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Title: Curious George Author: H.A. Rey and Margaret Rey, Illustrator: H.A. Rey, Publisher: Houghton Mifflin Harcourt, Date: September 12, 1941 Number of Pages: 36 Grade Level: PreK-2nd Genre: Picture Book, Fiction, Humor, Animal Fiction, Adventure Theme: Curiosity and Exploration, Learning From Mistakes, Problem-Solving, Innocence and Mischief 

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Synopsis:

The story begins when a man in a yellow hat visits the jungle and notices George. Captivated by the monkey's curiosity and charm, the man decides to take George with him back to the city. The man promises to care for George, and together, they embark on a journey to the city. George is fascinated by the new surroundings, and as soon as he arrives, his curiosity leads him to explore everything he can.

George's natural curiosity causes so much mischief! He starts by exploring a telephone, accidentally dialing a number and causing confusion. Then, he explores other items, including the zoo, where he tries to help by feeding the animals but ends up creating chaos instead. His attempts to be helpful only result in more trouble, such as causing a commotion by letting the animals escape, and eventually, he even finds himself in a jail cell.

George's innocence becomes prevalent throughout the story. He never meant to cause harm or chaos to others, but his curiosity often led him into situations beyond his control. In the end, George's misadventures are resolved, and his good-natured personality wins the day. The Man with the Yellow Hat, who patiently looks after George, remains a steady figure throughout, helping George navigate the challenges that arise from his curious nature!

Personal Connection:

Growing up, I was a curious kid, always exploring and asking questions, much like George was. I’d get into all sorts of trouble, whether it was taking apart gadgets I didn’t quite understand or getting lost in a new place because I wanted to see everything. Like George, I tended to get carried away by my curiosity, often leading to situations that required a bit of extra help or guidance from someone more experienced.

The Man with the Yellow Hat, always patient and understanding of George despite the trouble he caused, reminds me of the people in my life; teachers, family, and friends, who guided me through my journey of exploration, encouraging me to keep learning and trying even when things didn’t go as planned. There's something comforting in knowing that it's okay to be curious and that mistakes are just part of the learning process, but knowing how to learn from them is the most important.

Curricular Connections:

Curious George offers valuable lessons in character education, particularly about curiosity and responsibility. While George’s curiosity is admirable, the story also shows that actions have consequences, and we must take responsibility for what we do. This can spark discussions on making good choices, thinking before we act, and understanding the impact of our actions on others. Teachers can use George as an example of how curiosity and playfulness can be wonderful traits, but they must be balanced with both care and consideration!

Source:

Boise Public Library

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Title: Tikki, Tikki, Tembo Author: Arlene Mosel Illustrator: Blair Lent, Publisher: Farrar, Straus, and Giroux, Date: October 1, 1968 Grade Level: PreK-2, Number of Pages: 32, Genre: Picture Book, Folklore, Traditional Tale, Humor, Fable Theme: The Consequences of Excess, Humor and Wordplay, Cultural Elements, Family and Care

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Synopsis:

The story centers around Tikki Tikki Tembo, the older of two brothers, and his little brother, Chang. Tikki Tikki Tembo is given a long name by his mother, which means "the most wonderful thing in the world." The name is so long and complex that it becomes a source of both pride and trouble.

One day, the two brothers go to play near a well, and Tikki Tikki Tembo falls in! His brother, Chang, rushes to help, but because Tikki Tikki Tembo’s name is so long, he struggles to say it quickly enough to call for help. Chang must repeat the name multiple times, wasting time. Finally, after what seems like forever, someone hears and rushes to help, pulling Tikki Tikki Tembo from the well.

On another occasion, Tikki Tikki Tembo falls into trouble again, but this time it’s a different disaster, and the pattern of the brothers’ troubles continues to highlight the difficulties caused by Tikki Tikki Tembo’s long name.

In the end, the villagers decide that no one should ever have a name as long as Tikki Tikki Tembo's, and the tradition is changed. The brothers learn through their experiences, the value of being able to act quickly in an emergency, and the lesson is passed on to others.

Personal Connections:

Tikki Tikki Tembo brings back memories of the times when I would hear stories that made me laugh and think. The long name of Tikki Tikki Tembo always made me smile. Tikki Tikki Tembo’s name, so long that it becomes a problem in an emergency, reminds me of how sometimes the simplest things, like a name, can become a challenge, but in a funny way.

I also connect with the idea of family and how siblings look out for each other like Chang does for his brother. Although I didn’t face anything as dramatic, I’ve had moments with my siblings when we worked together to solve problems or share a laugh over small difficulties.

Curricular Connections:

Tikki Tikki Tembo offers multiple curricular connections! It is an excellent resource for teaching storytelling techniques, particularly repetition, rhyme, and pattern. Students can explore how the author uses these techniques to create an engaging narrative. Teachers can also prompt students to create their own stories using repetition and rhythm, encouraging creative writing and improving their understanding of narrative structure!

The story provides an opportunity to explore cultural elements, specifically traditions and the cultural significance of names. Teachers can discuss how names are chosen in different cultures, exploring the importance of meaning, length, and how names reflect identity!

Source:

Boise Public Library

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Title: Alexander and the Terrible, Horrible, Very Bad Day Author: Judith Viorst, Illustrator: Ray Cruz, Publisher: Atheneum Books for Young Readers, Publish Date: July 1, 1972 Number of Pages: 32, Grade Level:  PreK-2, Genre: Picture Book, Humor, Realistic Fiction, Family and Childhood Fiction Theme: Frustration and Disappointment, The Reality of Bad Days, Coping with Negative Emotions, Acceptance and Resilience 

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Alexander and the Terrible, Horrible, Very Bad Day

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Alexander and the Terrible, Horrible, Very Bad Day

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Synopsis:

A young boy wakes up to what he immediately sees as a day of unfortunate events. From the very first moment of the day, Alexander’s outlook on the day is negative. He wakes up with gum in his hair. The gum in his hair is just the beginning of his terrible, horrible, very bad day.

As the day progresses, Alexander’s series of misfortunes continue in a seemingly endless cascade of small yet frustrating occurrences.

First, he is disappointed when he realizes he has to wear his second-best pair of shoes, not the ones he wanted to wear. Then, at breakfast, his brother gets the prize cereal, and he doesn’t, causing Alexander further distress. On the way to school, things don’t improve: he gets in trouble for stepping on a pencil and even loses his place in line. As the day goes on, Alexander’s bad luck seems to follow him at every turn, he has problems with his friends, his teachers, and even his family.

At lunch, his sandwich is soggy, and things only get worse when Alexander loses his book at school and his teacher tells him he isn’t paying attention. His frustration reaches new heights when his mother scolds him for his bad behavior, and he finds that his brothers seem to be having much better days than he is.

As the day continues, Alexander’s mood grows more negative. He doesn’t get what he wants, and his attempts to feel better only lead to more disappointments. Even the things that should offer some comfort, like going to the dentist, turn out to be problematic. When he finally gets home, things don’t improve. His mom doesn’t seem to understand his bad mood, and even though he’s expected to get a treat or some kind of reward for making it through the day, everything just feels more unfair.

The story ends with a simple but profound line from his mother, who reassures him, “Some days are like that. Even in Australia.” This statement gently reminds Alexander that bad days are a normal part of life, and sometimes things just don’t go the way we want them to, no matter how hard we try.

Personal Connections:

Alexander and the Terrible, Horrible, No Good, Very Bad Day is a book that resonates with almost anyone who has ever had a day when everything seems to go wrong.

I could relate to Alexander’s frustration with things that others might see as minor. It was this sense that nothing was going the way I planned, and everything felt out of my control. The book captures that sense of helplessness so perfectly, and it reminds me that sometimes we just need to acknowledge that we’re having a rough time, instead of trying to force everything to be as perfect as we want it to be.

Curricular Connections:

One of the key themes of Alexander and the Terrible, Horrible, No Good, Very Bad Day is emotional expression and the ups and downs of how we feel. The book provides a great opportunity to teach students about recognizing and naming their emotions and how to manage them when they feel frustrated!

By the end of the story, Alexander’s mother acknowledges his feelings without judgment, which is an important lesson about empathy. This can be an excellent point for discussing how we can support others when they’re having a bad day.

Source:

Boise Public Library

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Alexander and the Terrible, Horrible, Very Bad Day

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Title: The Very Hungry Caterpillar Author:  Eric Carle Illustrator: Eric Carle, Publisher: World Publishing Company (Penguin Books) Publication Date: March 21st, 1969. Pages: 26, Grade Level: PreK-K, Genre: Picture Book, Educational Fiction, Fable, Animal Fiction, Concept Book Theme: Growth and Transformation, Self-Discovery and Fulfillment, Patience and Anticipation, Balance and Moderation

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Synopsis:

The story begins with a tiny egg resting on a leaf under the warm sun. One Sunday morning, the egg hatches, and out comes a small, very hungry caterpillar. The caterpillar, eager to eat, starts its journey by nibbling through various foods. On Monday, he eats one apple, but he is still hungry. On Tuesday, he eats through two pears, and the pattern continues with the caterpillar eating an increasingly larger number of fruits and other food items each day of the week.

The caterpillar's relentless appetite leads him to devour a wide variety of foods. By the end of the week, he has eaten five different kinds of fruit, a variety of sweets like chocolate cake, ice cream, and even a slice of Swiss cheese. Each day, the caterpillar grows larger and larger as it consumes more and more food. He becomes so full that, on Saturday, he eats a large quantity of food, including a lollipop, a piece of cherry pie, and even a sausage, among other items.

After his experience eating food for a week, the caterpillar feels quite bloated and sluggish. He eats through one more green leaf, which helps him feel better. Then, he begins his transformation. He spins himself into a cocoon around himself, where he remains for several weeks, hidden away from the world.

When the caterpillar finally emerges from the cocoon, it is no longer the tiny, hungry creature it once was. Instead, it has transformed into a beautiful butterfly with colorful wings!

Personal Connections:

On a personal level, the story resonates with the journey everyone goes through in life, whether it’s personal growth, learning new things, or going through periods of change. Just as the caterpillar starts small and hungry, eager to grow and discover, we all begin new experiences with curiosity, whether it’s learning to walk, read, or enter new stages of life. For children, especially, the caterpillar’s growth can mirror their development! The story highlights how they too go through stages, such as learning new skills, getting bigger, and exploring the world around them.

Curricular Connections:

The book’s repetitive, rhythmic structure is ideal for developing reading fluency and predictability, helping children anticipate and engage with the story! Teachers can use the book to introduce vocabulary related to food, animals, and time.

Source:

Boise Public Library

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Title: The Rainbow Fish Author: Marcus Pfister Illustrator: Marcus Pfister, Publisher: North-South Books, Date: September 1st, 1992. Number of Pages: 32, Grade Level: PreK-1, Genre: Picture Book, Fable Theme: Sharing and Generosity, Friendship and Social Connection, Inner Beauty, Outward Appearance, Selflessness

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Synopsis:

The story begins in the deep blue sea, where the Rainbow Fish is the most beautiful fish of all. With its dazzling, multicolored scales, it is admired by all the other fish in the ocean. However, despite its beauty, the Rainbow Fish is proud and unwilling to share its shimmering scales with anyone. The other fish are fascinated by the Rainbow Fish's scales and ask if they can have one, but the Rainbow Fish rejects their requests, feeling that giving up its scales would reduce its outer beauty.

As time passes, the other fish begin to avoid the Rainbow Fish. Feeling lonely and isolated, the Rainbow Fish seeks advice from a wise octopus. The octopus listens to the Rainbow Fish’s concerns and suggests that it will feel much happier if it shares its beautiful scales with others. The Rainbow Fish is initially hesitant, but after much thinking, it decides to try the octopus’s advice.

One by one, the Rainbow Fish begins to give away its shimmering scales to the other fish. With each scale that is shared, the Rainbow Fish feels a growing sense of joy and fulfillment. As the Rainbow Fish shares more and more of its scales, it begins to lose its original shimmer, but it gains something far more valuable; true friendship and a sense of community and belonging!

By the end of the story, the Rainbow Fish has given away all of its beautiful scales, but it no longer feels sad or lonely. Instead, it is surrounded by its new friends, all of whom admire the Rainbow Fish not for its outward beauty, but for its generous and kind heart!

Personal Connections:

The story’s central message about the importance of sharing and the value of kindness is one that often reminds readers of their own experiences with giving and receiving in relationships, such as friends, family, or classmates!

At a young age, children are often learning about the joy and sometimes difficulty of sharing, whether it’s with their toys, snacks, or attention, and may see themselves in the Rainbow Fish’s point-of-view. They might recall moments when they were hesitant to share something important to them but later discovered that giving away something of value can bring them closer to others and create deeper, more meaningful connections!

Curricular Connections:

The story provides a good foundation for vocabulary development as children learn words related to emotions. Teachers can also prompt students to discuss what it means to "share" and to explore the moral lesson in the story using discussion questions.

The book can also be used for storytelling and creative writing exercises. After reading the story, students could write about a time when they shared something important or create their own story of a character who learns to share!

Source:

Boise Public Library

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Title: The Snowy Day Author: Ezra Jack Keats, Illustrator: Ezra Jack Keats, Publisher: Viking Press Date: October 12, 1962 Number of Pages: 32 Grade Level: PreK-2nd Genre: Picture Book, Realistic Fiction, Seasonal/Weather, Coming of Age. Theme: Childhood Wonder, Exploration and Discovery, Independence and Imagination

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Synopsis:

The Snowy Day tells the simple yet magical story of a young boy named Peter, who wakes up to find that snow has blanketed his neighborhood. The book captures the joy of experiencing a snowy day for the first time, and Peter’s adventure as he explores the transformed world outside his home.

The story begins with Peter stepping outside and admiring the snow that has covered the ground. He is bundled up in a red snowsuit, ready to explore the snowy landscape. His first steps in the fresh snow are filled with curiosity and excitement. He leaves a trail of footprints behind him as he walks, making sure to carefully preserve his path and make the most of his newfound playground.

Peter’s explorations are filled with simple enjoyment. He watches as snow falls from trees and creates a thick layer on the ground. He makes snow angels, tries to build a snowman, and experiments with creating different shapes in the snow. He even takes a stick and uses it to draw a line in the snow! As the day progresses, he explores different ways to enjoy the snow, from making snow angels to sliding on the icy ground.

As the day turns to night and the snow begins to fall more heavily, Peter heads back home. He carefully takes the snow from his pocket, making sure not to lose it, and returns inside to the warmth of his home. As night falls, he reflects on his magical day of play in the snow.

Personal Connection:

Much like Peter in the story, I remember the excitement of seeing the first snow of the season, and how everything seemed quieter, softer, and more magical. As a child, the smallest actions in the snow felt so significant on days like those.

The part where Peter puts snow in his pocket, trying to save a piece of the day, especially resonated with me. It’s a reminder of how children often want to hold onto fleeting moments, to keep something tangible of a memory. I’ve experienced that feeling, wanting to preserve a moment of joy or a piece of nature, only to realize that the magic lies in the impermanence and the anticipation of future adventures!

Curricular Connections:

The Snowy Day story offers a rich opportunity across multiple subjects! In science, it can be used as a mentor text to explore the concept of seasons, particularly winter, and how weather conditions like snow form! Students can learn about the water cycle, how snowflakes are formed, and the physical properties of snow. The story’s vivid depiction of snow’s impact on the environment also offers an opportunity for students to discuss the effects of snow on nature, animals, and daily life!

Teachers can ask students to recall and write about their personal experiences with snow, helping them practice sequencing and using sensory details in their writing. It also serves as a great example of how an author uses illustrations to enhance storytelling. Students can analyze how the illustrations contribute to the mood of the story and how the text and images work together to tell the story!

Source:

Boise Public Library

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Title: Miss Nelson Is Missing Author: Harry Allard Illustrator: James Marshall Publisher: Houghton Mifflin Harcourt Date: March 1, 1977 Number of Pages: 32, Grade Level: K-3, Genre: Picture Book, Humor, Fiction, School Story Theme: Appreciation and Respect, Behavior and Consequences, Kindness and Understanding

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Synopsis:

Miss Nelson is a gentle, patient teacher who treats her students with understanding and kindness. However, the class of students she teaches is far from well-behaved. They are disrespectful, disruptive, and completely unmanageable. The children continually misbehave; talking out of turn, playing pranks, and generally ignoring Miss Nelson’s attempts to maintain order within the classroom. As a result, the students make the teacher’s life at school very difficult.

One day, Miss Nelson suddenly disappears, and the children are left with a substitute teacher, Miss Viola Swamp, a no-nonsense, stern, and intimidating woman who is the polar opposite of Miss Nelson!

Miss Swamp is tough and unrelenting. She uses harsh discipline and imposes strict rules. She also keeps the class working hard with no time for fun or mischief. Miss Swamp’s presence sends the children into a state of fear and confusion.

The students realize how much they miss Miss Nelson and how their bad behavior might have driven her away. They soon begin to worry that Miss Nelson might never return, and they are filled with guilt and regret. As they experience the severe and strict nature of Miss Swamp, they begin to appreciate the gentle and kind approach that Miss Nelson had.

Eventually, Miss Nelson returns to the classroom, and the children eagerly apologize for their behavior, now fully aware of how lucky they are to have her as their teacher. They promise to behave better and treat her with more respect.

Personal Connection:

Like the students in the story, I’ve had times in my life when I took certain people, like teachers, for granted, not fully recognizing how much their support and guidance meant until they were no longer around. The switch from Miss Nelson’s kind, patient nature to Miss Swamp’s strict, no-nonsense nature reminds me of how important it is to show respect and gratitude to those who help and guide us!

The students’ realization of how much they miss Miss Nelson when she disappears made me reflect on moments where I’ve only truly appreciated someone once they were no longer there or when I faced challenges that made me miss their presence. It’s a reminder of how easy it is to overlook the efforts of those who care for us when things are going well, but how vital their kindness and support are in our lives.

Curricular Connections:

The story provides a powerful opportunity to discuss empathy, respect, and responsibility with students. The transformation of Miss Nelson’s students, from disruptive and disrespectful to remorseful and appreciative, can be used as a foundation for exploring concepts such as self-awareness, accountability, and the consequences of one's actions. Teachers can guide students in reflecting on how their behavior affects others and discuss how to repair relationships when trust or respect is broken. This can lead to conversations about conflict resolution and making amends, reinforcing the importance of treating others with kindness and consideration!

Source:

Boise Public Library

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Title: Dragons Love Tacos! Author: Adam Rubin Illustrator: Daniel Salmieri, Publisher: Dial Books for Young Readers, Date: May 1, 2012, Number of Pages: 40, Grade Level: PreK-2nd Genre: Children's Picture Book, Humor, Fantasy, Adventure Theme: Friendship and Sharing, Moderation, Imagination and Fun, Problem-Solving 

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Synopsis:

This book begins with a boy explaining how dragons love tacos. They love all kinds of tacos; soft tacos, hard tacos, tacos with beef, chicken, or veggies, and especially tacos with mild salsa!

The more tacos they get, the happier the dragons become. The boy goes on to talk about how dragons will eat as many tacos as they can, reveling in their taco-filled joy. Dragons are crazy about these delicious tacos.

However, the boy warns the reader about one important thing: dragons cannot, UNDER ANY CIRCUMSTANCES, eat tacos with spicy salsa. The book describes the disastrous consequences of dragons eating spicy salsa, which results in fiery, uncontrollable dragon behavior; breathing fire everywhere and causing chaos. The boy cautions that even a little bit of spicy salsa could turn the dragons into uncontrollable creatures, and all of the tacos would be ruined.

The boy receives an invitation to a taco party with dragons. Excited about the opportunity to host his dragon guests, the boy prepares for the gathering. He makes sure to stock up on plenty of tacos and ensures there is plenty of mild salsa! However, in a mix-up, a bottle of spicy salsa is mistakenly brought to the party, causing destruction! The dragons eat the tacos, but when they unknowingly consume the spicy salsa, they erupt into a fiery frenzy, breathing fire everywhere and wreaking havoc.

The boy tries to save the day, dealing with the fiery mess, and learning a valuable lesson about paying close attention to taco parties and dragons. In the end, the dragons are happy and content once the spicy salsa is taken away, and the tacos are once again safe. The boy and the dragons enjoy their time together, and the book ends suggesting that the dragons will always love tacos, but they’ll need to stay away from anything spicy!

Personal Connections:

This story resonates with me in a few ways, particularly about the love of food and the consequences of small mistakes. I can relate to the excitement of hosting a party or gathering for friends or family, with everything planned perfectly, only for one small hiccup, like a mix-up with spicy salsa, to turn things upside down. It reminds me of times when things didn’t go exactly as expected, but I learned to roll with it and enjoy the situation regardless.

The idea of dragons loving tacos also made me think of how food brings people together, much like how sharing a meal or snack can be a way to bond with others. I’ve had moments where food was the centerpiece of a fun time, and I can imagine how disastrous it would be if everyone ate something they weren’t supposed to. Just like the dragons, I’ve enjoyed tacos, without the spicy salsa, and can understand the joy that comes with it!

Curricular Connections:

The repetitive and predictable structure of the book makes it an excellent tool for early literacy lessons. Teachers can focus on narrative elements such as beginning, middle, and end (B, M, E) while also introducing the concept of cause and effect. The story’s structure, which builds up to the taco party and the chaotic salsa mishap, allows students to analyze plot development and sequencing! Teachers can have students retell the story in their own words and practice comprehension skills!

The story also provides a perfect opportunity to discuss the themes of responsibility and understanding consequences. The boy’s mistake of serving spicy salsa to the dragons can lead to discussions about how paying attention to details can prevent problems. Students can talk about the importance of following instructions, being responsible for one’s actions, and thinking before acting!

