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Author Guest Post: “Little Red and the Big Bad Educator’s Guide” by Rebecca Kraft Rector, Author of Little Red and the Big Bad Editor

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“Little Red and the Big Bad Educator’s Guide”

When I learned Shanda McCloskey would be illustrating my story LITTLE RED AND THE BIG BAD EDITOR, I was ecstatic. I knew her art would bring to life my story of the Big Bad Wolf correcting Little Red’s thank you letter to Granny. And I was right. The vibrant colors! The actions! The humor! I was so lucky to be paired with Shanda.

Then I learned Shanda, like me, had an educational background and she wanted to collaborate on an educator’s guide for LITTLE RED AND THE BIG BAD EDITOR. What a great idea! Many publishers and editors provide educator’s guides for their picture books.

There are so many ways to use picture books in classrooms from kindergarten on up. They’re rich in vocabulary and can have a higher reading level than many novels. They’re short and appealing to lower-level readers, ESL, and special needs students. For a generation that enjoys graphic novels and sharing pictures and stories on social media, picture books can be a familiar format. In fact, picture books often introduce new concepts and facts in an accessible way. They are an excellent entry point for all ages about topics that are difficult to understand or discuss.

But what about LITTLE RED AND THE BIG BAD EDITOR? Could we put together a useful educator’s guide for a fun story about correcting a heartfelt but poorly written letter? No problem! I’d done a basic guide for my first picture book SQUISH SQUASH SQUISHED and even produced a short video for a school librarian presentation. My brain was stuffed with methods for meeting curriculum standards after writing lesson plans, test passages, questions and answers for educational publishers.

I told Shanda “Yes!” and got to work.

Like Little Red, I whipped out my crayons (computer) and started writing. And like the Big Bad Wolf, I crumpled up those pages and threw them away. The Big Bad Wolf couldn’t fault me on my capitalization and finger spacing, but there were just too many elements that I wanted to include.

For instance, I could ask students to look for examples of characterization, plot, setting, theme, and story structure. They could practice story prediction by guessing what would happen in the story based on the cover and title.

So many possibilities for discussions and story prompts, too! Students could write their own stories by thinking about what happens before or after the story, or within the pictures. What was Little Red doing before the present arrived? What happened after the last page of the story? What about that little turtle, what’s his story?

Maybe I should focus on figurative language—the assonance, alliteration, similes, idioms, onomatopoeia, etc. in LITTLE RED. Find the simile: “Little Red was pleased as punch. Granny had sent her a present! Red ripped off the wrappings and removed a cape as scarlet as a ripe tomato.”

What about sequencing and cause and effect? Oh, we could use Shanda’s art for that! Which picture shows what comes first, middle, and last? Which picture shows what caused Little Red to write a thank you note?

And I couldn’t forget about compare/contrast! Both SQUISH SQUASH SQUISHED and LITTLE RED are “fractured” versions of folktales. SQUISH SQUASH SQUISHED is considered a modern version of both TOO MUCH NOISE and IT COULD ALWAYS BE WORSE. After reading an original version and the new version, students could compare/contrast the stories for all of the elements listed above, plus author’s voice and even author’s purpose. Younger students could compare/contrast the illustrations for the stories.

Shanda created awesome activities within a week. She even included practice sheets for writing letters and cursive writing. But after a month I still struggled with narrowing down all the possibilities.

Finally, I realized (why did it take me so long?!) that I couldn’t include everything. Some things would have to be left out. But we’re both really happy with the final product and would be thrilled if you’d take a look. It’s on my website https://rebeccakraftrector.wordpress.com and Shanda’s https://www.shandamc.com and here’s a direct link http://ow.ly/IHPC50KffBh.

Published September 6th, 2022 by Aladdin/Simon & Schuster

About the Book: In this clever and playful fractured fairy tale picture book, the Big Bad Wolf is so distracted by Little Red’s poorly written thank you note to her grandmother that he keeps missing the chance to eat her!

