Schoenberg, Jane. (2005). Illustrated by Cynthia Fisher. My bodyworks: Songs about
your bones, muscles, heart, and more! Northampton, Massachusetts:
Crocodile Books/Interlink Publishing. 32 pages. ISBN # 1-56656-583-9
Award: Outstanding Science Trade Books for Students K-12, 2006
Genre: informational/music
Content area: science
Grade level: K-3
Credibility of author:
Summary: This book describes parts of the body, the five senses, and bodily functions such as breathing and how the body makes gas, through the use of songs that will make learning this information easy and fun for children. The book comes with a CD containing twelve songs that include music and lyrics.
Standards: Life Science IV and Science in Personal and Social VII
Illustrations: Appears to be ink, colored pencil, and watercolor. Full-page illustrations on every other page
Text: Every other page is full of text followed by an illustration. Appears to be approximately 10 font.
Text structure: descriptive
Tone: upbeat and happy
Language: simplistic
Access features: compac disc, compac disc credits, labeled diagrams of the parts of the body described in the song
Use: I would use this for health and science classes. I would also use it for rainy day physical education or anytime I had some minutes to kill and let children dance while they sing the songs.
Response: I really love this book! I would even use it with my 4th and 5th graders. I can testify that music does help learning. My students learned all the bones of the body (206 of them) last year by using a song.
Related texts:
Me and My Amazing Body by Joan Sweeney
Why I Sneeze, Shiver, Hiccup, and Yawn by Melvin Berger
Hear Your Heart by Paul Showers
Guts: Our Digestive System by Seymour Simon
Sunday, July 29, 2007
Tigers by Lynn M. Stone (1 booK)
Stone, Lynn. (2005). Photographs by Lynn Stone. Tigers. Minneapolis, MN:
Lerner Publishing Group. 48 pages. ISBN # 1-57505-578-3
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: Informational
Content area: science
Grade level: 3rd - 6th
**Note: National Science Teacher’s Association classifies this book for ages 5-10
Credibility of author: The author is also a wildlife photographer who has written more than 400 books about wildlife and natural history. He is a former teacher.
Summary: This is a life cycle book that discusses the life of a tiger from birth to adulthood, although it is not in chronological order. It discusses the characteristics of tigers, the geography of where tigers inhabit, how they hunt for prey, and how they have been hunted almost to the point of extinction. It also explains what governments are now doing to help save these beautiful creatures.
Standards: Life Science IV
Illustrations: Glossy, full-color photographs with captions on every page
Text: 15-point Clearface Regular with approximately one-third to one-half of most pages consisting of text.
Text structure: descriptive
Tone: informative
Voice: The author wants the reader to be inspired while reading this book so as to appreciate and respect these magnificent creatures.
Access features: table of contents, glossary, index, about the author, and photo acknowledgements
Use: I would use this for independent reading and research in the classroom. It would make a great addition to an animal (mammal) unit. It could also be used when learning about some of the countries inhabited by tigers such as China, India, and Russia.
Response: The photographs are so beautiful, and they really do deepen your sense of awe for tigers. The author does a great job of convincing the reader that tigers are in danger of extinction and that we need to support the efforts of tiger conservation organizations.
Related texts:
Big Cats by Dorothy Hinshaw Patent
Lerner Publishing Group. 48 pages. ISBN # 1-57505-578-3
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: Informational
Content area: science
Grade level: 3rd - 6th
**Note: National Science Teacher’s Association classifies this book for ages 5-10
Credibility of author: The author is also a wildlife photographer who has written more than 400 books about wildlife and natural history. He is a former teacher.
Summary: This is a life cycle book that discusses the life of a tiger from birth to adulthood, although it is not in chronological order. It discusses the characteristics of tigers, the geography of where tigers inhabit, how they hunt for prey, and how they have been hunted almost to the point of extinction. It also explains what governments are now doing to help save these beautiful creatures.
Standards: Life Science IV
Illustrations: Glossy, full-color photographs with captions on every page
Text: 15-point Clearface Regular with approximately one-third to one-half of most pages consisting of text.
Text structure: descriptive
Tone: informative
Voice: The author wants the reader to be inspired while reading this book so as to appreciate and respect these magnificent creatures.
Access features: table of contents, glossary, index, about the author, and photo acknowledgements
Use: I would use this for independent reading and research in the classroom. It would make a great addition to an animal (mammal) unit. It could also be used when learning about some of the countries inhabited by tigers such as China, India, and Russia.
Response: The photographs are so beautiful, and they really do deepen your sense of awe for tigers. The author does a great job of convincing the reader that tigers are in danger of extinction and that we need to support the efforts of tiger conservation organizations.
Related texts:
Big Cats by Dorothy Hinshaw Patent
Tuesday, July 24, 2007
Feathered Dinosaurs of China by Gregory Wenzel (1 book)
Wenzel, Gregory. (2004). Illustrated by Gregory Wenzel. Feathered dinosaurs of
China. Watertown, MA: Charlesbridge Publishing. 32 pages.
ISBN # 1-57091-561-X
Awards:
Outstanding Science Trade Books for Students K-12, 2005
Children’s Book Award, Notable Book, 2005
Genre: informational
Content area: science
Grade level: K-5
Credibility of author: The author gives thanks to Dr. Peter Dodson, Professor of Anatomy and Professor of Earth and Environmental Science, University of Pennsylvania.
Summary: This book discusses the discovery of feathered dinosaur fossils in China from the Early Cretaceous Period. It describes and illustrates various dinosaurs that were covered in feathers. It presents evidence to support that modern birds are feathered dinosaurs.
Standards: Life Science IV (Archaeology, Anthropology, and Paleontology)
Illustrations: Almost every other page is a full-page illustration with smaller illustrations on corresponding pages. The illustrations are done in acrylics on paper.
Text: Approximately every other page has anywhere from 5-15 lines of text. The text type set is printed in Adobe Goudy and the display text set is in Amigo.
Text structure: descriptive
Tone: The author uses a narrative tone that is both informative as well as entertaining when he discusses what daily life was like for these feathered dinosaurs.
Voice: The author leads the reader to ponder the evidence left behind, including over 100 similarities found in birds and dinosaurs.
Language: There is varying sentence length with descriptive language.
Access features: author’s note, glossary/index combination
Use: I would use this book as a read aloud for younger children and independent reading/research for older children. There are some really good, descriptive sentences that teachers could have fun with while reading aloud. This book could be used for a unit of study on dinosaurs and/or birds. There are numerous examples of metric units used to describe the size of different animals throughout the book. This could easily be integrated into math.
Response: The illustrations and descriptive language in this book play important roles in helping the reader to make the connection between dinosaurs and birds. The author is very thorough in his descriptions, including characteristics such as their size, how they walked, ate, etc. It is a very interesting book that adults can learn from as well as children.
Related text:
How Dinosaurs Took Flight: Fossils, Science, What We Think We Know, and Mysteries Yet Unsolved by Christopher Sloan
China. Watertown, MA: Charlesbridge Publishing. 32 pages.
ISBN # 1-57091-561-X
Awards:
Outstanding Science Trade Books for Students K-12, 2005
Children’s Book Award, Notable Book, 2005
Genre: informational
Content area: science
Grade level: K-5
Credibility of author: The author gives thanks to Dr. Peter Dodson, Professor of Anatomy and Professor of Earth and Environmental Science, University of Pennsylvania.
