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Somebody Swallowed Stanley By Sarah Roberts

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Somebody Swallowed Stanley By Sarah Roberts

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A great fiction book with beautiful illustrations with an important message about pollution in the oceans.

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As a trainee teacher and also a self proclaimed history buff. This book has all the vital information needed to inform children about WW2. A very open and honest insight to the life and time for people living across the world during WW2 packed with pictures, artefacts and documentation all pulled from The National Archives gives a great visual aid for the children.

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The mix of illustrations and pictures of artefacts is an eye catching and interesting way to engage children in learning about this particular historical period.

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Funny fish

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Shine By Sarah Asuquo is a nice easy read that helps children love their differences. A young boy Kai is excited to start school again after the summer holidays but is teased by people in his class for having his differences. When his mum and dad notice that Kai is upset they tell him to let his light shine through and be proud to be different. I can see this book being something that I would have in my class as a good way to show that everyone is different and that’s a good thing.

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I would say this book is aimed at lower KS2 children. The language in the book is simple to understand with no words that’s a year 3 child wouldn’t understand but with excellent use of verbs and adjectives that would help the children in their literacy which is how I would use the book. I would read aloud first of all to the whole class and base my tasks off different pages in the book.

-       My first task I would print a copy of one of the pages. I would first ask the children to highlight adjectives and verbs with different colour highlighters. I would make sure then that all the children understood what a verb and adjective was, I would then ask the children to replace the verb and adjectives with their own to re write that page in the book.

-       Sticking to the literacy task I would then ask the children to write a second part the story seeing how Kai gets on with his new friends that he has made.

-       Finally I would ask the children to design a new front cover and write a blurb for the next part of the story they have just written.

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A book of empathy and inclusion, El Deafo gives a different style of book to read for children being a graphic novel. Jumping between what is real life and fiction within the book Cece Bell tells the story of how she lost her ability to hear and the struggles she faced through the eyes of the main character Cecilia. El Deafo follows the life of Cecilia and her journey of coming to terms and the everyday problems she faces which come with losing her hearing. Cecilia jumps between what is going on in her life to a fantasy world in which she is a superhero and her hearing aid helps her hear things extremely far away to she uses this fantasy land to help her cope with the problems she faces.

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This is defiantly a book aimed at the higher KS2 level. With the language and humour used I think it is best suited for Yr6. I think it is a book on empathy and inclusion. The author illustrates well the problems a young person with a disability face. This is because it is her own life story.  I would do this as a class read aloud with it being short dialog and more conversational as it is a graphic novel I would get the children to maybe read a couple of page each within the chapter if they are confident enough to do so.

-       I would ask a question at the end of each chapter, how do you think Cecilia feels at this moment? Or how do you think you would feel if you was Cecilia?

-       Another task I would do is get them to write a conversation between themselves and Cecilia something they would talk about on the playground. This will help my gauge if they are understanding the story and the character and the characters needs before we move on.

-       Finally, another task a bit more creative I would get the children to redesign her superhero’s costume and draw themselves in as her side kick and what problems they would resolve.

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The Boy at the Back of the Class By Onjali Q. Raúf

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The Boy at the Back of the Class By Onjali Q. Raúf

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A wonderful story of friendship and kindness with an important message about what it is like to be a refugee The Boy at the Back of the Class offers a child’s innocents view on just wanting to make a new friend. When a new boy joins their class a friendship group take it upon themselves to try and befriend Ahmet. They soon find out that Ahmet is a refugee and has been split up from his family. To them it looks like no one is helping Ahmet so set out on a quest to reunite him with his family. Full of adventure, humour and as mentioned before innocence I personally really enjoyed reading this book.

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The Boy at the Back of the Class By Onjali Q. Raúf continued 

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The Boy at the Back of the Class By Onjali Q. Raúf continued 

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I understand this book to be aimed at a KS2 audience possible even an upper KS2 level. I say this because of the size of the book some of the words in the book and the topic. With an important message behind it I would make sure that my class is old enough to understand the moral of the story.

I would try and get as many copies as available to me and do a whole class read along. Together we would read a chapter a day with the children taking part in reading a paragraph each if they are able to. With what I believe to be a lengthy book for a KS2 book I would ask questions after each chapter and get the children to do activates as we go along.

-       One of the questions I would ask after a chapter would be what do they think will happen next and where do they think the story will go?

-       With you not knowing who the person is that wants to befriend Ahmet another activity I would do is to imagine who the person is and draw them. I would do this a few times as we read the story as more and more is revealed about the character as you go along.