Source:

Boise Public Library

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Title: The Polar Express, Author: Chris Van Allsburg, Illustrator: Chris Van Allsburg Publisher: Houghton Mifflin Harcourt Date: October 22, 1985 Number of Pages: 32, Grade Level: PreK-2nd, Genre: Picture Book, Fantasy, Christmas/Holiday, Adventure Theme: Belief and Faith, The Magic of Christmas, Growing Up and Losing Innocence

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Synopsis:

The story begins on Christmas Eve, with a young boy lying in bed, unable to sleep. He’s filled with excitement and curiosity about Santa Claus, but there’s a lingering doubt in his mind. He wonders if Santa is real. As the night deepens, he hears a mysterious sound, and when he peers out his window, he sees a train standing on the street in front of his house. The train, known as the Polar Express, is magical and seems to have appeared from thin air.

The conductor invites the boy aboard the train. Without hesitation, the boy climbs on board, and the adventure begins. The Polar Express, whose destination is the North Pole, travels through snowy landscapes, past frozen lakes, and over icy mountains. Along the way, the boy meets other children who are also traveling to the North Pole. Each of them is filled with excitement and anticipation, their faces glowing with the thrill of the journey. As the train travels further, the boy witnesses enchanting sights, such as the shimmering lights of the northern lights and the breathtaking winter scenery.

As the Polar Express nears its destination, the children arrive at the North Pole itself, a wondrous and sparkling place full of towering trees, glistening snow, and festive decorations. The North Pole is bustling with activity, and the boy is filled with awe and wonder. Santa Claus himself is preparing for his big night, overseeing the final preparations for Christmas Eve.

When the boy and his fellow passengers arrive at the heart of the North Pole, they gather in a large square, where Santa Claus is about to appear. The children eagerly wait for their moment to meet him. Santa steps forward, and to the boy’s surprise, he calls out to him. Santa announces that the boy is the recipient of the first gift of Christmas. The boy is both thrilled and overwhelmed by this honor. Santa asks him what he would like for the first gift, and after a moment of thought, the boy answers, “A bell from your sleigh.”

Santa then gives him the bell, a beautiful silver bell that rings with a clear, melodic sound. The boy is filled with joy, knowing he now possesses a piece of magic. However, when the boy returns to his seat on the train and looks at the bell again, he realizes that the bell has fallen through a hole in his pocket. When he tries to show it to the other children, they cannot hear the bell’s ringing sound. It’s only the boy who can hear the magical chime.

He arrives back at his house and is soon back in his bed, the bell resting under his pillow. Over the years, the boy grows older, and the sound of the bell becomes fainter. Yet, he continues to treasure the bell, and he keeps it as a reminder of his magical journey to the North Pole. Eventually, the boy grows up, but he passes the bell on to his children, who also believe in its magic.

Personal Connections:

Much like the boy in the story, I remember the anticipation of Christmas Eve, filled with questions about the magic of Santa Claus and the feeling that anything was possible on that special night. The magical train ride to the North Pole, with its sense of adventure and mystery, feels like a perfect metaphor for the thrill of believing in something bigger than ourselves.

The boy’s experience of hearing the magical bell despite others not being able to hear it mirrors moments in my own life when I’ve felt a deep connection to something that others might not understand. As I’ve grown older, I've come to realize that belief doesn’t always need to be based on what others can see or hear, it’s more about what resonates within us and the magic we choose to hold on to.

Curricular Connection:

The Polar Express is an excellent text for teaching narrative structure, including themes of setting, character development, and plot progression.

The book’s language provides an opportunity to discuss how authors use imagery to create an atmosphere of emotions. Teachers can focus on how the author and illustrator work together to create a mood of magic and mystery, using language and illustrations that evoke the feeling of holiday cheer and spirit.

Additionally, students can practice comprehension skills through retelling the story or writing about the main idea and themes. This story also presents an opportunity to explore the point of view and how the narrator’s perspective influences the readers' understanding of the events.

Source:

Boise Public Library

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Title: Love You Forever, Author: Robert Munsch, Illustrator: Sheila McGraw, Publisher: Firefly Books, Date: September 1, 1986. Grade Level: PreK-2, Number of Pages: 32, Genre: Picture Book, Fiction, Theme: Unconditional Love, The Cycle of Life, Parental Care and Sacrifice, Generational Continuity

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Synopsis:

The story begins with the mother cradling her newborn son, holding him close, and singing a lullaby to him: “I’ll love you forever, I’ll like you for always, as long as I’m living, my baby you’ll be.” This line becomes a recurring quote throughout the book, representing the undying, unconditional love the mother feels for her child.

As the child grows, so do the challenges and changes in their relationship. The story shows the boy’s development at different stages of life, from a toddler who is full of energy and mischief to a young boy who sometimes acts out or tests boundaries. However, each time this happens, the mother continues to comfort and love him, even when he’s less than perfect. As he gets older, his mother’s love remains constant, even when he begins to assert his independence and push away from her.

He starts to distance himself from his mother, particularly when he grows into a teenager. He’s embarrassed by her displays of affection and love, and as he becomes more self-reliant, his relationship with his mother seems to shift. However, despite the growing distance, the mother continues to hold him in her heart and never stops expressing her love.

Eventually, the boy grows into an adult. He moves away from home, marries, and has children of his own. The mother continues to love him just as deeply, even as he begins his own family and experiences the ups and downs of life. Over time, the mother grows old, and her health begins to decline. It is now the grown son’s turn to care for his mother. He takes her in his arms, rocking her, and singing the same lullaby to her that she once sang to him.

The story ends with a full-circle moment, as the son, now a father himself, continues the cycle of love with his child. He holds his baby in his arms, singing the same song to his child that his mother had sung to him so many years ago.

Personal Connections:

Love You Forever serves as a reminder of the bond between parent and child, which remains steady even through the inevitable changes and challenges of life.

The mother in Love You Forever is willing to go to the greatest lengths for her son, whether it’s enduring his rebellious phases, caring for him when he is distancing himself from her as a teenager, or eventually needing his help in her old age.

For some readers, this theme of selfless love may sprout personal memories of sacrifices made for loved ones, and the sometimes painful but ultimately rewarding experiences of caring for someone you love. The idea of loving someone so deeply that you are willing to continue to care for them, no matter the circumstances, resides strongly for readers who have been in these roles themselves.

Curricular Connections:

Love You Forever provides a platform for discussing emotions, particularly the complex feelings of love, attachment, and loss.

It can help students understand how relationships evolve and how emotions play a role in how we interact with others. Teachers can use the book to facilitate discussions on the unconditional nature of parental love and the concept of giving and receiving care!

Source: Boise Public Library

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Title: The Lorax, Author: Dr Seuss, Illustrator: Dr Seuss, Publisher: Random House, Date: January 1st, 1971, Number of Pages: 72, Grade Level: 1-3, Genre: Picture Book, Environmental Fable Theme: Environmental Protection, Greed and Consumerism, Responsibility and Accountability. 

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Synopsis:

The story begins with a boy who visits an isolated, polluted land to hear the tale of the Once-ler, a mysterious figure who lives in a house, surrounded by the remnants of a destroyed environment.

The boy wants to know what happened to the beautiful, vibrant landscape that once flourished with trees, animals, and natural resources. The Once-ler agrees to tell his story, beginning with his arrival in a lush, green valley, filled with colorful Truffula Trees, swans, fish, and other exotic creatures. The land is rich and abundant, with the Truffula Trees providing the soft, silky material used to make Thneeds, a product the Once-ler believes will be in high demand.

The Once-ler is an ambitious, entrepreneur who sees an opportunity to make a significant profit from the Truffula Trees, and begins chopping them down to create his Thneeds! The Lorax, a small, angry creature who serves as the guardian of the forest, immediately appears and warns him that his actions are harming the environment and the creatures who depend on the trees for survival. The Lorax urges the Once-ler to be responsible and think of the long-term consequences of his actions.

Despite the forewarnings, the Once-ler continues growing his prosperous business, cutting down more and more trees to meet the growing demand for Thneeds. The landscape begins to become less lavish as the Truffula Trees are stripped away. As the trees vanish, the creatures that once inhabited the area, like the swans and fish, are forced to leave, because the area is now uninhabitable. The Lorax continues to protest, but the Once-ler’s greed and short-sightedness prevent him from listening. Eventually, the Once-ler's factory becomes too large, and the resources he once had, are all gone.

The Once-ler, now alone and living a life of regret, explains to the boy that the destruction of the environment was a result of his greed. He tells the boy that he has one last seed of a Truffula Tree, which is the last hope for the future of the land. The Once-ler gives the seed to the boy, encouraging him to plant it, care for it, and share its message of conservation and responsibility.

Personal Connections:

Many readers can relate to the idea of taking the world’s resources for granted, much like the Once-ler did.

In our own lives, we may find parallels to the Once-ler’s behavior, over-using resources without fully understanding or caring about the long-term impact.

Whether it’s overconsumption, waste, or the way we treat natural spaces, The Lorax invites us to reflect on how we contribute to the environmental issues around us.

It reminds us that just as the Once-ler’s greed led to the destruction of a once-beautiful world, our actions, whether intentional or not, can lead to environmental harm.

For many, reading the story can trigger self-reflection about their habits and how they can make changes to protect the environment.

Curricular Connections:

The book offers an excellent opportunity to discuss the importance of preserving our ecosystems and the effects of deforestation.

Teachers can discuss how the Truffula Trees and the animals in the story represent the ecosystems, emphasizing the importance of forests and other natural resources. Students can learn about how real-life ecosystems are impacted by human activity, such as pollution, overfishing, and habitat destruction.

Source:

Boise Public Library

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Title: Don't Let the Pigeon Drive the Bus! Author: Mo Willems Illustrator: Mo Willems, Publisher: Hyperion Books for Children, Published: May 1, 2003, Grade Level: PreK-2, Number of Pages: 40, Genre: Children's Literature, Picture Book, Humor Theme: Persuasion and Boundaries, Humor and Mischief

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Synopsis:

The narrative begins with an instruction from the bus driver, who speaks directly to the reader. He asks us readers not to let the pigeon drive the bus while he’s away. The bus driver leaves, and the pigeon appears.

The pigeon’s immediate reaction is to beg the reader to allow him to drive the bus, promising to be careful and insisting that it would be a lot of fun.

From this point, the pigeon embarks on a series of increasingly frantic and comical attempts to persuade the reader to give in. First, the pigeon tries the polite approach, presenting logical arguments like, “I’ve never driven a bus before, but I’m sure I can do it!” and “I’m so much fun, I promise you won’t regret it.” As the pigeon realizes that his first approach is not working, he becomes more desperate.

When the polite requests fail, the pigeon escalates, beginning to express frustration and sadness. He attempts to fill the reader with empathy using stories, such as claiming that everyone else gets to do fun things while he is left out. He even offers to buy the bus in an attempt to sway the reader with an absurd proposal. Throughout the book, his antics grow more exaggerated and over-the-top, demonstrating his complete disregard for boundaries and his single-minded obsession with driving the bus.

As the pigeon’s pleas continue, the narrative builds toward a moment where the pigeon feels utterly exasperated and defeated. Yet, just when it seems like he has finally given up, his hope is reignited. As the reader prepares to turn the page and finish the book, the pigeon spies the bus once again, and his desire to drive it flares up once more.

Personal Connections:

The interactive nature of the book invites readers, especially young ones, to take an active role in the story, making them feel empowered and part of the narrative.

For many, the pigeon’s persuasive tactics and use of emotions may feel familiar. Children, for instance, may see a bit of themselves in the pigeon, persistently asking for something, trying different strategies to convince others, and sometimes throwing a tantrum when they don’t get what they want.

The book also offers an opportunity for readers to reflect on the idea of saying no and standing firm in their decisions. This can be especially relatable for adults, who might recall moments of having to enforce rules or boundaries in their own lives.

Curricular Connections:

The book is rich with opportunities for exploring emotions and behavior. The pigeon exhibits a variety of emotions, anger, frustration, and even excitement, which teachers can use to help students regulate and balance their emotions.

Teachers can explore with students how the pigeon’s behavior might reflect how they feel when they don’t get what they want, helping them recognize and discuss their own emotions. Additionally, the book can prompt discussions about boundaries, respecting others’ decisions, and dealing with disappointment or rejection!

Source:

Boise Public Library

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Title: Let's Go for A Drive, Author: Mo Willems, Illustrator: Mo Willems, Publisher: Disney-Hyperion Date: June 25, 2013 Number of Pages: 64 Grade Level: K-2 Genre: Children's Literature, Humor, Fiction, Early Reader, Theme: Friendship, Imagination, Adventure, Problem-Solving 

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Synopsis:

In the story, Let's Go for a Drive! , Gerald the elephant and Piggie, are filled with excitement and anticipation as they plan to go on an adventure. Piggie suggests the idea of going for a drive, and Gerald is eager to join her. However, as they start to make preparations, they quickly realize that they don’t have a car.

The story opens with Piggie enthusiastically suggesting to Gerald that they go for a drive. Gerald, who tends to be more cautious about new adventures, hesitates at first, but Piggie’s excitement convinces him that it could be fun. However, there’s one small problem: They don’t have a car. Despite this, Piggie refuses to be discouraged. With her enthusiasm, she assures Gerald that they can still make their drive happen, and the two of them begin to plan their adventure.

Gerald is skeptical but willing to give it a try. He starts to worry about the logistics of the trip, and throughout the book, the two friends begin gathering all sorts of things they think they might need for their drive. Gerald, in his usual manner, becomes increasingly nervous, thinking about all the things that could go wrong. He worries about where they will go, how they will steer, and what might happen if they get lost. Despite Gerald’s worries, Piggie remains optimistic, insisting that they’ll figure it out as they go along.

As they gather more and more things in preparation for their drive, the absurdity of the situation begins to show. The items they accumulate don’t solve the problem of not having a car, and it becomes clear that their plans for the drive are falling apart. The two friends, however, don’t give up on the idea. Piggie continues to stay hopeful, and Gerald, though anxious, continues to go along with it.

The fun builds as the friends’ "drive" takes shape in their minds rather than in reality. They realize that the things they’ve gathered won’t lead to a real car or a drive, but the energy they share in the planning process creates its kind of adventure. By the end of the book, Gerald and Piggie’s “drive” might not have been what they imagined, but they’ve still shared an experience, and their bond is strengthened by it. They learn that sometimes, a little imagination and a good friend are all you need to have an adventure.

Personal Connections:

I can personally relate to the characters of Gerald and Piggie as they excitedly make plans, only to realize things aren’t going as expected. Like Gerald, I tend to be cautious and plan every detail of a trip or event, worrying about things going wrong. But like Piggie, I also know the joy of letting go of those worries and embracing the fun of the process, even when things don’t go as planned.

The way Gerald and Piggie support each other, despite their differences, reflects the importance of friendship and teamwork. I’ve had moments where, despite having doubts or facing setbacks, the companionship of a friend or loved one helped me find joy in the journey rather than focusing on the destination. Whether it’s a failed trip, an unplanned adventure, or simply spending time together, the story reminds me that the best part of any experience is often the shared moments along the way, not necessarily the end of the world.

Curricular Connections:

The story provides an excellent opportunity to explore themes of friendship, teamwork, and managing emotions. Gerald’s cautious nature contrasts with Piggie’s optimism for fun, giving students a chance to discuss how different personalities can work together to solve problems. Teachers can guide students in identifying the emotions each character experiences and discuss how they both handle challenges in the story. This opens up a dialogue about understanding others' feelings and perspectives, and teaches empathy and cooperation in group settings!

Source:

Boise Public Library

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Title: Matilda Author: Roald Dahl Illustrator: Quentin Blake Publisher: Puffin Books Date: October 1st, 1988  Number of Pages: 240 Grade Level: 3-7 Genre: Fantasy, Children's Literature, Humor, Novel Theme: Knowledge, Courage, Justice 

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Synopsis:

This book follows an extraordinary girl, named Matilda Wormwood, who lives in a very neglectful family. From young child to adolescent, she taught herself how to do many different things, including how to read.

Before even stepping into a public elementary school, she had already read hundreds of books. When she's finally old enough to attend school, she's enrolled in a class with a wonderful teacher, Miss Honey, who cares about her and her wellbeing. She quickly becomes aware that Matilda is extremely intelligent for her age, and tries to convince the headmistress, Miss Trunchbull, to let Matilda accelerate into another grade level to challenge her. Miss Trunchbull refuses and believes that Miss Honey is intentionally trying to remove Matilda from her class.

Matilda and Miss Honey develop a wonderful connection, which leads them both to reveal personal secrets. Matilda, has secret powers and Miss Honey is poor. She reveals that Miss Trunchbull is her aunt and she took her father's home and most of Miss Honey's teaching salary money.

Matilda develops a plan to help Miss Honey get her freedom back from Trunchbull. She uses manipulatives around the classroom to create what seems to be a paranormal experience to scare Trunchbull into leaving town for good. Miss Honey eventually is given ownership of her father's house and savings account. Matilda loses her powers over time, as she has other priorities occupying her mind.

As Matilda returns home from school, she finds out that her family is moving to Spain permanently. Matilda decides that she wants to stay back with Miss Honey instead. Her father agrees and they flee the country.

My Personal Connections:

I remember reading this book in elementary school a million times. I also watch the movie religiously and they're both incredible masterpieces.

One of the biggest themes of Matilda was the power of education. Something I noticed throughout both the movie and the book was that Matilda loved to read. This could potentially be a substitute for her parent's carelessness and irresponsibility for her well-being. Her family treated her terribly and made her feel unimportant. These books were a way for her to feel seen. She longed to be like the characters in the stories she read. However, Miss Honey embraced her passion for reading and she truly understood the value of education. She only wanted the best for Matilda, which was why she tried to get her the best education possible for her level of intelligence.

Another big theme of this book was the importance of family. Matilda wanted to have a connection with her parents, but they prioritized other things over her, which made her feel invisible. She finds this connection with Miss Honey, who values and respects Matilda for the unique child she is. With the caring and warm embracement Miss Honey provides, Matilda realizes how horribly she was treated by her family, which makes her pull away from them and want to be with someone who treats her the way she should've been treated her whole life.

Curricular Connections:

This is a wonderful book about how to teach students to surround themselves with those who uplift and support them, finding a support system.

It's also important for students to understand the value of being kind. There were many characters in the book that tried to physically and emotionally hurt Matilda (her family, Miss Trunchbull). Miss Honey treated everyone around her with sincerity and warmth. This essentially sends the message of treating others how you want to be treated.

Source:

Boise Public Library

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Title: The Chickens Build A Wall, Author: Jean-François Dumont, Illustrator: Jean-François Dumont, Publisher: Eerdmans Books for Young Readers Publish Date: February 4, 2020 Grade Level: PreK-3 Number of Pages: 33 Genre: Fiction, Children's Literature Theme: Fear, Division, Consequences of Exclusion

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Synopsis:

The story, The Chickens Build a Wall, is set on a farm where the chickens, living peacefully, suddenly become fearful of a new threat they perceive in their environment.

One day, the chickens notice something unfamiliar, a new animal appears in the farmyard. The chickens are unsure what to make of this new presence, and their fear of the unknown begins to grow. They begin to imagine that this new animal, which turns out to be harmless, is a potential threat to their safety. Fueled by anxiety and a lack of understanding, the chickens decide the best course of action is to build a wall to keep the danger out. They believe that by creating this wall, they can protect themselves from the unknown and ensure their safety from whatever dangers might be lurking outside.

The chickens begin to construct the wall, working together to gather materials and construct their barrier. As they continue to build, their fear drives them to be more and more determined to complete the wall as quickly as possible, reinforcing the idea that isolation is the key to protection. The wall grows taller and taller, eventually creating a complete divide between the chickens and the outside world. They feel safe behind their wall, but their world becomes increasingly smaller and more confined.

However, as time passes, the chickens begin to realize that their wall is not solving their problems in the way they expected them to. The wall, instead of protecting them, ends up keeping them cut off from the very things they need. Their relationship with the outside world, whether it’s with the other animals, the farmer, or nature, is diminished. The chickens become isolated, and they begin to feel trapped by the very barrier they thought would keep them safe.

Eventually, the chickens understand that their fear-driven decision to build the wall is unnecessary. The threat, which they had feared so much, never existed in the way they imagined. The wall they built, meant to protect them, only served to separate them from others and limit their freedom. The chickens realize that they no longer need the wall, and they tear it down.

Personal Connections:

This story is a prime example of what happens when we act out based on our fears. The chickens' decision. to build a wall is ultimately fueled by the fear of an unknown threat. This story demonstrates how fear, can lead to irrational decisions, primarily because our fight-or-flight kicks in and takes control. It's important to examine our fears first and approach them with reason and understanding, before making any drastic decisions that can have significant effects on our lives. I've acted out of fear before, and I had exaggerated the fear, realizing that I had no reason to be afraid. The chickens also realize the consequences of isolating themselves from the outside world. By doing so, they cut off all their resources, and with this, the life inside the wall begins to suffer. It separates them from communication, safety, connection, and even help from others.

Curricular Connections:

This is a wonderful story to teach young students, especially about understanding and communication. Before acting out on a fear, it's important to communicate openly and establish mutual understanding, instead of jumping to irrational conclusions. When we're under a lot of stress, fear, or anxiety, our emotions often tend to seize control of our decisions and cause us to do things we regret. The chickens soon came to dread the wall after seeing what events unfolded after it was put up, much like we regret the decisions we make when we act out of fear or emotion.

Source:

Past & Present NBGS Books

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Title: Caps for Sale! Author: Esphyr Slobodkina Illustrator: Esphyr Slobodkina Publisher: HarperCollins Date: March 22, 2011 Grade Level: PreK-3rd Number of Pages: 48 Genre: Children's literature, Picture book, Fiction Theme: Self-Enhancement

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Synopsis:

This story follows a peddler, who has many different hats, but he doesn't carry them on his back, he carries them all on his head. He begins to try to sell the caps in the city, but as days pass, he can't sell any.