Summary: This book discusses the discovery of feathered dinosaur fossils in China from the Early Cretaceous Period. It describes and illustrates various dinosaurs that were covered in feathers. It presents evidence to support that modern birds are feathered dinosaurs.
Standards: Life Science IV (Archaeology, Anthropology, and Paleontology)
Illustrations: Almost every other page is a full-page illustration with smaller illustrations on corresponding pages. The illustrations are done in acrylics on paper.
Text: Approximately every other page has anywhere from 5-15 lines of text. The text type set is printed in Adobe Goudy and the display text set is in Amigo.
Text structure: descriptive
Tone: The author uses a narrative tone that is both informative as well as entertaining when he discusses what daily life was like for these feathered dinosaurs.
Voice: The author leads the reader to ponder the evidence left behind, including over 100 similarities found in birds and dinosaurs.
Language: There is varying sentence length with descriptive language.
Access features: author’s note, glossary/index combination
Use: I would use this book as a read aloud for younger children and independent reading/research for older children. There are some really good, descriptive sentences that teachers could have fun with while reading aloud. This book could be used for a unit of study on dinosaurs and/or birds. There are numerous examples of metric units used to describe the size of different animals throughout the book. This could easily be integrated into math.
Response: The illustrations and descriptive language in this book play important roles in helping the reader to make the connection between dinosaurs and birds. The author is very thorough in his descriptions, including characteristics such as their size, how they walked, ate, etc. It is a very interesting book that adults can learn from as well as children.
Related text:
How Dinosaurs Took Flight: Fossils, Science, What We Think We Know, and Mysteries Yet Unsolved by Christopher Sloan
Monday, July 16, 2007
Outside and Inside Mummies by Sandra Markle (1 book)
Markle, Sandra. (2005). Outside and inside mummies. New York: Walker
and Company. 40 pages. ISBN-13 978-0-8027-8966-2
Award: Outstanding Science Trade Books for Students K-12, 2005 (Selector’s Choice)
Genre: informational
Content area: science
Grade level: 4th-6th
Credibility of author: Amongst the many acknowledgements, the author thanked the following: Dr. Johan Reinhard, National Geographic Society explorer-in-residence, senior fellow at the Mountain Institute, West Virginia; Center for Biomedical Egyptology at the University of Manchester; Neil Staff, Diagnostic Radiographer; and the Munich Museum of Anthropology.
Summary: This book describes how archaeologists us technology such as digital X-ray machines, on mummified remains to reveal clues about their lives. From these clues, the archaeologists are able to determine things such as what the ancient humans ate, the cause of death, if they were infected by worms, and many other fascinating bits of information. The author even discussed how researchers plan to use DNA samples to locate living descendents.
Standards: Science as Inquiry II, History and Nature of Science VIII, Science and Technology VI (Archaeology, Anthropology, and Paleontology)
Illustrations: colored photographs throughout the book
Text: Half to full pages of text in approximately 16-point font.
Text structure: descriptive
Tone: informative
Voice: The author wants the reader to have an appreciation for unlocking mysteries learning about the past.
Language: The author uses appropriate grade-level vocabulary and sentence structure along with descriptive details.
Access features; glossary/subject index combination, author’s acknowledgements, photo credits
Use: I would use this book for independent reading and research with a unit on Egypt and/or mummies. There’s a section at the end on how to make your own mummy using an apple. I would definitely use this activity with my students.
Response: This book had fascinating photographs that I know my students would love. The cover alone would sway my students to check this book out in the library. I enjoyed reading it, and the photographs even enticed my husband into scanning it.
Related texts: See Through Mummies by John Malam
and Company. 40 pages. ISBN-13 978-0-8027-8966-2
Award: Outstanding Science Trade Books for Students K-12, 2005 (Selector’s Choice)
Genre: informational
Content area: science
Grade level: 4th-6th
Credibility of author: Amongst the many acknowledgements, the author thanked the following: Dr. Johan Reinhard, National Geographic Society explorer-in-residence, senior fellow at the Mountain Institute, West Virginia; Center for Biomedical Egyptology at the University of Manchester; Neil Staff, Diagnostic Radiographer; and the Munich Museum of Anthropology.
Summary: This book describes how archaeologists us technology such as digital X-ray machines, on mummified remains to reveal clues about their lives. From these clues, the archaeologists are able to determine things such as what the ancient humans ate, the cause of death, if they were infected by worms, and many other fascinating bits of information. The author even discussed how researchers plan to use DNA samples to locate living descendents.
Standards: Science as Inquiry II, History and Nature of Science VIII, Science and Technology VI (Archaeology, Anthropology, and Paleontology)
Illustrations: colored photographs throughout the book
Text: Half to full pages of text in approximately 16-point font.
Text structure: descriptive
Tone: informative
Voice: The author wants the reader to have an appreciation for unlocking mysteries learning about the past.
Language: The author uses appropriate grade-level vocabulary and sentence structure along with descriptive details.
Access features; glossary/subject index combination, author’s acknowledgements, photo credits
Use: I would use this book for independent reading and research with a unit on Egypt and/or mummies. There’s a section at the end on how to make your own mummy using an apple. I would definitely use this activity with my students.
Response: This book had fascinating photographs that I know my students would love. The cover alone would sway my students to check this book out in the library. I enjoyed reading it, and the photographs even enticed my husband into scanning it.
Related texts: See Through Mummies by John Malam
Song of the Waterboatman and Other Pond Poems by Joyce Sidman (1 book)
Sidman, Joyce. (2005). Illustrated by Beckie Prange. Song of the water boatman and
other pond poems. New York: Houghton Mifflin. 32 pages.
ISBN 13: 978-0618-13547-9
Award: Outstanding Science Trade Books for Students K-12, 2006
Genre: poetry
Content area: science
Grade level: 3rd-6th
Credibility of author:
Summary: The setting of these poems is a pond. Each poem uses descriptive language to provide the reader with information about plants, animals, and insects that make their homes in and around the pond.
Standards: Life Science IV (Environment and Ecology)
Illustrations: woodblock hand-colored with watercolor on two-page spreads featuring various shades of green, blue, and brown
Text: set in Nicholas Jenson and Scala Sans
Tone: The author’s tone is happy and carefree.
Voice: The author conveys an appreciation of nature.
Language: The author uses lots of vivid imagery and descriptive language with a staccato rhythm.
Access features: glossary, inserted factual information in the left and right margins
Use: I would use this book for read aloud, shared reading, and choral reading. It could be integrated a plant, animal, or poetry unit.
Response: This book is beautifully illustrated with soothing colors. I would love reading these poems aloud to my students and listening to my students read them aloud to each other. This book would be a fun way to introduce biology. There was even a poem about the water bear, which is an example of zooplankton.
Related texts: The following texts share the same setting of a pond.
Turtle Splash: Countdown at the Pond by C. Falwell
Growing Frogs by Vivian French
other pond poems. New York: Houghton Mifflin. 32 pages.
ISBN 13: 978-0618-13547-9
Award: Outstanding Science Trade Books for Students K-12, 2006
Genre: poetry
Content area: science
Grade level: 3rd-6th
Credibility of author:
Summary: The setting of these poems is a pond. Each poem uses descriptive language to provide the reader with information about plants, animals, and insects that make their homes in and around the pond.
