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Young Adult Literature-Time You Let Me In

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Young Adult Literature-Time You Let Me In

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a. Young Adult Poetry

b. Time You Let Me In with selections by Naomi Shihab Nye, Greenwillow Books, 2010

c. This is a small book of verse with all poets being under 25.

d. This is a book full of a mixture of voices, with different types of verse.

e. This book is good for young people feeling over-looked, unheard, and over-whelmed. As a poet, I can relate to that feeling and would want to create an atmosphere where classroom students share their thoughts without judgement. We could create our own classroom journal of poetry and decide if we would use real names or pen names and share with the school or seek publication outside of the school. The important item to note is feeling heard, a connection noted in "The Wonder of It All."

f. None Found

g.

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a. Non-Fiction

b. What Makes a Monster? by Jess Keating, illustrations by DavidDeGrand, Alfred A. Knopf, 2017

c. Part of the World of Weird Animals book series, this book gives facts and pictures on terrifying looking animals.

d. This is a wonderful book! It has clear images, bright colors, and consistent information pages that are brightly colored and easy to read.

e. Students can be horrified and fascinated by wildlife so this book creates a real world connection for students, especially in Florida. This could be a dessert book or it could be a part of a lesson on diversity. This creates connections with our wonderful world. As a teacher, I would bring in real critters to clear up myths, for example the opossum is a marsupial, not a rodent, so I would bring in a real one! Fears and phobias are created from the unknown so making things known is my job!

f. Bank Street College Best Children's Book of the Year SELECTION 2018.

g.

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Required Reading of Nikki Grimes work: One Last Word

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Required Reading of Nikki Grimes work: One Last Word

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a. Young Adult Poetry

b. One Last Word by Nikki Grimes, Assorted artists, Bloomsbury, 2017

c. This book of poems is created in response to the Harlem Renaissance poets from the early part of the 20th century.

d. This is an amazing little book! The poems are very meaningful and lively, with wonderful illustrations from today's black artists.

e. This is an amazing book to share with students! Not only are the poems great on their own, the use of the 'shovel' method of writing creates an homage to great poems and poets. This could be used as a tool for students to create their own poetry with poems they enjoy. They could be shared in class, in the school, and/or in the community, creating strong social and community connections, as outlined in our text, "The Wonder of It All." Truly an insightful book!

f. Arnold Adoff Poetry Award

g.

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Children's Literature-Required Reading: Honey, I Love

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Children's Literature-Required Reading: Honey, I Love

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a. Picture Book-Poetry

b. Honey, I Love by Eloise Greenfield, illustrations by Jan Spivey Gilchrist, Harper Collins Publishers, 1978

c. A child enumerates all the things she loves, including loving herself.

d. This is a lovely book with beautiful illustrations that show actions and emotion very well.

e. This is a wonderful book because it is a good jumping off point for poetry, opinion, and favorites. Students can create their own poetry of favorite things, illustrate their favorite things, and also discuss items they dislike. The teacher could create groups to pair and share. This create connections with students and is noted in "The Wonder of It All." Student connections create social intelligence.

f. ALA Children's Notable Book

g.

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a. Poem in Two Voices

b. The Cat Nap featured in Cobweb the Cat by Renee LaTulippe, No Water River, 2009

c. A cat takes a nap and doesn't wake up even with daily noises going on around him.

d. This poem emphasizes making noises and different levels of sound in those noises so students can practice emotive reading in a fun way. The poem is written with simple words as well, so there should not be a struggle to understand vocabulary. More than two voices could be used as well.

e. Students can connect to the poem because everyone is familiar with cats. There are activities with actions that can be done as well. I would say this is a K-1 grade poem and book, with ordinary items that students can relate to and is accessible, something our text. "The Wonder of It All" relates. There are many two voice poems in a variety of subjects, another favorite is a Batman/Joker theme for students who like comics, another link in relation to literature that also includes a writing activity, since reading and writing sync up nicely with poetry.

f. None found

g.

