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Where’s the Architect?: From Pyramids to Skyscrapers: An Architecture Look and Find Book
Author: Susanne Rebscher; Illustrator: Annabelle von Sperber
Published October 23, 2018 by Prestel Junior

Summary: This wonderfully illustrated and captivating introduction to the wonders of architecture will have young readers poring over each spread and learning as they go.

From the top of China’s Great Wall to the base of the Pyramids of Giza and the Sphinx, this journey through the world of architecture stops in nearly every continent and travels through centuries. Annabelle von Sperber populates her dynamic and intricate double-page spreads with many details and a hidden architect or important figure on every page that kids will have fun trying to locate. Along the way they’ll learn about the iron workers who built the Empire State building, how many bulbs it takes to light the Eiffel Tower, where the royal jewels are kept at the Tower of London, and why there is so much red and yellow in Beijing’s Forbidden City. Young readers will find themselves fully immersed in this large format book while learning about the incredible architectural wonders that continue to amaze us today.

Review: My son and I absolutely loved this book. It is oversized with giant illustrations, and we spent much time on each spread. The pages feature magnificent works of architecture from the past (and currently existing in the present). In most of the drawings, the architecture is in the process of being built or was recently built, so the book leads readers into a historical time period. We learned so much from this book, and I loved all of the new-to-me facts about the famous architectural structures. My son loved looking and talking about the buildings, and he enjoyed doing the search-and-finds on each page. It is a wonderful book that would be a great resource for classrooms.

Teachers’ Tools for Navigation: Teachers might ask students to work in groups to pick a page that is particularly compelling for them. They can research more about the structure and the time period to understand context and explore historical aspects of the architecture that interest them.

Discussion Questions: 

  • Which architectural design is most interesting to you? Why do you find it to be interesting?
  • Which facts surprised you?
  • Do you notice differences in the architecture throughout time?
  • Which structures are close to you? Which are far away?

Flagged Passages: 

Read This If You Love: Interactive search-and-find (seek-and-find, look-and-find) activity books filled with educational information

Recommended For: 

classroomlibrarybuttonsmall

**Thank you to Casey at Media Masters Publicity for providing a copy for review!**

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Smithsonian Exploration Station: World Atlas
Author: Josh Farndon
Published November 6th, 2018 by Silver Dolphin and the Smithsonian

About the Book: Head off on a globetrotting adventure in this interactive atlas! Learn about the diverse cultures, customs, wildlife, and natural beauty that form our world through informative text and full-color photograph. Children will love the hands-on aspect to learning as they blow up their inflatable globe and build the cardstock models of some of the wonders of the world. Smithsonian Exploration Station: World Atlas (ISBN: 978-1626867208) is the perfect way to engage kids in the amazing world around them!

Includes:
56-page fact book
30 stickers with world map poster
1 inflatable globe
3 cardstock models to assemble: the Eiffel Tower, the Taj Mahal, and a Mayan pyramid

Review: I think the best way to review this exploration set is to show you Trent’s experiences with it as we had an amazing time exploring the world with the globe, map, landmark stickers, and landmark 3D sets:

         

I don’t think anything can show how wonderful a book is other than showing a child completely involved in its purpose. We’re definitely going to get all the sets in the series!

Teachers’ Tools for Navigation: This series (see Ricki’s review of the Solar System set) is made for education. How fascinating would it be to go through the 30 landmarks on the stickers, maybe one a week, and put them on the poster and discuss the landmark. There are ones all around the world which would allow the class to explore so many cultures. Or maybe separate the landmarks and have a different student become an expert on each one and share. There is so much to consider!

Discussion Questions: 

  • Where is _____ located?
  • What landmarks are in ____?
  • What did you learn about ____?
  • How is ___ different than ___?
  • Any Atlas/Geography questions!

Read This If You Love: Interactive sets, Geography, Landmarks

Recommended For: 

**Thank you to Casey at Media Masters Publicity for providing a copy for review!**

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Pride
Author: Ibi Zoboi
Published: September 18, 2018 by Balzer + Bray

Summary: Pride and Prejudice gets remixed in this smart, funny, gorgeous retelling of the classic, starring all characters of color, from Ibi Zoboi, National Book Award finalist and author of American Street.

Zuri Benitez has pride. Brooklyn pride, family pride, and pride in her Afro-Latino roots. But pride might not be enough to save her rapidly gentrifying neighborhood from becoming unrecognizable.