Standards: Life Science IV (Environment and Ecology)
Illustrations: woodblock hand-colored with watercolor on two-page spreads featuring various shades of green, blue, and brown
Text: set in Nicholas Jenson and Scala Sans
Tone: The author’s tone is happy and carefree.
Voice: The author conveys an appreciation of nature.
Language: The author uses lots of vivid imagery and descriptive language with a staccato rhythm.
Access features: glossary, inserted factual information in the left and right margins
Use: I would use this book for read aloud, shared reading, and choral reading. It could be integrated a plant, animal, or poetry unit.
Response: This book is beautifully illustrated with soothing colors. I would love reading these poems aloud to my students and listening to my students read them aloud to each other. This book would be a fun way to introduce biology. There was even a poem about the water bear, which is an example of zooplankton.
Related texts: The following texts share the same setting of a pond.
Turtle Splash: Countdown at the Pond by C. Falwell
Growing Frogs by Vivian French
The Boy Who Drew Birds: The Story of John James Audubon by Jacqueline Davies (1 book)
Davies, Jaccqueline. (2004). Illustrated by Melissa Sweet. The boy who drew birds: a
story of John James Audubon. New York: Houghton Mifflin. 32 pages.
ISBN-0-618-24343-7
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: partial biography
Content area: science
Grade level: 2nd-4th
Credibility of author: The author states that he relied primarily on John James Audubon’s book Ornithological Biography and Shirley Streshinsky’s Audubon: Life and Art in the American Wilderness
Summary: This book focuses on a short period of John James Audubon’s life beginning when he was eighteen years old. His father sent John James from France to live in Pennsylvania so that he would not have to fight in Napoleon’s War. While in America, John James focused on learning and documenting everything he could about birds. His particular interest in migrating birds led to him becoming the first person in North America to band a bird in 1804.
Standard: Life Science IV (Archaeology, Anthropology, and Paleontology)
Illustrations: mixed media using Twinrocker handmade papers, collage, and found objects
Text: The text set is Regula. The display text is Escrita.
Text structure: narrative
Tone: conversational and engaging
Voice: The author conveys a positive and supportive attitude for the subject.
Language: informal and easy to follow
Access features: author’s source note, bibliography, and illustrator’s source note
Use: I would use this book as a read aloud for younger children and independent reading for older children. This would be a neat book to integrate with a unit on birds.
Response: This book was very enjoyable to read. It gave me a lot of information presented in an interesting, narrative format. I’ve always heard of John James Audubon, but I really didn’t know much about him other than he was a naturalist famous for his paintings of birds. I never realized he was from France and that he was the first person to begin bird banding in North America.
Related texts:
Into the Woods: John James Audubon Lives His Dream by Robert Burleigh
It’s a Hummingbird’s Life by Irene Kelly discusses the patterns of migration.
story of John James Audubon. New York: Houghton Mifflin. 32 pages.
ISBN-0-618-24343-7
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: partial biography
Content area: science
Grade level: 2nd-4th
Credibility of author: The author states that he relied primarily on John James Audubon’s book Ornithological Biography and Shirley Streshinsky’s Audubon: Life and Art in the American Wilderness
Summary: This book focuses on a short period of John James Audubon’s life beginning when he was eighteen years old. His father sent John James from France to live in Pennsylvania so that he would not have to fight in Napoleon’s War. While in America, John James focused on learning and documenting everything he could about birds. His particular interest in migrating birds led to him becoming the first person in North America to band a bird in 1804.
Standard: Life Science IV (Archaeology, Anthropology, and Paleontology)
Illustrations: mixed media using Twinrocker handmade papers, collage, and found objects
Text: The text set is Regula. The display text is Escrita.
Text structure: narrative
Tone: conversational and engaging
Voice: The author conveys a positive and supportive attitude for the subject.
Language: informal and easy to follow
Access features: author’s source note, bibliography, and illustrator’s source note
Use: I would use this book as a read aloud for younger children and independent reading for older children. This would be a neat book to integrate with a unit on birds.
Response: This book was very enjoyable to read. It gave me a lot of information presented in an interesting, narrative format. I’ve always heard of John James Audubon, but I really didn’t know much about him other than he was a naturalist famous for his paintings of birds. I never realized he was from France and that he was the first person to begin bird banding in North America.
Related texts:
Into the Woods: John James Audubon Lives His Dream by Robert Burleigh
It’s a Hummingbird’s Life by Irene Kelly discusses the patterns of migration.
Nature in the Neighborhood by Gordon Morrison (1 book)
Morrison, Gordon. (2004). Illustrated by Gordon Morrison. Nature in the neighborhood.
Boston: Houghton Mifflin Company. 32 pages. ISBN # 0-618-35215-5
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational picture storybook
Content area: science
Grade level: Pre K- 2nd
Credibility of author:
Summary: This book describes the different plants and animals that are found in a particular neighborhood from early spring through winter.
Standards: Life Science IV (Environment and Ecology)
Illustrations: There is full-color pencil-and-watercolor artwork. Lower on the pages are tiny black-and-white drawings accompanied by more detailed descriptions of the animals. There are two detailed maps of the neighborhood.
Text: standard type, approximately 14-point font
Text structure: descriptive
Tone: narrative (optimistic)
Voice: The author conveys a feeling of wonderment as different plants and animals appear with the changing seasons.
Language: descriptive with alliteration –“…a sure sign of spring…”
Access features: author’s note, inserted information
Use: I would use this book as a read aloud. It would be especially useful for younger children when studying a unit on neighborhoods. The teacher could take the class on a nature walk, compose a group list of what they observed, and then write a story with the students using the Language Experience Approach. Students could also create some nature artwork before or after their story. This book could also be used with an animal or weather unit.
Response: This was a very sweet book that demonstrates to children the importance of observing what’s around them. One doesn’t have to live in the country to see nature. Nature is everywhere.
Related texts:
One Small Place in a Tree by Barbara Bren
Neighborhoods in Nature: The Let’s Take a Field Trip Series by Kathy Furgang
Boston: Houghton Mifflin Company. 32 pages. ISBN # 0-618-35215-5
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational picture storybook
Content area: science
Grade level: Pre K- 2nd
Credibility of author:
Summary: This book describes the different plants and animals that are found in a particular neighborhood from early spring through winter.
Standards: Life Science IV (Environment and Ecology)
Illustrations: There is full-color pencil-and-watercolor artwork. Lower on the pages are tiny black-and-white drawings accompanied by more detailed descriptions of the animals. There are two detailed maps of the neighborhood.
Text: standard type, approximately 14-point font
Text structure: descriptive
Tone: narrative (optimistic)
Voice: The author conveys a feeling of wonderment as different plants and animals appear with the changing seasons.
Language: descriptive with alliteration –“…a sure sign of spring…”
Access features: author’s note, inserted information
Use: I would use this book as a read aloud. It would be especially useful for younger children when studying a unit on neighborhoods. The teacher could take the class on a nature walk, compose a group list of what they observed, and then write a story with the students using the Language Experience Approach. Students could also create some nature artwork before or after their story. This book could also be used with an animal or weather unit.
Response: This was a very sweet book that demonstrates to children the importance of observing what’s around them. One doesn’t have to live in the country to see nature. Nature is everywhere.
