who was a fairy, saw her tears and asked what was the matter." Cinderella shared her desire to go to the ball, and her fairy godmother transformed a pumpkin into "a fine gilded coach", mice into horses, a rat into a coachman, and lizards into footmen. Cinderella's rags were transformed into a gown, and her fairy godmother told her that she had to return by midnight or everything would turn back as it was. At the ball, the king's son had been told a great princess would soon arrive, so when she came to the ball he received her immediately and they danced many times. At one point in the night Cinderella went and sat with her sisters, and "she treated them with kindness." At a quarter to twelve, Cinderella fled the palace and arrived home in time. Her sisters spoke of nothing but the ball and this mysteriously princess. The second night of the ball Cinderella returned, but upon leaving she left behind a glass slipper. A royal proclamation was made that each maiden in the kingdom would try on the glass slipper, but they could not find a woman with feet small enough to fit the slipper. When the courtier came to Cinderella's home, she was allowed to try on the slipper, and once she had it on, she put the other slipper on as well, and her fairy godmother appeared and transformed her clothes into those from the ball. Immediately her sisters "threw themselves at her feet to beg her forgiveness for all their ill treatment", and she forgave them. Cinderella was wed to the prince, and offered places in her home to her two sisters.

Discussion

This version of Cinderella, though it does not stray far from the norm, focuses much more on the relationship of the sisters with Cinderella than any other modern version I have read. Though the language is rich, the illustrations make the story, making reading the story harder. Though it is not a full bleed, the words are limited to the bottom third of the pages, with a white background, and the illustrations have the rest of the space in the story. About three full pages are in full bleed style, and allow the readers to further imagine what the life of Cinderella is like in that moment; for example, when she arrives at the ball. The problem with Cinderella with regards to diversity is that the entire story is based on a European fairytale, and the people are included. Everyone in the story is Caucasian, and though children with less money are able to relate to Cinderella's plight, it is difficult for all children to feel like Cinderella, though the fantasy of imagination has the ability to carry children off into a completely different world. I have also chosen the Korean and the Egyptian Cinderella stories, as they expand this classic tale to a different demographic.

Application

A great way to use these various Cinderellas in the classroom is to create a chart describing the differences between them. If there is a large minority in the class, a great idea would be to find a version of Cinderella that best suits that demographic. For example, in St. Louis it would be amazing to find an African American or Bosnian version of Cinderella. Then the class could explain the differences between the traditional version and the more modern and more relatable version. Rewriting Cinderella as a class to better fit the needs of the classroom is also an application option when discussing fairy-tales.

The Voice that Challenged a Nation

by Russell Freedman

*Newberry Honor Book

*The Robert F. Sibert Medal

*Blue Ribbon Nonfiction Award

Summary

This biography chronicles the life on Marian Anderson, one of the most famous singers in the 20th century, as well as a prominent figure in the civil rights movement. Born right before the turn of the century, Anderson grew up in the north free of the times of slavery, but she was not a stranger to Jim Crow laws. She grew up in Philadelphia, singing and loving every minute of it. Despite her father's death at age twelve, she was able to attend high school at the age of 19. Throughout her entire career she gave most of the money she made to her mother, truly a generous and caring individual. One of the most important parts of Anderson's life that truly brought the racial injustices to light was her concert on Easter Sunday in 1939 at Lincoln Memorial. She was forbidden to perform at Constitution Hall as she was African American, and that caused uproar across the nation and Eleanor Roosevelt's public resignation from the Daughters of the American Revolution, the group in charge of Constitution Hall.

Discussion

Throughout the book are pictures from Marian Anderson's life, which support the text by giving examples of what they are discussing. This book is for an older crowd, and parts of it could be used to supplement learning about the 1930s especially, or Jim Crow segregation laws in general. The language is simple enough for older children to read on their own, but the book is written in an informative sense, making it a bit dry for children without supplemental material if they have to read the whole book. Parts of the book, however, are so striking and moving that they should be read aloud. For example, this quote from Walter White describes a young African American present the day of Anderson's concert on the steps of the Lincoln Memorial:

"Hers was not the face of one who had been the beneficiary of much education or opportunity...Tears streamed down the girl's dark face. Her hat was askew, but in her eyes flamed hope bordering on ecstasy. Life which had been none too easy for her now held out greater hope because one who was also colored and who, like herself, had known poverty, privation, and prejudice, had, by her genius, gone a long way toward conquering bigotry. If Marian Anderson could do it, the girl's eyes seemed to say, then I can, too." (Freedman 68-9).