When the wealthy Darcy family moves in across the street, Zuri wants nothing to do with their two teenage sons, even as her older sister, Janae, starts to fall for the charming Ainsley. She especially can’t stand the judgmental and arrogant Darius. Yet as Zuri and Darius are forced to find common ground, their initial dislike shifts into an unexpected understanding.

But with four wild sisters pulling her in different directions, cute boy Warren vying for her attention, and college applications hovering on the horizon, Zuri fights to find her place in Bushwick’s changing landscape, or lose it all.

In a timely update of Jane Austen’s Pride and Prejudice, critically acclaimed author Ibi Zoboi skillfully balances cultural identity, class, and gentrification against the heady magic of first love in her vibrant reimagining of this beloved classic.

Teaching Pride

I love retellings of classics, and I would argue that this retelling is far superior to the original. Ibi presented at the NCTE convention, and she is absolutely brilliant. She talked about how she values the inclusion of the pantheon in literature and how she does so in her own texts. She also shared how different poems within Pride are retellings of classic poems. I love her work and will read anything she writes.

Love stories are tricky. They can get sappy quickly. This book is so much more than a love story. It interrogates themes related to economics, race, education, and gender.

Gentrification

“It’s a truth universally acknowledged that when rich people move into the hood, where it’s a little bit broken and a little bit forgotten, the first thing they want to do is clean it up. But it’s not just the junky stuff they’ll get rid of. People can be thrown away too, like last night’s trash left out on sidewalks or pushed to the edge of wherever all broken things go. What those rich people don’t always know is that broken and forgotten neighborhoods were first built out of love” (p. 1).

Teaching Idea: As a class, explore the impacts of gentrification and displacement. Using this knowledge develop your own form of political art (https://youtu.be/JMVd5k2a2IM) to make a statement.

Culture

If Madrina’s basement is where the tamboras, los espíritus, and old ancestral memories live, the roof is where the wind chimes, dreams, and possibilities float with the stars, where Janae and I share our secrets and plan to travel all over the world, Haiti and the Dominican Republic being our first stop” (p. 23).

Teaching Idea: Pick a place in your life, and Use Zoboi’s writing as a mentor text to share that place with others (e.g. “If [place] is where_________, [another place] is where__________, where________.”

Equity

“Sometimes love is not enough to keep a community together. There needs to be something more tangible, like fair housing, opportunities, and access to resources” (p. 33).

Teaching Idea: As a class, discuss whether love is enough and whether tangible aspects must exist in order to keep a community together. Generate a concept or brain map that depicts tangible aspects that can impact communities.

Male/Female Gender Roles

I don’t need no knights in shining armor

Ain’t no horses in the hood

I killed chivalry myself with a pocketknife…” (p. 243).

Teaching idea: The teachers finds materials/advertisements that are gender-specific, and students rewrite the materials to remove gender from the text. Students evaluate how the meaning or the impact has changed.

Education

“There is more to learn

about my old, old self, and black and brown girls like me

from hoods all over this country want to

take over the world,

but there’s something missing

in our history books the public schools give us” (p. 147).

Teaching idea: Consider the school curricula. Whose voices are honored? Whose are missing? Rewrite a course to be more inclusive.

Home

“I have always thought of Bushwick as home, but in that moment, I realize that home is where the people I love are, wherever that is” (p. 270).

Teaching idea: Where is home? Create a visual depiction of your own home, and below it, write, “Home is…” How do our interpretations of home differ? What do they have in common?

Read This If You Loved: American Street by Ibi Zoboi, Pride and Prejudice by Jane Austen, Piecing Me Together by Renée Watson

Recommended For: 

classroomlibrarybuttonsmall 

RickiSig

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Smithsonian Exploration Station: Solar System

Summary: Take a trip into the stratosphere with Smithsonian Exploration Station: Space! With informative text and full-color photographs, young astronomers will learn about the intricate makeup of our solar system as well as distant galaxies and constellations. The 56-page fact book combined with the sticker sheet, space figurines to play with, and the glow-in-the-dark stars make this space experience interactive and engaging.

Includes a 56-page fact book, 30 stickers, 22 glow-in-the-dark stars, and 2 figurines (astronaut and rocket).