Related texts:
One Small Place in a Tree by Barbara Bren
Neighborhoods in Nature: The Let’s Take a Field Trip Series by Kathy Furgang
Sunday, July 15, 2007
Snakes! Strange and Wonderful by Laurence Pringle
Pringle, Lawrence. (2004). Illustrated by Meryl Henderson. Snakes! Strange and
Wonderful. Honesdale, Pennsylvania: Boyd Mills Press. 32 pages.
ISBN 1-59078-003-5
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational
Content area: science
Grade level: 1st-5th
Credibility of author: The author acknowledges Kurt Schwenk, Ph.D., and Charles F. Smith, Department of Ecology and Evolutionary Biology at the University of Connecticut for their help.
Summary: This is a fact-filled book about the characteristics of different species of snakes including what they look like, where they live, and how they move, eat, and reproduce. It paints a fascinating picture of snakes with detailed illustrations.
Standards: Life Science IV, Science in Personal and Social VII (Life Science0
Illustrations: Realistic watercolor on two-page spreads with captions
Text: 15-point Clearface Regular
Text structure: descriptive
Tone: conversational-The author begins the book by posing questions.
Voice: The author communicates a fascination and respect for snakes.
Language: The author uses descriptive language such as the onomatopoeia BBBBZZZZ to describe the buzz of a rattlesnake’s rattle when warning something to stay away.
Access features: At the end of the book there is a short history of the relationship between snakes and people, which includes a paragraph about snake conservation.
Use: I would use this book as a read aloud to lower elementary children and for independent reading in upper elementary. This would be a great resource book to use for a unit on reptiles.
Response: I learned some interesting facts about snakes. I was pleased that the author used the term ectothermic, meaning “outside heat,” to describe snakes rather than “cold-blooded,” which can be misleading to children. He also went on to explain that humans, other mammals, and birds are endothermic, which means “inside heat.”
Related texts:
Scary Snakes (I Love Reading) by Monica Hughes
Wonderful. Honesdale, Pennsylvania: Boyd Mills Press. 32 pages.
ISBN 1-59078-003-5
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational
Content area: science
Grade level: 1st-5th
Credibility of author: The author acknowledges Kurt Schwenk, Ph.D., and Charles F. Smith, Department of Ecology and Evolutionary Biology at the University of Connecticut for their help.
Summary: This is a fact-filled book about the characteristics of different species of snakes including what they look like, where they live, and how they move, eat, and reproduce. It paints a fascinating picture of snakes with detailed illustrations.
Standards: Life Science IV, Science in Personal and Social VII (Life Science0
Illustrations: Realistic watercolor on two-page spreads with captions
Text: 15-point Clearface Regular
Text structure: descriptive
Tone: conversational-The author begins the book by posing questions.
Voice: The author communicates a fascination and respect for snakes.
Language: The author uses descriptive language such as the onomatopoeia BBBBZZZZ to describe the buzz of a rattlesnake’s rattle when warning something to stay away.
Access features: At the end of the book there is a short history of the relationship between snakes and people, which includes a paragraph about snake conservation.
Use: I would use this book as a read aloud to lower elementary children and for independent reading in upper elementary. This would be a great resource book to use for a unit on reptiles.
Response: I learned some interesting facts about snakes. I was pleased that the author used the term ectothermic, meaning “outside heat,” to describe snakes rather than “cold-blooded,” which can be misleading to children. He also went on to explain that humans, other mammals, and birds are endothermic, which means “inside heat.”
Related texts:
Scary Snakes (I Love Reading) by Monica Hughes
One Small Place in a Tree byBarbara Brenner
Brenner, Barbara. (2004). Illustrated by Tom Leonard. One small place in a tree. New
York: HarperCollins. 32 pages. ISBN 0-688-17180-x
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational picture storybook
Content area: science
Grade level: K-3
Credibility of author: The author acknowledges Thomas C. Harrington from the Department of Plant Pathology at Iowa State University for his contributions to this book.
Summary: This book leads the reader on a journey through several seasons in the life of an oak tree and the relationship it has with all of the forest creatures. The story begins with a bear making scratch marks on the bark. The scratch marks invite timber beetles to make a home in the tree. From there the tree continues to provide a home for different animals, even after it has died and fallen to the ground.
Standards: Life Science IV (Ecology and Environment)
Illustrations: colorful two-page spreads
Text: Chunks of text are spaced at the left side, right side, middle, bottom, and/or top of a page. The font is approximately 14-point.
Text structure: chronological
Tone: narrative
Voice: The author conveys a love and appreciation for nature as she speaks directly to the reader.
Language: The author uses simple sentence structure along with descriptive language that matches the illustrations perfectly.
Access features:
Use: I would use this book as a read aloud because there are so many good discussions that could evolve from it. This would be a great book to read before a field trip to the Noxubee Wildlife Refuge. Then, students could look for trees with holes, make observations, and then hypothesize about what creatures they believe are using the tree for a home. This book could be used for teaching about forest animals, habitats, and ecology.
Response: In the throw-away society that we live in today, I love how this book teaches an ecological lesson. Children can see that even an old, rotten tree has a purpose.
Related texts:
The Giving Tree by Shel Silverstein
Nature in the Neighborhood by Gordon Morrison
Forest Explorer: A Life-sized Field Guide by Nic Bishop
York: HarperCollins. 32 pages. ISBN 0-688-17180-x
Award: Outstanding Science Trade Books for Students K-12, 2005
Genre: informational picture storybook
Content area: science
Grade level: K-3
Credibility of author: The author acknowledges Thomas C. Harrington from the Department of Plant Pathology at Iowa State University for his contributions to this book.
Summary: This book leads the reader on a journey through several seasons in the life of an oak tree and the relationship it has with all of the forest creatures. The story begins with a bear making scratch marks on the bark. The scratch marks invite timber beetles to make a home in the tree. From there the tree continues to provide a home for different animals, even after it has died and fallen to the ground.
Standards: Life Science IV (Ecology and Environment)
Illustrations: colorful two-page spreads
Text: Chunks of text are spaced at the left side, right side, middle, bottom, and/or top of a page. The font is approximately 14-point.
Text structure: chronological
Tone: narrative
Voice: The author conveys a love and appreciation for nature as she speaks directly to the reader.
Language: The author uses simple sentence structure along with descriptive language that matches the illustrations perfectly.
Access features:
Use: I would use this book as a read aloud because there are so many good discussions that could evolve from it. This would be a great book to read before a field trip to the Noxubee Wildlife Refuge. Then, students could look for trees with holes, make observations, and then hypothesize about what creatures they believe are using the tree for a home. This book could be used for teaching about forest animals, habitats, and ecology.
Response: In the throw-away society that we live in today, I love how this book teaches an ecological lesson. Children can see that even an old, rotten tree has a purpose.
Related texts:
The Giving Tree by Shel Silverstein
Nature in the Neighborhood by Gordon Morrison
Forest Explorer: A Life-sized Field Guide by Nic Bishop
Saturday, July 14, 2007
I Fall Down by Vicki Cobb (1 book)
Cobb, Vickie. (2004). Illustrated by Julia Gorton. I Fall Down. New York:
Harper Collins. 33 pages. ISBN # 0-688-17842-1
Award: Outstanding Science Trade Book for Students K-12, 2005
Classification: concept book
Genre: informational
Content area: science
Grade level: Preschool-1st
Credibility of author: The author acknowledges Dr. Dan Haas of the Eastman Kodak Company and Dr. James C. Owens, Torry Pine Research and member of the American Physical Society.