Once upon a time, Little Red received a bold new cape from her Granny. She wrote her a thank you note, packed a basket of goodies, and walked through the meadow to Granny’s house. But swish swash SWOOP, the big bad wolf stops her in her tracks, opens his mouth wide, leans in close and…​

Sees the note.

Mr. Wolf can’t believe how sloppy the letter is—Red can’t give this to Granny! He corrects her grammar but misses out on his dinner while he’s distracted each time he encounters Red on the path. Can she keep outsmarting the Big Bad Editor and make it all the way to Granny’s house?

About the Author: Rebecca Kraft Rector is a retired librarian and the author of more than thirty fiction and nonfiction books for children. Her cats Ollie and Opal keep her company while she writes. When she isn’t writing and eating chocolate, she’s trying to keep deer out of her garden.

LITTLE RED AND THE BIG BAD EDITOR is Rebecca’s second picture book, coming from Aladdin/Simon & Schuster on September 6, 2022.

Visit Rebecca online at https://rebeccakraftrector.wordpress.com

Thank you, Rebecca, for introducing us to your book and how useful it will be in classrooms and libraries!

Author Guest Post: “The Whole Book Approach” by Diane deGroat, Author of The Adventures of Robo-Kid

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“The Whole Book Approach to The Adventures of Robo-Kid”

The Whole Book Approach to story time reading was developed by Megan Dowd Lambert in association with the Eric Carle Museum of Picture Book Art to “bring children’s ideas and questions to the center of shared reading while celebrating the picture book as a visual form.” Yes, it’s a mouthful, but when witnessed in action, it becomes an exciting way to share picture books with children by drawing inspiration from Visual Thinking Strategies (www.vtshome.org). As Megan says in the preface to her book, Reading Picture Books with Children: How to Shake Up Storytime and Get Kids Talking About What They See (Charlesbridge 2015), we should invite children to react to “the whole book­”—its text, art, design, production, and materiality.

How have the designers tested the limits of its “bookness?” Not only does it have shape and weight and visual appeal, but it is mobile. It can be opened and closed. It is an object, not just a story to be listened to. In this day of eBooks and streaming, a printed book is an art form which has staying power. Children can engage with great picture book art and critical thinking skills when the discussion starts before reading the book, continues after reading it, and, importantly, includes a large amount of discussion during the reading of the book. Studies have found that this dialogic reading enhances comprehension, engagement, vocabulary, and literacy skills. More information about the Whole Book Approach can be found on Megan’s website: www.megandowdlambert.com.

Now for an example. I designed my new book, The Adventures of Robo-Kid with all of the above in mind. Take a look at the dustjacket and start with questions inspired by Visual Thinking Strategies: What do you see happening in this picture? What do you see that makes you say that? What else can you find? Then consider, what do you think the book will be about? Notice the two styles of art I used. One is realistic and the other is cartoony. Why do you think I did It that way?

Turn the book over and look at the back of the book. Notice that I made one continuous illustration wrap around from the front to the back. Why do you think I did that? What do you think will be more important in the book—the realistic part or the comic part? Or will they be equally important?

Take the paper dustjacket off. Look at the art pasted onto the hardcover underneath it and compare it to the dustjacket. See the difference? Do you feel like you are reading a comic book now, and not a picture book? That was my goal! Why do you think I did that?

Now open to the front endpapers. Megan says in her book, “Endpapers give us clues.” My endpapers introduce us to Robo-Kid and his dog even before the story has begun. Go back to using those VTS-inspired questions, or ask yourself: How does Robo-Kid get schooled? Why do you think he’s looking at the Earth globe with so much interest? What do you think his dog wants? If you miss seeing all this, the story inside the book still makes sense, but adding endpapers like this offers more material for the person/child who finds it to enjoy as the enter the story.

On the next spread, the title page will introduce us to Henry and his dog in my realistic style of art. So now you see why I used two styles—one for the comic book story and one for the “real” world story. But can you still find what is the same about the two characters and their worlds?

When you start to read the story you can see how I melded the two worlds into one book. Henry is engaged in reading his Robo-Kid comic. The comic art shows what he is reading.