He eventually decides to walk in the countryside instead and finds a place to nap. He slept for a very long time. When he awoke, he discovered all his caps were missing, except his checkered cap. He searched for his caps for a long time, and when he looked up, he saw a monkey on every branch, and they were all wearing his caps.

He demands the monkeys to return his caps, but they refuse. He becomes angry and orders them to return the caps and the monkeys still refuse. The monkeys mimicked his movements as the peddler expressed his angered emotions physically, (stomping his feet, and shaking his fists).

Eventually, he takes the cap off and walks away. The monkeys see this and take off his caps and they all come flying down from the tree. The peddler grabs his caps, stacks them again on his head, and returns to the town to sell his caps once again.

Personal Connections:

I saw this book on Epic and it immediately took me back to my past. I remember my mother reading this book to me as a child, but after all these years I had forgotten about it.

One of the biggest themes throughout this book is resistance to change. The peddler always wore his caps on his head, no matter where he went. When the monkeys took the caps off his head while he slept, he wasn't happy. The way he responded to the monkeys was his reaction to this "change". Resistance to change is our instinct because we fear the unknown. It's something that most need to overcome because change is a natural part of our lives, and it's going to happen whether we expect it to or not. Another big theme of the story was problem-solving. When he realizes what the monkeys are doing, he comes up with a way to get them to drop his caps. Ultimately, he stops fighting with them, drops his cap, and walks away. This leads the monkeys to drop the caps as well.

Curricular Connections:

This can be a wonderful book for students to explain to them why change is important. Many students fear change, especially in the family, friends, and environmental aspects. This can teach children to embrace change, and not to fear it. This can also be a good way to teach students about problem-solving. Students can brainstorm different ways that the peddler could've handled the situation, other than just getting angry with them. Students also struggle with conflicts throughout their lives and they don't necessarily know how to handle them appropriately. This can be beneficial and you can create a mini-lesson on different problems/solutions and the students can brainstorm ways to handle the sample problem at hand.

Source: Epic Books

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Title: The Kissing Hand Author: Audrey Penn Illustrator(s): Ruth E. Harper and Nancy M. Leah Publisher: Tanglewood Date: January 1, 1993 Number of Pages: 32 Grade Level: PreK-2nd Genre: Children's Literature, Picture Book Theme: Love, Reassurance, Facing Fears/Bravery

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Synopsis:

This story follows Chester Raccoon, who is terrified of going to school. He tells his mother he would rather stay home with her and play with his friends, and toys, and read his books. His mother takes him by the hand and tells him that we all have to do things we don't want to do, even if they seem out of the ordinary or scary. She tells him that he'll love school once he starts. She then tells him all the things that will happen once he faces his fears. She said, "You'll make new friends, play with new toys, read new books, and swing on new swings".

She then tells him she has a secret that will make his nights at school seem as warm and cozy as his days at home. This brings out curiosity in Chester and he asks her what the secret is. This is where the

Kissing Hand is introduced. He inquires a bit more and asks about it. She then decides to show Chester what it is. She takes Chester's hand, spreads out his fingers, and kisses him right in the middle of his palm.

As this kiss rushed through Charles' body, he felt it run through his hand, up his arm, and into his heart. She tells him, whenever you feel lonely and need some love from home, press your hand to your cheek and tell yourself, "Mommy loves you". She tells him that the kiss will give him warm and loving thoughts.

She warns him not to lose it, however. Chester now knew his mother's love would be attached to him wherever he went. That night, Chester was finally leaving for school, but before he left, he turned to his mother and told her to give him her hand, so he could kiss hers as well.

He told her, "Now you have it too". As Chester walked away, Mrs. Raccoon pressed her hand to her cheek and the kiss on her palm sang, "Chester loves you, Chester loves you".

Personal Connection:

I loved this book growing up. I remember how often I would have this exact fear of school. When I first moved to the States, I had never been to a public school. It made me extremely nervous for many different reasons, like, "What if they don't like me"? "What if I don't make any friends"? As a result, I related heavily to Chester and his normal fears. My mom read me this book on the night before my first day of Kindergarten and we had practiced the Kissing Hand secret ourselves to help me face my fear. We still do it to this day. It does go a long way to know that someone loves us. I think I just needed this reassurance to help keep me motivated and strong.

Curricular Connection:

Many students including myself, have gone through anxieties and fears such as these. Through my fieldwork over the years, I've had students who have had severe separation anxiety from their parents. Teaching children how to understand the difficulty of separation and how to face it, is so important to help them get through the day.

In addition, this book can also help students express their feelings in a safe environment and help reassure students that they will always have the love and support of their family even if they aren't physically in front of them. I can have students practice the Kissing Hand secret with someone they love at home, this will give them the comfort they need while facing uncomfortable situations.

Source: Read-Aloud

https://www.youtube.com/watch?v=gNfMXLFPjF8

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Title: A Stick is An Excellent Thing Author: Marilyn Singer Illustrator: LeUyen Pham Publisher: HarperCollins Date: February 28, 2012 Number of Pages: 40 Grade Level: PreK-3rd Grade Genre: Poetry Theme: Imaginative/Outdoor Play

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Synopsis:

This poetry book opens by talking about the various activities children can do outside. One of the children they're describing, talks about how they're the always the first one out and how their dog joins them and turns a solo game into rounds of catch.

Another one talks about how fun it is to do activities really fast, such as skateboard races, pigeon chases, backyard dashes and race car crashes.

Another one talks about jumping. They talk about the feeling and the sound of the sidewalk under their feet and the exhilarating feeling of jumping rope and the slap of the two ropes as they touch.

They also talk about how fun it is to swing. It describes all the different ways you can swing; on your belly, on your seat, wide-eyed or dreaming, quietly or singing a song.

Another talked about how fun it is to run in the sprinklers. It describes the various feelings that children feel when experiencing this, such as chilly, spray, big drops, wet, run, duck, and jump.

They also talk about how fun it is to play hide-and-seek and the differences that both the hider and the seeker feel. The hider acts like a statue, trying to not move or be seen. The seeker swears they're going to spot the hider in their spot, they're not hiding, because they're that good at seeking.

Lastly, they talk about why a stick is an excellent thing. They describe the millions of different creative things you can do with one. It's a scepter for a king, a magic wand, draw the sun, or even strum a fence.

Personal Connection:

I have never read this book before, but in all honesty, it was very nostalgic for me and gave me a flashback to my childhood. Every last thing this book talked about, I had done many times with friends in my neighborhood growing up. I was born before many forms of advanced technology were released, which truthfully, was an incredible time. As much as I value technology these days for many reasons (connected to family, friends, school, etc), I often miss the days where it didn't exist. It made me treasure those days of endless adventure, days of "Come home before the street lights come on", and the days of pure bliss and happiness. I was very fortunate to experience those things, and I feel as if children these days, being born around technology, can't experience the memories children like me were able to make.

Curricular Connections:

This book can teach students that there is more to life outside of technology. It can be a difficult transition, since most children these days are growing up in a world where technology is vastly changing and evolving, but it's absolutely important that these children value the world they live in and experience what life has to offer. Children can make everlasting memories outside of technology. In addition, it's important for them to treasure and value their childhood while they still can, because it truly does disappear in a flash. This book does an excellent job providing several different ways that children can have fun for free as well, as in they don't have to always be going somewhere to have a good time.

Source: Boise Public Library

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Title: The Giving Tree Author: Shel Silverstein Illustrator: Shel Silverstein Publisher: Harper & Row Date: October 7th, 1964  Number of Pages: 64 Grade Level: 2nd-3rd Grade Genre: Children's Literature, Picture Book, Fiction Theme: Giving/Receiving, Power of Love & Happiness

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Synopsis:

This story follows a tree and a young boy. The tree adored the boy. Every day he would go see her, he would gather the leaves that fell to create something wonderful to play with, such as making crowns and playing King of the Forest. He would climb her trunk and swing on the branches. They would play hide and seek together and he would nap in her shade. The boy loved the tree just the same. This made the tree very happy. As time went by, the boy grew older and older, which made their visits together less and less frequent, and the tree was often alone. The boy visited the tree one day, older now, and the tree asked if he could play with her, just like in the old days. The boy told her that he was now too big to climb and play. He said, "I want to buy things and have fun, I want some money". The tree tells the boy that she doesn't have any money, but allows him to use to apples from her tree to sell in the city, then he'll have money and be happy. The boy agreed and picked all the apples from the tree. The boy stayed away for some time after this and the tree was sad again. Years went by and the boy came back, and the tree was happy. She asked him to be happy by doing all the things he used to do, and he told her that he was too busy to climb trees. He now wants a house to keep him warm, a wife, and children. The tree told him she didn't have a house to give, but that he may cut off her branches to build one. He agreed and cut off the branches and stayed away for a very long time, and the tree became sad again. He returned more years later, and the tree asked again if he wanted to play, and he told her that he was too old and sad, and he wanted a boat to take him far away. She offered him her trunk to make one. He made one and sailed away and didn't return for several years. When he returned, the tree had nothing left to give him. At this point, the boy told her that all he wants right now was just a place to sit and read. The tree, now a stump, offered herself a place to sit so the boy could sit and rest, and the boy agreed. They were both happy again.

Personal Connections:

This book is extremely nostalgic for me. I remember reading this book hundreds of times in elementary school. One of the biggest themes I missed in this book, was the idea of one-sided relationships. The boy only returned to the tree when he needed things from her, but he never gave her anything in return. In the tree's mind, she just wanted to see him happy and living his life, however, it was at the expense of her happiness. I think as children, we don't often view books from this perspective, but as an adult, it's very different. I have been in many one-sided relationships and this is personally how I felt. The book did a wonderful job describing how being in a situation like that feels, down to the exact details.

Curricular Connections:

This book can teach students the difference and importance of giving and receiving. It is an excellent example of this. In the book, we were able to see the tree giving the boy everything he wanted. The apples for food, the branches for the house for his wife and children, and the trunk for the boat. This left her with nothing by the end of the story. This is an accurate representation of how people feel when they give, give, and give. It may feel good in the beginning, but if you're always giving, it can become exhausting, if the person you've always been giving for, isn't reciprocating it.

Source: Boise Public Library

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Title: Anne of Green Gables Author: Lucy Maud Montgomery Illustrator: M.A and W.A. J. Claus Publisher: L.C Page & Co Date: June 13th, 1908  Number of Pages: 157 Grade Level: 7th Grade Genre: Novel, Fiction, Children's Literature, Bildungsroman Theme: Learning to Love, Conflict between Imagination and Social Expectations, Self- Love

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Synopsis:

This story follows siblings, Matthew and Marilla Cuthbert who are looking to adopt an orphan to help with chores around their home on Prince Edward Island. Originally, they both wanted to adopt a boy to help with the chores since Matthew is now getting older and can't do them on his own, however, the orphanage had sent them the wrong orphan by mistake. Instead, they were sent Anne Shirley, a talkative, happy, red-haired girl. Matthew was hesitant at first, but with her warm-hearted energy, he convinced Marilla to let him keep her.

Because Anne hasn't had any prior experiences with how to act in a wealthier setting and their codes of conduct, she isn't used to demonstrating proper behavior. She acts according to her instincts and unintentionally disregards manners. Anne tries her best to be grateful to Marilla and Matthew and follow their rules to the best of her ability, but she consistently makes mistakes.

Anne also never had friends in the orphanage, so this led her to create imaginary friends to keep her company. While working for the Cuthbert's however, she meets Diana Barry, one of their neighbors, and becomes friends with her. Anne invited Diana to have tea with her one afternoon and gave her red wine instead of the nonalcoholic raspberry cordial. Diana comes home drunk, and this leads her mom to think Anne made Diana intoxicated on purpose. The mom, out of anger, forbids the girls from speaking to each other.

Anne attends school, where she argues constantly with Gilbert Blythe, a very intelligent boy. He taunts her by calling her intimidating nicknames and pulls her braids. Because of Anne's sensitivity when it comes to her hair, she screams in response and smashes a rock over his head. This fuels the rivalry between Anne and Gilbert, who also happen to be the two smartest people in school.

As time goes on, Anne stops focusing on her emotions and dramatics and prioritizes her education. One of her teachers, Miss Stacy, notices her intelligence and encourages her to join a group of students that were in preparation to take the entrance exams into Queen's Academy.

Gilbert and Anne gradually end their long-lasting feud with one another, and become good friends, when after four years of distancing themselves from each other, they both end up going to Queen's Academy.

She dedicates herself to her studies and education and earns a scholarship, which gives her enough money to attend a four-year university. Anne returns home to find that Matthew died of a heart attack, and Marilla is slowly becoming blind. Anne decides to stay locally and teach nearby so that she's able to be the caretaker for Marilla. Gilbert hears about her decision and gives up his teaching position at the school in her town so that she can teach there and be close to Marilla. She gives up quite a bit for the future, but she remains optimistic that the decision she's making is the right one.

Personal Connections:

Anne of Green Gables was one of the very first chapter books I read as a younger student. It was one of my favorites! Anne evolves throughout the story from a young misbehaved young child to a wonderful young woman. I believe Anne was misunderstood. I know she didn't mean to get herself into trouble when she was younger, at least not intentionally. It was in a sense, how she was raised. Going from an orphan in a poor town to a wealthy part of another can be a very challenging transition. These places all have different values, traditions, customs, and rules. I believe over time however, this place changed her for the better and helped her prioritize the important things. At the end of the story, she goes to teach locally and take care of the caretakers who took her under their wing. She seemed to not be able to find who she was at the beginning, but by the end of the book, she truly found her place in the world.

Curricular Connections:

This book teaches very many valuable life lessons, such as making mistakes and learning from them. Anne is a very prime example of this theme. She made many mistakes as she evolved throughout the story, but these mistakes helped her become a good person, who also became knowledgeable about herself and the world around her. Children, when making mistakes, often think their parents discipline them to make them upset, however, it's quite the contrary. Parents discipline their children to help them learn from their mistakes and help them to not make the mistake again later on in the future. It helps them understand the difference between right and wrong. This essentially shows children why making mistakes and learning from them is crucial to their development in life. This will also help students become more mature and responsible through the challenges in life they will face.

Source:

Boise Public Library

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Title: Charlotte's Web Author: E.B. White, Illustrator: Garth Williams, Publisher: Harper & Brothers, Date: October 15th, 1952, Number of Pages: 192, Grade Level: 3-5. Genre: Children's Literature, Novel, Fiction Theme: Friendship. Perseverance, Mortality and Rebirth

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Synopsis:

This book follows a young girl named Fern, who lives on a farm with her mother, father, and older brother. The family owns many pigs, but there's one in particular that the story focuses on, Wilbur, the runt pig. Her father insists that Wilbur must be slaughtered, but Fern fights for his life. She tells him, that just because the pig may seem small and weak, does not mean that Wilbur isn't deserving of his life. Wilbur and Fern foster a warm and loving connection, as she plays with him, spends quality time with him, and feeds him. However, when Wilbur turns five weeks old, Fern's father tells Fern that he must be sold. This leads Fern to turn to her aunt and uncle, who also have a farm. She pleads with them to take Wilbur in, so he can't be sold for slaughter. They agree, and Wilbur is sent to live on their farm instead. Fern will often pay them visits to see him, but when she isn't there, he will often become very lonely by himself. This is where we are introduced to Charlotte, a spider who has offered to be Wilbur's friend. A goose in the barn happens to overhear the conversation between Wilbur and Charlotte, but what the goose knows that Wilbur doesn't, is that Wilbur will be slaughtered at Christmas time.

Summer rolls around and Fern comes to visit Wilbur at the farm once more. As her visits become more frequent, Wilbur's physique begins to change. He's now much healthier and larger. Even despite this change, a sheep tells Wilbur that Fern's aunt and uncle, the Zuckermans, will soon be setting Wilbur up for slaughter. This terrifies him, and he begs Charlotte to come up with a plan to save him. She tells him not to worry, and that she will think of something. A few days go by and Charlotte develops a perfect plan. She tears a hole in her web and spins the words "Some Pig" right above Wilbur, which leaves the Zuckermans astonished. Mr Zuckerman tells the minister about this miracle that he'd seen in his barn. The news about it spread all over town and people from all around their city had come to see Wilbur.

Inspired that the plan may just be working, Charlotte asks the farm animals to help her come up with more words to spin. The goose suggests the word "Terrific", so she spins it into her web. Templeton, a friendly rat that lives in Wilbur's trough, suggests the word "Radiant" after bringing back a soap ad reading. She then spins radiant into her web.

Fern's mother grows gravely concerned about her daughter because she thinks the animals are communicating with one another. As a result, she seeks medical advice about her behavior.

As the summer wears on, the people keep visiting Wilbur and Charlotte. The county fair eventually arrives, and Fern's family, the Zuckermans, and their farm hand, Lurvy, all attend. Charlotte and Templeton, hide in Wilbur's crate so that way they're able to go with him. When they arrive at the fair, Charlotte spins a new web over Wilbur's pen but notices a huge hog next to his pen, named Uncle.

After a long day at the county fair, Charlotte lets Wilbur in on a secret. She has made an egg sac with over 500 eggs. It has come to be known that she believes that she will not live to see her children grow up. Another day at the fair arrives, and Uncle is crowned with first place prize, even after Charlotte had spun a web over Wilbur's pen, but just as the fair is about to end, an announcement is made over the loudspeaker. Another special prize was to be given, and Zuckerman was asked to bring Wilbur to the judge's table.

Wilbur becomes overly excited from the news and faints, but Templeton bites his tail to bring him back to consciousness. Back at the county fair pen that Wilbur was in, Charlotte tells Wilbur that she will not return to the farm, because she's dying. As Wilbur is escorted to his crate, he winks at Charlotte, who whispers goodbye. That very next day, Charlotte dies. Wilbur takes the egg sac back to the Zuckerman farm and takes care of it until the eggs hatch and all but 3 spiders leave. The 3 that remained, stayed to be Wilbur's friends and keep him company. Because of this permanent reminder, Wilbur never forgets Charlotte and honors her memory through her children.

Personal Connections: I loved Charlotte's Web growing up. I remember seeing the movie first and then coming back to read the book. Fern's bravery throughout this story and Charlotte's dedication to save Wilbur from slaughter are so powerful. It truly goes to show the significance of friendship and sacrifice. Fern and Charlotte were very willing to put a lot on the line to save their friend. Fern begged and pleaded with her father to let Wilbur live, even though in her father's eyes, the pig was small and weak. She didn't view Wilbur as such, however. She saw that even despite all of those things, Wilbur was just as deserving of his life as the other pigs were. Charlotte uses much of her energy to spin a web over Wilbur, more specifically, words to make him famous and convince people that he's very important and special, so this way he won't be taken for slaughter. One of the biggest themes of this story I would say is friendship and how true friends will often make sacrifices for the other to make them happy. One more big theme is determination and perseverance. Fern and Charlotte were very determined to save Wilbur's life and they persevered through very difficult challenges to do so.

Curricular Connections:

This book teaches many different lessons, ones that are extremely important for children to understand. It does an excellent job of teaching the power of friendship and how to express empathy. Empathy is very important because it helps people understand the emotions and feelings of others, and it will help you build stronger connections with the people you love. When I first read this book, I felt so sad that Wilbur was going through emotions of fear, sadness, and betrayal. When people go through life-changing moments in their lives, they will often confide in those they care about to gather support. Teaching children this at an early age will help them understand how to be there physically, emotionally, and mentally for others. In addition, it'll teach students to value and treasure their friendships because it'll make them happier, boost their confidence, build self-esteem, and so much more.

Source:

Boise Public Library

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Title: No, David! Author: David Shannon Illustrator: David Shannon Publisher: Scholastic Inc Date: September 1st, 1998 Number of Pages: 32 Grade Level: K-1 Genre: Children's Literature, Picture Book, Fiction, Comedy Theme: Discipline, Proper Behavior, Parental Love 

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Synopsis:

This short story follows David, a young boy who is constantly causing all sorts of trouble. He would draw on the walls, sneak sweet treats, track mud and dirt through the house, flood the bathtub, make loud noises with the pots and pans, and play with his food.

This causes his mother to set her foot down and send him to his room for a time-out. Even in his room, he continued to cause mischief. He jumped on his bed, picked his nose, scattered all his toys around the room, and played indoor baseball. At the very end, his mom calls him in for a hug and reassures him that she loves him, despite all the trouble he got himself into.

Personal Connections:

This is one of the very first picture books I remember reading in Kindergarten. The story sets a wonderful example to teach children how to behave and what will happen if they consistently misbehave. His mother wasn't disciplining him intending to make him mad or upset, it was to teach him the difference between right and wrong. It's a very big possibility that David was acting up because he wanted his mother's attention. One reason I say this, is because David's emotions immediately shifted when his mother told him to come hug her and tell him that she loves him. Children will often act out because it's the only way they can get their parent's full attention. It doesn't justify what he did, however, it's a very understandable feeling.

Curricular Connections:

This is a wonderful book that can teach younger students how to behave appropriately and regulate their emotions. Students in the Pre-K- 1st grade often can't control their emotions, because they aren't as fully developed as others, so they often have more difficulty managing them. This book also teaches students that discipline isn't always a way to upset children, but in actuality, it's a way to learn important life lessons before reality catches up and they learn the hard way.

Source: Boise Public Library

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Title: Green Eggs and Ham, Author: Dr Seuss, Illustrator: Dr Seuss, Publisher: Random House, Date: August 12th, 1960, Number of Pages: 62, Grade Level: PreK-2, Genre: Children's Literature, Fiction, Poetry, Comedy

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Synopsis:

This poetry book follows Sam-I-Am and Guy-Am-I. The story opens with Sam introducing himself to Guy, and right away, you can immediately tell he doesn't like Sam. "That Sam-I-Am, I do not like that Sam-I-Am", he says.

Sam returns, and he has a plate full of green eggs and ham. He asks Guy if he likes them, and he quickly refuses. However, Sam doesn't give up. Would you like them here or there? He asks. Guy continues to refuse. He tells Sam he doesn't want them in a house, with a mouse, here or there, not anywhere.