Summary: This book presents the concepts of gravity, weight, force, and air pressure through a series of experiments for parents and children to do together. These are real-world, simple examples that allow children to explore and discover for themselves some of the building blocks of physical science.
Standards: Science as Inquiry II; Physical Science III (Physical Science)
Illustrations: two-page spreads of crisp, textured colors
Text: The font is creatively sized and colored in various ways on each page
Text structure: cause-effect
Tone: conversational
Voice: The author creates an excitement for learning.
Language: simple and informative
Access features: Note to the Reader
Use: I would definitely use this book as a teaching tool to introduce gravity, weight, force, and air pressure. Even though it is written for smaller children, it would help older students to grasp the concepts. I would use it as the author suggests by reading aloud to students without rushing and completing the activities along the way.
Response: I loved this book! I read it aloud to my fellow classmates in a physical science class for middle school teachers. It was so exciting to everyone because this little book covered the very topics we are presently studying on a much higher level. These were middle and high school teachers writing the title of this book down so they could use it with their students. I don’t think many of the higher-level teachers have thought about using trade books to teach science. This little book made a big splash in class.
Related texts:
Gravity is a Mystery by Franklyn Branley
Forces and Motion by Catherine Welch
Harper Collins. 33 pages. ISBN # 0-688-17842-1
Award: Outstanding Science Trade Book for Students K-12, 2005
Classification: concept book
Genre: informational
Content area: science
Grade level: Preschool-1st
Credibility of author: The author acknowledges Dr. Dan Haas of the Eastman Kodak Company and Dr. James C. Owens, Torry Pine Research and member of the American Physical Society.
Summary: This book presents the concepts of gravity, weight, force, and air pressure through a series of experiments for parents and children to do together. These are real-world, simple examples that allow children to explore and discover for themselves some of the building blocks of physical science.
Standards: Science as Inquiry II; Physical Science III (Physical Science)
Illustrations: two-page spreads of crisp, textured colors
Text: The font is creatively sized and colored in various ways on each page
Text structure: cause-effect
Tone: conversational
Voice: The author creates an excitement for learning.
Language: simple and informative
Access features: Note to the Reader
Use: I would definitely use this book as a teaching tool to introduce gravity, weight, force, and air pressure. Even though it is written for smaller children, it would help older students to grasp the concepts. I would use it as the author suggests by reading aloud to students without rushing and completing the activities along the way.
Response: I loved this book! I read it aloud to my fellow classmates in a physical science class for middle school teachers. It was so exciting to everyone because this little book covered the very topics we are presently studying on a much higher level. These were middle and high school teachers writing the title of this book down so they could use it with their students. I don’t think many of the higher-level teachers have thought about using trade books to teach science. This little book made a big splash in class.
Related texts:
Gravity is a Mystery by Franklyn Branley
Forces and Motion by Catherine Welch
An Egg Is Quiet by Dianna Aston (1 book)
Aston, Dianna. (2006). Illustrated by Sylvia Long. An egg is quiet. San Francisco:
Chronicle Books. 36 pages. ISBN-13: 978-0-8118-4428-4
Awards:
Kirkus Starred Review, 2006
Publisher’s Weekly Starred Review, 2006
New York Library’s 100 titles for reading and sharing, 2006
Junior Library Guild Premier Selection
NRP Science Friday Science Book Picks, 2006
American Academy for the Advancement of Science Prize for Excellence in Science Books finalist, 2007
Classification: picture book
Genre: informational
Content area: science
Grade level: K-6
Credibility of author: The author and illustrator give thanks to Frank D. Jackson and Dr. Jack Horner, Department of Earth Science, Montana State University; Blake Newton, the University of Kentucky; Pauline Tom, founder and president of the Texas Bluebird Society; and Martha Tacha, wildlife biologist.
Summary: This book introduces children to all the different qualities and characteristics of eggs from a variety of sources such as salmons, frogs, turtles, and many types of birds.
Standard: Life Science IV (Environment and Ecology)
Illustrations: They are two page spreads done in ink and watercolor. The endpapers replicate the shell of a bird’s egg with a blue background and brown speckles.
Text: The author uses large and small informative text to meet the needs of a variety of readers.
Tone: narrative
Voice: poetic and flowing like a bedtime story
Language: simple and soothing
Access features: The end pages feature samples of egg and bird identification. There is a two-page spread that shows the illustrated life cycle of a chicken, salmon, and grasshopper from egg to adulthood.
Use: I would use this book as a read aloud for kindergarten through second grade and for independent reading for third through sixth grade. I would use this book during a science unit on animals, particularly birds.
Response: This book is beautifully written and illustrated. I kept looking at the illustrations over and over. In fact, that’s what attracted me to this book from the beginning. After reading it, I would really love to own a copy.
Related texts:
The Adventures of Pelican Pete: A Bird is Born by Francis Keiser
A Seed is Sleepy by Dianna Aston follows the same format.
Chronicle Books. 36 pages. ISBN-13: 978-0-8118-4428-4
Awards:
Kirkus Starred Review, 2006
Publisher’s Weekly Starred Review, 2006
New York Library’s 100 titles for reading and sharing, 2006
Junior Library Guild Premier Selection
NRP Science Friday Science Book Picks, 2006
American Academy for the Advancement of Science Prize for Excellence in Science Books finalist, 2007
Classification: picture book
Genre: informational
Content area: science
Grade level: K-6
Credibility of author: The author and illustrator give thanks to Frank D. Jackson and Dr. Jack Horner, Department of Earth Science, Montana State University; Blake Newton, the University of Kentucky; Pauline Tom, founder and president of the Texas Bluebird Society; and Martha Tacha, wildlife biologist.
Summary: This book introduces children to all the different qualities and characteristics of eggs from a variety of sources such as salmons, frogs, turtles, and many types of birds.
Standard: Life Science IV (Environment and Ecology)
Illustrations: They are two page spreads done in ink and watercolor. The endpapers replicate the shell of a bird’s egg with a blue background and brown speckles.
Text: The author uses large and small informative text to meet the needs of a variety of readers.
Tone: narrative
Voice: poetic and flowing like a bedtime story
Language: simple and soothing
Access features: The end pages feature samples of egg and bird identification. There is a two-page spread that shows the illustrated life cycle of a chicken, salmon, and grasshopper from egg to adulthood.
Use: I would use this book as a read aloud for kindergarten through second grade and for independent reading for third through sixth grade. I would use this book during a science unit on animals, particularly birds.
Response: This book is beautifully written and illustrated. I kept looking at the illustrations over and over. In fact, that’s what attracted me to this book from the beginning. After reading it, I would really love to own a copy.
Related texts:
The Adventures of Pelican Pete: A Bird is Born by Francis Keiser
A Seed is Sleepy by Dianna Aston follows the same format.
York's Adventures with Lewis and Clark: The African-American's Part in the Great Expedition by James J. Holmberg (1 book)
Bloomberg, Rhoda. (2004). York’s adventures with Lewis and Clark: an African-
American’s part in the great expedition. New York: HarperCollins. 88 pages.