Freedman, R. (2004). The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights. New York: Clarion Books.

Henry's Freedom Box

by Ellen Levine

illustrated by Kadir Nelson

Teacher's Choice 2008

Caldecott Honor Book

Summary

Though he does not know his age, Henry Brown is a young slave working in the house of his master with his mother, brothers and sisters. His mother was very worried about her children being taken from her. When his master was on his deathbed, Henry went to him, hoping that the master would free him, but instead he gave him to his son, making him promise to never tell a lie. Henry was sent to a factory to work for his new master, who was not as kind as his old. One day he met a girl named Nancy, who he married, with the permission of their masters, and they began to have children. Nancy was worried about their children, however, because her master had lost a lot of money. Sure enough, the following day his friend came into the factory and told Henry, "Your wife and children were just sold at the slave market." Henry could not do anything until lunch, when he went to the center of town just as his family was being taken away. Henry no longer had any joy in life, and sought a way to freedom. He decided, "I will mail myself to a place where there are no slaves!" His friend James and a white man named Mr. Smith helped him. Though they wrote "Handle with Care" on the box, Henry was turned all around, but he didn't move for fear someone would hear him. Soon, Henry was in Philadelphia. His new birthday was deemed his day of freedom, March 30, 1849.

Discussion

With a low level vocabulary and a clear engaging text, this book is great for a read aloud or for individual students to read. The subject matter dealt with shows the slave trade from an inside perspective, a perspective not commonly heard. This book does not try to demonize whites, but it clearly shows that slavery was wrong. Henry's Freedom Box would be a great addition to any classroom, especially during Black History Month or any lesson on the Civil War or the Underground Railroad. This was based off of a true story, and the author's note in the back explains that Henry "Box" Brown became one of the most famous runaway slaves after his 27 hour ride from Richmond, Virginia to Philadelphia. The illustrations in the book, done by Kadir Nelson, are incredible, very inviting and rich color schemes, as well as interesting angles. Some pages are very dark, and others have bright light, but all are clear and uncluttered, as can be seen from the examples throughout this blog.

Application

Because this is a Scholastic book, Scholastic's site has a great lesson plan for grades 3-5 when dealing with the Underground Railroad, using this book to help children scaffold their knowledge. (http://www2.scholastic.com/browse/collateral.jsp?id=32442) Also, Henry Brown wrote a narrative of the South and his experience, which can be found here (http://docsouth.unc.edu/neh/brownbox/menu.html). Perhaps an older class could read both and compare and contrast the two different versions.

Levine, E. (2007). Henry's Freedom Box. New York: Scholastic Press.

The Oxford Treasury of Classic Poems

compiled by Michael Harrison and Christopher Stuart-Clark

This treasury is a compilation of over 90 classic poems. This book has some poems for younger children, but many have bigger words, making it better for a read aloud or a book to pick a poem from during a break as opposed to independent reading. The illustrations are beautiful, but do not distract from the poems, as they are confined to a smaller part of the page. The poems are in black ink using Times New Roman font on a white page. This makes the treasury look less friendly to children in my opinion, as it is set up in a very adult-like fashion. Some authors featured in this anthology are Langston Hughes, Lewis Carroll, William Blake, William Shakespeare, Robert Frost, John Keats, and E.E. Cummings. It also includes O Captain! My Captain! by Walt Whitman. I do not believe I would use this anthology for any grade under third, though it could be present in younger classrooms for children to flip through and attempt to read. Though this book was suggested by a librarian at SLPL for a great children's anthology, I think I would have to disagree with her. Though humor is present is some of the poems, such as The Galloping Cat by Stevie Smith, this anthology also includes "Death, Be not Proud" by John Donne:

"One short sleep past, we wake eternally,

And Death shall be no more: Death, thou shalt die."

With too much focus in younger grades on the poetry present in this book, children may become confused and will not enjoy poetry as much as poetry by Jack Prelutsky or Shel Silverstein. In a classroom, I believe books by those gentlemen as well as other poetry containing humor is much more beneficial than a book like this one.