The two stories will continue on spreads, with Henry’s at the top, and Robo-Kid’s below it—until they come together!

After the book was printed, and I read it to kids, I learned an important lesson. When reading a comic-type book to non-readers, it’s important to point to the panel and the text you are reading. Otherwise, showing the whole spread with so many different actions going on could be confusing.

I hope you can share this book with your students using the Whole Book Approach. Remember to look carefully at the art. Especially the very last page with Henry’s dog. What does he see that the others don’t? And don’t miss the back endpapers, which continue the story!

Published June 28, 2022 by Neal Porter Books

About the Book: A comic-book superhero climbs off the page and into the real world. When they get into trouble, his biggest fan is there to save the day.

Imagine you could meet your favorite comic-book hero in the real world. What kinds of questions would you ask? Would you go on new and exciting adventures? While heroes might seem larger than life, everyone can use some help from a friend.

Follow two intersecting stories set in the real world and inside a comic book as a real-life kid finds the courage to cope with his anxiety with the help of Robo-Kid, a comic superhero with his own vulnerabilities. With two distinctive art styles blending comic book and traditional picture book formats, Diane deGroat’s The Adventures of Robo-Kid is an inspiring tale about what it takes to be a hero.

Diane deGroat has been writing and illustrating picture books for more than thirty years. For the last ten years she has been illustrating the highly popular Charlie the Ranch Dog series with blogger, author, food-writer, and television personality Ree Drummond, also known as the Pioneer Woman.

About the Author: 

Diane deGroat
www.dianedegroat.com
www.thestorybehindthestories.com

Thank you, Diane, for this in depth look at using your book with readers!

Guest Review: Last Stop on Market Street by Matt de la Peña, Illustrated by Christian Robinson

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Guest Reviewer: Amanda & Sendy, UCF Elementary Education Student

Last Stop on Market Street
Author: Matt de la Peña
Illustrator: Christian Robinson
Published January 8, 2015 by Penguin Books

Summary: “Sometimes when you’re surrounded by dirt, CJ, you’re a better witness for what’s beautiful.”

CJ begins his weekly bus journey around the city with disappointment and dissatisfaction, wondering why he and his family can’t drive a car like his friends. Through energy and encouragement, CJ’s nana helps him see the beauty and fun in their routine.

This beautifully illustrated, emotive picture book explores urban life with honesty, interest, and gratitude.

Last Stop on Market Street is a story about appreciating differences, happiness, and inequity. CJ and his Nana take the bus to its last stop on Market Street every Sunday after Church. On the Sunday this book is set on, CJ begins to wonder why they must wait in the rain for the bus instead of buying a car. Nana enlightens him by giving him different ways of appreciating what they have, what they do in their everyday lives, and all the types of people they meet. The theme of the novel is Nana showing CJ the value in how they live their lives and helping those who need it.

Last Stop on Market Street has won multiple awards and spent time at the number one spot in the New York Times Bestseller List.

About the Author: Matt de la Peña is the #1 New York Times-bestselling. Newbery Medal-winning author of five picture books and six critically acclaimed young adult novels.  He was also awarded the NCTE Intellectual Freedom Award and received his MFA in creative writing from San Diego State University. He is currently living in Brooklyn, NY with his family.

About the Illustrator: Christian Robinson has received a Coretta Scott King Illustrator Honor for his art in Last Stop on Market Street. He was born in Hollywood, California. He was awarded a Caldecott Honor and the Newbery Medal

Review: Last Stop on Market Street is a stunning contribution to art in children’s literature and the future of book of storytelling. This novel reveals the creative potential of a powerful cross-cultural author-illustrator partnership. The art combined with the theme of the novel embraces the diversity in ourselves and everyday routine but others.

This book is such an amazing book! It is easy to see the bad that goes on in our lives, and things that we do not like, but this book is a great reminder to see the good in those situations that it is difficult to. I would recommend “The last stop on Market Street” to every teacher and parent to read to their children and/or have them read it themselves.