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a. Picture Book

b. Saturdays and Teacakes by Lester L. Laminack, Illustrated by Chris Soentpiet

c. A boy rides his bike to his Gramma's house in the verdant green hills of Western North Carolina. He helps her and she rewards him with love and teacakes.

d. This is a wonderful and sweet book that puts value on family connections, chores, cleaning up, and helping with a generous dose of love. The story is a sweet tale full of charm and color.

e. Students who have strong family connections can relate to this book. For those who do not, it might be necessary to let them know anyone who cares for them, including non-family, teachers, and other caring adults can show caring in different ways, some with food and some with other things. The teacher could even present a guest gramma for the class who brings a treat, which could be a guest speaker of any age or any culture to tie with the reflections in "The Wonder of It All."

f. SEBA Book Award

g.

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CLA Notable Children's Book choice-Look! What Do You See?

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CLA Notable Children's Book choice-Look! What Do You See?

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a. Picture Book

b. Look! What Do You See? by Xu Bing, Penguin Books, 2017

c. The story introduces the Chinese pictographs with common American songs in a puzzle format, finished by including Chinese traditional songs.

d. This is an amazing book! It introduces the wonder of language, art, and song in a beautiful and clever way! This is definitely a book that introduces wonder, culture, and history with an intriguing puzzle tied with artistic flourish, definitely something recommended in "The Wonder of It All."

e. This book ties art, literature, and culture in a nice package, with students given the task of deciphering language in a fun way using traditional American songs. I would recommend singing the traditional songs so students art familiar with them and can get a clue to decipher the songs. Also, mabye a youtube presentation of the Chinese songs.

f. 2018 CCBC Choices List,
A Junior Library Guild selection,2018 Notable Children’s Books in the Language Arts Award

g.

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Required Reading: Ezra Jack Keats-The Snowy Day by Ezra Jack Keats

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Required Reading: Ezra Jack Keats-The Snowy Day by Ezra Jack Keats

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a. Picture Book

b. The Snowy Day by Ezra Jack Keats, Viking Press, 1962

c. A boy discovers his world is completely changed and full of wonder when the snow falls.

d. This is a wonderful story of how the world can be full of wonder and imagination with just a small change, which is a reinforcement of our text in "The Wonder of It All." This story leads us through a child's eyes of how things can look magical.

e. This book has lots of wonder, which can be used to have students create, discuss, and imagine new ways of looking at the world.

f. Caldecott Medal

g.

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a. Picture Book

b. Rose Blanche by Roberto Innocenti and Christoph Gallaz, Creative Education Inc., 1985

c. A child's view of the events in Germany in World War Two.

d. This book is very serious, which should be known before reading to children. This is a child's view of the war with a critical view of most of the citizens in Germany.

e. This book should only be used cautiously. The situations are very adult, even if the view is from a child's perspective.

f. 1985 American Library Association Notable Children's Book
1986 The Horn Book Honor List
Bratislava Golden Apple Award
The American Library Association Mildred Batchelder Award
Picture Book for Older Children List

g.

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a. Picture Book

b. Henry's Freedom Box by Ellen Levine, Illustrated by Kadir Nelson, Scholastic Press, 2007

c. A black boy grows to manhood as a slave, but once he loses his family forever, he vows to find a way to freedom.

d. This story builds a strong connection with the main character so the reader can sympathize with Henry's plight. The story takes place before the Civil War, when slavery was still legal and people were just beginning to find ways to overcome the problem. The story is very clear and the illustrations create a drama that is easy to follow.

e. This is a great historical text and is based on a true story so students can read this for social studies  and literature. Students could discuss this in book group to try and understand the nation's history, both good and bad.

f. Caldecott Medal

g.

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Free Choice-Realistic Fiction: The Chalk Box Kid

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Free Choice-Realistic Fiction: The Chalk Box Kid

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a. Realistic Fiction-2nd-4th grade

b. The Chalk Box Kid by Clyde Robert Bulla, Random House, 1987

c. Gregory's family has moved again to a new place. He struggles to fit in but finds an abandoned factory that gives him a new outlet for his creativity.

d. This is a wonderful story about turning lemons into lemonade. Many students have no choice in where they live but if they can find a way to cope with art, music, or book clubs, they might find a connection. This book helps illustrate ways to make an impact with others in a gentle way. This is an inspiring book.

e. Students that move around quite often can relate to this story, but more importantly, students who see the new person as an outsider can learn from this story. Also, this story has that sense of wonder that our text, "The Wonder of It All," mentions, especially when the chalk garden is revealed. Students could create their own chalk gardens in the classroom. I have done this and it turned out amazing! We covered each wall with black construction paper that was covered in imaginative flowers.

f.Kansas William Allen White Children's Book Award 1989

g.