Harrison, M., & Stuart-Clark, C. (2004). The Oxford Treasury of Classic Poems. New York: Oxford University Press, USA.

Where the Wild Things Are

by Maurice Sendak

ALA Notable Children's Book 1963

Caldecott Award 1964

Summary

Where the Wild Things Are chronicles one night in Max's life. The story begins with Max traipsing about his house in a wolf suit, making "mischief of one kind and another." Max's disturbance of his house gets him sent to his room to go to bed without supper. As Max closes his eyes while still standing, a forest grew in his room "until his ceiling hung with vines and the walls became the world all around." An ocean came by and picked Max up, and he sailed for over a year until he reached the place where the wild things are. When he got there, the wild things "roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws." Max, however, was able to control them by staring into their eyes without blinking, and they made him king of all the wild things. For a few pages the wild things and Max have a wild rumpus, which is filled with full page illustrations of them playing on the island. Soon, however, Max becomes lonely and "wanted to be where someone loved him best of all." He smelled good things to eat and decided to give up being king of the wild things. He sailed back home, and upon arriving he found that it was the same night and his dinner was waiting for him. "And it was still hot."

Discussion

Where the Wild Things Are is a world renowned children's book for the imagination that it provokes in children. It is said that children's imaginations run away with them, and this book is the example of one child with a large imagination, that was able to believe he traveled away while angry and became king of the wild things. When I read this book as a child, I always imagined that my brother would become king of the wild things, and then I would have my own peace and quiet. When reading this book to very young children, I have found that they especially like to gnash their teeth and roar with the wild things, as those descriptive words allow for actions along with the book. Where the Wild Things Are could easily be used within a classroom, as well as a bedtime story at home. This week the theme in the preschool that I have been observing at is monsters, and this book is a favorite in the classroom.

As Children's Literature, Briefly states, "good fantasy actually tells the truth about life. It clarifies the human condition and captures the essence of our deepest emotions, dreams, hopes, and fears. If fantasy does not do these things, it fails." Where the Wild Things Are has the great ability to do all of this and more. Max's escape from his punishment allows children to imagine an easy escape and use their imagination to escape their lives. This is a common tool children with difficult childhoods use, as well as all children when they are merely upset with what is going on in their life. However, the story explains to children that even if they were able to go and rule their own colony of wild things, the pull of reality will reach them. It explains the importance of family and love, and that the feeling of being loved is one of the most powerful emotions in the world. No child likes to be lonely, which makes Max's return understandable, and it allows the book to end nicely. Where the Wild Things Are can relate to all children, as well as adults, in that everyone has had feelings of loneliness or a desire to escape their life and be in control in a wholly new place. Although Max is white, I don't believe that this boo marginalizes any one group, as everyone can relate to Max's feelings.

Application

There are hundreds of created lesson plans for PreK-2nd classrooms related to Where the Wild Things Are. A few links are posted to some of the better lesson plans.

http://www.ecb.org/guides/pdf/ScholasticClassicsinWL/where_the_wild_things_are.pdf

This is a lesson plan for a Kindergarten classroom, going through the whole story and pulling out lessons across a variety of learning domains: http://www.easyfunschool.com/article1293.html

Sendak, M. (1988). Where the Wild Things Are. New York: HarperCollins.

Frogs

by Gail Gibbons

Summary

Frogs details the creation and growth of frogs from frog spawn to embryos to tadpoles to fully grown frogs. After the frogs are fully grown, the book goes into a discussion of what frogs are (amphibians), describes that frogs are cold blooded, details the many body parts of frogs, and even explains how frogs hunt for food and swim. The various sounds frogs make take up an entire page as well, which is enticing to children and amusing as well.

Discussion

Written for first or second graders, this book should be used as a supplemental learning aid when discussing amphibians or frogs or animals in general in a classroom. The helpful illustrations assist children in picturing the growth of the frogs, and it helps them to distinguish between a frog's growth versus another animal's growth. The second half helps them to understand what sets frogs apart from other animals, and what makes them unique and important in nature and the cycle of life.

An activity to assist teachers in planning after reading this book could be their own book. Each student could be given a different part of the frog's development and, using the book as their very own springboard, could illustrate a singular part to be put into a book for the class to use later.