ISBN # 0-06-009111-8
Award: 2005 Orbus Pictus Award Winner
Genre: biography
Classification: partial biography-spans from around 12 years of age until death
Content area: social studies
Grade level: 4th-8th
Credibility of author: The foreward is written by James J. Holmberg, editor of Dear Brother: Letters of William Clark to Jonathan Clark. Holmberg lectures about York and is the curator of special collections at the Filson Historical Society in Louisville, Kentucky.
Summary: This book uses research to inform the reader about York’s significant contribution to the Lewis and Clark expedition. It begins with York’s childhood when he was the personal “body servant” of Master William Clark. From there it leads up to York accompanying Clark and the others on the famous expedition across the Louisiana Territory. It describes how York was highly respected by the Native Americans and how his relationship with them probably saved the lives of the expedition more than once. From there, it describes the heartbreak of York’s life after the expedition up until his death.
Standards: Social Studies II: Time, Continuity, and Change; Social Studies III: People, Places, and Environment
Illustrations: Reproductions of paintings, prints, photographs, documents, and artifacts illustrate this large-format book.
Text structure: chronological
Tone: narrative, conversational
Voice: The author conveys a passion for her subject. When reading this book, one gets the feeling she is rooting for York to get the recognition he deserves.
Language: The sentence structure and vocabulary is age appropriate for 4th graders and up. The language is like an informal narration.
Access features: table of contents, chapter titles, introduction, illustration credits, bibliography, subject index, and endnotes containing background information and citations for the many quotations from books, letters, and journals
Use: I would use this book as a read-to or independent reading for 4th and 5th graders and independent reading for 6th and up. This book would be a great resource when teaching about the Louisiana Purchase and when celebrating Black History Month. I will definitely incorporate this book for the lead-up to our Lewis and Clark Day at school.
Response: This book was so good that I hated not being able to read the whole book at once. Because I did not know the history of York’s life, I kept visualizing a happy ending for him where he earned his freedom and went to live with the Native Americans as a chief. Unfortunately that didn’t happen, and I was heartbroken at the end for York and his wife and filled with anger at William Clark. I will never look at the William and Clark Expedition the same again. Before reading this book, I always envisioned Sacagawea along with Lewis and Clark. Now, York will always be a part of that picture as well. At least now York is beginning to receive some recognition. I would love to see York’s statue overlooking the Ohio River in Louisville, Kentucky.
Related texts:
The Incredible Journey of Lewis and Clark (Blumberg)
Dear Brother: Letters of William Clark to Jonathan Clark (Holmberg)
American’s part in the great expedition. New York: HarperCollins. 88 pages.
ISBN # 0-06-009111-8
Award: 2005 Orbus Pictus Award Winner
Genre: biography
Classification: partial biography-spans from around 12 years of age until death
Content area: social studies
Grade level: 4th-8th
Credibility of author: The foreward is written by James J. Holmberg, editor of Dear Brother: Letters of William Clark to Jonathan Clark. Holmberg lectures about York and is the curator of special collections at the Filson Historical Society in Louisville, Kentucky.
Summary: This book uses research to inform the reader about York’s significant contribution to the Lewis and Clark expedition. It begins with York’s childhood when he was the personal “body servant” of Master William Clark. From there it leads up to York accompanying Clark and the others on the famous expedition across the Louisiana Territory. It describes how York was highly respected by the Native Americans and how his relationship with them probably saved the lives of the expedition more than once. From there, it describes the heartbreak of York’s life after the expedition up until his death.
Standards: Social Studies II: Time, Continuity, and Change; Social Studies III: People, Places, and Environment
Illustrations: Reproductions of paintings, prints, photographs, documents, and artifacts illustrate this large-format book.
Text structure: chronological
Tone: narrative, conversational
Voice: The author conveys a passion for her subject. When reading this book, one gets the feeling she is rooting for York to get the recognition he deserves.
Language: The sentence structure and vocabulary is age appropriate for 4th graders and up. The language is like an informal narration.
Access features: table of contents, chapter titles, introduction, illustration credits, bibliography, subject index, and endnotes containing background information and citations for the many quotations from books, letters, and journals
Use: I would use this book as a read-to or independent reading for 4th and 5th graders and independent reading for 6th and up. This book would be a great resource when teaching about the Louisiana Purchase and when celebrating Black History Month. I will definitely incorporate this book for the lead-up to our Lewis and Clark Day at school.
Response: This book was so good that I hated not being able to read the whole book at once. Because I did not know the history of York’s life, I kept visualizing a happy ending for him where he earned his freedom and went to live with the Native Americans as a chief. Unfortunately that didn’t happen, and I was heartbroken at the end for York and his wife and filled with anger at William Clark. I will never look at the William and Clark Expedition the same again. Before reading this book, I always envisioned Sacagawea along with Lewis and Clark. Now, York will always be a part of that picture as well. At least now York is beginning to receive some recognition. I would love to see York’s statue overlooking the Ohio River in Louisville, Kentucky.
Related texts:
The Incredible Journey of Lewis and Clark (Blumberg)
Dear Brother: Letters of William Clark to Jonathan Clark (Holmberg)
Children of the Great Depression by Russell Freedman (2 books)
Freedman, Russell. (2005). Children of the Great Depression. New York. Clarion Books.
118 pages. ISBN # 0-618-44630-3
Award/s: Orbus Pictus Winner, 2006
Golden Kite Award, 2005
ALA Notable Book for Children, 2005
Genre: information
Classification: photographic essay
Content area: social studies
Grade level: 4th-8th
Credibility of author: The author sites the sources of all quoted materials. He provides a three page selected bibliography of works from which he consulted while writing this book, including author and sociologist, Glen H. Elder, Jr.
Summary: This book paints a pitiful picture of what life was like for children growing up during America’s Great Depression of the 1930s. By using photographs throughout the book, most of which were made by federal photographers, Freedman is able to inform readers of what the Great Depression meant for different people all across the United States. Quotes from letters written by children to Eleanor Roosevelt are especially revealing about the effects of poverty on children and their families.
Standards: Social Studies II: Time, Continuity, and Change; Social StudiesVII: Production, Distribution, and Consumption
Illustrations: sepia-toned photographs throughout the book
Text structure: descriptive with cause-effect and chronological sequences
Tone: narrative with a serious and empathetic tone
Voice: The author conveys compassion in his voice and a true desire for the reader to feel the impact that the Great Depression had on people’s lives.
Language: The author uses age appropriate, descriptive language integrated with quotes from people who lived through the Great Depression.
Access features: Table of contents, chapter titles, forward, bibliography, photograph sources, subject index, chapter notes indicating the sources of quoted material.
Use: I would use this book primarily for independent reading while studying the Great Depression in American history. I might read some sections of the book aloud to children in order to emphasize a point. I could also see using this book as a reference during a character education lesson.
Response: As when reading Russell Freedman’s book Kids at Work, I felt a deep emotional connection. With all of the social programs available today, I think it’s hard for most people to even imagine what it’s like to go hungry or have no shoes to wear in the winter. The photographs Freedman incorporated do a great job of making it a realization for the reader. While the Great Depression supposedly ended with the onset of World War II, I believe this was mostly for the wealthier Americans. It continued for years to come for others. My grandmother has joked that her family never felt the effects of the Great Depression because nothing changed for them. They were already accustomed to a life of hard work in the fields coupled with poverty and hunger. I think life was like that for a lot of poor Southerners.