But, Sam continues to insist. He asks would you eat them in a box? Would you eat them with a fox? Guy becomes angrier, and continues to shake his head. "Not in a box, not with a fox, not in a house, not with a mouse, not here or there, not anywhere.

After relentless questions and probing, Guy finally caves in and says, "Sam, if you will let me be, I will try them".

This leads to an interesting revelation. Guy likes green eggs and ham! He talks about every place that Sam had mentioned and says he will eat them there. "I will eat them in a boat, with a goat, in the rain, on a train, in the dark, in a car, in a tree, in a box, with a fox, in a house, with a mouse, here and there, and anywhere!"

Personal Connections:

Dr Seuss was one of the most popular literature authors throughout my childhood. I enjoyed every single one of his books, but I distinctly remembered this one in particular. Out of all of the Dr Seuss books, this was the very first one I read. One of the biggest themes in this book is trying new things, which I believe to be the most obvious one. One of the most unobvious ones though, was the idea of prejudice. Guy judges Sam and immediately dislikes him before Sam even has a chance to say anything. I understand the idea of keeping your instincts and boundaries up, but judging someone before they even say anything to you, is extremely harsh.

Curricular Connections:

This book can teach young children to keep an open mind about new things before completely turning away from it due to its appeal. They should consider trying it first. Children will never know if they like something or not until this happens. It also teaches them to not automatically make up their minds about not only just something new but even someone new as well. Some children may not like others, but this is where the "judging a book by its cover" type of assumption starts to trickle in. It's important to teach students the importance of giving things and people a chance before deciding whether they like it or not.

Source:

Boise Public Library

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Title: Adelita: a Mexican Cinderella Story Author: Tomie dePaola  Illustrator: Tomie dePaola Publisher: G.P. Putnam's Sons Date: September 2002 Number of Pages: 40 pages Grade Level: K-2 Genre: Fairy Tale, Folklore Theme: Kindness and Generosity lead to unexpected rewards 

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Synopsis:

This fairy tale follows Adelita, a young girl born to Francisco and his young wife Adela. Francisco tells his wife that Esperanza, his caretaker when he was younger, will take care of Adela after she has the baby and help raise Adelita. Esperanza came right away and helped Adela but after the birth, she became very ill. Adela died moments after Adelita was born. She was able to hold her for a few short moments. Years later, Adelita grew into a beautiful young woman and things were happy again. Adelita filled Francisco's emptiness of losing his wife with her presence.

One day, Francisco told Esperanza and Adelita that he had decided to remarry, Senora Micaela de la Fortuna. He explains that she's a widow with two daughters close to Adelita's age. Adelita was happy for her father, but Esperanza had her thoughts from her previous experience with them.

Adelita's life turned upside down when her father died from an illness. She was now an orphan. Dona had always been jealous of Adelita, but she didn't have to hide it anymore now that her father was dead. Adelita went from living in a beautiful homey bedroom to a small dark room in the attic. She didn't have any dresses either, she wore Valentina and Dulce's old dresses.

Adelita and Esperanza spent all their time together which kept her hopes up that life wouldn't be so bad. She listened to Esperanza as she told her stories about her father as a young child and her mother as a young bride. Dona Micaela ordered Esperanza to leave because she was spending too much household money. Esperanza pleaded and begged for Dona's understanding, but she wouldn't budge.

Adelita was hopeless. She spent all her days preparing the meals, cleaning the rooms, and picking things up for Valentina and Dulce. Adelita was serving breakfast one morning and Dona told Valentina and Dulce that family friends of theirs were having a party at their ranch to celebrate the homecoming of their son, Javier. The rumor was circulating that Javier was looking for a wife.

Adelita asked Dona if she could go too, explaining that she knew Javier when she was younger and that she would love to see him again. Dona told her that she would be too embarrassed to have her in their company and ordered her to stay there. She was devastated, and the longing for her father and Esperanza became stronger and stronger. Dona and the girls left for the party, and Esperanza snuck by the house. She tells her that she had a dream that Dona wouldn't let Adelita go to the fiesta, so she came to help.

They found a beautiful white dress in the storeroom and Adelita freshened up. Her concerns grew that Dona would be furious if she saw her at the party. Esperanza reassured Adelita that she wouldn't recognize her. The fiesta was already happening when she showed up. She walked into the room and it grew silent. Senor Gordillo went up to her and asked her name. She told him that she was in disguise and to call her Cinderella. Javier went up to meet her and immediately fell in love. At midnight, he declared his love and she became frightened that he wouldn't love her if he knew who she was.

Javier had told everyone that he wouldn't rest until he found her once again. He was coming to town that day and stopped at each house to find her. He stopped by Dona's house and insisted that she tell him where Cinderella was. She thought he was talking about one of her daughters, so she had them come downstairs quickly.

They came downstairs giggling and asked if Javier remembered them and was there to see them. He told them that he did remember them, but that it was another girl that he was looking for. Dona told him that there was no one else there, but Adelita chimed in and said that there was and asked him if he was looking for her. He was shocked. "My Cinderella"! he said. Dona and her daughters looked around very confused as to how why he was looking for her.

Javier asked who she was and she told him that they knew each other when they were kids. He told her that he remembered her and asked for her hand in marriage. She reminded him that she was just an orphan, but to ask Dona if she would give her permission. After a moment or two of hesitation, she finally agreed. She invited Dona and her daughters to the wedding. Esperanza was there as well. Javier and Adelita lived happily ever after.

Personal Connections:

I have the connection of reading the original fairy tale of Cinderella, but it's genuinely very impressive for one, how many different Cinderella stories there are, but also how the authors manage to create a very different story with different characters, settings, and themes, but have the same ending. This story starts in a very sad tone, with her mother and father dying and having to live without Esperanza. Adelita becomes the in-home maid having to take care of his father's new wife and stepsisters who treat her very badly. One of the biggest themes in this story is the idea that kindness and generosity will lead to unexpected rewards. Adelita remained kind and genuine throughout the entire story despite her circumstances.

Curricular Connections:

This is an excellent story to teach students. It talks about the importance of being able to withstand or recover from challenges that occur in one's life, which will only make someone stronger, the way they respond to it. Despite the obstacles that Adelita faced, she continued to believe that a good life was out there for her and that she just had to be patient. As she remained herself, everything started to fall into place. Adelita is also an inspiring face of empowerment. She inspires others through her books to advocate and stand up for themselves and that taking control of one's life by believing in one's self-worth is important, which promotes the idea of confidence.

Source: https://www.youtube.com/watch?v=eEmkJjYYbf0

Read-Aloud!

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Title: A Storm Called Katrina Author: Myron Uhlberg  Illustrator: Colin Bootman Publisher: Peachtree Publishing Company Date: August 2nd, 2011 Number of Pages: 40 pages Grade Level: PreK-3 Genre: Fiction Theme: Family, Community, Survival, Compassion, and Empathy 

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Synopsis:

This story follows Luis Daniel, a 10-year-old boy living in New Orleans with his mom and dad. The story starts at their house, right as the hurricane hits. After it barrells through, the levee that holds back the water, cracks and breaks, forcing Luis' family and their neighbors to flee town before it floods completely.

Luis leaves everything behind, except for his brass horn. As the family leaves the house, the water is so high that they have trouble walking. Luis' dad finds a big rectangular wooden piece of a neighbor's porch for Luis and his mom to sit on. Luis spots an abandoned dog on their way to the shelter. He asks his dad if they can keep it, and he tells him they don't need a dog, and they continue. They eventually make it to the Superdome shelter, an actual stadium in New Orleans. Luis describes the shelter at the time, as being too warm inside, the restroom lines were too long, smelled so bad, people were talking and arguing while Luis and his family were trying to sleep, and the food and water supply were dangerously low.

One day, his dad decided to go out and find some food for his family. He never returned that entire afternoon. Two men fought each other over a water bottle that Luis had, which forced him and his mom to move to another section of the stadium. Luis grew concerned that they wouldn't be able to find his dad since they had moved sections. Luis had an idea, he played his horn in the crowd, and eventually, he found his dad again and they became reunited with one another. Eventually, the buses showed up to take them to a safer place, and Luis found the abandoned dog once again. His dad agreed to let Luis take the dog home this time.

Personal Connections:

I was very young when I heard about Hurricane Katrina. It was one of the most devastating hurricanes in history to ever hit Louisiana. I remember watching the news and hearing the devastation and terror that fell over New Orleans. I couldn't even imagine what those people had gone through, those they had lost, and even those they were still trying to find after the storm swept through. This story does an incredible job highlighting those moments, along with other very important themes at the same time. It highlights just one family, but even through just that one family, you learn a lot about what they went through as they endured the devastating tragedy.

Curricular Connections:

This story teaches students about our nation's history and highlights a very important event. It even teaches students how to prepare and act if a hurricane ever hits in their local area. In addition, a big theme is family and community. The family stuck together throughout the whole story and even when they became separated, they still managed to find a way to reunite. The community worked together to find their way to safety and stay together. This teaches students how important their family is, for one, and the importance of valuing your community and how they would work together in an emergency such as this.

Source: https://bookroo.com/explore/books-for-9-12-year-olds/genres/historical-fiction

The 100 Best Historical Fiction Books for 9-12 year olds.

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Title: Goldilocks and the Three Bears Author: Jan Brett Illustrator: Jan Brett Publisher: Putnam Juvenile Date: October 30, 1987 Number of Pages: 32 pages Grade Level: PreK-1 Genre: Fairy Tale, Fiction, Folklore Theme: Morality 

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Synopsis:

This book follows 3 bears, one large bear, one medium bear, and one small bear. They lived the same life, but with different-sized things, such as the size of their bowls for porridge and beds for sleeping. (big bowl and bed for big bear, medium bowl and bed for medium bear, small bowl and bed for small bear). One day, the bears slipped out into the woods for a quick stroll while the porridge was cooling. While the bears were out and about, a young girl named Goldilocks came to their house. She looked through the window, looked through the keyhole, lifted the latch, and slipped inside the house.

She was very excited to see the delicious-smelling porridge on the table, so she sat down to help herself. She tasted each of the porridges (big, medium, and small bear), but the first one was too hot, the second one was too cold, but the third one was just right. She sat down in the chairs next. The first one was too hard, the second one was too soft, but the small one was just right, but as she was sitting, the chair gave way and she fell onto the floor. She then tried the beds. The first one was too high at the head for her, and the second one was too high at the foot for her, but the small one was just right, and she fell fast asleep.

The bears returned home and found that someone had been tampering with their things. The small bear went to his bed and found Goldilocks sleeping in it. He looked at her for a few moments but didn't say anything. The bears started screaming at her, but she didn't hear anything until the small bear screamed. It was so sharp and like her scream that it jolted her awake. She jumped up and ran out the window and was never seen again. The bears hadn't seen anything more of her since that day.

Personal Connections:

I have read the original story of Goldilocks and the Three Bears. Something I found interesting about the history of this book, however, is that there are three vastly different versions of it. The version I only knew was about the little girl named Goldilocks, but there's a version about an old woman who enters the bear's home while they're away, The second version replaces the old woman and this time Goldilocks portrays a young, naive, blonde-haired girl, and the third replaces the bears with a family of 3. It's fascinating how this book has gone through so many interpretations and the only one that is commonly known is the second. This book taught me the importance of treating other people and their things with respect and fairness, how my actions can impact someone either positively or negatively (it all will depend on the situation at hand), and facing the consequences of them.

It's possible that the small bear represents good, respectful children as a whole, and Goldilocks represents disobedient, self-absorbed children as a whole. Even though the bear isn't human, I can completely understand why he's so upset with Goldilocks in this situation.

Curricular Connections: This story teaches a wonderful lesson about morality and respect. This is something that students need to learn at a young age. Treating others fairly and their things with fairness and respect is very important because we wouldn't want them to treat us and our things without respect and fairness. This book essentially teaches the message of treating others the way you want to be treated and having a sense of morality, between what's good and what's bad.

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Goldilocks and the Three Bears jan brett

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Title: You are Home: An Ode to the National Parks, Author: Evan Turk Illustrator: Evan Turk, Publisher: Sourcebooks Explore, Date: April 6th, 2021, Number of Pages: 40, Grade Level: PreK-3 Genre: Picture Books, Nature/Environmental Literature Theme: Connection to Nature, Belonging, Environmental Stewardship, Adventure, and Exploration

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Synopsis:

This beautiful story takes children on an exploration of various national parks, from Yellowstone to Acadia. Each page highlights the most unique and special features of these parks, such as the colors of leaves, the trees, and the rivers.

The author emphasizes that these national landmarks are not just beautiful to visit, but they are also places where families can create their memories, explore together, and foster a deep appreciation and embrace the world around them.

This story gives a gentle and warm reminder that every animal, plant, and even person helps create and beautify this land into a brilliant, spectacular sanctuary of life and solidifies it with a quote after every sentence, "You are Home". (To the constellations of blinking fireflies in the warm summer nights, you are home".) ("To the child in the city surrounded by windows, noise, and crowds, to the child on the farm surrounded by endless fields, you are home".).

Personal Connection:

This book not only encapsulates the beauty of the world we live in but encourages students to go out there and make unforgettable memories with their families. I've visited several national parks and the book doesn't even begin to do them justice on how truly remarkable and beautiful they are. I wasn't able to experience many moments while I was living in Catalonia, but ever since I moved to Idaho, my adventurous spirit has taken flight and I've had this passion to visit as many national parks as I can. I have developed an everlasting love for the great outdoors and I continue to look forward to experiencing more with it.

Curricular Connections:

This book does an excellent job of teaching children to embrace the importance of nature. It invites children to visit and experience the world around them, encourages exploration of unfamiliar places, and appreciates the environment and all it has to offer. It highlights how beautiful our planet is and its vast features that we often take advantage of. In addition, it promotes a sense of responsibility to protect these landscapes from human actions and inspires children to become the overlookers to protect their forever home.

Source: You Are Home Read-Aloud with Author Evan Turk | Read & ...YouTube · Simon Kids Apr 10, 2020

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You are Home a tribute to national parks

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Title: Stellaluna Author: Janell Cannon Illustrator: Janell Cannon Publisher: Harcourt, Houghton Mifflin Harcourt, The Living Books Company Date: April 3rd, 1993 Number of Pages: 48 pages Grade Level: PreK-1 Genre: Children's literature, Picture book, Fiction Theme: Friendship

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Synopsis:

This story follows Stellaluna, an ambitious baby bat, who is separated from her mother during an encounter with an owl at night. She falls to the ground and is discovered the next day by a family of birds. The mother bird sees Stellaluna, thinks she's an unusual bird, and decides to take her in and raise her alongside her baby chicks.

Stellaluna learns to adapt to the bird's habits. She eats insects, tries to chirp, and flap her wings, although these habits seem very unfamiliar and unnatural to her. She struggles to incorporate her bat instincts with bird instincts and feels out of place amongst the bird siblings she's growing up with. The other birds, don't understand the external conflict she's having, leading to feelings of confusion, loss of identity, and frustration for Stellaluna.

Through her time with the birds, she often finds herself missing her mother and the comfort of her community of bats. She becomes separated from her siblings while practicing to fly one day and ultimately encounters other bats who are flying around that night. She realizes that she's been living a life that doesn't truly see her as a bat.

Stellaluna decides to rejoin her bat family. She learns that being a bat is nothing to be ashamed or embarrassed about, it's part of her identity. She eventually reunites with her mother, and she shares her experiences as a bird with her bat family. She invites the birds to live with her in her bat community, and Stellaluna learns that regardless of what animal community they all come from, friendship is the most important thing to Stellaluna and the birds.

Personal Connections:

Stellaluna offers an insight into what it feels like to be different from others. This story teaches us that regardless of our differences and various interests, friendship prevails. We can see this at the end of the story when Stellaluna embraces her bird siblings and brings them into her bat community. Both Stellaluna and the birds tried to adapt to the other's habits, and as difficult as that may have been, they did it to express their love for one another. We all aren't the same and it's very important to embrace the differences we have. This book did a wonderful job emphasizing this idea. Life isn't about finding friends that are the same as you. People often come to find, opposites attract. This promotes the idea of diversity and inclusivity as well!

Curricular Connections:

This book teaches a valuable lesson on the power of friendship. Friends will do things for those they love, regardless if they like it or not. Stellaluna tried to adapt to the birds' way of life, and the birds did the same. It failed, but as we saw the end of the story, friendship prevailed. Children need to treasure and embrace their friendships, as these will benefit them for the rest of their lives. They need to learn to surround themselves with those who support and embrace their flaws and differences, rather than make them feel indifferent.

Source: https://www.youtube.com/watch?v=VBwxeUSnMWM

Stellaluna Read Aloud

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Title: The Day I Forgot to Wash My Hands Author: Anna W. Baradaus Illustrator: Andy Elkerton, Publisher: Scholastic Series, Date: January 1st, 2018, Number of Pages, 32, Grade Level: K-2 Genre: Fiction. Children's Literature Theme: Hygiene, Responsibility, Neglecting Basic Self-Care, Empathy 

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Synopsis:

This story follows Sam, a busy, energetic young boy who usually has a routine to follow each and every morning!

On this particular day, however, everything seems to be moving at a mile a minute. Sam quickly gets dressed, eats a quick breakfast, grabs his backpack, and heads to school without washing his hands!

Sam touches the school bus seat, shakes hands with a friend, and plays with toys during recess, all without thinking about the germs that are on his hands.

Later, when it's time for lunch, Sam eats a sandwich without washing up first, feeling perfectly fine, but as the day goes on, Sam starts to feel unwell. His stomach feels a little off, and his head starts to ache. At the same time, Sam sees that Mia, a classmate who they had shared the playground with, isn’t feeling well either, she’s looking tired and sniffly. By the time the school bell rings, Sam has a sneaking suspicion that something is wrong. Back at home, his mom points out that Sam's feeling sick could be because he forgot to wash his hands, something he usually does as part of his daily routine. The next day at school, Sam’s teacher explains how germs can easily spread from person to person if we don’t wash our hands, especially after touching things like doorknobs, toys, or even sneezing or coughing. The teacher explains that germs can travel from hands to mouths, noses, or eyes, making everyone sick. Sam suddenly remembers how he shared toys with Mia and ate lunch without washing up. It hits Sam hard that he might have unknowingly passed on germs to their classmates. Feeling guilty for spreading germs, Sam decides to take action. The teacher teaches the class a catchy handwashing song to help them remember to wash for at least 20 seconds. Sam is determined to wash their hands properly from now on, making it a part of his daily routine. The next time he feels the urge to eat or touch something important, Sam pauses, runs to the sink, and washes his hands! By the end of the week, Sam starts to feel better and so does Mia. Sam is relieved to know he's learned an important lesson: washing hands is one of the easiest and most effective ways to stop the spread of germs and stay healthy!

My Personal Connections:

This story is so important for young students to understand. Working in a field where germs are present, it's important to wash your hands constantly to avoid getting sick! Younger students have a harder time comprehending this because they don't fully understand it yet, but teaching this early can help them practice good hygiene!

Curricular Connections:

Sam took immediate responsibility after mistakenly getting his classmates sick and started practicing better hygiene for the benefit of himself and those around him! It's so important that teachers push younger students to practice good hygiene skills. Working in a classroom with students can be difficult, because of the consistent fear of getting sick. I worked in classrooms before and I was getting sick repeatedly, even with having the best hygiene. Germs are inevitable in the classroom setting, but setting expectations and practicing healthy habits can prevent the spread of them from student to student!

Source: Boise Public Library

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Title: El Deafo Author: Cece Bell  Illustrator: Cece Bell, David Lasky  Publisher: Abrams Fanfare Date: September 2, 2014 Number of Pages: 248 Grade Level: 3-10 Genre: Graphic Novel, Comics, Children's Literature, Biography, Personal Narrative Theme: Disability, Overcoming Challenges, Integrity, Autobiography

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Synopsis:

This chapter book follows Cece Bell, a girl who lost her hearing at the young age of just 4 years old, due to meningitis. After losing her hearing permanently, she is given a hearing aid, called the 'Phonic Ear'. This device helps her hear her teachers, but she feels different from her classmates who don't have to wear it.

To face these feelings of isolation and loneliness, she creates a persona, "El Deafo", picturing herself as a superhero with special powers that originate from her hearing aid. This play on her imagination helps her transform her experiences with deafness into a more positive outlook. This persona takes over her story, viewing her impairment as something unique and eccentric, rather than a restraint or an everyday obstacle she has to overcome. Through the story, she shares many experiences, from times in the classroom to moments of frustration and hopelessness. She experiences the negatives as well, such as being at the center of bullying and the burden of being the abnormal kid. As she grows and evolves, she grows more confident, advocates for herself, and stands up to the bullies that made her feel unimportant. At the end of the story, Cece learns the power of embracing her identity and celebrates the moments that define her life as she lives it.

Personal Connections:

I can say firsthand that I relate heavily to this story. I wasn't the most confident kid growing up, which made me an immediate target for bullying. I was bullied for 6 years, which made me feel worthless and unimportant. Those challenges I faced, however, made me stronger than I realized. It was often very terrifying to stand up to bullies without the fear of harm or further intimidation, but after reading this story, I wish that I could return in time and advocate for myself to prevent it from happening. Her self-confidence is what I always strived to have. I understand the emotional pain that bullies put others through, it can make what you're currently struggling with a hundred times more difficult, but being your own self-advocate and celebrating your differences can make all the difference.

Curricular Connections:

This book is very emotionally moving, especially for those who have undergone similar experiences. I heavily relate to the main character, so I felt very empathetic. It teaches wonderful themes such as inclusivity, embracing differences, advocacy, and embracing confidence. Bullies in schools are inevitable, however, it's books like these that teach the importance of standing up for yourself, being your own biggest supporter, and embracing the differences between yourself and others. Teaching children early about important themes like this can demonstrate how celebrating differences can be a very inspiring concept.