ReviewI love book kits. There is something about them that makes me feel warm and fuzzy. My almost 5-year-old loves them just as much. Opening the box is like opening a world of fun. We were thrilled to receive this kit, and it didn’t disappoint. My son played with the rocket and astronaut figurines as we read the book together. The rocket and astronaut touched every page of the book! After we read about each part of the solar system, he affixed the appropriate sticker on his poster. He’s very much looking forward to sticking the glow in the dark stars on his ceiling! Parents will love these kits. The interactive learning component is wonderful. I intend to purchase several other kits from this company!

Teachers’ Tools for Navigation: Teachers might purchase 1-2 kits each of the Smithsonian Exploration Station series. These include the Human Body, World Atlas, and Human Body. They can be found here. Students can select the kit that is most interesting to them and engage in an inquiry unit on the topic. These kids would be very fun to use in small groups!

Discussion Questions: 

  • What did you learn as you did the activities?;
  • What parts of solar system do you find most interesting? Why?;
  • How do the different parts of the solar system together?

We Flagged: 

The kit!

The full-sized poster! Notice the grayed out planets. The stickers match these and make for a great interactive reading experience!

Read This If You Loved: Any nonfiction books about the solar system; interactive books and kits (like this one about the human body)

Recommended For: 

classroomlibrarybuttonsmall

**Thank you to Casey at Media Masters Publicity for providing a copy for review**

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Sun! One in a Billion
Author: Stacy McAnulty
Illustrator: Stevie Lewis
Published October 23, 2018

Summary: From the author of Earth! My First 4.54 Billion Years comes a new picture book about space—
this time starring our Sun!

Meet Sun: He’s a star! And not just any star—he’s one in a billion. He lights up our solar system and makes life possible. With characteristic humor and charm, Stacy McAnulty channels the voice of Sun in this next celestial “autobiography.” Rich with kid-friendly facts and beautifully illustrated, this is an equally charming and irresistible companion to Earth! My First 4.54 Billion Years.

Ricki’s ReviewThis is my new favorite book about space. (And I have read a lot of books about space.) The author perfectly balances factual information and appeal. The illustrations pop off of the page, and the planets, sun, etc. are personified. I feel very lucky to have received this book for review. I am quite excited to read it to my son tomorrow night. I think I smiled throughout my entire reading of the book. If you are interested in space, get this book. It includes facts that were new to me, and the back matter offers a wealth of information for readers who want to delve deeper.

Kellee’s Review: The humor that Stacy McAnulty adds to her books about space really add to the engagement factor (for both the reader and listener); the Sun’s attitude in this one actually made me laugh out loud while reading, but I also learned some pretty cool facts while reading. I know that this book is going to be in our rotation because Trent wants to be an astronaut, and this one was an instant hit! I am so glad that there are amazing space books out there that add something new to the conversation and go about the information in a new and funny way! I really hope that this series continues because I’d love to see the personalities of all of the other parts of our solar system (and maybe some cool space objects from other systems!).

Teachers’ Tools for Navigation: Teachers might ask students to pick one fact in the book that makes them want to learn more about the world. They could look, for example, into a planet, or into the history of Earth. This inspires student-centered inquiry about a topic of choice!

Discussion Questions: 

  • How is the text structured in ways that are engaging and interesting?
  • What new facts did you learn?
  • Which page was your favorite, and why?
  • Did this book inspire you to want to learn more about any topics or information?

Flagged Passages: 

Read This If You Love: Earth! My First 4.54 Billion Years by Stacy McAnulty; Science, Space, Picture books with humorous narrators like It’s Not Jack and the Beanstalk by Josh FunkNothing Rhymes with Orange by Adam Rex

Recommended For: 

classroomlibrarybuttonsmall closereadinganalysisbuttonsmall

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**Thank you to Kelsey at Macmillan for setting up the blog tour for Sun!**

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We Are Grateful: Otsaliheliga
Author: Traci Sorell
Illustrator: Frané Lessac
Published September 4, 2018 by Charlesbridge Publishing

Summary: A look at modern Native American life as told by a citizen of the Cherokee Nation

The word otsaliheliga (oh-jah-LEE-hay-lee-gah) is used by members of the Cherokee Nation to express gratitude. Beginning in the fall with the new year and ending in summer, follow a full Cherokee year of celebrations and experiences.

Appended with a glossary and the complete Cherokee syllabary, originally created by Sequoyah

Review: This beautiful book makes for a wonderful read-aloud. I loved the repetition and the different things to be grateful for. The images are captivating, and I found myself slowing down as I read and turned each page. The seasons shift through the text, which offers great opportunities for discussion. Indigenous people are often perceived to be people of the past, but this book demonstrates that they are living, breathing people. The culture is very much alive. I’ll be gifting this book to several friends with young children.