Related text:
Children of the Dustbowl: The True Story of the School at Weedpatch Camp (Stanley)
Franklin Delano Roosevelt (Freedman)
Dear Mrs. Roosevelt: Letters from the Children of the Great Depression (Cohen)
118 pages. ISBN # 0-618-44630-3
Award/s: Orbus Pictus Winner, 2006
Golden Kite Award, 2005
ALA Notable Book for Children, 2005
Genre: information
Classification: photographic essay
Content area: social studies
Grade level: 4th-8th
Credibility of author: The author sites the sources of all quoted materials. He provides a three page selected bibliography of works from which he consulted while writing this book, including author and sociologist, Glen H. Elder, Jr.
Summary: This book paints a pitiful picture of what life was like for children growing up during America’s Great Depression of the 1930s. By using photographs throughout the book, most of which were made by federal photographers, Freedman is able to inform readers of what the Great Depression meant for different people all across the United States. Quotes from letters written by children to Eleanor Roosevelt are especially revealing about the effects of poverty on children and their families.
Standards: Social Studies II: Time, Continuity, and Change; Social StudiesVII: Production, Distribution, and Consumption
Illustrations: sepia-toned photographs throughout the book
Text structure: descriptive with cause-effect and chronological sequences
Tone: narrative with a serious and empathetic tone
Voice: The author conveys compassion in his voice and a true desire for the reader to feel the impact that the Great Depression had on people’s lives.
Language: The author uses age appropriate, descriptive language integrated with quotes from people who lived through the Great Depression.
Access features: Table of contents, chapter titles, forward, bibliography, photograph sources, subject index, chapter notes indicating the sources of quoted material.
Use: I would use this book primarily for independent reading while studying the Great Depression in American history. I might read some sections of the book aloud to children in order to emphasize a point. I could also see using this book as a reference during a character education lesson.
Response: As when reading Russell Freedman’s book Kids at Work, I felt a deep emotional connection. With all of the social programs available today, I think it’s hard for most people to even imagine what it’s like to go hungry or have no shoes to wear in the winter. The photographs Freedman incorporated do a great job of making it a realization for the reader. While the Great Depression supposedly ended with the onset of World War II, I believe this was mostly for the wealthier Americans. It continued for years to come for others. My grandmother has joked that her family never felt the effects of the Great Depression because nothing changed for them. They were already accustomed to a life of hard work in the fields coupled with poverty and hunger. I think life was like that for a lot of poor Southerners.
Related text:
Children of the Dustbowl: The True Story of the School at Weedpatch Camp (Stanley)
Franklin Delano Roosevelt (Freedman)
Dear Mrs. Roosevelt: Letters from the Children of the Great Depression (Cohen)
How Dinosaurs Took Flight: Fossils, Science, What We Think We Know, and the Mysteries Yet Unsolved by Christopher Sloan (1 book)
Sloan, Christopher. (2005). How dinosaurs took flight: fossils, science, what we think we
know, and the mysteries yet unsolved. Washington, D.C.: National Geographic.
64 pages. ISBN # 0-7922-7298-6
Award: Outstanding Science Trade Books for Students K-12, 2006; Selector’s Choice
Genre: information
Content area: science
Grade level: 4th and up
Credibility of author: Dr. Xu Xing, from the Institute of Vertebrate Paleontology and Paleoanthropology in Beijing, wrote the foreword for the book. The author also acknowledges Dr. Mark Norell of the American Museum of Natural History.
Summary: This book centers on the theory that birds are descendents of dinosaurs. Beginning in 1996, discoveries of feathered dinosaur species found in China provided a solid link between the two groups. The author uses the scientific process format to review different findings. The information presented demonstrates to readers that science is an ongoing process with no quick answers.
Standards: Unifying Concepts and Processes I, Earth and Space Science V, History and Nature of Science VII (Archaeology, Anthropology, and Palentology)
Illustrations: colorful prints and photographs with captions, various evolutionary-type trees and timelines, diagrams of skeletons and feathers
Text structure: chronological structure with a scientific process format presenting problems, hypotheses, and evidence
Tone: informative
Voice: The author conveys his passion for the dinosaurian ancestry of birds and of his desire for the reader to learn and develop a curiosity about this subject.
Language: The author uses age appropriate vocabulary and builds a solid support system of sufficient information. The author uses questions to engage the reader.
Access features: table of contents, chapter titles, introduction written by Dr. Xu Xing, subject index, glossary, bibliography, credits, inserted mini glossaries within each chapter
Use: This book would best be used for independent reading and research. It would make an excellent resource book when studying dinosaurs, ornithology, the scientific method, and the career of paleontology.
Response: This book was very interesting, and I learned a lot of new information about dinosaurs. This is not a book to read when you’re tired. You must really sort and classify information as you read in order to clearly process the information.
Related texts:
Feathered Dragons (Currie)
National Geographic Dinosaurs (Barrett)
Dragon Bones and Dinosaur Eggs (Bausum)
know, and the mysteries yet unsolved. Washington, D.C.: National Geographic.
64 pages. ISBN # 0-7922-7298-6
Award: Outstanding Science Trade Books for Students K-12, 2006; Selector’s Choice
Genre: information
Content area: science
Grade level: 4th and up
Credibility of author: Dr. Xu Xing, from the Institute of Vertebrate Paleontology and Paleoanthropology in Beijing, wrote the foreword for the book. The author also acknowledges Dr. Mark Norell of the American Museum of Natural History.
Summary: This book centers on the theory that birds are descendents of dinosaurs. Beginning in 1996, discoveries of feathered dinosaur species found in China provided a solid link between the two groups. The author uses the scientific process format to review different findings. The information presented demonstrates to readers that science is an ongoing process with no quick answers.
Standards: Unifying Concepts and Processes I, Earth and Space Science V, History and Nature of Science VII (Archaeology, Anthropology, and Palentology)
Illustrations: colorful prints and photographs with captions, various evolutionary-type trees and timelines, diagrams of skeletons and feathers
Text structure: chronological structure with a scientific process format presenting problems, hypotheses, and evidence
Tone: informative
Voice: The author conveys his passion for the dinosaurian ancestry of birds and of his desire for the reader to learn and develop a curiosity about this subject.
Language: The author uses age appropriate vocabulary and builds a solid support system of sufficient information. The author uses questions to engage the reader.
Access features: table of contents, chapter titles, introduction written by Dr. Xu Xing, subject index, glossary, bibliography, credits, inserted mini glossaries within each chapter
Use: This book would best be used for independent reading and research. It would make an excellent resource book when studying dinosaurs, ornithology, the scientific method, and the career of paleontology.
Response: This book was very interesting, and I learned a lot of new information about dinosaurs. This is not a book to read when you’re tired. You must really sort and classify information as you read in order to clearly process the information.
Related texts:
Feathered Dragons (Currie)
National Geographic Dinosaurs (Barrett)
Dragon Bones and Dinosaur Eggs (Bausum)
Oh Rats! The Story of Rats and People by Bert Marrin (1 book)
Morrin, Albert. (2006). Illustrated by C.B. Mordan. Oh, rats! the story of rats and
people. New York: Dutton Children’s Books/Penguin Young Readers Group.