Throughout this book, a little boy named CJ had many questions. He did not like riding the bus or going to the soup kitchen after church and always questioned why he didn’t have certain things. Nana always had a clever response and see’s the brighter side to every situation. CJ learns this from her and begins to see it too allowing him to feel more confident and happier about his situations.

Just as adults need these reminders that your life is just as good as your mindset, it is good to instill it into our children as well. If they grow up feeling like they don’t have enough, it will transfer into adulthood. This is an amazing book that brings an amazing lesson to all ages. There’s beautiful in even the ugliest things

Teachers’ Tools for Navigation: This book is perfect to teach students about acceptance and the importance of helping others in need. As CJ ends his bus ride with his Nana, he goes to work at a soup kitchen which enables him to understand how he gives back to his community.

Also, it would be a great opportunity to use this book in the classroom during group reading, or even partner reading. This book would bring a great opportunity in a group setting because it will allow the students to have discussions. They will be able to discuss what they think about the book, how they feel about the main characters and have the opportunity to express the times that they have felt unhappy. This can now turn into a conversation of how they can see these situations in a better light next time. this will allow the students to sharpen up their critical thinking skills, learn how to have discussions and understand what is like to be open minded.

Since last stop on market Street is the street where the soup kitchen is, this book can also be read during history time to focus on the soup kitchen, how soup kitchens came about, the reasons for them and why people go to them

Discussion Questions: 

  • Who is telling the story? How do you know?
  • How and why does CJ’s mood change throughout the book?
  • How do CJ and Nana look at life differently?
  • Why do you think Nana volunteers? What does she gain?
  • How can you show more gratitude and optimism, like Nana?
  • What do we learn about the different settings from the illustrations?
  • where was CJ and his Nana coming from in the beginning of the story?
  • What animal their Nana used to describe the bus?
  • Who were the people that CJ was talking about on the bus?
  • What was the name of the bus driver?
  • What is on the last stop of Market Street that CJ and his Nana went to?
  • Why didn’t CJ like the last stop?
  • What did CJ see over the building at the end of the book?

Flagged Passages: 

Book Trailer: 

Recommended For: 

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Thank you, Amanda & Sendy, for your reviews!

Author Guest Post: “Their Story, Our Legacy” by Emily Francis, Author of If You Only Knew: Letters from an Immigrant Teacher

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“Their Story, Our Legacy”

During the first days back this year, our school received a special guest speaker, former educator and coach, who left a remarkable legacy. Coach Smith was fired up, sharing the wonderful stories that highlighted the amazing history of our school which he collected from 1893 to the day he retired.

I began to think about how his passionate stories impacted every staff member listening. The power of a story hit me to my core, and I began wondering about our students’ stories: What stories are students telling about our school? About us as teachers? Just like Coach Smith can share his powerful and impactful stories about a building, so our students are out and about telling stories about us.

Of course, I connected it to my personal experience as a former student new to the USA. As a fifteen-year-old scared immigrant, I entered high school with so much passion and persistence but left with shattered dreams. My story about my experience as a student in the USA is not a good one. It’s a story of pity and sadness and pain. I can close my eyes and feel exactly how I felt in my high school classes. These were uneasy feelings I don’t want my students to feel.

I cannot remember a teacher who would have incorporated practices to support my culture, identity, and strength. My high school years made me question my own identity. Just the fact that it was never acknowledged made me question my own existence.

Thinking about my personal stories from my former high school and listening to Coach Smith led me to think about my legacy. George Couros said, “Your legacy is not what you do. It’s what your students do because of you.” I dare to add… It’s what your students SAY because of you.

Feeling like we have been robbed of our identity may cause dysfunction in society. I know. I lived it. I now strive every year to make sure equitable practices are in place to better serve our students.

Sense of Belonging

A sense of belonging is imperative. Creating and maintaining a sense of belonging for our immigrant students is key to their success. As an individual from a diverse background, feeling a sense of belonging gives me the space I need to be myself without having to become someone that I am not. It’s the validation and the permission we need to develop our individuality and identity. Look at the decor around your learning space. Does it reflect their experiences, their cultural background? Does it provide an opportunity to not only embrace diversity but also validate other cultures? Make the space say, “We all belong.”