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Modern Fantasy/Wordless Picture Book-Last Night

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Modern Fantasy/Wordless Picture Book-Last Night

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a. Wordless Picture Book-Modern Fantasy

b. Last Night by Hyewon Yum, Frances Foster Books, 2008

c. A young girl is sent to bed for not eating her supper. Once in bed, her toy bear turns into a real bear and takes her on a night adventure in the woods.

d. This is a wonderful book, much like 'Where the Wild Things Are' by Maurice Sendak. A child uses her imagination to overcome bad feelings. The book has the same tone and feeling but has a slight change in the animal figures as they are more realistic of nocturnal creatures. The story has no words so it can be imaginative for the viewer. Any student can engage in the story.

e. A student group could compare both stories ("where the wild things are") as an early book group activity for early readers to introduce them to different stories. This is mentioned in the text, "The Wonder of It All" as a way to get readers engaged. The students could also imagine different endings or places.

f.  Asian/Pacific American Award (Winner, 2017).

g.

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a. Picture Book

b. now by Antoinette Portis, Roaring Book Press, 2017

c. A child appreciates the things around her right now, and shows her presence in the moment.

d. This is a great book in its simplicity and simple message, which is showing appreciation for the things around you right now.

e. Students can make connections with where they are after reading this story. This can also be reinforced with a brief school yard field trip where students can pick out their favorite things in the moment, and perhaps share it in a journal with some other students in a group. This is reinforced in our text, "The Wonder of It All,' with group sharing in a small setting. The teacher could provide a prompt, such as "What did you notice?"

f.  CPL: Chicago Public Library Best of the Best, NPR Best Book of the Year, Kirkus Reviews Best Books of the Year, BCCB Blue Ribbon Award, Shelf Awareness Best Books of the Year

g.

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Jon Scieszka Book Selection-Truckery Rhymes

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Jon Scieszka Book Selection-Truckery Rhymes

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a. Picture Book-Poetry

b. Truckery Rhymes by Jon Scieszka, Simon & Shuster, 2009

c. Classic poetry retold with modern illustrations and characters, and changes to the poems are tailored to the modern characters to make them more relevant to today's students.

d. This book is colorful and inventive, with rhymes changes in fun ways so students can relate to the poetry. Familiar characters tell their stories through the rhyming verse, which is memorable and a good tool for teaching readers.

e. Since younger students are all about connections with their characters, this book creates connections so students in this era can enjoy poetry. Some dialogue with the past can be created by reading the new version and the old version and asking students why they are different or asking how they feel about the changes. This can create a history connection, especially if we create a dialogue as a teacher with the past, which is part of the lessons mentioned in 'The Wonder Of It All." Students can connect with the mechanical items in the poems as well, especially if they have an interest or live in an industrial area

f.Washington Children's Choice Picture Book Award 2011

g.

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Young Adult Literature (Modern Fantasy-Polk County Library)-Crenshaw

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Young Adult Literature (Modern Fantasy-Polk County Library)-Crenshaw

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a. Young Adult Literature-Modern Fantasy (Polk County Website)

b. Crenshaw by Katherine Applegate, Feiwel and Friends, 2015

c. Jackson, a serious fifth-grade child that has a family with serious problems, suddenly begins seeing his imaginary friend!

d. This book is wonderful because it mixes the serious with the silly. Much like the whimsical stories of Theodore Geisel, the author takes us on a journey where a child needs reassurance that his family will be okay. Since the family does manage, Jackson learns about trusting.

e. This book has a warm quality and has relatable characters going through relatable problems. Jackson has been homeless before, living in a car, so he is sensitive to his family's financial woes, concerned that they will lose everything again. It is a good story for students to understand adults have problems but they can work things out. Students can make connections by asking about the father's health issues as well, as mentioned in 'The Wonder of It All,' students will want to learn about their world or share information and have conversations about things they worry about, just like the child in the story.

f. Amazon Editors' Pick

g.