Teacher’s Tool For Navigation: Students might list the different things that they are grateful for and draw accompanying pictures. It offers great opportunities for discussing how Native people still exists and are not relics of the past, reserved for discussions on Thanksgiving day.

Discussion Questions: How do the seasons change across the pages? How does this shift the story?; Describe the people you see on the pages. What can you learn from them?; Find three words that you don’t know. Learn what they mean and share their definitions with a peer.

We Flagged: “…while we collect buckbrush and honeysuckle to weave baskets.”

Read This If You Loved: The People Shall Continue by Simon J. Ortiz; Dreamers by Yuyi Morales; The Day You Begin by Jacqueline Woodson

Recommended For: 

readaloudbuttonsmall classroomlibrarybuttonsmall 

RickiSig

**Thank you, Donna, from Charlesbridge Publishing for sending a copy for review!**

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Just so we all have the same definition of close reading, I wanted to share how I define it:
The process of close reading is reading a short, worthy text more than once to get deeper into its meaning.
(See “A Secret About Close Reading” for more information.)

Here is a fun close reading activity I did with my reading classes a couple of weeks ago.

Standards for this lesson: RL.1 & RI.1 (Inference & text evidence), RL.2 (Theme), RI.2 (Central Idea), RL.3 (Narrative elements interact)

Tacky the Penguin by Helen Lester is a much more complex text than it first seems, so I really wanted to take this fun text and push my students’ thinking to realize that Tacky teaches us more than they first thought.

First read: For the first read of Tacky the Penguin, I just had my students enjoy the story. I love watching kids see this book for the first time because he is such a ridiculous yet awesome penguin.

Second read: When we read the story again, this time I chunked the text and had them take notes about a different characters’ emotions for each section. They then went on our Canvas discussion board and made an inference about how the character was feeling based on their notes and included evidence.

“The other penguins are much more accepting of Tacky at the end. In the text it shows that all the penguins hugged Tacky since his oddness had scared the hunters away and saved them. This action showed that even though they might disagree on how to do things they were still thankful of him.” -EX, 8th grade

“I think that the other penguins, Goodly, Lovely, Angel, Neatly and Perfect are happy that Tacky is around. In the story it is showing all the penguins celebrating that the hunters were gone. Usually when you are celebrating it is because someone has accomplished something and you feel happy for them. So, you can conclude that the other penguins are happy that Tacky is around because he got rid of the hunters and without Tacky they might’ve died.” -JK, 6th grade

For the final section of the text, I asked them to think about the theme of the story, and they answered their inferred theme with evidence on the discussion board.

“I think the theme of Tacky the penguin is that differences can be good. I think that because at first the other penguins didn’t like Tacky because he was very different in the way he acted. They thought he was annoying and didn’t really include him in their group. At the end, they appreciate him because he saved them from the hunters, so his differences were good.” -AN, 8th grade

“The theme is to treat everyone fairly. Because in the beginning the other penguins treated Tacky badly, by excluding him, being annoyed at his greets, singing, and diving. But when Tacky acted like a hero they all appreciated him like they should of in the beginning.” -AK, 8th grade

“I think the theme of TACKY THE PENGUIN is to always be yourself. In the beginning of the story, the other penguins didn’t seem to really like Tacky because he did things so differently from them. However, as the middle towards end of the story, Tacky uses that to his advantage to scare away the hunters. So really, because Tacky was himself, he saved the day!” -DV, 7th grade

As we know, there are many themes that can be taken from a story, and most of the themes I received were spot on and focused primarily on how Tacky may seem odd but that doesn’t mean being different is bad. But there was one theme that I didn’t have any students pick up on, and I felt it was a big one. So, for the third read, I added in another text.

Third read: For the third read, I had my students read an Aesop Fable to connect with Tacky. “The Lion and the Three Bullocks” has the theme “In Unity is Strength” because the bulls survive the predator because they work together. The students did a wonderful job realizing that this theme connected to Tacky because it was only when all the of the penguins worked together that they were able to ward off the hunters.