Source: Boise State Library

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Title: Shiloh Author: Phyllis Reynolds Naylor  Illustrator: Barry Moser Publisher: Atheneum Books for Young Readers Date: September 1, 1991 Number of Pages: 144 Grade Level: 4-6 Genre: Realistic Fiction, Children's Literature, Theme: Friendship, Empathy, Moral Dilemmas 

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Synopsis:

This story follows Marty Preston, an 11 year old boy who lives in West Virginia. Marty encounters a shy and abused dog named Shiloh. Marty learns that Shiloh belongs to a man named Judd Travers, who is publicly known in the community for his rude behavior and suspectible treatment of animals. Knowing that he shouldn't keep Shiloh without permission from his family, he takes him home anyways and keeps him safe.

As Marty takes care of Shiloh and their bond develops, he feels a strong sense of determination to save him from Judd's harsh treatment. He also simulatenously struggles with honesty and fear of getting into serious trouble for taking Shiloh away from the owner without initial permission.

Marty's family plays a very signifcant role in the story, when it came to his honesty and morals. His father is hardworking and built on principal and truth, and his mother provides a more nuturing personality. This is where Marty struggles between right and wrong and empathy for Shiloh's current living situation with Judd.

As the plot thickens, his secret about Shiloh is brought to Judd's attention as he begins to suspect that Marty may be hiding the dog from him. Marty's attemps to keep Shiloh hidden lead to complicated and stressful situations, such as when they had their verbal confrontations.

He eventually comes face-to-face with having to make a tough decision. He either must give up Shiloh or keep him safe and be honest about where he found him. Marty eventually confronts Judd about keeping Shiloh. Judd agrees to let him have him, but for a heavy price he can't afford on his own. Marty's parents come to the realization that Marty has such a heart for Shioh, so they decide to help him by buying the dog from Judd.

Personal Connections:

I have been in situations where it can be tough deciding whether to keep a secret or standing up for what's right. On one hand, you don't want to lose their trust, but at the same time, the guilt of knowing something, can truly "eat you alive". Marty's determination to save Shiloh from physical abuse was in all honesty a good cause. He developed a sense of empathy for Shiloh, as he knew where he was living and who he was living under. In full honesty, I would've done the same thing for Shiloh, regardless of the trouble I would've been in for it. Our emotions can make us act out, whether in a positive or negative manner. In this case, Marty's emotions and feelings overtook him and he saved Shiloh's life and in the end, he was able to live in a much happier and safer place.

Curricular Connections:

This book is an excellent way to teach the difference between right and wrong, honesty, morals, and empathy. Marty stood up for what he believed in, that Shiloh deserved a much better and safer life, rather than living under Judd. This can teach students that being advocates for others, regardless if they're animals or humans, is so important.

In addition, Marty was honest by the end of the story about where he was keeping Shiloh, which, at first, holding the secret as long as he did, would've been dangerous, especially around Judd, but it did end up being a good thing, as Judd allowed Marty to keep him. This does teach an incredible life lesson about honesty and morality and why they're both incredibly important to maintain mutual trust not only between themselves, but those they surround themselves with.

Source: Boise Public Library

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Title: Willodeen Author: Katherine Applegate Illustrator: Charles Santoso. Publisher: Feiwel and Friends Date: September 21, 2021 Number of Pages: 256 Grade Level: 3-6 Genre: Realistic Fiction, Children's Literature, Theme: Friendship, Self-Discovery, Environmentalism

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Synopsis:

This incredible story follows Willodeen, a girl who lives in the village of Perchance, who embraces her deep appreciation for nature. The village she lives in, celebrates the magical "doodlebugs", the colorful birds that fascinate the villagers during a festival. The villagers take the doodlebugs for granted by appreciating their entertainment over the understanding for their ecological importance. Willodeen, however, feels a special connection to them, believing they symbolize beauty and fragility.

The death of her pet heightens her sensitivity to the well-being of other creatures around her. She feels more like an outsider in her own village, because the villagers view the birds as a form of pure entertainment, but she views them more as a valuable assets to the world.

The conflict arises when the doodlebugs begin to quickly disappear, one after the other. This event troubles Willodeen, as her determination to find the cause of the disappearance becomes her biggest objective. She faces criticism from the villages who are more concerned with their own lives over the lives of the birds who are disappearing without reason. Her only friend Arlo, full-heartedly supports her in her quest to find the birds.

Her journey leads her to the saddened reality that the disappearance of the doodlebugs is human caused; more specifically because of pollution and habitat relocation. This becomes a turning point in the story, as it gives her a sense of both empathy for the birds but responsibility to spread awareness and promote environmental conservation within her community.

She faces various challenges throughout the story as she attempts to gather the villagers to understand the importance of protecting the doodlebugs. Her perseverance is challenged heavily, but it's her determination and passion for the birds that keeps her fighting for equality.

Willodeen makes a plan to heal and rebuild the doodlebugs' habitat. She confronts the villagers, and persuades them profoundly to connect themselves to their relationship with nature and take action to protect the creatures they celebrate. The community takes this time to rethink about the way they originally treated the doodlebugs and they eventually recognize their value and contribution.

They participate in efforts to clean up their environment and restore the habitat the doodlebugs once had.

Personal Connections:

I've seen so many news articles lately about how human actions are affecting the way animals in the environment live. Deforestation, poaching, climate change, livestock grazing, fires, roads, dams, and logging all have their own effects on the environment. Many animals are forced to leave their homes at the result of their habitats being destroyed. It makes me feel sympathetic for not only the animals forced to leave and find a new home, but also the environment itself. Climate change has become such a huge crisis, and with it comes harsher weather patterns, hotter temperatures, droughts, loss of species, health risks, warming oceans, and more. We have to take action to preserve our home on Earth, before it's too late. This book promotes this idea of reflecting on your relationship with nature and take action to protect it, as it has done for you.

Curricular Connections:

This book talks about the importance and the power that one person can have when promoting change. Every person's voice is valuable. It teaches students to take charge and responsibility, act to stop harmful actions towards the environment, and promote awareness of environmental preservation. Every single person has the capability to clean up the environment, even just small yet significant actions, such as cleaning up trash, recycle, plant trees, conserve water, and even compost. These things make more of an impact than people realize.

Source: Boise Public Library

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Synopsis:

The story begins with the introduction of Daisy, a cow that lives in Farmer Brown's barn. She discovers a typewriter in the barn, and she starts typing messages to Farmer Brown, and the topic of better living conditions surfaces from the rest of the barn animals.

When Farmer Brown receives the first typed note from the cows about their request for electric blankets to keep warm, he is surprised and confused, but in the end, refuses to adhere to their demands. The cows eventually go on strike, by refusing to give him milk, and the ducks, also living on the farm, join in on the protest. They also type a message themselves, demanding their requests, and send it to Farmer Brown.

Farmer Brown finds himself in a troubling situation where he can't seem to control his livestock, as they've taken matters into their own hands. He ultimately surrenders and gives in to the animals' demands. He receives a note from the ducks and cows that tell him they're willing to negotiate. The cows and ducks get their electric blankets and they all become happy with the compromise they made with Farmer Brown.

Personal Connections:

Standing up for what you believe in is very important, which is one of the core reasons the cows and ducks took the initiative of striking after not receiving their demands. Their endless determination eventually led Farmer Brown to give up after he realized what the consequences of the strike were. There were many feelings of empowerment throughout this story as well. Both the cows and ducks stood up for their rights, in addition, their willingness to protest in fight for their demands demonstrates that even those who seem small or weak can spark and promote change for the better.

Curricular Connections:

This story is important for students because it promotes themes of critical thinking, collaboration, and creativity. It persuades students to think about different ways to express their needs and wants and negotiate both effectively and rationally. It embraces teamwork and how working together to achieve a goal is critical for developing these skills both inside school and out!

Source:

Boise Public Library

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Title: If You Give a Mouse A Cookie Author: Laura Numeroff Illustrator: Felicia Bond, Publisher: HarperCollins, Date: September 8th, 1985, Number of Pages: 32, Grade Level: PreK-2, Genre: Picture Books, Humor, Children's Literature Theme: Cause and Effect, Generosity and Giving, Friendship, Curiosity. 

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Synopsis:

This story follows a boy (unnamed) and a mouse (unnamed) and begins when the boy gives a cookie to the mouse, who then requests a glass of milk to go with it. A simple favor leads to many different requests. After the milk, the mouse wants a straw, and a napkin, and soon the requests become outrageous, such as a haircut, drawing a picture, and a trip to the store to buy more cookies. The boy tries his best to keep up with the mouse's endless demands, and after all the excitement that the mouse experienced that day, the story goes full circle to the beginning asking for another cookie.

Personal Connections:

This story promotes cause and effect very well. It demonstrates how one action can lead to another, and then another, and another, which can help students visualize cause and effect in an interesting twist. It also promotes the idea of giving and kindness. The boy tried his absolute best to fulfill all of the mouse's desires. This can also promote the consequences of generosity. Oftentimes, people will take advantage of other people's kindness, so they will use it to get what they want. My kindness towards others often gets taken advantage of, primarily because I'm genuinely terrified of saying no, I'll admit I'm a people pleaser, which in reality, isn't the greatest thing.

Curricular Connections:

Students can take many life lessons from this story. Understanding cause and effect to demonstrate how actions can affect others is a very important concept that students need to grasp. Setting boundaries when exhibiting generosity is also very important. People often take kindness to their advantage and use it maliciously, but establishing these boundaries early on can prevent this from happening. It even promotes problem-solving skills as well! Students can learn about how to adapt to changes in their environment and find solutions to challenges that they aren't prepared for.

Source: Boise Public Library

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Title: Ban This Book Author: Alan Gratz Illustrator: Alan Gratz Publisher: Tor/Starscape Date: August 29th, 2017  Number of Pages: 256 Grade Level: 9-12 Genre: Novel, Fiction Theme: Building a Better World, Book Banning, Standing up for a Cause

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Synopsis:

This book tells the inspiring story of Amy Anne Ollinger, a fourth-grader passionate about reading. Her world significantly changes when her favorite book, "And Tango Makes Three," a loving story about two male penguins raising a chick, is banned from her school library.

For Amy Anne, this book isn’t just a story; it holds and conveys the message of the freedom to love whoever you want without being judged or criticized and to be loved, regardless if society views it positively or negatively. The decision to remove the book stirs anger inside of her, prompting her to question why certain stories are deemed unacceptable and who ultimately has the authority to make those decisions.

Frustrated by the school's decision and the lack of support for her favorite books, Amy Anne decides to take action. She secretly starts a book-sharing library in her locker (BBLL), allowing her classmates to borrow banned and challenged books. This act of challenge and resistance not only helps her classmates to have continued accessibility to the stories they love but also fosters a sense of unity and reliability among her classmates, who share their own experiences with censorship and their own experiences and joy they receive from reading books they love.

As Amy Anne navigates the complexities of higher authority, she faces various challenges in the fight for victory, including teachers and parents who support the ban. She learns about the different reasons people might want to restrict access to certain books, from protecting children to upholding their personal beliefs and values. Through her journey, Amy Anne discovers the importance of advocacy, the strength in numbers, and the significant impact that comes from standing up for her beliefs and opinions.

Amy Anne must confront the reality of what it means to fight for freedom of expression in a world whose intention often seeks to silence it. Through her bravery and determination, she not only defends her beloved books but also empowers her peers to embrace their own identities and stories, encouraging them to speak loud and proud about it, and not show fear of censorship.

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Title: You are (Not) Small Author: Anna Kang Illustrator: Christopher Weyant, Publisher: Two Lions, First Edition Date: August 5th, 2014 Number of Pages, 32, Grade Level: PreK-2 Genre: Fiction. Children's Literature Theme: Perspective, Self-Identity, Relativity of Size, Understanding, Communication, Empathy

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Synopsis:

This story begins with a conversation between two creatures, one noticeably bigger and one smaller.

The larger character declares that the smaller one is, in fact, small. However, the smaller character confidently disagrees, insisting that it is not small, but rather the larger one is big. This exchange quickly escalates into an argument, with each character insisting that the other is the small one.

The larger character points out that the smaller one is physically smaller, while the smaller character retorts that it is simply a matter of perspective, and in its own world, it’s not small at all. The two creatures continue to argue, each convinced of their own point of view, but neither character seems able to see the other's perspective.

As the story unfolds, the tension builds as both characters try to prove their own point, creating a sense of conflict.

The turning point comes when the two creatures encounter a third character, a creature that is much larger than both of them combined. This new character quickly settles the argument by declaring that both of them are, in fact, small. The characters finally realize that size is relative, and it depends on who you’re comparing yourself to. The larger creature’s presence shifts their understanding, and they both laugh at how their earlier arguments seem less important now.

In the end, the characters acknowledge that each of them has their own unique size, and it’s perfectly fine to be who they are, regardless of how they compare to others. The story closes with the two characters, now friends, happily accepting their differences.

Personal Connections:

This book has a much deeper meaning than most seem to realize. It essentially conveys the message that we are all different and we should value these differences and love others just the way they are.

One character believes that the other one is small, but the other character says that they're not small at all, they just happen to be smaller than the first character. When a third character appears, it shifts the perspective, showing that what one character deems to be big or small, can depend entirely on who or what you're comparing it to.

Curricular Connections:

This book teaches young readers that things are not always what they appear to be. They can look vastly different depending on the perspective of who's looking at it. It also invites children to feel comfortable and confident in who they are no matter what others may say or do to contradict them. It also promotes empathy, as the characters come full circle and learn to appreciate their differences at the end of the story and come to terms with the standing fact that everyone views the world from a unique standpoint.

Source:

https://www.youtube.com/watch?v=tfsA6Q9bfS4

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Title: The Very Last Leaf Author: Stef Wade Illustrator: Jennifer Davison Publisher: Capstone Date: August 1, 2020 Number of Pages: 32, Grade Level: K-2 Genre: Children's Literature, Fiction Theme: Overcoming Anxiety, Conquering Fears. 

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Synopsis:

This story follows a young tree named Oakley, who lives in a forest!

As the seasons change, Oakley’s friend, the other trees in the forest, begin to lose their leaves, which flutter down one by one. Each tree sheds its leaves gracefully, and while the other trees welcome the coming of fall, Oakley is afraid. He does not want to let go of his precious leaves. They are his pride and joy, and he believes that if he loses them, he will no longer be beautiful or important.

As the days grow colder and the wind picks up, Oakley becomes more anxious. He watches his friends’ leaves fall, and though they seem unbothered, he feels a deep sense of fear. He clings to his leaves, desperately trying to keep the very last one attached to his branches. Every gust of wind makes him worry that it will be the one to carry his final leaf away.

As Oakley watches the last leaf sway on the edge of his branch, he ponders what will happen when it finally falls. He feels alone and afraid, questioning his own fate after the leaves fall.

However, as the story progresses, Oakley begins to realize that change is a natural part of life. The trees around him are still standing tall and strong even without their leaves. They are more than just the leaves on their branches. Oakley’s friends, the bare trees, show him that they are beautiful not because of their leaves, but because of who they are as trees, regardless of the seasons or what they have lost.

Finally, when Oakley’s last leaf begins to flutter in the wind, he learns to accept the inevitable. Instead of clinging to it in fear, he lets go and when his last leaves fall, he discovers that he is still strong, still beautiful, and still loved by the other trees in the forest. His journey is one of self-acceptance, as he learns that true beauty and worth come from within, not from external appearances, like leaves, that can change with the seasons.

In the end, Oakley stands tall without his leaves, and though he might have been afraid at first, he now understands that every season has its own beauty and purpose. He is still part of the forest, no matter what stage of life he is in.

Personal Connections:

Change is something that I struggled with for a very long time. It's this everlasting fear of the unknown, that makes us dread what's coming because it could affect us either negatively or positively. Teaching students that change is a positive thing, is so important because change benefits us for the greater good. I refused to change for several years, whether it was refusing to change hairstyles, routines, how I dressed, or what I ate, but I had so many different life events happen that forced me to climb out of my comfort zone and change for the better.

Curricular Connections:

Change can be a challenging and scary time for children, especially since children don't often know what to expect. Teaching them to embrace change is so critical because their life is constantly evolving. If children never change, and they keep their daily routines the same, it can prevent them from reaching outside their limits. This can also prevent them from potentially finding something or doing something they love. There are so many missed opportunities due to the fear of change, but teaching children this message early on can help them eliminate their fears and anxieties about the unknown future.

Source: Boise Public Library

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Title: My Powerful Hair, Author: Carole Lindstrom, Illustrator: Steph Littlebird, Publisher: ABRAMS  Date: March 21st, 2023, Number of Pages: 48, Grade Level: PreK-3, Genre: Children's Literature, Historical Fiction, Theme: Cultural Identity, Self-Love, Heritage and Tradition

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Synopsis:

The book opens with a young girl noticing the beauty and power of her hair, which she describes as a "deep connection to her culture and family". Throughout the story, she reflects on how her hair is passed down through generations, representing her ancestors and their wisdom, resilience, and teachings. The girl's hair is not merely a physical trait, but a source of power that ties her to the earth, the past, and her community. The more she embraces her hair and its power, the more she discovers the powerful stories and traditions it carries.

As the story progresses, the girl realizes the weight of her hair’s significance. Her hair becomes more than just a physical attribute; it showcases the strength of the women in her family, the spiritual connection to her people, and the beauty of her roots.

Through her hair, she is reminded of the importance of her culture and the pride she feels in her heritage. She also comes to understand that her hair, and the stories it holds, is a source of personal empowerment that helps her stand strong and confident in the face of challenges.

Personal Connections:

This book was incredibly written. The power that certain things hold in a particular heritage and its significance is truly inspiring and beautiful.

The young girl’s journey in My Powerful Hair is an impactful story of growth and realization, as she learns to embrace her hair and the rich cultural history that it represents. It emphasizes the significance of hair within the Native American culture and how it can demonstrate a powerful representation of personal and cultural identity. The main character's relationship with her hair is connected to this sense of pride and comfort in her heritage and intertwines this between their community and history.

Curricular Connections:

The book not only teaches young readers about the importance of accepting and loving themselves as they are but also emphasizes the significance of cultural heritage and the powerful stories that can be carried through generations.

This story is a celebration of personal and cultural empowerment, encouraging children to recognize the beauty and strength within themselves and to feel honored about their identity, heritage, and appearance. It is an uplifting story that invites readers, especially young Native American children, to see their hair, their heritage, and their bodies as powerful symbols of self-expression and pride.

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Synopsis:

The story takes place in a magical land called Narnia, a world under the cruel rule of the White Witch, who has cast a spell making it always winter. The incredible story follows four siblings, Peter, Susan, Edmund, and Lucy Pevensie, sent to the countryside during World War II to escape the London bombings. They are placed in the care of an old Professor in his large, mysterious house.

One day, while exploring the house, Lucy discovers an ancient wardrobe in a spare room. When she steps inside the wardrobe, she is transported to a snowy forest in Narnia. There, she meets a faun named Mr. Tumnus, who explains to her that Narnia is a land trapped in an endless winter due to the White Witch's curse.

Mr. Tumnus invites Lucy to his home for tea, but he later confesses that the Witch has ordered him to capture any humans who come into Narnia. Unable to follow through with this, he lets Lucy go, and she returns to the real world.

When Lucy tells her siblings about Narnia, they dismiss her story as a fantasy. However, when they later all enter the wardrobe together, they find themselves in Narnia as well. They quickly learn that their presence in Narnia is significant, they are part of a prophecy that foretells the overthrow of the White Witch and the restoration of peace and spring to the land.

The siblings are introduced to Aslan, the great lion and true king of Narnia. The children discover that Aslan is the key to defeating the Witch and ending her reign of winter. However, as the story unfolds, Edmund betrays his siblings by secretly siding with the White Witch, who promises him power and riches in exchange for delivering his siblings into her hands. The Witch manipulates Edmund, using his jealousy and desire for status to turn him against his family.

Edmund’s betrayal leads to dire consequences. The White Witch claims Edmund’s life according to the ancient Deep Magic states that every traitor belongs to her. However, Aslan offers himself as a sacrifice in Edmund's place. Aslan is killed on the Stone Table by the White Witch's minions.

Aslan is resurrected through the Deeper Magic that the Witch does not understand: if a willing sacrifice is made in place of a traitor, the death will not be final. Aslan rises again, stronger than before, and leads the battle against the White Witch’s forces. With Aslan’s return, spring begins to break through the winter, and the forces of good rally to overthrow the Witch’s regime.

In an epic battle between the forces of Aslan and the White Witch’s army, the children fight alongside Aslan and his followers. The White Witch is ultimately defeated, and Narnia is freed from her rule. Aslan crowns Peter as the new King of Narnia, Susan and Lucy as queens, and Edmund is forgiven and redeemed for his earlier betrayal. The four siblings rule Narnia for many years, bringing peace and prosperity to the land.

However, one day, the children accidentally return to the world of England by stepping back into the wardrobe. When they re-emerge, they discover that no time has passed in their world; they are still the same ages they were when they first entered Narnia. The magic of Narnia is now behind them, but they know that they have been part of something truly special. They are called back to Narnia only when the time is right, but for now, they return to the real world, carrying the memories of their incredible adventure.

Personal Connections:

The Lion, the Witch, and the Wardrobe resonated with me on a personal level because it highlights themes of courage, redemption, and the transformative power of love and forgiveness.

Like the Pevensie children, we all face challenges that can test our values and our relationships with others. Edmund’s journey from betrayal to redemption particularly stood out to me. His struggle with jealousy and desire for approval felt very relatable, and his eventual change of heart reminded me that it’s never too late to make things right, no matter the mistakes we've made in the past.

The story also emphasizes the importance of sacrifice and loyalty, as seen in Aslan’s willingness to lay down his life to save Edmund. It made me think about the people in my life who have made sacrifices for me, and it inspired me to think more about how I can be there for others, even when it’s difficult.