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Children's Literature-Where the Wild Things Are

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Children's Literature-Where the Wild Things Are

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a. Picture Book

b. Where the Wild Things Are by Maurice Sendak, Harper & Row, 1963

c. A naughty boy is sent to bed without his supper but once in his room, things get strange as he discovers a new world.

d. This is a wonderful and imaginative storybook! It is one of my personal favorites because of its themes of imagination, mischievousness, and redemption (of sorts!). The illustrations are very magical and inventive (the author could not draw horses!). I recommend it!

e. This is a classic book to read to pre-kindergarten, kindergarten, and first grade students (early in the year). Students can find themselves in the book or they can find the characters interesting and engaging. The story could be used for lessons, such as creating a different ending, having the boy be a girl, or having the character go to a different place, such as a desert, a swamp, or a plains area, which can lead to dialogue about the world's ecology and environments-as mentioned in 'The Wonder of It All,' students have a curiosity about their world and having conversations can lead to sharing information in a setting that is not about rote memorization. It can also be a familiar title to read before rest period.

f. Caldecott Medal Winner

g.

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Coretta Scott King Award Winner-Piecing Me Together

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Coretta Scott King Award Winner-Piecing Me Together

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a. YA Fiction

b. Piecing Me Together by Renee Watson, Bloomsbury, 2017

c. A young black girl is enrolled in a private school to get away from her neighborhood, but also has a mentor to deal with that she feels does not understand her.

d. This story has a wonderful innocence and some real truth to it. This story is mainly about the black community but other girls could find themselves in the story if they are feeling left out, misunderstood, and poor.

e. This story could be assigned reading for the high school level but is written in such a simple, straightforward style that middle school students or accelerated fifth grade students could enjoy it. At the heart of the story is friendship in different forms and learning how to have a voice-which is definitely how students make connections to their world, as outlined in "The Wonder of It All." Students might even want to reach out to their community more after reading this story.

f. Coretta Scott King Award, Newberry Honor Book

g.

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Banned/Challenged Book|Picture Book-and tango makes three

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Banned/Challenged Book|Picture Book-and tango makes three

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a. Picture Book

b. and tango makes three by Justin Peterson and Peter Parnell, illustrated by Henry Cole, Simon & Shuster, 2005

c. This delightful story has two male penguins become companions and raise their own chick with the help of their keeper at the Central Park Zoo.

d. This wonderful story has parallels in the animal world and in the human world. Also, it is a true story, taking place in the iconic Central Park Zoo.

e. Students can read this story at face value, learning that animals make partnerships just like humans and in different ways. They can also make connections with this story if they have same sex parents or if a classmate has same sex parents. I would want to be sure the parents of the student are okay with this book reference beforehand if there is a use for this story in the classroom. Certainly learning about different ways of animal or human behaviors shows students the rich tapestry of their world, as our text, "The Wonder of It All' reinforces with students righting wonder statements or asking questions in a group setting, such as a readers' group. Excellent story!

f. Notable Children's Books, ASPCA Henry Bergh Book Award

g.

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a. Wordless Picture Book

b. The Arrival by Shaun Tan, Arthur A. Levine Books, 2007

c. A man must leave his family to seek fortune and safety for them. He must adjust to a new way of living before bringing them to a new place.

d. This is a wonderful book! With lovely and detailed illustrations, touches of strangeness, and even more touches of whimsy, this book is a book to cherish.

e. This book is a wonderful way to help students relate to being strangers and to help other students relate to strangers. Students are all from somewhere so following their ancestral roots will always lead to someplace far away and different. This book illustrates without words how we are alike and different, so students with no English reading skills can appreciate it and students who are older can make logical conclusions about the story. This story can be great for discussion groups, as "The Wonder of It All" mentions, where students can discuss with no wrong answers.

f. Hugo Award for Best Related Book, Best Comic Book (Angouleme International), Horn Book Award, Book of the Year (New South Wales Book Awards)

g.