Pedagogical Practices

I have to quote Maya Angelou: “Do the best you can until you know better. Then when you know better, do better.” Some pedagogical practices we implement in the classroom may actually hinder students. The “I’ve always done it this way” approach does not work anymore. Our classrooms are more diverse than ever; meaning, our practices must change, and we must do better for our new generation. I wholeheartedly believe that being an open-minded life-long learner can help us as educators on the lookout for better practices that support students. Immigrant students work twice as much as monolingual English-speaking students to understand what is happening in lessons. With our help and effective classroom practices, we can ensure our students’ success instead of traumatize their learning experiences.

Amplify their Voices

We are not our students’ voices. All students need, especially students with marginalized backgrounds, is a microphone and a space to share who they are. When my high school economics teacher gave me an assignment to read the law of supply and demand, my mind traveled back to when I was in Guatemala City selling oranges for our family business. I was so happy to make a personal connection with the content I was learning. Unfortunately, I didn’t have a relationship with my teacher to ask if I could share that experience. He had never asked about my experiences, so he didn’t know of the asset I would have gladly shared. To amplify students’ voices, we MUST know their stories. We must intentionally embed lessons that serve as opportunities to get to know our students at a deeper level.

One way I encourage my students to share about themselves and their stories is through literature. I choose books that not only represent my students’ cultural backgrounds but also open their perspectives to others. Once students see characters that reflect their journeys, they feel validated, affirmed, and encouraged to tell their own. I’ve seen students cry because they couldn’t believe an immigrant story such as crossing the Rio Grande or deserts was worth telling. They begin to embrace their experiences and use them as stepping stones to success, to enter society with their heads held high and pride in their identity — ready to impact our community and world.

So, what are you doing to make sure your students are telling good stories about you and their learning experience? What’s your legacy?

Published September 1st, 2022 by Seidlitz Education

About the Book: Written with passion and a visceral commitment to her students, If You Only Knew: Letters from An Immigrant Teacher reflects the journey and experiences of Emily Francis, an immigrant and unaccompanied minor who travels from Guatemala to the USA to become a teacher. Once in the classroom, “Ms. Francis” learns about her students’ stories and journeys and begins to see her own life reflected in the lives of her students. Emily starts writing letters to her students in which her story is intertwined with theirs. This offers a unique expression of empathy, which helps them on their own personal journeys as immigrants living and learning in a new country.

“I could… imagine the fear you probably felt as you prepared to walk in a brand new school in a brand new country, so I made a promise that… I would make sure your experience would be a whole lot different than the one you had in that “icebox” with immigration.” (from the letter, “Dear Orlando”)

Speaking to both young adults and their teachers, If You Only Knew delivers support, solace, and empathy for immigrant students whose stories are too often are ignored. From personal experience, Emily Francis’ mission to offer a leg up to immigrant students deeply resonates with everyone interested in the immigrants and their journeys.

About the Author: Emily Francis is a high school ESL (English as a Second Language) teacher at Concord High School in Concord, North Carolina. Her experience as an immigrant from Guatemala and English Language Learner inspired her to become an ESL teacher and equipped her with a deep understanding of the challenges her immigrant students must overcome to find success. Cabarrus County Board of Education’s Teacher of the Year in 2016, she serves as a professional development facilitator, motivational speaker, and board member for the Carolina TESOL. Her book, If You Only Knew: Letters from an Immigrant Teacher, delivers support, solace, and empathy for immigrant students whose stories are too often ignored.

Thank you, Emily, for this post celebrating your students!

Guest Review: All Are Welcome by Alexandra Penfold, Illustrated by Suzanne Kaufman

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Guest Reviewer: Sharon, UCF Elementary Education Student

All Are Welcome
Author: Alexandra Penfold
Illustrator: Suzanne Kaufman
Published July 10th, 2018 by Bloomsbury Publishing

Summary: Follow a group of children through a day in their school, where everyone is welcomed with open arms. A school where kids in patkas, hijabs, and yamulkes play side-by-side with friends in baseball caps. A school where students grow and learn from each other’s traditions and the whole community gathers to celebrate the Lunar New Year.