Curricular Connections:

The theme of good vs. evil is an important key point for discussion in the classroom. Students can explore how the White Witch’s oppressive rule and the eventual restoration of peace in Narnia reflect universal conflicts between light and darkness, tyranny, and freedom. Character development is also a central aspect of the story. The journey of the Pevensie children, especially Edmund’s transformation from betrayal to redemption, offers a great opportunity to analyze internal conflict and moral growth!

Source:

Boise Public Library

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Title: Charlie and the Chocolate Factory Author: Roald Dahl, Author: Quentin Blake, Publisher: Alfred A. Knopf, Date: February 22, 1964, Grade Level: 2nd-5th, Number of Pages: 155, Genre: Children's Literature, Fantasy, Adventure Themes: Greed v Generosity, Good v Bad Behavior, Imagination and Creativity

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Synopsis:

The story begins with Charlie Bucket who lives in a small house with his parents and four grandparents in a rundown part of a town.

His family is incredibly poor, and they can barely afford enough food to survive. Every day, Charlie dreams of the chocolate bars that are produced in the Willy Wonka Chocolate Factory, which is located just outside of his town. Wonka’s factory is the largest and most wondrous in the world, but it is shrouded in secrecy. For years, nobody has seen the inside, and rumors swirl about the strange happenings within its walls.

Charlie’s life changes when Willy Wonka announces a competition: five golden tickets will be hidden inside his chocolate bars, and the lucky children who find them will win a tour inside the factory and a lifetime supply of chocolate. The news of the golden tickets spreads like wildfire, and soon, all of the world’s children are on a desperate quest to find one.

As Charlie’s family can hardly afford chocolate, his chances of finding a golden ticket are slim. However, he does find one. It happens when Charlie buys a single chocolate bar for his birthday. The other four winners of the golden tickets, however, are very different from Charlie. Each one comes from a different background, but they share one common trait: they are spoiled, selfish, and indulge in bad behavior. The winners are Augustus Gloop, Veruca Salt, Violet Beauregarde, and Mike Teavee.

When the five Golden Ticket winners and their accompanying family members arrive at Willy Wonka’s factory, they are greeted by Wonka, a bizarre and mysterious character, who leads the group on a guided tour of his factory. Inside, the factory is nothing like the children expected. It is a maze of strange rooms, filled with magical creations and machines. There are rivers of chocolate, and forests made entirely of candy.

However, as the tour progresses, each of the other children’s flaws and bad behaviors are revealed through a series of mishaps that occur inside the factory.

Augustus Gloop’s greed leads him to fall into a chocolate river, where he gets sucked up into a pipe, while Veruca Salt’s demand for a golden goose causes her to fall into a rubbish chute after being declared a bad egg. Violet Beauregarde’s obsession with gum causes her to turn into a giant blueberry after chewing an experimental piece of gum, and Mike Teavee’s addiction to television leads him to be shrunk to a tiny size after trying to be transmitted through the factory’s newest invention.

At the end of the tour, Willy Wonka reveals that he has been testing the children all along. Each of the incidents with the other children was a result of their bad behavior, and only Charlie passed the test. Wonka then reveals that Charlie will not only receive the promised lifetime supply of chocolate, but he will also inherit the entire factory. Wonka explains that he is getting old and wants someone good-hearted and deserving to take over his legacy. Charlie is overwhelmed with joy, but even more so, he is deeply moved by the trust Wonka places in him.

The other children, who have been punished for their flaws, are left behind. Charlie is offered the ultimate reward: the chocolate factory.

Personal Connections:

Charlie’s dream of visiting the chocolate factory is something many children can connect with. Readers might remember their childhood dreams, whether it was visiting a favorite amusement park, meeting a famous person, or achieving something that seemed impossible at the time. Charlie’s hope for a better life, despite his circumstances, reflects the universal desire to achieve something great and the belief that dreams can come true. The sense of wonder and excitement that comes with the possibility of achieving one's dreams might sprout memories of similar feelings from the reader’s past.

Curricular Connections:

The story’s emphasis on moral lessons, especially in terms of character behavior, provides a rich opportunity for student discussions. Teachers can initiate discussions in the classroom about the differences between Charlie and the other children, asking students to think critically about their behaviors and values. It also helps students think about the motives behind each character's actions and the consequences that follow thereafter.

Source:

Boise Public Library

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Title: A Good Kind of Trouble Author: Lisa Moore Ramee, Illustrator: Graham Halstead, Publisher: Balzer and Bray, Date: March 24, 2020, Grade Level: 5-7th, Pages: 368 Genre: Middle-Grade Fiction, Realistic Fiction, Chapter Book, Theme: Racial Injustice and Activism, Identity and Growing Up, Courage and Standing Up For What's Right

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Synopsis:

The novel follows Shayla, a 12-year-old African American girl living in the California suburbs. Shayla is a shy, rule-following, middle schooler who’s trying to navigate her life among the challenges of growing up, fitting in, and understanding her place in the world.

She is known as a bit of an outsider at school, struggling to find a friend group where she feels truly accepted and valued. She has one best friend, Isabella, but even their friendship is tested as they grow older and their lives begin to drift in different directions.

Shayla is particularly cautious about breaking any rules, preferring to keep her head down and avoid the chaos that often surrounds her peers. Avoiding conflict is a key part of her personality, and she has always tried to stay out of trouble until she begins to understand the world around her and the injustices that exist within it.

A turning point in the story happens when Shayla’s older sister, becomes a role model for her and starts to get involved in activism. Shayla is introduced to the concept of fighting for what is right, even if it means breaking the rules in the process.

Shayla’s sister had become an advocate for racial justice, and when a local police shooting of an unarmed black teen sparks protests in their community, Shayla is forced to confront issues of race, identity, and what it means to stand up for others, even when doing so feels uncomfortable or out of place.

As the story progresses, Shayla begins to experience the growing tension between her desire to do the right thing and her fear of stepping out of her comfort zone.

She starts to understand the importance of using her voice and standing up for her beliefs, even when it leads to trouble. Her conflict grows as she navigates peer pressure, the pressure to fit in, and the growing awareness of the racial disparities and inequalities in her community.

At the same time, Shayla’s relationship with her friends and family becomes more complicated. Her friendship with Isabella is tested when Isabella starts to distance herself, particularly after Shayla begins to speak out about the injustice she sees in the world.

This adds to Shayla’s internal conflict, as she struggles to balance her need for friendship with her growing desire to make a difference in the world. Her family, especially her parents and sister, play an important role in guiding her, offering both support and tough love as she navigates this new environment.

The novel ends with Shayla feeling more confident in her voice and her ability to navigate the world as a young activist, now aware of the power that standing up for what is right can have, even in a world that often feels unfair.

Personal Connections:

Shayla’s struggle to find her place in a world that often makes her feel different mirrors the experiences many young people have while grappling with their own identities.

Whether it’s their race, culture, or personality, readers may relate to Shayla's feelings of wanting to fit in but also finding pride in who she is. Just like Shayla, readers might have gone through times in their own lives when they felt torn between staying true to themselves and trying to blend in with others.

Shayla deals with the challenge of peer pressure, especially when her friends, like Isabella, don’t always understand her desire to stand up for social justice. Many readers can connect to the tension between standing up for their values and trying to maintain friendships. Shayla’s experience of trying to balance speaking out for what’s right with maintaining relationships can reflect the challenges young people face when their beliefs set them apart from their peers.

Curricular Connections:

Teachers can engage students in discussions about Shayla’s character development and the conflicts she faces. Prevalent themes such as identity, activism, and social justice can be explored through class discussions and reading comprehension exercises. Students can be asked to reflect on the significance of Shayla's journey and how the themes relate to their own lives.

Students can analyze the characters in the story, particularly Shayla, her family, and her friends, to understand how each character evolves throughout the book. They can also explore how the character’s actions and choices impact the story’s themes, especially in terms of courage, standing up for what is right, and dealing with peer pressure!

Source:

Boise Public Library

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Title: Where the Wild Things Are Author: Maurice Sendak Illustrator: Maurice Sendak Publisher: Harper & Row Date: April 9th, 1963  Number of Pages: 48 Grade Level: PreK-3rd Grade Genre: Children's Literature, Picture Book, Fantasy Fiction Theme: Children's Vast Imagination

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Synopsis:

This incredible story follows a young boy named Max, who loves to cause mischief. One night, he causes too much of it, that his mother sends him to bed without dinner. This frustrates Max, which leads him to say horrible things to her.

That night, his imagination took flight. His room became a forest, with vines and trees all around. He even rode a boat in the ocean, leading him to an island where the Wild Things were. They appeared to be very frightening to Max until he calmed them with a magic trick, deeming him to be the Wildest Thing of them all. Max became in charge of the Wild Things. He had quite some fun with them until he realized they were becoming him. He demands them to stop and gives them the same punishment his mother gave him. This made Max realize that he was wrong and he wanted to be in a place where he was loved the most. Thus, he surrenders his reign of being in charge of the wild things and begins his departure back home. That night he returned, he found his supper waiting for him, still warm.

My Personal Connections:

I loved this book growing up, and reading it back as an adult made me delve deeper into what message it was sending. Max is a young boy in this story, and with this being said, it's natural and normal for young children to misbehave.

As he misbehaves, however, he is punished for it, which is a normal reaction. He's filled with rage and anger from his mother's actions, and in this moment, his feelings carry him to another dimension, where these "wild things" are. The wild things represent his feelings, and the description of these "wild things" is parallel to how he's feeling in that present moment. The author describes these creatures with descriptors such as "ferocious roars, terrible teeth, terrible eyes, terrible claws". These feelings that Max was having were wild and terrifying, because of how we feel when we experience them. They feel as if they're an out-of-body experience because, in those moments, we have so much pent-up frustration and anger, that it almost doesn't feel real, but we do have the power to control these feelings.

Curricular Connections:

This book can be a good teaching tool for students who struggle with anger management. I had done fieldwork a few semesters ago, and many students in the classes I helped struggled with being told what to do by their teachers, thus leading to harsh breakdowns and tantrums. It also teaches students that discipline isn't always meant to punish them. It's meant to teach them life lessons before they're sent out into the world on their own. It teaches them the difference between what's right and what's wrong. A home without discipline leads to serious consequences later in life.

Source:

https://www.youtube.com/watch?v=dvubzRuI2_Q (Audiobook)

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Title: The Little Engine that Could Author: Watty Piper, Illustrators: George and Doris Hauman, Publisher: Platt and Munk, Date: April 8, 1930 Number of Pages: 48 Grade Level: PreK-3rd Genre: Children's Literature, Picture Book, Fiction Theme: Perseverance and Positivity, Self-Belief and Overcoming Obstacles

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Synopsis:

The story begins with a train carrying a large load of toys and gifts for children on the other side of a mountain. Unfortunately, the train breaks down and is unable to continue. The toys and gifts are left stranded, and the toys begin to worry that the children won’t receive their presents. The train’s engineer tries to find help, and soon a series of other engines are approached to pull the heavy load over the mountain.

The first engine that is asked for help is a large, strong, blue engine. However, this engine refuses to help, saying it is too important and busy with its duties. The next engine is an even bigger, more powerful one, but it too refuses, claiming that it’s simply too proud to help such a small, insignificant task. The third engine, a rusty red engine, is too old and tired to attempt the journey.

The toys are becoming more and more desperate, but then, a small, humble little blue engine comes along. She is not big or strong like the other engines, but when asked to help, she agrees without hesitation. Despite her doubts about her ability, she says, I think I can, I think I can, as she begins the task of pulling the train up the mountain.

The little engine chugs along and climbs the steep mountain. The climb is hard, and the little engine faces many challenges along the way, but she never gives up. Her determination and positive attitude keep her going, even as the mountain seems to get steeper and steeper. The journey is tiring, but the little engine’s belief in herself never falters.

At long last, after much effort, the little engine reaches the top of the mountain. She’s tired, but she knows she has accomplished her goal. With a sense of triumph, the little engine begins to descend the other side of the mountain, carrying the toys safely to the waiting children. I thought I could, I thought I could, she says, reflecting on her success.

The toys are delivered to the children, and everyone is happy.

Personal Connections:

The Little Engine That Could encourages readers to face obstacles with determination, trust in their abilities, and keep going even when the road ahead seems tough!

Many readers can relate to times in their lives when they faced tough challenges and felt unsure of their abilities. Like the little engine, they may have had to keep going despite doubts, reminding themselves, I think I can, when faced with a difficult task.

Curricular Connections:

Teachers can teach students the concept of a growth mindset, emphasizing that effort and persistence are key to achieving success. Teachers can have students create their positive affirmations like, I think I can, to use during challenging moments!

Source:

Boise Public Library

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Title: Corduroy, Author: Don Freeman, Illustrator: Don Freeman, Publisher: Viking Press, Date: October 29th, 1968, Grade Level: PreK-3, Number of Pages: 32, Genre: Children's Literature, Picture Book, Fiction Theme: Belonging and Acceptance, Self-Worth and Imperfection, Adventure and Curiosity 

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Synopsis:

The story begins in a large, busy department store, where shoppers browse shelves filled with toys, clothes, and other goods. Among the toys is Corduroy, a small teddy bear dressed in green corduroy overalls. Corduroy has been sitting on the shelf for a long time, waiting for someone to take him home, but no one has chosen him.

One day, a little girl named Lisa comes to the store with her mother. Lisa is immediately drawn to Corduroy. His soft fur, bright eyes, and kind expression make him stand out to her. She picks him up and asks her mother if she can buy him. However, her mother notices that Corduroy is missing a button on his overalls and tells Lisa that they cannot buy a toy that is not in perfect condition. Lisa puts Corduroy back on the shelf and leaves with her mother. Corduroy watches them go, feeling sad and uncertain. For the first time, he wonders if something is wrong with him.

As night falls and the store closes, Corduroy decides to take matters into his own hands. Determined to fix himself and prove he is just as good as any other toy, he steps off the shelf and begins a bold adventure through the dark and mysterious store. Corduroy climbs aboard an escalator, an experience that thrills and confuses him. He marvels at how the stairs move by themselves and imagines he is on a great mountain, climbing higher and higher toward something new and exciting.

Eventually, Corduroy arrives on the furniture floor. There, he finds a bed covered in a soft blanket with buttons stitched into the mattress. He thinks he has finally found a replacement for his missing button. He climbs onto the bed and tries to pull one of the buttons off. Despite his best efforts, the button does not budge. As he pulls harder, he accidentally tugs on the blanket, knocking over a nearby lamp. The loud crash echoes through the store, and Corduroy freezes in fright.

The noise awakens the night watchman, who comes to investigate. He finds Corduroy on the bed and gently picks him up. Not understanding why a teddy bear is out of place, the watchman carries him back to the toy department and returns him to his shelf. Though Corduroy didn’t find his button, he remains hopeful. He believes that someday, someone will see him for who he is and take him home.

The next morning, Corduroy receives a delightful surprise. Lisa returns to the store, this time carrying her own money. Despite her mother’s earlier objections, Lisa has decided that she wants Corduroy and is determined to bring him home. She tells the shopkeeper that she has been saving her allowance and happily hands over the money. The shopkeeper wraps Corduroy up, and Lisa carries him out of the store.

When they arrive at Lisa’s home, Corduroy experiences a world he has never known. Lisa’s room is warm and welcoming, filled with colorful decorations, books, and toys. She introduces Corduroy to his new home and gives him a special place of honor in her room. Noticing the missing button, Lisa takes out a needle and thread and carefully sews a new button onto his overalls. As she works, she tells Corduroy that she loves him just as he is, but she wants to take care of him. Corduroy is deeply moved. For the first time, he feels truly wanted and loved.

As Lisa tucks him into bed that night, Corduroy reflects on his journey. He realizes that he doesn’t need to fix himself to be chosen. Lisa saw his value all along and loved him despite his imperfections. With a heart full of happiness, Corduroy drifts off to sleep, knowing he has finally found a home and a friend.

Personal Connections:

Many people, both children and adults, can relate to Corduroy’s fear that his imperfections make him unworthy of love or attention. Whether it’s a physical flaw, a deficiency, or a mistake from the past, the feeling of not being “good enough” is one that most people experience at some point. Corduroy’s realization that he doesn’t need to be perfect to be loved can inspire readers to embrace their imperfections.

Curricular Connections:

The story of Corduroy can be integrated into a variety of curricular areas to enrich student learning and foster meaningful discussions such as reading comprehension and creative writing. Students can explore themes of acceptance, perseverance, and friendship. They can discuss Corduroy's emotions and motivations as he navigates through life!

Source:

Boise Public Library

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Title: Are You My Mother? Author: P.D. Eastman, Illustrator: P.D. Eastman, Publisher: Random House Books for Young Readers, Date: June 12, 1960, Grade Level: PreK-3, Number of Pages: 72, Genre: Children's Literature, Picture Book, Fiction Theme: Identity and Belonging, Perseverance, Curiosity and Discovery

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Synopsis:

This adventurous story begins with a mother bird sitting on her egg, excitedly awaiting its hatching. Realizing that she has no food for her baby once it arrives, she decides to leave the nest to find something to eat. While she’s gone, the egg breaks and the baby bird hatches! He opens his eyes, but his mother isn’t there, and since he doesn’t yet know what his mother looks like, he sets off to find her.

The baby bird hops out of the nest and sets off on an adventure. He’s a determined little bird, and even though he’s unsure of what his mother looks like, he begins to ask every creature he meets: "Are you my mother?"

His first stop is a kitten, but the kitten just stares at him without a response, so he continues on his way. He then meets a hen and a dog, both of whom give him a firm “No” in response to his question. Each of these encounters builds the baby bird's understanding of what his mother is not, even though he still doesn’t know what she is.

Next, the baby bird approaches a cow, hoping that perhaps this animal might be his mother. But the cow tells him, “How could I be your mother? I am a cow.” He grows increasingly worried and confused, but he is also undeterred in his mission.

His journey eventually leads him to encounter several inanimate objects. In his innocence, he mistakes a car, a boat, and a plane for his mother, only to realize each time that he has made a mistake. Finally, he comes across a huge, intimidating machine, a steam shovel, which he calls a Snort. When he asks the Snort, if it is his mother, the machine doesn’t respond but instead picks him up in its scoop and begins to carry him away.

At this point, the baby bird is terrified, certain that he will never find his real mother, but the Snort lifts him high into the air and deposits him back into his nest just as his mother returns with food. At last, he meets his real mother, and she lovingly reassures him. She feeds him, and the baby bird is finally content, safe, and secure at home.

Personal Connections:

Are You My Mother? connects personally with me because it captures the universal feeling of searching for belonging and connection. Many of us can relate to the baby bird’s journey, the longing for reassurance, the courage to keep going despite not knowing where the path leads, and the comfort of finding home after feeling lost.

For parents, the story serves as a touching reminder of the unconditional bond they share with their children, who are always searching for safety and love, even as they explore on their own.

Curricular Connections:

The story is a valuable tool for discussing themes of belonging, resilience, and empathy. Children can explore feelings of attachment, discuss how the baby bird might be feeling during his search, and consider the value of determination and courage.

It also encourages self-awareness, helping children understand their feelings of attachment and security as they explore the world with the reassurance of their parent's presence.

Source:

Boise Public Library

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Title: Chicka Chicka Boom Boom Authors: Bill Martin Jr and John Archambault, Illustrator: Lois Ehlert, Publisher: Simon and Schuster Date: March 1, 1989, Number of Pages: 32, Grade Level: PreK-1, Genre: Children's Picture Book, Alphabet Book Theme: Learning the Alphabet, Rhythm and Repetition, Collaboration and Togetherness, Playfulness and Fun

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Synopsis:

The story begins with the letter A daring his friends, B and C, to join him in a race up a coconut tree. As they start their climb, they call out to the other letters to join them, and one by one, letters D through Z join the ascent, racing, pushing, and jostling for space as they head up to the top.

“Chicka Chicka Boom Boom, will there be enough room?” repeats after each letter climbs up the tree! The coconut tree starts to wobble as more letters crowd onto its branches. Suddenly, as the last letter, Z, reaches the top, the weight of the entire alphabet proves to be too much. The tree bends, and sways, and with a great "boom boom," the letters come crashing down.

Some letters now have bruises, others have bandages, and a few have scuffs! The story includes the uppercase, or big letters, the mamas and papas of the alphabet, who come rushing to the scene to help the little letters recover from their tumble. Each letter is comforted, bandaged, and cheered on by their parent letters! Eventually, all the letters are tucked into bed, safe and sound after their big adventure, but just when the letters are settled into bed, mischievous little A peeks out and dares his friends to climb the tree again.

Personal Connections:

Chicka Chicka Boom Boom connects with me on a personal level because it captures the excitement of childhood curiosity, adventure, and learning! For many readers, the story brings back memories of first learning the alphabet, with each letter feeling like a new friend.

For parents, it’s also a reminder of the importance of encouragement and support, just as the uppercase letters rush to help the little ones after their fall. It echoes the experience of watching children learn, make mistakes, and try again.

Curricular Connections:

The story introduces the alphabet in a memorable, sequential, and engaging way, making it ideal for teaching letter recognition, sequencing, and phonemic awareness!

Through its repetitive text and catchy refrain, children naturally begin to memorize letter order, which supports early literacy skills like recitation and pattern recognition!

Source:

Boise Public Library

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Title: A Bad Case of Stripes, Author: David Shannon, Illustrator: David Shannon, Publish Date: March 1, 1988 Publisher: Blue Sky Press Grade Level: K-3rd, Number of Pages: 32 pages Genre: Fiction, Picture Book, Children's Literature, Themes: Individuality and Self-Acceptance, Peer Pressure, Self-Confidence

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Synopsis:

The story begins with Camilla Cream, a girl who is very conscious about what others think of her. She is obsessed with fitting in and always worries about whether she is doing the "right" thing to avoid standing out.