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a. Wordless Picture Book

b. Flashlight by Lizi Boyd, Chronicle Books, 2014

c. A boy is camping and uses his flashlight to illuminate the many nocturnal creatures in the forest, including the flora.

d. This is a wonderful book to illustrate what happens at night. The boy is curious but unafraid, which is a good reflection for being aware but not alarmed by nocturnal goings-on.

e. This book is a great introduction to nocturnal activities for K-1. Students can even try using a flashlight as an activity in the classroom or at home to reinforce the experience. Another activity would be naming the animals that are active at night, which creates extended learning, another item we find in "The Wonder of It All,' since reading crosses all subjects of learning

f. Bologna Agazzi Award for Fiction

g.

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a. Wordless Picture Book

b. Anno's Journey by Mitsumasa Anno, The Putnam & Grosset Group, 1977

c. Anno makes a journey from the water through Europe, with details throughout Europe's history, including artists and musicians.

d. This amazing book has gentle illustrations that lead the viewer throughout Europe, with so many details to relish. This book can be viewed again and again, with a different focus each time.

e. This book could be used for a variety of grades for a plethora of reasons! The lack of words means the focus is entirely visual, so a 'Where's Waldo?' scavenger hunt could be used as an activity, or, for older students, they can show the different types of environments (city,urban-like Richard Scarry's books). For even older students, the artists and styles can be discovered, with Seurat, Corbet, and others' styles depicted, including musicians! This can create dialogue about our world with students, a great item mentioned in "The Wonder of It all', especially if students created a wish list of things they want to learn more about in their wo

f. Boston Globe-Horn Book Award Winner

g.

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Orbis Pictus Book Award Winner-Grand Canyon

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Orbis Pictus Book Award Winner-Grand Canyon

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a. Picture Book

b. Grand Canyon by Jason Chin, Roaring Book Press, 2017

c. This book details the information on the Grand Canyon-a tour, a window to the past, and its present ecosystems.

d. This is an amazing book! Not only is it factual, it is extremely detailed. The illustrations lead the reader from top to bottom with a factual tour of the Grand Canyon's history and topography.

e. This book could be used for an in-school field trip, for science lessons, and for American history. Truly a wonderful resource, this book is really wonderful for engaging students in different subjects. Students could also write to the author and engage him in questions about his experiences in writing the book since it is so recent.

f. Orbis Pictus Book Award, Caldecott Medal, Robert F. Sibert Honor Book

g.

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Anansi Story-How Spider Obtained the Sky God's Stories

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Anansi Story-How Spider Obtained the Sky God's Stories

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a. Genre-Folktale

b. Favorite Folktales from Around the World, edited by Jane Yolen, Pantheon Books New York, 1986

c. Kwaku Anansi wants the sky god's stories but the sky god requires a high price. Through trickery and cleverness, Anansi obtains the stories, which is why we call them Anansi stories.

d. Anansi is a boastful, sometimes cowardly, character often seen in different forms throughout history and myth. We can relate to his cleverness and trickery even if we do not always like it. One thing about Anansi-he never gives up!

e. There are many Anansi tales so students can compare and contrast different stories, different versions, and different types. The students can create word webs, Venn Diagrams, and also retell the story using drama plays. These stories have lots of interesting tricks which can be discussed.

f. World Fantasy-Special Award

g.

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Myth-Why The Owl Hides By Day (Japanese)

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Myth-Why The Owl Hides By Day (Japanese)

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a. Genre-Myth

b. The Fairy Tale Tree, edited by Vladislav Stanovsky, Illustrated by Stanislav Kolibal,G.P.Putnam and Sons, New York, 1961

c. The Owl dyes feathers for all the birds but raven is envious. Raven finally asks for a color rudely and gets black so now Owl is nocturnal to avoid him.

d. This story has many layers. It is a 'why' tale, to explain how birds got their color but also why the owl hunts at night. Humans have an innate need to explain the 'why' of things, especially in nature.

e. This story has envy, loathing, and explanations. Students can connect with this myth, and even create their own myth to explain things in nature, which would be fun to engage the students, including drawings. We can have a discussion on why people came up with these stories and how we connect to the natural world.

f. No Current Awards Found

g.