Gibbons, G. (1993). Frogs. New York: Holiday House.

The Pobble Who has No Toes

by Edward Lear
illustrated by Kevin W. Maddison

Summary
The pobble in this book is initially introduced:
"The Pobble who has no toes
Had once as many as we;
When they said, 'Some day you may lose them all;' -
He replied, -'Fish fiddle de-dee!' "

As the story continues, it describes the Pobble's adventures throughout England, and his desire to swim the Bristol Channel. His Aunt Jobiska tells his that as long as he cares for his nose, he need not worry about his toes. However, although he had wrapped his nose in a piece of scarlet flannel, a Porpoise carried the flannel piece away, and when he checked, his toes were gone:

"Whether the shrimps or crawfish gray,
Or crafty Mermaids stole them away-
Nobody knew; and nobody knows
How the Pobble was robbed of his twice five toes!"

Upon his return to his aunt's home, she is seen bringing him breakfast in a garden as she says, "It's a fact the whole world knows, That Pobbles are happier without their toes!"

Discussion
This singular poem book flows like a poem but reads as a story, which will captivate children moreso than a book with little rhymes throughout. The nonsense story and funny pictures will amuse children, and this book could be read in either a classroom or a home setting. I believe it would be more fitted in a home setting or as a big book in a classroom, because the illustrations throughout the book are engaging, though not entirely bright and colorful. Unless I have missed it, this book lacks an underlying moral theme, but it does tell children to be happy with what they have.

Lear, E. (1978). The Pobble Who Has No Toes. New York: Viking Press.

The Boy Who Knew the Language of the Birds

by Margaret K. Wetterer

Summary

A long time ago in western Ireland, a boy named Colum learned the language of the birds just as humans learn their languages. His mother warned him never to tell anyone about his talent. Colum listened to the stories of the birds and repeated them to others, but he was never able to tell others where the inspiration from his stories came from. Soon, the king summoned Colum to share his stories with the royal family. While at the castle, Colum learned of the sadness of the royal family, that the first two sons had gone missing when they were only a few days old. The queen soon became pregnant again, and she gave birth to a boy. There were strict instructions all around the castle that no one from the Fairy World could pass into the gates, as it was feared that fairies stole the first two sons.

During the upheaval in the castle, the young princess was ignored, and Colum felt bad for her. Overhearing the birds discuss that the branch that they sat on was magic and could grant her three wishes, Colum took the branch and gave it to the princess. She did not believe him, and jokingly wished him to turn into a dog. The princess was horrified when he did turn into a dog, and decided she would use her second wish to turn him back and keep the third wish for herself, but Colum had run away with the magic stick by then. He decided that given his heightened senses, he enjoyed being a dog and guarding the castle. He overheard some sparrows discussing the Fairy Queen's plan to send an eagle to steal the newborn son, and he was able to overturn the plot just in time. The king and queen appointed Colum, now a dog, to guard the newborn prince. When the princess approached him and explained she would turn him back into a boy, he pleaded for a bit more time as a dog.

The Fairy Queen hatched another plan to steal the newborn, and this time it worked. Colum was believed to have stolen the child, and had to use the magic stick to escape certain death. Colum made the decision to save all of the king's sons, and he headed off to the fairy fortress. Gaining entrance, he saw the two older boys, and was able to coax them onto his back with the baby. He made a third and final with with the magic stick, that they would return to the palace. Although he succeeded and brought the boys all back home safely, the Fairy Queen took away all of his magical powers. When he awoke, he was back at home with his family, and he never returned to the castle or spoke the language of the birds again.

Discussion

The illustrations in this book were quite small, but the words weave a fascinating story that is little known outside of Ireland. The story of Colum and saving the Princes of Ireland through self sacrifice is a noble story as well as heroic, appealing to both sexes, especially males, as they are the focal point of this story. This book would be a great read aloud for an older grade, perhaps 2nd or 3rd, as it would take a bit of time to finish the story. As this story is rewritten by Margaret Wetterer, the original was an oral story, which is quite fitting as Colum was a fantastic storyteller. For any classroom theme of fantasy, or dealing with Ireland, or even birds, this book would be a fantastic classroom aid or supplement.