One day, Camilla wakes up to find that she has developed bright, colorful stripes all over her body. The stripes appear as a result of her anxiety about her upcoming school day, where she is worried about fitting in and being judged by others. Her parents, extremely alarmed by her transformation, try to help, but nothing works.

She becomes increasingly self-conscious about her appearance and begins to change to suit the desires of her peers. When she tries to dress in her favorite clothes, the stripes change color to match what she thinks others might want. When people express disapproval of her choices, her stripes change again, sometimes taking on different patterns or colors that make her look even more ridiculous.

The situation becomes even worse when Camilla’s stripes begin to attract attention from everyone in town, and her condition worsens. People stare at her, and everyone seems to have an opinion about how she should look, making her feel even more miserable. Her stripes change from red, to blue, to polka dots, and stripes in every color and pattern imaginable. She is stuck in an endless cycle of trying to please others, but her appearance keeps changing, and nothing satisfies anyone.

As the situation grows more chaotic, Camilla’s life becomes a spectacle, and her condition worsens as she is increasingly overwhelmed by the pressures to conform. No matter what she tries, the stripes persist, and her sense of self becomes more and more lost in the process.

Finally, when things seem like they couldn’t get worse, an old woman appears at Camilla’s house. She is a mysterious figure, known for her unusual ways. The woman offers Camilla a simple piece of advice: "You don’t need to worry about what others think. Just be yourself." At first, Camilla is doubtful, but she eventually realizes that the solution to her problem is not in trying to please others but in embracing her true self, stripes and all.

In an act of rebellion against the pressures that have been dictating her life, Camilla decides to stop worrying about the opinions of others. She begins to accept who she is and stops changing herself to fit others' expectations. In doing so, her stripes begin to disappear. As Camilla learns to be true to herself and embrace her uniqueness, her stripes vanish completely, and she is finally free from the burden of trying to change for others.

Personal Connections:

Many children and adults can relate to the pressure Camilla feels to fit in and be liked by others. Like Camilla, they might have experienced moments where they altered their appearance, behavior, or preferences to meet others’ expectations, only to feel uncomfortable or out of place. The story highlights the emotional toll that trying to please others can have on one’s sense of self.

Curricular Connections:

Teachers can foster a wide range of discussions and activities with students that support academic, social, and emotional learning. The story is an incredible tool for helping students understand important life lessons about individuality, self-acceptance, and the importance of not letting others dictate who they should be.

Source:

Boise Public Library

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Title: The Rabbit Listened, Author: Cori Doerrfeld, Illustrator: Cori Doerrfeld, Publisher: Dial Books for Young Readers, Date: February 6, 2018, Grade Level: PreK-3rd, Number of Pages: 32 Genre: Children's Literature, Picture Book, Fiction, Theme: Emotional Healing, Empathy and Listening, Acceptance of Feelings, Support and Comfort

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Synopsis:

The story begins with the child, building a tall tower of blocks. The child constructs the tower, which stands as a symbol of their effort, creativity, and hope. However, in a heartbreaking moment, the tower suddenly tumbles down, leaving the child devastated. The child, feeling the weight of their loss, is left in a state of shock and sadness.

Various animals approach the child, each offering their way of handling the situation.

First, a chicken rushes over and starts clucking about what went wrong, offering solutions and advice on how to rebuild the tower quickly. The chicken’s approach is filled with energy and urgency, trying to push the child to take action even before the child has fully processed their feelings.

Next, a bear arrives, towering over the child and offering a much more aggressive approach. The bear tells the child that they should be angry, even suggesting that they should roar and stomp their feet in frustration. This approach only adds to the child’s confusion, as the child isn’t experiencing feelings of anger just yet.

A snake then slithers by, offering a more passive approach, suggesting that the child simply ignore the situation and move on. The snake encourages them to forget the tower and pretend it never happened, trying to reduce the severity of the event and avoid the pain. This suggestion leaves the child feeling even more upset.

Soon after, a cat encourages the child to be brave by thinking about how they will build an even bigger tower next time. However, this advice feels too forward and does not acknowledge the child’s necessary emotional needs.

After all of these animals try and fail to offer the child guidance in their ways, a rabbit quietly approaches. The rabbit doesn’t offer advice or tell the child what to do. Instead, the rabbit simply sits beside the child, listening intently, and offering empathy without judgment. The rabbit doesn’t rush the child to move on or make the child feel that their sadness is something to be fixed. The rabbit is just there, providing comfort by being present and acknowledging the child’s feelings.

The child begins to open up and express their sadness and frustration, slowly processing the overwhelming emotions they’ve been holding in. The rabbit listens patiently, providing a safe and non-judgmental space for the child to grieve. The child finally feels heard, and in doing so, they start to heal.

Personal Connections:

The animals in the story each represent different ways people might react when someone is upset. Readers might recognize how others have tried to comfort them in similar ways, perhaps offering solutions, distractions, or encouragement before they were ready to heal. This can spark reflection on how they respond to others in their own lives when someone is sad, angry, or frustrated.

Curricular Connections:

The book is an excellent resource for discussing emotions. Students can identify and discuss the feelings the child experiences throughout the story, such as sadness, frustration, and eventual acceptance. Teachers can guide students in understanding how it’s okay to feel different emotions and the importance of expressing them in healthy ways.

Source:

Boise Public Library

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Title: The Day You Begin Author: Jacqueline Woodson, Illustrator: Rafael Lopez, Publisher: Nancy Paulsen Books, Date: August 28, 2018, Grade Level: PreK-3rd, Pages: 32 Pages Genre: Children's Literature, Picture Book, Fiction Theme: Diversity and Difference, Belonging and Courage, Self-Expression and Empathy

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Synopsis:

The story begins with a young child who feels hesitant about starting a new school. The child is aware that they are different from the others in the classroom. The child may have a different background, appearance, or culture, and this makes them feel isolated and hesitant to speak up.

As the story unfolds, the child reflects on their differences and the fear of standing out. Their minds race with questions like, “What will the other kids think of me?” or “Will they accept me?” These feelings are worsened by the various ways they perceive their classmates, who may seem more confident or familiar with their surroundings. The child is reluctant to share their story or their unique identity, feeling unsure of how others will react.

The book introduces a series of students who each have their struggles with feeling different. One student is afraid to speak because of an accent, while another feels embarrassed because their family or background is different from the others. Through these experiences, the story highlights how many people feel like outsiders in certain situations, and how this sense of difference is shared by others in a variety of ways. This universal feeling of “otherness” creates a sense of solidarity between the students, even though they might not realize it.

Finally, the child decides to share a part of their story. By speaking up, they begin to find connections with others who also have their fears or experiences of feeling out of place. The child begins to understand that although they may feel different, their distinctiveness is something to be proud of and can bring value to the group. They find the courage to speak about their heritage, their experiences, and their perspectives, knowing that these differences are what make them special.

It emphasizes the importance of empathy and how listening to one another’s stories can foster understanding and friendship. By sharing their narrative, the child encourages others to do the same. The child begins to feel more comfortable in their new environment, understanding that everyone has their own story and that it’s okay to be different.

Personal Connections:

Many people, especially children, can relate to the feeling of being different from others, whether due to their cultural background, appearance, language, or personal experiences. The book captures the discomfort and vulnerability that often come with being in a new environment where everyone else seems to fit in naturally. Readers might recall their own experiences of starting a new school, moving to a new place, or entering a social situation where they felt they didn't belong or were unsure how to be accepted.

Curricular Connections:

The story provides a foundation for discussing how we feel in situations where we may feel different or out of place. Students can learn about recognizing and naming their emotions, using the text to identify what the main character feels at various points in the story, and discussing strategies for managing those feelings properly.

Source:

Boise Public Library

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Title: The Probability of Everything Author: Sarah Everett, Illustrator: C.G. Esperanza, Publisher: Clarion Books, Date: June 27, 2023 Grade Level: 4-7, Pages: 320, Genre: Middle School Contemporary Fiction, Themes: Coping with Uncertainty, Family and Belonging, Identity and Self-Acceptance, Science and Curiosity, Hope and Resilience 

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Synopsis:

This story follows Liza, a teenager who experiences a life-altering event that shifts her understanding of fate and chance.

At the start of the novel, Liza is grappling with the sudden death of her mother. The loss leaves her feeling disconnected from reality, as she struggles with the emptiness that has been left behind. This tragedy sets the stage for the journey that Liza undergoes throughout the book.

Liza’s father, a brilliant scientist who works at a local university, tries to comfort her, but the distance between them grows as they each deal with their grief in different ways. Liza feels isolated from him and unsure of how to move forward in a world that seems increasingly random and unfair.

Liza's life begins to shift when she stumbles upon a theory her mother had been working on before her death. This theory, which involves probability and the randomness of the universe, becomes a central focus for Liza. She finds herself fixated on the idea that the events of our lives may be controlled by chance, and that perhaps everything, no matter how insignificant it may seem, is part of a larger, unknowable pattern. The idea of probabilities and the randomness of life feels like a way to make sense of her grief, as if everything happens for a reason, even if that reason is simply the result of probability.

This new obsession leads Liza to explore the world of numbers and probabilities in a way that transcends mere academic interest. It becomes a way for her to try and reestablish control over her own life, which feels like it's spiraling in unexpected and uncontrollable directions. She begins to see patterns in everyday events, small signs that seem to point her toward something, or someone, she wasn’t expecting.

One of these unexpected encounters is with Sam, a boy she meets through an unusual situation involving a random event. Sam is dealing with his own personal tragedy, and the two of them form a complex connection. Their relationship develops during Liza's quest to understand the balance between fate and independence. As Liza’s relationship with Sam deepens, she begins to realize that while probability may guide some aspects of her life, it is her own choices that truly define her.

As Liza tries to make sense of her life, her grief, and her connection to Sam, she battles difficult questions about whether we control our own destinies or if the universe simply follows the rules of chance. She is forced to adjust to the idea that not everything is in our control, and sometimes, the things we don’t expect or plan for can lead us to where we need to be.

Personal Connection:

Many readers might relate to Liza’s journey of dealing with her mother's death and the emotional disturbance that comes with such a significant loss. Her struggle to make sense of life after tragedy, as well as her exploration of the idea that life is a series of probabilities rather than neatly planned events, could resonate with anyone who has experienced a life-changing event.

Curricular Connection:

In a math classroom, students could study basic principles of probability and then relate them to the book's narrative, discussing how probability influences Liza’s perspective on life. Teachers could also incorporate practical examples of probability, such as coin flips or dice rolls, and ask students to reflect on how these elements might parallel Liza's search for meaning!

Source: Children's Book Awards

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Title: Planet Earth is Blue, Author: Nicole Panteleakos, Illustrator: Nicole Panteleakos, Publisher: Wendy Lamb Books, Date: May 14, 2019, Grade Level: 4-7, Number of Pages: 240, Genre: Historical Fiction Middle School, Theme: Grief and Loss, Space and Aspiration, Autism Representation, Family and Connection, Resilience and Growth 

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Synopsis:

This story opens with Nova, a 12-year-old girl with autism who is nonverbal but deeply intelligent with a creative imagination. Nova's life is shaped by her love of space, a passion she shared with her older sister, Bridget.

Together, they dream of adventures among the stars, with Nova especially inspired by the upcoming launch of the Space Shuttle Challenger, which will carry the first teacher into space, Christa McAuliffe. Bridget promises to reunite with Nova in time to watch the launch, giving Nova hope despite the challenges she faces.

Nova is placed in a new foster home. She has been separated from Bridget, her older sister and closest companion. Nova struggles to adapt to her new environment, where she is often misunderstood by adults who see her as less capable than she is because she cannot speak. Despite this, Nova holds tightly to her love of space and Bridget's promise, believing her sister will return.

Through letters she writes to Bridget, Nova expresses her thoughts, fears, and excitement about the upcoming Challenger launch. These letters provide insight into her inner world, revealing a bright, determined girl who yearns to connect with others. She writes about her memories of Bridget, their shared love of space, and her hopes for a reunion, even as the absence of responses raises questions about Bridget’s whereabouts.

At her new school, Nova faces the challenge of fitting in while navigating a system that struggles to understand her needs. She is placed in a special education class where her teacher and classmates begin to see her potential. Slowly, Nova finds support from those around her, but she continues to feel the weight of being separated from her sister.

As the Challenger launch approaches, Nova’s excitement grows. She counts the days, eagerly preparing for the moment she has dreamed of, all while longing for Bridget to keep her promise. The launch represents hope and the possibility of achieving dreams, mirroring Nova’s desire to find her place in the world and reconnect with her sister.

When the Challenger disaster occurs, Nova is devastated. The loss of the shuttle, its crew, and the promise of adventure in the stars mirrors the loss she feels for Bridget. This tragic moment forces Nova to confront the truth about her sister’s absence and the painful realities of her life. The grief she experiences is profound, but it also becomes a catalyst for growth and self-discovery.

With the help of her foster family, teacher, and classmates, Nova finds her voice. Through their support, she learns to communicate more effectively and starts to share her thoughts and feelings with others. She also learns to reconcile her love of space with the reality of loss, finding comfort in the stars even as she grieves.

Nova’s journey is one of resilience and transformation. As she faces the challenges of her autism and the pain of losing Bridget, she grows stronger, discovering her capabilities and the importance of the connections she forms with others. Her love for Bridget remains a guiding light, but she also learns to navigate the world on her terms.

Personal Connection:

Nova’s story may remind readers of their struggles with being misunderstood or underestimated, especially during challenging times. For anyone who has ever felt different or struggled to find their voice, Nova’s journey of self-discovery and growth serves as an inspiring reminder of inner strength and the importance of supportive relationships.

Curricular Connections:

Students can analyze Nova's voice and perspective, exploring how her nonverbal communication and inner thoughts are conveyed through the text. Writing activities might include personal reflection essays, creative letters, or journal entries inspired by Nova’s letters to Bridget!

Source:

Children's Book Awards

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Title: Linked, Author: Gordon Korman, Illustrator: Gordon Korman, Publisher: Scholastic Inc, Date: July 20th, 2021, Grade Level: 4-7, Number of Pages: 256, Genre: Contemporary Fiction, Themes: Prejudice and Tolerance, Identity and Belonging, Courage and Responsibility, History and Memory

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Synopsis:

This novel begins with a shocking discovery, a swastika has been painted on the wall of the local middle school. The incident rattles the entire community, forcing students and adults alike to confront uncomfortable questions about bias, history, and accountability.

The story unfolds through multiple perspectives, more specifically with Link Rowley, a popular and charismatic eighth-grader. Link initially shrugs off the incident as a random act of vandalism, but as more swastikas appear around the school, the gravity of the situation starts to sink in. His reaction becomes deeply personal when he discovers that his family has Jewish ancestry, a fact that had been hidden from him his entire life.

As the school copes with the hate symbols, tensions rise, and students form opinions that divide the community. Teachers, administrators, and parents scramble to address the situation, but their attempts often feel clumsy and inadequate. Meanwhile, Link, along with his friends Michael and Dana, decides to take action to counter the hate by starting a schoolwide chain-link project to symbolize unity and inclusion. Their goal is to create a paper chain with six million links, representing the six million Jewish lives lost during the Holocaust.

Dana, one of the few openly Jewish students at the school, becomes an integral part of the project. However, she also faces the brunt of the prejudice, both overt and subtle, from her peers. Her perspective adds depth to the story as she wrestles with her feelings of being singled out and her determination to educate others about the Holocaust and the consequences of hate.

The project quickly gains traction, and the entire town becomes involved. Students, teachers, and community members contribute to the chain, turning the project into a symbol of collective resistance against hate. Along the way, Link and his friends learn about the power of community and the importance of standing up for what is right, even in the face of adversity.

As the mystery of who is behind the swastikas deepens, the narrative takes on an investigative tone. Clues emerge, and suspicions swirl, leading to surprising revelations about the perpetrator. The resolution of the mystery forces the town to reckon with the complexities of prejudice and the need for meaningful change.

Throughout the story, Korman weaves in humor and heart, balancing the weighty subject matter with relatable characters and moments of levity. Link’s journey of self-discovery and his evolving understanding of his heritage are central to the novel, making his transformation both believable and inspiring.

Personal Connections:

Many readers might connect with Link’s journey of self-discovery, especially if they have ever learned something surprising about their family history or heritage. His evolving understanding of his identity and his role in combating hate mirrors the growth many people experience as they become more aware of societal issues and find their place within them.

Curricular Connections:

The novel provides an engaging platform for studying character development and themes such as prejudice, community, and personal growth. Students can analyze how the characters’ viewpoints evolve throughout the story, discuss the symbolism of the chain-link project, and explore how the author uses humor and mystery to balance serious themes!

Source:

Children's Book Awards

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Title: No Vacancy Author: Tziporah Cohen, Illustrator: Lee White, Publisher: Groundwood Books, Date: September 1st, 2020, Grade Level: 4-7, Number of Pages: 288, Genre: Realistic Fiction, Themes: Family, Religious Diversity, Friendship, Community, Overcoming Adversity

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Synopsis:

The story revolves around 11-year-old Miriam Brockman, who moves with her parents from New York City to a small town in upstate New York to take over a run-down motel, the Jewel Motor Inn. Miriam is initially reluctant about the move, worried about adjusting to a new life away from everything she’s known.

The Jewel Motor Inn isn’t in the greatest shape, and the family faces financial difficulties as they try to revive the struggling business. The motel is located in a quiet, predominantly Christian town, and Miriam’s Jewish family stands out as newcomers and outsiders. Despite this, the locals, including the motel’s long-time handyman, Mr. Czerny, and Kate, the girl who works at the diner next door, extend warmth and welcome to Miriam and her family.

Miriam quickly becomes friends with Kate, and the two spend their summer together exploring the town and working at the diner. Through their friendship, Miriam starts to feel more at home in her new surroundings. However, tensions arise when an act of vandalism, a swastika painted on the motel’s sign, shocks the Brockman family and the town.

To bring people together, they come up with a creative plan to install a Nativity scene on the motel’s lawn during Christmas, an idea originally proposed by Mr. Czerny. Though unconventional, the display is meant to symbolize inclusivity and solidarity. The gesture stirs mixed reactions from the town, with some people supporting it and others expressing confusion or skepticism.

Miriam takes on an active role in helping to organize the display, deepening her friendships, and learning about the value of standing up for what she believes in. Her efforts lead to new connections with her neighbors and a greater understanding of her Jewish identity. The project becomes a turning point for the family as they find unexpected allies and a sense of belonging.

As the Nativity scene begins to attract attention, it draws both praise and criticism. The townspeople must confront their own biases and consider what community and acceptance truly mean. Miriam’s family, meanwhile, learns to embrace their differences and finds that even small acts of kindness can have a profound impact.

Personal Connections:

The book fosters a connection for readers who have felt like outsiders because of their cultural or religious identity. Miriam’s experiences as one of the only Jewish families in a predominantly Christian town may resonate with readers who have had to navigate being different in a larger community, especially when faced with prejudice.

Curricular Connections:

The novel serves as an excellent tool for teaching character development, themes, and narrative structure. Students can analyze Miriam’s journey of self-discovery and resilience, as well as the relationships she builds with her family and the town’s residents!

Source:

Children's Book Awards

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Title: The BlackBird Girls Author: Anne Blankman, Illustrator: Anne Blankman, Publisher: Viking Books, Date: April 7, 2020, Grade Level: 4-8, Genre: Historical Fiction, Themes: Friendship, Survival, Loss and Trauma, Resilience, History and Impact 

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Synopsis:

This story explores the lives of two girls from different backgrounds who form an unexpected and powerful friendship amidst the tragedy of World War II.

The story is set in 1986, in the aftermath of the Chernobyl nuclear disaster, as well as in the 1940s, during the German invasion of the Soviet Union. It centers on two main characters: Valentina “Valya” and Oksana, whose lives intersect in the aftermath of Chornobyl, with their personal stories tied to the history of the war and the effects of the bombing of the Blackbird factory during the Nazi occupation of their home.

The story begins with Valya's perspective, a twelve-year-old girl, being forced to leave her home in the Soviet Union due to the impending nuclear disaster in Chernobyl. As the radioactive fallout begins to spread, Valya’s life is irrevocably changed. Her family is relocated to a safer town, but Valya feels disconnected and alone, struggling to adapt to her new environment and feeling a deep sense of loss. Amid this relocation, she meets Oksana, a mysterious and reclusive girl.

Oksana’s story is revealed as the two girls begin to bond. She, too, carries the weight of history, as her family is deeply affected by the war and the hardships that follow. Her mother, Irina, is haunted by her past, having lost her family during the war and the bombing of the Blackbird factory. Irina’s trauma is mirrored in Oksana’s emotional scars, and the girls’ developing friendship becomes a source of comfort as they help each other navigate their shared pain.

As Valya and Oksana’s friendship becomes stronger, they start uncovering the secrets of their families’ pasts. Valya learns that her mother was a part of the resistance during the war, which puts her in danger, and that she had lost her father during the conflict. Meanwhile, Oksana learns about the true fate of her mother’s family, which had been decimated during the war’s brutal occupation by the Nazis.

Both girls are impacted by the Chornobyl disaster, as it forces them to confront the legacy of war and the ongoing struggles their families face in the present. Valya’s family has to leave their home, while Oksana’s family must come to terms with their past trauma. Their connection to the war and the devastation of Chornobyl intertwines, and they begin to heal together by confronting the painful truths of their histories.

By the end of the story, Valya and Oksana have not only survived the emotional toll of their pasts but have also found a way forward, drawing strength from their relationship and understanding of one another. They emerge as more confident and resilient individuals, their friendship a testament to the healing power of empathy and shared experience.

Personal Connections:

Valya and Oksana’s bond, formed amid personal struggles, is living proof of the healing power of shared experiences and mutual support. Readers who have experienced close, supportive friendships may see their relationships reflected in how the two girls help each other face their fears, grief, and past trauma. The novel emphasizes how friendship can provide solace and strength, especially when navigating challenging and uncertain times.