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a. Genre-Fable

b. Aesop's Fables by Aesop, Illustration by Andrea Mantegna

c. A boy reaches into a narrow-mouthed jar to get some nuts but instead of taking what he needs, he tries to take all that he can. As a result, he cannot get his hand out and cries. Moral-Do not take more than you can handle.

d. There are several versions of this story but they all relate to greed and taking on more than you can handle or taking more than you need. This is a great moral tale that is timeless and timely in any place.

e. This story can be paired with other greed stories in the Aesop tradition. Students can discuss options, choices, and feelings about someone who takes more than they need. We can create a drama of several of the stories, students can choose their favorite to draw, or students can create a Venn Diagram to compare stories. We can create a discussion about sharing as well.

f. not applicable

g.

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a. Genre: Norwegian Folktale

b. Katie Wooden-cloak from The Red Fairy Book, Edited by Andrew Lang, Illustrated by H.J. Ford and Lancelot Speed, Dover Publications New York, 1966

c. A princess is unfairly treated in this version of a Cinderella story, turning to her friend the bull for help. She attracts the prince of a neighboring kingdom and is able to triumph in the end.

d. The rags-to-riches story is always popular since the main character ends in riches but the value of the tale is always in the way the main character succeeds-usually through kindness to animals or old people. This theme is also in Katie Wooden-cloak with the addition of church attendance for our young princess. Also typical is her submission to the bad things that happen without seeking revenge-she truly turns the other cheek. In the end, she attains her goals through patience, and by listening to her wise friend. This type of tale was often told as a way to show manners to children.

e. This story is from a girl's perspective. She doesn't just let the stepmother treat her horribly like Cinderella, she leaves and seeks her fortune, which shows initiative. The engagement of students in the story is important, whether we use it as a compare/contrast to the other versions of Cinderella or compare/contrast to a boy version, like The Glass Hill. The students can act out the stories, create Venn Diagrams, or draw images/journal pages to explain these stories in class.

f. n/a

g.

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a. Genre:Caldecott Winner-Picture Book

b. The Adventures of Beekle: The Unimaginary Best Friend by Dan Santat, Little, Brown and Company, 2014

c. An imaginary best friend waits to be chosen but decides to take matters into his own hands. On a daring journey, he goes to the real world to find his friend and has many adventures.

d. This picture book is great! The multimedia quality of the pictures is very accessible and colorful. The tone is simple but has a child's eye view of imaginative creatures and real life. Beekle is a character students can relate to with his child size and gentle presence. The story shows how even the most awkward of children can find a way to manage and that awkwardness does not have to separate us from friendship.

e. Students who struggle to make friends might find a connection with this book. It could also be used as a classroom reading book when there is a new student or at the beginning of the school year for a new teacher. Students could also create their own imaginary friend and explain how their friend is like others they know.

f. The Caldecott Medal

g.

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a. Genre: Picture Book.

b. Grandfather Counts by Andrea Cheng, Illustrations by Ange Zhang, Lee & Low Books, 2000

c. Helen's life is changed when her grandfather comes to live at her house and in her room. At first, language and other barriers create a distance but a simple joy of trains leads to communication and engagement for the family, especially Helen and her grandfather.

d. This wonderful picture book is a great story about bridging language and culture differences in a kind way. The illustrations are simple, colorful, and show emotions in a gentle way. The author provides material that can easily be used as teaching tools, with concrete items to count in two languages and examples of words with pictures. This is great for students who speak languages other than English but also as a cultural book for all students to enjoy since many students have grandparents used to different generations and times. A great book to talk about these differences!

e. This book could be used for ELA, for Social Studies, and for History. The book is simple enough to grasp but could be used for reaching out to new students from China or showing examples of different types of languages. The possibilities are endless with this book!

f. Honor Book-Society of School Librarians International

g.