All Are Welcome lets young children know that no matter what, they have a place, they have a space, they are welcome in their school.

About the Creators: 

A graduate of New York University’s Gallatin School of Individualized Study, Alexandra Penfold began her career in publishing as a children’s book publicist at Simon & Schuster where she worked on media campaigns that appeared in USA Today, Newsweek, US News and World Report, and NPR’s All Things Considered. For eight years she served as an editor at Paula Wiseman Books/Simon & Schuster working on award-winning books for young readers of all ages. She is currently a literary agent with Upstart Crow Literary representing children book authors and illustrators as well as select adult projects.

Suzanne Kaufman is the New York Times bestselling illustrator of All Are Welcome.  She is the recipient of The Ezra Jack Keats/Kerlan Memorial Fellowship, Society of Children’s Book Writers Illustrators Mentorship and Portfolio Honors and Bologna Children’s Book Fair. Her books have been awarded Bank Street College Education Best Children’s Books of the Year Honors, Notable Books for a Global Society, CCBC Choice Award, Washington State Best Picture Book Award, Mathical Honor Award, and Amazon Best Children Book of the Year.  Her books include her own book Confiscated and illustrated work: Big Feelings, Take Your Pets to School Day, 100 Bugs, Naughty Claudine Christmas, and Samanthasaurus Rex.  She has presented at SCBWI Summer Conference, NMAEYC Conference, Tucson Book Festival, Los Angeles Festival of Books and Penguin Random House Book Festival.

Review: This story was very inspiring, and I enjoyed reading it very much. This story resembles what I wish for my future classroom and school to be like. I think it is very important to teach acceptance to children at a very young age and to show them that not everyone looks the same or has the same traditions. This book teaches children that diversity is something good and a strength. This book will hopefully make students feel that no matter what they are welcomed and have a safe space in their school. There are a lot of illustrations and repetition that will help ELL students. This book shows flags of other countries and different types of people which I think will make ELL students feel welcomed at their new school. Students should find someone in the book they can relate to and feel special that they have someone like them in the story. This book emphasizes that no matter what you do at home with your family, what clothes you wear, where you come from, what foods you eat, or what traditions you have with your family, everyone is able to come together and be friends and play together at school. This message is so important and so strong. Children who learn about diversity early on will later become more understanding of their differences with others and will realize what a good thing it is to have diversity.

Teachers’ Tools for Navigation: This book could be used to talk about different countries and the types of traditions different people have around the world. Teacher’s can pause while reading the book and discuss different characters’ countries. This book also teaches the valuable lesson that everyone is welcomed and that acceptance of others is very important. This is a good book to read to teach the class about acceptance and in an underlying way it also prevents bullying. If students learn to be accepting of each other’s differences, that could stop a lot of the bullying that goes on in schools. Teachers can use this book to discuss how their community is similar and different to the one portrayed in the book. Students can also discuss how diversity makes a community better and why they think that. Teachers can also discuss with students times they have felt unwelcomed and what they could do to make others feel welcomed.

Discussion Questions: 

  • What makes the kids in the book remind you of yourself and your friends?
  • Based on what you have seen in the book, do you think having a diverse community like the one in the book is better? Why or why not?
  • If you could be a part of this classroom would you want to? Why or why not.
  • What are some things that the children in the book are doing that makes you think they are kind? Look close at the illustrations on each page. What are some kind things you could do to other students?
  • What is something you and your family do that you think is unique? Explain what it is that you do and why it is unique.
  • What do you think is happening in the cover illustration of the book?

Flagged Passages: 

Read This If You Love: Inclusion and diversity

Recommended For: 

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Thank you, Sharon, for your review!