-       Once we had finished the book, I would ask the children firstly what they thought of the story and secondly ask them to plot out on a storyboard of what they would think/want to happen to Ahmet and his new friends in the first chapter of a follow on book. I would also get them to design a front cover to go along with their new story.

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A story of friendship sees a boy and a penguin who are inseparable go on a quest to help penguin finally reach his dream of being able to fly. After doing everything they can penguin runs off with the circus to be the human/animal cannonball and leaves his friend behind which makes them both very sad. The boy goes on a mission to find the penguin and sees that he is in town with the circus. Penguins big moment arrives but he still really misses his friend and wished he was there. When penguin is finally in the air, he realises that flying isn’t for him and is scared and wishes the boy was there to help. Luckily for the penguin the boy made it in time to catch him from his flight. They both realise penguins’ wings don’t work because penguins don’t like flying and go home to play their favourite game together.

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Tom's Great-Grandma Eileen By Kate Melton continued 

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Tom's Great-Grandma Eileen By Kate Melton continued 

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I believe this to be a book on family, emotions and as the author herself says understanding death, grief and loss. Kate Melton uses poetry to tell her story so is nice and easy to read. I would say this book is based for children in KS1 and further to that I would say specifically year 2, where children have a little bit more understanding of what the story is trying to achieve.

I would use this book as a read aloud to the whole class. The book has good illustrations that follow and tell the story just as much as the words. I would then set tasks in relation to the story.

-       The topic of the book is very sensitive so I would have to make a quick formative assessment before my first question, which would be. Does anyone know why the author wrote the book? Then judging from the response, I would then go on to explain the moral and how we understand what the book is telling us.

-       I would then move the children back to their seats and ask them to design a poster that summarises the story.

-       Once I am happy that pupils have good understanding of what the story was telling us I would ask if anyone has someone similar to great grandma Eileen that they would like to share. I would then ask is there anything in the story they saw that their person did just like great grandma Eileen. The aim from that is to help the children understand we are to celebrate life; it will also hopefully help them understand their emotions.

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Tom's Great-Grandma Eileen By Kate Melton 

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Tom's Great-Grandma Eileen By Kate Melton 

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Tom’s Great-Grandma Eileen is a poetic story where a mother describes the wonderful life of her grandma to her son. Tom, a young boy, one day asks his mum about a picture on the wall about the house to which his mum replies that’s my grandma your great grandma. Upon hearing of a new family member Tom is excited and wants to go meet his great grandma Eileen. His mum has to tell Tom that unfortunately she has died, and he won’t be able to see her Tom is upset after hearing this but his more tells him not to be as great grandma Eileen lived a long, happy life. She then goes on to tell great grandma Eileen’s life using the pictures and memories she has of her. After telling her story Mum explains to Tom that although we cannot control the life cycle, we use happy memories to celebrate life.

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I would say this book is aimed at children in KS1 and personally would say it could be more targeted for lower KS1, 5-6yr olds.

With the short sentences and colourful pages I think it would be a great book for myself read aloud to the children. Once reading to the children I would give them 3 tasks related to the book and hopefully generate some good group discussion.

-       I would ask the children if they could identify the “moral of the story” firstly with a partner then sharing their ideas with the class.

-       Then because the book has some great illustrations ask them if they can recall any of the ways penguin originally tried to fly and the places the boy went to try and find his friend.

-       Finally, I would then get the children back onto their tables where they would create a storyboard with them and the penguin about something that they have always wanted to do and create their own adventure along similar lines to Up and Down.

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To me this book is aimed at lower KS1. With the very short story but bright illustrations it is easy for children to follow understand and see what is going on. Similarly for this reason I would us this book as a read aloud to the class. With it being so short the tasks I would do to generate book talk I would aim for the children to be more creative.

-       My first task would be asking the children to write a second book of what happened next to the girl and continue her story as she got older.

-       I would get them to design a front cover to their new book and a brief blurb that would fit nicely on the back of the book.

-       Finally, I would ask them how they might have felt if they were the girl being taken away, would they be, happy, sad would they adapt or rebel? Asking this question I would hope for a few different answers that could feed a good class discussion.

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Wild by Emily Hughes is a short story of a girl who was raised by animals in the wild. She learnt to speak from birds, eat from bears and play by foxes. She was happy that was until some humans came and took her away. They were different to the little girl, they didn’t talk like her, eat like her or play like her. The girl had enough and decided to run away with the family cat and dog and lively happily ever after again in the wild.

I interpret the story as a fun and expressive book that lets the reader know it’s okay not to fit in with every day “normality”.  I also think that it tells the reader it is okay to be “different” and has been done beautifully in this book. For children that are deemed to be “different” this is the perfect story to let them know it’s good to be “different”.