Wetterer, M. K. (1991). The Boy Who Knew the Language of the Birds (Fiction Series). Minneapolis: Carolrhoda Books.

Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

illustrated by Ray Cruz

GA State Awards 1972

School Library Journal Best Books 1972

Summary

This book chronicles Alexander's day, which begins with gum in his hair, and tripping on a skateboard. Throughout the book everything seems to go wrong with his day, from not having any prize in his cereal, to being squished in the middle of the car during carpool, to not having his work done during school. After each event, Alexander states "I could tell it was going to be a terrible, horrible, no good, very bad day." He decided that he is going to move to Australia when things go wrong. At the end of the day, Alexander states "It has been a terrible, horrible, no good, very bad day. My mom says some days are like that."

Discussion

This book is illustrated in black and white, which somehow adds to the book though usually it takes away from the story. The book was written from a child's perspective for sure, using language young boys use, and run on sentences and bad grammar. There are so many scenarios in the book that do not go Alexander's way, and it helps to teach children that there will be days that everything seems to go wrong. Even though they are upset, things can get better, and there are days that seems to be "terrible, horrible, no good, very bad days." This book can be used as a conversation between children and their parents about not always getting their way and also about explaining that life isn't always nice and fair. When babysitting, if the child is having a bad day, at the end of it when they select a book to read, many have chosen this one. It may be comforting for kids to know that even know they had a bad day, another child has had a worse day, but that things can get better.

This book was turned into an hour long musical and played in New York City for two years over the holidays. The CD from it can be ordered at www.ducylee.com. Below is a song from the musical, as well as a partial reading of the book from a three and a half year old.

Cruz, R., & Viorst, J. (1972).Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, NY: Simon & Schuster.

Little Polar Bear Finds a Friend

by Hans de Beer

Summary

Lars the polar bear was lonely, and he wished he had a friend to play with. While looking for a friend to play with, he walked into a trap and was shipped into a large warehouse in an airplane. He didn't know what was going on, and ended up getting out of the box while in the storage room. Suddenly, Lars came across a huge walrus who told him they were being taken to a zoo. Neither the walrus or Lars knew what a zoo was, but they decided to start opening all of the other boxed crates, and soon enough all of the animals were free, including a small brown bear named Bea. The walrus helped the animals to find a way to escape, and although the walrus was almost left behind, Bea and Lars went back to make sure he made it out safely. The next morning Lars found Bea crying because her parents were captured too, and he told her she was welcome to go back with him. Bea asks, "But won't your parents be upset because I'm brown?" and Lars answers, "Of course not. Bears are bears!" They find a stream and Lars and Bea rode on the walrus' back, passing a storm and a city, and they finally made it back to the Arctic. Lars' parents were worried about him, but after his return they accepted Bea with open arms, also stating, "Bears are bears!"

Discussion

I understand why this book was a bestseller and has been translated into eight different languages. The illustrations are gorgeous, and they tell the story themselves. Though the story is beautiful, and beautifully written, the message behind the story is even more profound. Using bears, Hans de Beer was able to write a book negating racism and proclaiming equality at a time when the world was in upheaval. This story was published in 1945, before the Affirmative Action movement in the United States, and long before segregation was deemed unconstitutional. Hans de Beer wrote from the Netherlands, but because his books are so colorful and fitting for children all over the world, it has become an international bestseller. He has also written other "Polar Bear" books, this being the third in his series.

Beer, H. d. (1945). Little Polar Bear Finds a Friend. New York City: Northsouth.

Busy Farm

Fisher Price Little People book

Summary

This book goes through Farmer Jed's day on the farm, and by doing so chronicles his interactions with the animals. When he encounters each animal, the child is supposed to press the sound button on the right side of the book. Before the press the picture, the text asks "What does the _____say?"

Discussion

This is not what I would call high quality children's literature in the slightest. The text is big enough for children to recognize it is text, and it is a sturdy board book for young children, but the illustrations are not worthy of praise in the slightest. This book was created to help very young children learn their animal sounds through use of manipulative objects in a book, helping to familiarize them with literature. Though the book is not high quality, I feel it would be a helpful addition to a child's play area in a classroom, though definitely should not be used as a read aloud, or even as a nighttime story in one's household.