Author Guest Post: “It’s Okay to be Optimistic” by Laura Schaefer, Author of A Long Way from Home

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“It’s Okay to be Optimistic”

The soul of A Long Way from Home is its optimism, which leads me to reflect a little bit about where that comes from in my own life. Some of my best memories growing up involved my family’s regular visits to Florida in wintertime. Not only did I love the sun and the beach, but like most kids, I couldn’t get enough of Disney World. There was something about Epcot Center in particular that captured my imagination. The combination of Walt Disney’s cheerful vision of a World’s Fair-style utopia and the regular shuttle launches from Florida’s nearby Space Coast has always stayed with me.

When I moved with my family from Madison, Wisconsin to Central Florida as an adult, I knew I wanted to explore what the future could promise, and what our role could be in creating some kind of real solarpunk society. Feeling inspired by the advent of SpaceX and the ongoing work of NASA, with its regular rocket launches visible from our front yard, I began writing A Long Way from Home in 2018. Though I’m not a scientist or engineer by a long shot, I thought a lot about the people who were making these launches possible—and the skills, dedication, and hard work these events required.

I’m lucky to count among my friends and family several engineers, whose abilities impress and baffle me. The best thing about being a writer is it gives me good excuse to pester them about what they do and why they do it. It was with their help that A Long Way from Home came to fruition. I hope if it contains any glaring inaccuracies, they’ll forgive me…or figure out a way for me to go back in time and fix them.

My wish for this book as it travels out into the world is that readers will get the sense that the events of history and the way that the future unfolds isn’t something apart from them or their lives. Each of us—as individuals and as pieces of a larger community—is engaged all the time in the act of creation. We create the kind of society we want to live in, which is why maintaining core optimism really matters. I believe it’s possible to make our world a peaceful and green one in which more than just a lucky few get to thrive.

It’s not my intention to sound Pollyanna-ish, but it is my intention to sound hopeful. I want to tell stories that inspire readers to make and do beautiful, astounding things in loving, fully participatory lives.

I also want readers to know that if they’re anxious or sad, they’re not alone and that it’s not forever. I see anxiety and sadness as part of being human. If we all talk about these feelings more and the ways we’ve learned to cope, we can be less isolated. Connection with others isn’t a cure, exactly, because there isn’t a cure. But connection is a way forward, even when it’s hard to find hope. I love the fact that Abby is changed by her time with Adam and Bix, and by the choices she makes in order to help them. Her new perspective on the enormity of the universe and the possibilities it contains breaks her malaise and puts her in the captain seat of her life. That’s optimism.

Other people (sometimes from very, very far away) can and do change us, usually for the better.

One of the best ways I personally deal with my feelings and fears is by reading a lot of fiction. It makes me feel better to know other human beings have grappled with tough situations or challenging emotions and grown as a result. Some of my favorite middle grade and young adult reads include:

  • Harriet the Spy by Louise Fitzhugh
  • Tangerine by Edward Bloor
  • A Wrinkle in Time by Madeleine L’Engle
  • From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg
  • When You Reach Me by Rebecca Stead
  • The Secret Garden by Frances Hodgson Burnett
  • A Tree Grows in Brooklyn by Betty Smith

Some of my favorite authors these days are Andy Weir, Neal Stephenson, Stuart Gibbs, Emily Calandrelli, Jennifer L. Holm, Tana French, Kira Jane Buxton, Hank Green, Ted Chiang, Martha Wells, Becky Chambers, Emily St. John Mandel, Ali Benjamin, Samantha Irby and Ann Patchett.

There’s nothing like a great book if you’re looking to feel better.

Publishing October 4th, 2022 by Carolrhoda Books

About the Book: Twelve-year-old Abby has a lot to worry about: Climate change. The news. The Great Pacific Garbage Patch. And now moving to Florida for her mom’s new job at an aerospace company.

On the Space Coast, Abby meets two boys, Adam and Bix, who tell her they’re a long way from home and need her help. Abby discovers they’re from the future, from a time when all the problems of the 21st century have been solved. Thrilled, Abby strikes a deal: She’ll help them–if they let her come to the future. But soon Abby is forced to question her attachment to a perfect future and her complicated feelings about the present.