Curricular Connections:

The novel provides opportunities for analyzing character development, narrative structure, and themes. Students can explore how Valya and Oksana’s friendship evolves, how their histories influence their identities, and how the author uses various literary techniques to create an emotional and engaging story!

Source:

Children's Book Awards

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Title: Letters From Cuba, Author: Ruth Behar, Illustrator: Ruth Behar, Publisher: Nancy Paulsen Books, Date: May 11, 2021, Grade Level: 4-7, Genre: Historical Fiction, Epistolary Fiction Theme: Immigration and Displacement, Family and Love, Identity and Belonging, Cultural Heritage

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Synopsis:

This story portrays a young Jewish girl named Esther, who emigrates from Poland to Cuba in the 1930s in search of a better life. The novel is set against the backdrop of significant political and social change, including the rise of fascism in Europe and the increasing tension in Cuba.

The story begins in Poland, where Esther, her mother, and her younger brother are living in poverty and facing the escalating threat of anti-Semitism. Esther’s father, who had already left for Cuba in search of work, sends letters home to his family, encouraging them to join him in Cuba where there are better opportunities. After the sudden death of Esther’s mother, Esther and her brother are sent to Cuba to join their father, leaving behind everything they know and love.

As Esther arrives in Havana, Cuba, she is struck by the beauty and vibrancy of the island, but also by the stark differences between her new home and the one she left behind. She is faced with the challenges of adjusting to a new language, culture, and way of life, while also grappling with the loss of her mother. Throughout the story, Esther’s letters to her grandmother in Poland serve as a way for her to express her emotions and keep a connection to her old life.

In Cuba, Esther’s father works hard as a carpenter, but he struggles to make enough money to support his family. Esther helps him with his work, learning the value of hard work and perseverance. She also begins to make new friends, including a girl named Rachel, who introduces her to the growing Cuban Jewish community. Through these friendships, Esther begins to build a sense of belonging in her new country.

However, life in Cuba is not without its difficulties. Esther is deeply affected by the rise of political tensions on the island, including the increasing influence of fascist ideologies, and she feels torn between her loyalty to her father and the pull of activism within the Jewish community. Esther becomes involved in a group that fights against fascism and helps the poor, giving her a sense of purpose and direction.

As Esther grows older, she begins to confront questions of identity and belonging. She is caught between two cultures: the Polish-Jewish heritage of her family and the Cuban culture she is becoming part of. She struggles with the challenge of honoring her past while embracing her future. Her internal conflict is compounded by the growing uncertainty in Europe, where the rise of Nazism threatens the safety of her extended family.

Through her letters, Esther shares her experiences and struggles, both personal and political. She writes about her father’s hardships, the development of her relationship with her new friends, and the political activism she becomes involved in. These letters serve not only as a way for Esther to stay connected to her roots but also as a way for her to process her evolving understanding of the world.

As the story progresses, Esther’s activism becomes more intense, and she takes on greater risks to fight for what she believes in. Her courage and determination grow as she realizes that her voice and actions can make a difference in the world around her.

Personal Connections:

For readers with immigrant backgrounds, Esther’s experiences might echo their own family’s stories of relocation and the challenges that come with starting over in a new country. The feeling of being torn between the old and the new, trying to balance one's cultural heritage while embracing a new identity, is a universal experience for many who have moved away from their homeland. The book’s focus on Esther’s personal growth as she learns to find her place in a new culture may also connect with readers who have faced similar struggles in their journeys toward belonging.

Curricular Connections:

This story can be used to teach narrative structure, character development, and thematic analysis. Esther writing letters to her grandmother, allows students to explore how letters can serve as a form of communication, expression, and reflection. Students can analyze how the author uses letters to convey Esther’s internal struggles and her adaptation to a new life.

Source:

Children's Book Awards

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Title: Salt the Water Author: Candice Iloh, Illustrator: Candice Iloh, Publisher: Versify (Houghton Mifflin Harcourt), Date: August 1, 2023, Grade Level: 5-8, Genre: Historical Fiction, Contemporary Fiction, Theme: Immigration and Refugee Experience, Family and Love, Identity and Self Discovery, Hope and Resilience 

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Synopsis:

This story follows the journey of a young woman named Korah, who is struggling with grief and identity after the sudden death of her mother. Set in the United States, the story delves into her emotional struggles as she attempts to reconcile her past with her present, grappling with the pain of loss and the complexities of family relationships.

Korah is forced to confront the pain of losing her mother, a loss that leaves her feeling abandoned and uncertain. Her grief is compounded by the fact that she never fully understood her mother’s life, and now she is left with unanswered questions. Korah embarks on a journey to learn more about her mother, hoping to find some sort of closure, but this search for understanding also brings her face-to-face with her own unresolved emotions and the difficult truths about her family.

Tari, her best friend, is also struggling with her identity. Tari is the daughter of Nigerian immigrants and faces the complexities of being caught between two cultures: her Nigerian heritage and her American identity. Tari feels the pressure to succeed in her parents’ eyes while also trying to find her way in the world. Her journey is one of self-discovery as she comes to terms with her cultural identity and navigates the expectations placed upon her by her family and society.

The story explores the impact of trauma on both Korah and Tari. For Korah, the death of her mother triggers deep emotional wounds, and she struggles with her grief and the weight of unresolved feelings. Tari, on the other hand, faces trauma from the emotional weight of her family’s migration story and the pressure to live up to her parents' expectations. Both characters grapple with how their pasts shape their present selves, and they must learn to cope with the trauma that has shaped their lives.

As the story unfolds, Korah’s search for understanding about her mother’s life forces her to reflect on her own identity. She comes to realize that her mother’s death is not the only source of her emotional pain; there are deeper layers of family secrets and unspoken history that have shaped her. Korah begins to unpack these layers, understanding how her mother’s choices and her family’s past have influenced the person she is today.

Tari, on the other hand, faces her struggles with displacement. As the daughter of Nigerian immigrants, she feels torn between the two worlds she inhabits. She is expected to honor her Nigerian heritage while also adapting to American life. Tari’s journey of self-discovery involves navigating these cultural expectations and finding a way to embrace both aspects of her identity. Her story highlights the challenges of being a first-generation immigrant and the emotional toll of trying to balance two different cultural worlds.

Both characters also struggle with mental health issues throughout the book. Korah’s grief begins to manifest physically and emotionally, affecting her relationships with others. Tari also deals with anxiety and depression as she faces the pressures of academic success and meeting her family’s expectations. The novel brings attention to the importance of addressing mental health struggles and recognizing the need for emotional support and healing.

In addition to their struggles, the novel also explores the theme of motherhood. Korah’s relationship with her mother is a central element of the story, and through her journey, she begins to understand the complexities of this bond. Her relationship with her mother is shaped by love, conflict, and secrets, and as Korah unravels the truth about her mother’s life, she gains new insights into her own identity. Tari’s relationship with her parents is similarly complicated, as she tries to meet their expectations while also navigating her desires and aspirations.

By the end of the novel, both Korah and Tari experience growth and personal transformation. Korah learns to accept the pain of her mother’s death and begins to find peace in the idea that healing is a gradual process. Tari comes to terms with her identity, understanding that she doesn’t have to choose between being Nigerian and American but can embrace both parts of who she is.

Personal Connections:

The novel's exploration of grief and family dynamics may connect deeply with individuals who have experienced the loss of a loved one and are seeking closure or a deeper understanding of their relationship. Korah’s journey of coming to terms with her mother’s death and the emotional complexities tied to that loss may mirror the emotional journey that anyone dealing with grief goes through, uncovering both painful and beautiful memories, learning to navigate life after loss, and finding healing in unexpected ways.

Curricular Connections:

Students can connect with the characters' emotional journeys, particularly with how they cope with loss, mental health struggles, and identity formation. Discussions can focus on how Korah and Tari manage their grief, anxiety, and personal growth, allowing students to reflect on their own emotional experiences and learn about healthy ways to process difficult emotions.

Source:

Student's Book Awards

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Title: Two New Years Author: Richard Ho, Illustrator: Lynn Scurfield, Publisher: Little Brown Books for Young Readers, Date: December 5th, 2023, Grade Level: K-2, Genre: Picture Book, Holiday Fiction, Themes: Cultural Diversity, Family and Togetherness, Celebration and Change, Hope and Optimism

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Synopsis:

This story follows the experiences of a young boy named Dylan, who is caught between two different cultural celebrations of New Year's. The story captures his emotional journey as he navigates his identity, family dynamics, and cultural heritage.

The story begins with Dylan preparing for the celebration of the Western New Year with his family in their home. As the year comes to an end, Dylan looks forward to the celebration with his family, where they will watch fireworks, eat good food, and celebrate together. While the holiday marks a time of renewal and fresh starts, Dylan’s excitement is tempered by a sense of conflict. He feels torn between the Western traditions of New Year's that his classmates celebrate and the customs his parents celebrate.

Dylan's feelings of cultural divide are emphasized when he is reminded that the Chinese New Year falls on a different date and has its own set of customs, which his family also observes. His parents, particularly his father, are clear on keeping the Chinese traditions alive, which include special meals, honoring ancestors, and paying respect to elders. Dylan feels the weight of these two very different celebrations and struggles to understand where he fits within them. He wants to fit in with his classmates but also feels a strong connection to his family’s heritage and cultural practices.

As the book progresses, Dylan’s internal conflict deepens. The Western New Year feels more familiar to him, and he longs to be like his friends, who celebrate with fireworks and parties. But the Chinese New Year comes with its own unique and special family-oriented customs, which Dylan’s parents hold in high regard. This creates a sense of confusion for Dylan as he wishes he could merge both traditions into a single celebration that would feel just as joyful as what he sees others enjoying. He begins to realize that there is a tension between fitting in with his peers and honoring his family’s cultural roots.

During this time, Dylan reflects on the importance of family and the role it plays in shaping his identity. His parents, particularly his father, explain the deeper meaning behind the Chinese New Year celebrations. They talk about the significance of family unity, honoring the ancestors, and the traditional customs that have been passed down through generations. Dylan begins to appreciate the importance of these customs, even though they may not always feel as fun or modern as the Western way of celebrating.

The turning point in the story occurs when Dylan’s father shares a story about the significance of the New Year in their family’s history. This story helps Dylan understand that the Chinese New Year is not just a set of old traditions; it’s a way for his family to remember where they came from and to keep their cultural legacy alive. Dylan starts to see the value in this, realizing that while the Western New Year may be fun and festive, the Chinese New Year holds deeper emotional and cultural significance.

As Dylan begins to accept the meaning of the Chinese New Year, he also learns to see the connections between the two celebrations. He starts to understand that both New Year’s celebrations can exist side by side in his life. The Western New Year, with its fireworks and festivities, is a fun celebration of the passing year, while the Chinese New Year, with its focus on family, heritage, and respect, provides a sense of continuity and tradition. Dylan learns that he doesn’t have to choose one over the other but can embrace both as part of his unique cultural experience.

Personal Connections:

For individuals who are first-generation immigrants or those with multicultural backgrounds, the story of Dylan navigating between the customs of the Western New Year and the Chinese New Year may resonate deeply. Like Dylan, readers may find themselves torn between honoring their family’s traditions and wanting to fit in with their peers, especially when those traditions feel different from those that celebrate different customs and cultures.

Curricular Connections:

The book explores the cultural significance of both the Western New Year and the Chinese New Year, making it a perfect resource for discussing how different cultures celebrate major holidays. Teachers can guide students to explore the history and traditions of the Chinese New Year, compare it with Western New Year customs, and discuss how cultural practices shape identity.

Source:

Children's Book Awards

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Author: Susan Lynn Meyer, Illustrator: Michelle Alder, Publisher: Farrar, Straus, and Giroux, Date: April 11, 2023, Grade Level: K-3, Genre: Picture Book, Themes: Music and Joy, Community and Belonging, Expression and Creativity, Hope and Resilience 

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Synopsis:

This story follows the life of Zoe, a young Jewish girl growing up in Boston in the early 20th century. Set in a vibrant immigrant community, the story explores themes of family, identity, music, and resilience as Zoe grapples with the challenges of growing up and finding her place in a world that often seems to be at odds with her dreams.

It begins with Zoe's life in a modest apartment in Boston, where her family is part of the Jewish immigrant community. Zoe’s father, a talented musician, plays the violin and works tirelessly to support the family, while her mother is deeply involved in maintaining their cultural and religious traditions. From an early age, Zoe is immersed in music, and her father encourages her love for it, despite the hardships they face. Music becomes a way for Zoe to connect with her family’s heritage and navigate her world.

As Zoe grows older, she faces the pressures of balancing her love of music with the expectations of her family and society. Her father is insistent that she develop her musical talent, and while Zoe enjoys playing, she also feels the weight of expectation. At the same time, she begins to yearn for something beyond her family's modest life. She dreams of performing on a grand stage and achieving recognition for her talent, but she is also aware of the challenges she faces as a Jewish girl in a non-Jewish world.

Zoe’s story takes a dramatic turn when she is accepted into a prestigious music school, a rare opportunity for someone from her background. However, this new opportunity brings with it its own set of difficulties. Zoe struggles to fit into her new environment, where she is often treated as an outsider due to her ethnicity and her working-class background. She faces prejudice from some of her peers, and her sense of self begins to falter as she questions whether her dreams are realistic in the face of these challenges.

Despite the obstacles she faces, Zoe’s passion for music keeps her going. She forms friendships with a few of the other students at the school, but her journey is not without its moments of doubt and loneliness. As Zoe navigates the complexities of her life, she learns important lessons about perseverance, self-worth, and the importance of staying true to herself.

Personal Connections:

For readers who, like Zoe, have felt torn between their family’s aspirations and their dreams, the story may resonate deeply. Just as Zoe’s father encourages her to pursue her musical talent, but her mother holds more traditional expectations, many young people find themselves navigating similar conflicts within their own families. Whether it’s pursuing a creative path like music, art, or writing, or following a more practical, secure career choice, this tension between personal passion and family obligations is a common experience.

Curricular Connections:

The book’s central theme of personal identity offers rich opportunities to discuss self-discovery and personal growth in the classroom. Zoe’s struggles with balancing her dreams and her family’s expectations resonate with many young readers navigating their own identities. This can spark classroom discussions or writing assignments about what it means to belong and how our family, culture, and society shape our sense of self.

Source:

Children's Book Awards

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Title: How to Find What You're Not Looking For, Author: Veera Hiranandani, Illustrator: Veera Hiranandani, Publisher: Penguin Random House, Publication Date: September 7, 2021, Grade Level: 4-7, Genre: Historical Fiction, Middle-Grade Fiction, Theme: identity and Belonging, Family. Discrimination and Social Justice, Courage and Resilience 

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Synopsis:

The story follows Simran “Sim” Mehta, a 12-year-old Indian-American girl living in a middle-class neighborhood in New Jersey. Sim struggles with the challenges of balancing her Indian heritage with her desire to fit into the predominantly white community around her. The novel weaves together themes of family, culture, and the search for personal identity as Sim navigates the ups and downs of adolescence.

Sim’s family, especially her mother, has high expectations for her. They want her to excel academically and uphold their Indian traditions, but Sim feels caught between her parent’s traditional values and the modern, secular world that she desires to be a part of. She resents being treated differently because of her ethnicity, especially when her classmates tease her for being Indian or for her family’s customs. Sim’s mother’s insistence on keeping up with their cultural practices, including arranging for her to learn about Indian cooking and the Sikh religion, often makes Sim feel disconnected and embarrassed from her American classmates.

While her family embraces their roots, Sim feels it is something that sets her apart and makes it harder for her to blend in with her peers. She wants to be “normal” and do the things her classmates do, like eat lunch without the smell of curry or wear the same clothes. This sense of separation affects Sim’s relationships at school, where she finds it difficult to make friends. The tension between her family’s values and her desire to fit in becomes a key theme of the novel, as Sim struggles to understand where she belongs.

Sim’s internal conflict is compounded by her relationship with her older brother, Manu, who is seen as the "perfect" child in the family. Manu excels at everything and seems to have a clear understanding of his place in the world, which makes Sim feel overshadowed. He is a talented student, athletic, and admired by their parents. Sim, on the other hand, feels like she is always underperforming or disappointing her family. She begins to resent the attention her brother receives and wishes she could live up to the high standards set for her by her parents.

Amidst all of this, Sim’s friendships at school become a source of hope and frustration. She befriends a classmate named Sandy, who is kind and understanding but does not share Sim’s cultural background. Although Sandy is supportive, Sim still feels the weight of being an outsider. She tries to navigate school dances, friendships, and the pressure to conform to what is expected of her, but the cultural divide remains a constant source of discomfort. She often wonders if she’ll ever be able to reconcile the different parts of herself, the “Indian” side of her and the “American” side, and whether she can truly belong in either world.

Sim’s journey to self-acceptance takes a crucial turn when she attends a summer camp for Indian-American kids. Here, she meets other children who are struggling with the same identity questions. Through this camp, Sim learns that her feelings of being an outsider are shared by many others in similar circumstances. This experience helps her realize that identity is not about fitting in, but about accepting and embracing all the aspects of oneself. Sim begins to see the value in her heritage and gains confidence in being herself.

As the summer camp experience ends, Sim returns home with a new understanding of her identity. She begins to appreciate the uniqueness of her cultural background, no longer seeing it as something to hide but as something that can coexist with her life in America. She learns that finding one’s place in the world is a process that takes time and reflection and that it is okay to embrace complexity and difference. Her bond with her parents, especially her mother, also begins to shift as Sim becomes more comfortable with her cultural identity.

Personal Connections:

Many readers, especially those from immigrant or multicultural backgrounds, may resonate with Sim’s experiences of feeling caught between two worlds. her family’s traditions and the outside world of school and friendships. Like Sim, they may have faced moments of embarrassment or frustration when trying to navigate between their cultural identity and the desire to assimilate into society.

Curricular Connections:

Students can explore Sim’s internal struggle between her family’s cultural expectations and her desire to acclimate into American society. This can lead to discussions on how authors use character development to explore themes of self-discovery and belonging. Sim’s changing relationship with her heritage provides a wonderful foundation for discussing how literary characters navigate complex emotions and identities.

Source:

Children's Book Awards

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Title: Strega Nona, Author: Tomie dePaola, Illustrator: Tomie dePaola, Publisher: Prentice-Hall, Date: October 1, 1975 Number of Pages: 32 Grade Level: PreK-2, Genre: Picture Book, Folk Tale/Fairy Tale, Humor, Fantasy, Moral/Didactic Fiction Themes: Responsibility, Consequences of Misuse of Power, Kindness and Wisdom, Humor and Playfulness

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Synopsis:

The story begins in a little Italian village, where Strega Nona lives in a humble home and is known for her skill in using her magic to help others. She is often sought out by villagers who come to her with various problems, from illness to love troubles. Strega Nona's magic is subtle, gentle, and often used with great care, showing that she values wisdom and responsibility!

Strega Nona has an assistant, a young and somewhat incompetent man named Big Anthony. Big Anthony is eager to impress Strega Nona, but he is also lazy and not particularly the most expert at following instructions. Despite his enthusiasm, Big Anthony often makes mistakes and is reprimanded for his clumsiness. He is keen to learn Strega Nona’s magical ways, but Strega Nona warns him to be cautious and not meddle with her magic, especially her most powerful and secretive spell: a magical pot that can cook endless amounts of pasta!

One day, when Strega Nona must leave the village to visit a nearby town, she entrusts Big Anthony with the task of looking after her house and her magic pot. Before leaving, Strega Nona warns him again not to touch the magic pot, but, driven by curiosity and a desire to prove his worth, Big Anthony ignores her instructions. He watches Strega Nona use the pot to make an enormous quantity of pasta and wonders what would happen if he used the pot himself.

Unable to resist, Big Anthony secretly uses the pot to make pasta. He recites the magic words that Strega Nona uses, and to his amazement, the pot begins to produce pasta in endless amounts. Big Anthony, enjoying his newfound power, continues to let the pasta cook, thinking he can stop it at any time. However, he quickly realizes that the pasta does not stop, no matter how much he tries to control it. The pasta continues to spill out of the pot, flooding the village!

As the pasta spills into the streets, Big Anthony runs around in panic, trying to find a way to stop the magical pot. Despite his best efforts, the pasta keeps flowing, and the villagers become trapped in the sea of pasta. Just as it seems the entire village might be overtaken by the endless pasta, Strega Nona returns home. She sees the chaos that Big Anthony has caused and calmly steps in to take control of the situation. She uses her magic to stop the pot, but not before teaching Big Anthony a valuable lesson about responsibility, humility, and the importance of following instructions!

In the end, Strega Nona solves the pasta problem by using the magic pot to clean up the mess and restore order. Big Anthony, thoroughly humbled, learns that magic, while powerful, comes with great responsibility and that some things, like curiosity, should be handled with care!

Personal Connections:

Strega Nona holds a special place for me because, much like Big Anthony, I've found myself in situations where curiosity got the best of me, and I've had to learn the hard way about the importance of responsibility and patience!

Growing up, I was often that curious, impulsive kid who wanted to try everything, sometimes without fully thinking through the consequences. Like Big Anthony, I would sometimes rush into things, thinking I knew how they would turn out, only to find myself in over my head.

The way Strega Nona gently yet firmly handles Big Anthony’s mess teaches the value of patience and understanding when others make mistakes, something that helped me reflect on how I, too, can be more patient and forgiving with myself and others when things don’t go exactly as planned!

Curricular Connections:

Teachers can explore the personalities of the characters, especially Big Anthony and Strega Nona. Students can compare and contrast these characters’ traits; Big Anthony’s impulsiveness, curiosity, and inexperience versus Strega Nona’s wisdom, calmness, and responsibility!

The central theme of Strega Nona is the importance of responsibility. Big Anthony’s curiosity leads to a big mistake, but he learns a valuable lesson about the consequences of his actions. This can be an entry point into discussions on the importance of responsibility, thinking before we act, and accepting the outcomes of our choices.

Source:

Boise Public Library