(2000). Fisher Price Busy Farm. Lincolnwood: International, ltd.

Papá and Me

by Arthur Dorros
illustrated by Rudy Gutierrez
*Notable Children's Book 2009
*Pura Belpre Honors Book 2008

Summary
This short picture book describes a boy’s day with his father, focusing on their relationship. The book uses short Spanish phrases in a way to relate to the readers of the book and connect to another culture. The boy sings with his father, walks across the street (holding his hand of course), spends time at the park, and finally ends up with his grandparents on the other side, showing the importance of family and love. The illustrations in the book are gorgeous, as seen below, and they truly succeed in making this book successful and well loved.

Discussion
I was very pleased with this book, both for its multiculturalism and the focus on the relationship of a boy and his father, instead of a boy and his mother. Many books focus on the mother/child relationship instead of the father/child. This book encourages the child to reach for their dreams, and be independent while using their parents’ guidance and help to grow (by way of scaffolding). The Spanish throughout the book could allow a parent to read this book to their child, even if they do not speak English, by allowing their child to read the English parts and they could read the Spanish parts. This book is a perfect at home book, as it is a story about a father and son.

Dorros, A. (2008). Papa and Me. New York: HarperCollins.

I Stink!

by Kate and Jim McMullan

*ALA Notable Children's Book 2002

*Boston Globe/Horn Book Honors Award 2002

* Nevada State Award

*New Hampshire State Award

*School Library Journal Best Books 2002

Summary
Narrated by the neighborhood garbage truck, this colorful book with just as colorful and engaging language immediately attracts the interest of children. The garbage truck narrates what he does at night while all the children are sleeping: "Eat your TRASH, that's what. See those bags? I SMELL BREAKFAST!" He uses alliteration and car terms to describe his movements throughout the night while picking up trash, acknowledging the loudness of the trucks: "Did I wake you? Too bad!" In the middle of the book he explains his "alphabet soup", filled with grimy things such as Dirty Diapers, Fishheads, Moldy Meatballs, and Ugly Underpants. On the last two pages he asks, "What's that? You think I STINK? WHOOOOO-WHEE! Do I ever!....But think about it-WITHOUT ME? You're on Mount Trash-o-rama!"

Discussion
This book will leave kids giggling and talking about gross smells. Though obviously fictional, it could open the gate to talking about the necessity of garbage collectors, and it makes the garbage truck less scary, and perhaps more comical. The illustrations paired with the language in this book make it engaging for both adults and children. This was definitely a favorite in my household growing up, and I believe that it will withstand the test of time. Below is a video of a the book being read aloud paired with the wonderful illustrations.

McMullan, J., & McMullan, K. (2002). I Stink!. New York: HarperCollins.

Yellow Umbrella

by Jae Soo Liu
*New York Times Best Illustrated Book Award

*Parent's Choice Silver Honors 1987

Summary
Originally published in South Korea, this book is beautifully illustrated, initially showing a gray page with one yellow umbrella leaving a home. This yellow umbrella is then joined by a blue, then a red, then a green, and so on, and although the grayness stays, the scenery changes. The people are traveling the city and more are joining them along the way. Illustrations are from above, as if someone were in a helicopter flying over the city and photographing the umbrellas. There are raindrops when going over the bridge of water, and though there is a large group of umbrellas, there is still the sole yellow one. The last page shows the umbrellas from a different view, as if the artist were behind all of them. By the height of the umbrellas and the view of the legs underneath, the readers can see that these umbrellas are held by children, and they are all going to school.

Discussion
As a parent I would love to see how my child would narrate this book. There is an accompanying CD with the sounds of gorgeous classical music imitating a rainy day, helping children to get into the mood of reading the book. The bright colors of the umbrellas and their contrast with the grayness of their surroundings helps them to stand out even moreso. This book can provoke discussions with young children about colors and rainy days, and if the child comes to the realization that the umbrellas are held by schoolchildren, families can talk about school. The illustrations really supplement for the lack of a written story, and I honestly believe that a written story would take away from the beauty of these large drawings.

Liu, J., & Sheen, D. I. (2002). Yellow Umbrella (New York Times Best Illustrated Books (Awards)) (New York Times Best Illustrated Books (Awards)). China: Kane/Miller Book Pub.