About the Author: Laura Schaefer is the author of The Teashop Girls, The Secret Ingredient, and Littler Women: A Modern Retelling. Born and raised in Wisconsin, Laura currently lives in Windermere, Florida, with her husband and daughter, where she enjoys visiting theme parks and watching rocket launches from her front yard. Visit her online at lauraschaeferwriter.com and twitter.com/teashopgirl.

Thank you, Laura, for this enlightening post!

Guest Review: We Can: Portraits of Power by Tyler Gordon

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Guest Reviewer: Sailor, UCF Elementary Education Student

We Can: Portraits of Power
Creator: Tyler Gordon
Published September 28th, 2021 by Farrar, Straus & Giroux

Summary: “When I was born, the doctors told my mom that if I did survive I would have lots of health problems and be blind, deaf and severely mentally delayed . . . Boy were they wrong!” —Tyler Gordon

Fifteen-year-old Tyler Gordon’s journey from a regular kid growing up in San Jose, California, to a nationally recognized artist wasn’t without its challenges. For the first six years of his life he was fully deaf, which led to a stutter and bullying. Art gave him a creative outlet for his pain. Then, after painting a portrait of Kamala Harris and posting it on social media, he received a call from the vice president herself! Soon his art was everywhere. He had an interview with the The Today Show. He was the youngest artist featured in the Beverly Center. His portrait of LeBron James graced the cover of TIME Magazine. And that was only the beginning!

Here is a debut picture book by partially deaf prodigy Tyler Gordon, featuring his bold paintings of over 30 icons—musicians, artists, writers, civils rights leaders, sports legends, change-makers, record-setters, and more—alongside short explanations of how these people inspire him.

If Tyler can make art and follow his dreams, you can, too. We all can.

About the Author: Tyler Gordon is a fourteen-year-old painter whose work has been featured in TIME Magazine, Essence, Good Morning America, and ABC News. In 2020, he was awarded the Global Child Prodigy Award. He currently lives in San Jose, California with his family.

Review: We Can: Portraits of Power by Tyler Gordon is by far one of the best books for children to read. This book provides a lot of historical, and current information, that many people do not know, but should, about very famous and influential people. Tyler Gordon was only 14 years old when his book was published. He relates every single person that he paints to himself and talks about the honorable work that these people have done, walls they have torn down, and glass ceilings they have broken through.

Every single student can relate to this book in some way or another, with over 30 people showcased in We Can: Portraits of Power, students will be able to see themselves through one of them, all of them, or even through Tyler Gordon himself. This book is filled with politicians, artists, athletes, singers, philanthropists, civil rights activists, and many more. This story is able to empower students to be activists for theirs, and other people’s rights, all while also getting them excited and encouraging  them to learn about the history that some of these amazing  people have made, and are continuing to make.

I loved reading this book and looking at the beautiful art that Tyler has done and will continue to do. I cannot wait to see what this young man’s future holds.

Teachers’ Tools for Navigation: We Can: Portraits of Power by Tyler Gordon provides many great opportunities for use within the classroom. To start, teachers are able to have students pick their favorite person that Tyler had painted and write why that person was also an inspiration to them.  Teachers can also have students paint a portrait of someone who had has a big impact in their lives,  and. then write about them.

I think that one of the best ideas to pair with We Can: Portraits of Power by Tyler Gordon. would be to have students make a list of people who they look up to, and people that empower them to be great. After students make their lists, they would go back and write why these people have been so influential in their life, and then finally paint an image of them. Creating their own mini versions of We Can: Portraits of Power.

Discussion Questions: 

  • How does Tyler relate to President Biden? Do you know anyone that could also relate to President Biden and Tyler? Why is it good to be able to relate to successful people?
  • How did Tyler’s creativity help him?
  • How did this book inspire you?
  • Who did you relate to in this book? Why?
  • Why did Tyler use athletes, politicians, and historical figures in this book? What did it do to the story that he used  a variety of people?
  • Who do you think is the most important person in this book? Why do you think that? How can you relate to this person?

Flagged Passages: 

Read This If You Love: Art, Diversity, Empowerment

Recommended For: 

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Thank you, Sailor, for your review!