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Elements of Design-Rainstorm a. Genre: Picture Book                b. Rainstorm by Barbara Lehman, Houghton-Mifflin, 2007            c. A boy is stuck at home during a rainstorm playing by himself. He finds a mysterious key and has adventures.     d. This wordless picture book is full of surprises and wonderful details. The author leads us on what may be a fantasy but becomes reality as our main character finds friends on a wet day. Their are details, such as having shoes off, opening different doors, and seeing the island in the distance at the end to show the reality of the boy's adventures without any words at all.         e. This story could be used for students who are not able to read yet, students who do not speak English as their first language, and for students who need a creativity boost. Some students really have a hard time describing a story and look at the pictures to guide them so this story is ideal for situations where details can guide  understanding of the story.       f. Goldfinch Award           g. 

# data[].attributes.subject
Elements of Design-Rainstorm a. Genre: Picture Book                b. Rainstorm by Barbara Lehman, Houghton-Mifflin, 2007            c. A boy is stuck at home during a rainstorm playing by himself. He finds a mysterious key and has adventures.     d. This wordless picture book is full of surprises and wonderful details. The author leads us on what may be a fantasy but becomes reality as our main character finds friends on a wet day. Their are details, such as having shoes off, opening different doors, and seeing the island in the distance at the end to show the reality of the boy's adventures without any words at all.         e. This story could be used for students who are not able to read yet, students who do not speak English as their first language, and for students who need a creativity boost. Some students really have a hard time describing a story and look at the pictures to guide them so this story is ideal for situations where details can guide  understanding of the story.       f. Goldfinch Award           g. 

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ABC Book-baby einstein: The ABC's of Art         by Julie Aigner-Clark

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ABC Book-baby einstein: The ABC's of Art         by Julie Aigner-Clark

# data[].attributes.body
a. Genre: Alphabet Picture Book

b.

Baby Einstein: The ABCs of Art By Julie Aigner-Clark, Illustrated by Nadeem Zaidi, Disney Press, 2002.

c. Each page has the alphabet letter, an image for that letter, and, on the adjacent page, a famous painting. There are questions about the painting on the letter page for student engagement.

d. While this book is not an award winner and may not make many short lists, as an artist, I recommend it for work with students. The book has engaging questions, interesting art choices, and a very bright color palette. The paintings are from a mix of classical to modern, from landscapes to abstracts, and as much about art history as about the alphabet. Students can find the paintings interesting and teachers can use this to introduce fine arts at a young age. While I would not recommend this book for students who speak English as a second language, they could still find this book interesting because of the paintings. Students can find the pictures interesting at any level.

e. Student engagement is one of the most important parts of teaching. If a student can find items in this book interesting, then the teacher has won a student over. The book is full of history and art, so that gives the book value for teaching more than one subject without being intrusive. Students could look at other art pieces to find colors, shapes, and recognizable actions for connections without needing to read.

f. No awards

g.

# data[].attributes.headline
ABC Book-Dr. Seuss's ABC    by Dr. Seuss

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ABC Book-Dr. Seuss's ABC    by Dr. Seuss

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a. Genre: Alphabet book

b. Seuss, Dr. Dr. Seuss's ABC. New York :Beginner Books, 1963.)

c. This alphabet picture book contains short poems with word rhymes for all letters of the alphabet. In addition, there are illustrations for each letter and examples of items that begin with that letter.

d. Dr. Seuss is a familiar name to many and may be considered out of place in a modern list. However, this book is useful for students who are speakers of other languages than English because the illustrations show people doing things that kids can understand. Since it is geared toward fun and rhyme, students will be able to remember the letters and images because of the engaging nature. The book is silly but repetitive in a fun way, and students like that. They can also recognize different aspects of themselves in seeing the little drawings doing things they would do, like lick a lollipop. I would use this with students quite often because they liked it better than just looking at letters and repeating them over and over again.

e. This book has that engaging quality and fun that students should have in their lessons, as mentioned by different texts I have read. The illustrations are fun but not too hard so a student can draw them easily, color them, and make their own letters to create their own alphabet book. The lack of perfection in drawing is what makes this easy to use in a classroom. I enjoyed having students find other letters that began with the letters in the book, or even colors, so they could engage in the lesson. We also would try to find the rhymes in the book once they were getting better at letters but still not reading. "Can you hear the rhyme? What else sounds like that?"

f. This particular title did not win any awards.

g.