“The theme “Unity is Strength” works for both books because together they defeated the enemy(ies). In Tacky the Penguin it says, “ Tacky began to sing, and from behind the block of ice came the voices of his companions, all singing as loudly and dreadfully as they could.” This shows that together the penguins can work together to be strong. The next page says “The hunters could not stand the horrible singing” This evidence illustrates that together as a team they can do anything. In Aesop For Children (Three Bullocks and a Lion), it says that a hungry lion is looking for his next meal. He was only sitting and watching because all of them were together so he would lose. In a little bit the bullocks separated and it was the lion’s time to strike (He ate them). This shows that when you are together you can be even stronger then when you were alone.” -EN, 7th grade

At this point, I was so proud of the connections my students were making, but it was still on a level where they were not connecting it to life–they saw it as a penguin and bullocks lesson mostly. This meant that I added in another text that I had them close read:

Scila Elworthy’s TED Talk is titled “Fighting with Nonviolence” and shares how fighting violence with violence is not successful while using nonviolence has been successful. I love TED Talks because you have the video and the transcript! What a great text for the classroom! (And thank you Jennifer Shettel for pointing me in this direction!)

First read: We watched the first 5 minutes and 11 seconds of the TED talk, and I gave each student a Post-It note. I asked them to write down words that stuck out to them. We then shared the words and defined any words they didn’t know.

Second read: For their second read of the text, they went to the transcript and were to focus on the central idea of this section of the text. Each person wrote down their own central idea.

Then I did a variety on one of the discussion ideas that Ricki shared in her Engaging Classroom Discussion Techniques post. Kind of like in Facts of Five, I had students then go into groups of three and come up with a consensus of a central idea together. They then wrote these on sentences strips to display in the room. We also discussed each one and talked about the supporting evidence for each central idea. I called it “Most Important Point.”

“As a group for the “most important point activity” we came up with the point that “solving a problem with violence only ever causes more violence”. Toward the end of the ted talk the speaker gives an example of when her ‘heroine’ was faced with guns during a protest and solved it by walking up to them and getting them to put their guns down. Had she not solved that problem this way it can be assumed that the soldiers would have shot them. By solving a situation with non violence she avoided the problem all together. We concluded from this, and the other points she made in ted talk including Nelson Mandela and her own personal anecdote about non violence, that that was the central point.” -KA, 8th grade

Third read: For the culminating task for all of these texts, I added in one more text to truly make all of this connect to reality. I knew I wanted to pick an image from the Civil Rights Movement because it is a true example of this idea at work. I introduced my students to sit-ins.

I then asked, “Why did we watch this TED Talk and why did I share the Sit-In images after reading Tacky the Penguin and the Aesop Fable? How do they all connect? Write a short paragraph explaining the connection, and remember to Restate, Answer, have Text evidence, and Explain/elaborate.”

All of these connect because they all show them going against things together. In “Tacky the Penguin” all of the penguins started singing in the end together, driving them away. If it was only Tacky singing, the hunters might not have gone away if the other penguins had not shown up.  In “Three Bullocks and a Lion”, the lion would not attack them when they were together because he knew he was no match for all three of them combined. In the Sit- In photo, there are four people sitting at a counter, and in the other photo, it shows them getting drinks poured on them from other people in the restaurant. If there was only one person sitting at the counter, the point would not have been proven as well as it would if there were four. All of them show that when they are together, they are stronger.” -MA, 7th grade

The Ted Talk, Sit-in images, Tacky the Penguin, and Aesop Fable connect because they show how if we stick together and try to solve conflict in nonviolent ways, we will not have to resolve problems with more fighting.  The Ted Talk says that bullies use violence to intimidate, terrorize, and undermine, but “only very rarely in few cases does it work to use more violence.” This just makes people more and more violent. An example is when the “Students who participated in sit-ins refused to become violent” even when people were not treating them fair by not serving them or even pouring a drink on them. Tacky the Penguin helped save all the penguins from being taken away by hunters because he had the attitude that people should be friendly and kind to each other and because he acted like this, it scared the hunters and they ran away. In the Aesop Fable, the bulls were able to keep the lion from eating them by staying close and being strong together. When they began to argue and separated from each other, they were not strong enough alone to keep from being attacked. “It was now an easy matter for the lion to attack them one at a time, and this he proceeded to do with the greatest satisfaction and relish.” This shows that we need each other to be strong and reach our goals and when we begin to fight, we lose our strength against enemies. We can control all of this, like she says, “It’s my response, my attitude, to oppression that I’ve got control over, and that I can do something about.” -DA, 6th grade

I was so impressed with my students’ deep thinking, connections, inferences, and elaboration! And overall they truly loved the activity, and I think that it truly shows that a text to analyze can be more than the canon!

 

 

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