48 pages. ISBN # 0-525-47762-4
Award/s: Outstanding Science Trade Books for Students K-12, 2007
Genre: informational
Content Area: science/social studies
Grade level: 4th-6th
Credibility of author: The author includes bibliographical references of books from which he got information.
Summary: This book provides a lot of interesting information on the science and history of rats. It’s an insider’s view into the good, the bad, and the ugly roles that rats have played and continue to play in our society today.
Standards: Life Science IV, Social Studies II: Time, Continuity, and Change
Illustrations: wood-cut like black and white illustrations livened up with red accents
Text structure: descriptive
Tone: conversational
Voice: The author conveys an enthusiasm and respect for his subject of rats. He establishes a presence in chapter 1 by giving a first person account of his first terrifying encounter with a rat as a boy.
Language: The vocabulary is age appropriate.
Access features: table of contents, chapter titles, bibliography, sidebars
Use: This book would work best for independent reading and research. I would use this book when studying mammals or the plague. Children in grades 4th-6th would find this book fascinating enough to read independently outside of a unit of study in class.
Response: I never thought I would enjoy reading an informational book about rats, but I was in for a surprise. I found this book extremely interesting and happily shared my new knowledge of rats to family and friends. One interesting story I read was how a rat befriended an American prisoner held in solitary confinement during the Vietnam War. The rat visited the soldier every day, and the soldier fed it, played with it, and talked to it. When the rat didn’t show up for a few days, the soldier felt sad and lonely. When the rat did return, the soldier saw that it was missing a leg. In a sense, this rat helped this man survive his torture by helping him to keep his sanity.
While I still don’t like rats, after reading this book I have a greater respect for them and their ability to adapt and survive.
Related texts:
Rats: Observations on the History and Habitat of the Cities Most Unwanted Inhabitants
by Robert Sullivan
Rats (Scary Creatures) by Gerald Legg
The Black Death by Philip Ziegler
Rats by Carol Daly
people. New York: Dutton Children’s Books/Penguin Young Readers Group.
48 pages. ISBN # 0-525-47762-4
Award/s: Outstanding Science Trade Books for Students K-12, 2007
Genre: informational
Content Area: science/social studies
Grade level: 4th-6th
Credibility of author: The author includes bibliographical references of books from which he got information.
Summary: This book provides a lot of interesting information on the science and history of rats. It’s an insider’s view into the good, the bad, and the ugly roles that rats have played and continue to play in our society today.
Standards: Life Science IV, Social Studies II: Time, Continuity, and Change
Illustrations: wood-cut like black and white illustrations livened up with red accents
Text structure: descriptive
Tone: conversational
Voice: The author conveys an enthusiasm and respect for his subject of rats. He establishes a presence in chapter 1 by giving a first person account of his first terrifying encounter with a rat as a boy.
Language: The vocabulary is age appropriate.
Access features: table of contents, chapter titles, bibliography, sidebars
Use: This book would work best for independent reading and research. I would use this book when studying mammals or the plague. Children in grades 4th-6th would find this book fascinating enough to read independently outside of a unit of study in class.
Response: I never thought I would enjoy reading an informational book about rats, but I was in for a surprise. I found this book extremely interesting and happily shared my new knowledge of rats to family and friends. One interesting story I read was how a rat befriended an American prisoner held in solitary confinement during the Vietnam War. The rat visited the soldier every day, and the soldier fed it, played with it, and talked to it. When the rat didn’t show up for a few days, the soldier felt sad and lonely. When the rat did return, the soldier saw that it was missing a leg. In a sense, this rat helped this man survive his torture by helping him to keep his sanity.
While I still don’t like rats, after reading this book I have a greater respect for them and their ability to adapt and survive.
Related texts:
Rats: Observations on the History and Habitat of the Cities Most Unwanted Inhabitants
by Robert Sullivan
Rats (Scary Creatures) by Gerald Legg
The Black Death by Philip Ziegler
Rats by Carol Daly
Friday, July 13, 2007
York' Adventures with Lewis and Clark by James Holmberg (pages 63-end)
I thought it was interesting how York performed magic tricks for the Indians in hopes that they would believe he had superhuman powers. It was sad that they frightened the Indians into giving them their food when they were starving, as well. It was pitiful that the starving Indians were swallowing moss and chewing on tree bark. Dog meat became a “flavorful” meal for the expedition.
When the expedition had to camp for a month near the Nez Perces’ camp to wait for the trails on the Bitterroot Range to thaw, once again it was York to the rescue. He was able to bargain with the Indians because they were so fascinated by him. I just never realized the magnitude that York played on the success of this expedition.
On their return to Saint Louis, York was given a horse to ride and one to carry his belongings. I think this shows a shift in everyone’s thinking that York was now an “equal”. I was so excited to read that Clark named a small tributary of the Yellowstone River “York’s dry river”and this was the second place Clark named after York. I thought it was kind of comical that Lewis’ river man, Cruzatte, mistook Lewis for an elk and shot him in the buttocks. With sanitation the way things were, I’m surprised he didn’t die from blood poisoning. It’s amazing that with everything they encountered that only one member, Sergeant Floyd, lost his life.
Reading a copy of the original newspaper clipping from their return to St. Louis after two and a half years was neat. I was happy to read the York was able to share in the glory of their return.
In the last chapter, “The Forgotten Man,” I was so sad to read that York’s fame quickly faded, and he was once again treated as a slave. It made me so angry when I read that Clark had left York and Sacagawea’s names off of the official roster sent to the War Department. This especially makes me angry when I read that everyone on the list received land and money and York got nothing!!!
As I finished the last few pages, I was devastated that Clark moved west and took York with him separating York from his wife. I’m glad he at least let Clark visit his wife for a while. I just wonder why Clark did not try to buy York’s wife from her owner and free both of them. Reading this really made me change my opinion of Clark. I thought he loved York like a brother, but in the end he loved himself more and York, the hero, died a poor and broken man. I’m proud that York at least has a statue in his honor, but it’s a few years too late.
Once again, I’m going to bed tonight with a feeling of sadness for York and anger at Clark. I wish this story had ended differently for York. If I could rewrite York’s life for him, Clark would buy York’s wife, free both of them, and they would go live with the Indians where York would become chief of the tribe.
Debbie
When the expedition had to camp for a month near the Nez Perces’ camp to wait for the trails on the Bitterroot Range to thaw, once again it was York to the rescue. He was able to bargain with the Indians because they were so fascinated by him. I just never realized the magnitude that York played on the success of this expedition.
On their return to Saint Louis, York was given a horse to ride and one to carry his belongings. I think this shows a shift in everyone’s thinking that York was now an “equal”. I was so excited to read that Clark named a small tributary of the Yellowstone River “York’s dry river”and this was the second place Clark named after York. I thought it was kind of comical that Lewis’ river man, Cruzatte, mistook Lewis for an elk and shot him in the buttocks. With sanitation the way things were, I’m surprised he didn’t die from blood poisoning. It’s amazing that with everything they encountered that only one member, Sergeant Floyd, lost his life.
Reading a copy of the original newspaper clipping from their return to St. Louis after two and a half years was neat. I was happy to read the York was able to share in the glory of their return.
In the last chapter, “The Forgotten Man,” I was so sad to read that York’s fame quickly faded, and he was once again treated as a slave. It made me so angry when I read that Clark had left York and Sacagawea’s names off of the official roster sent to the War Department. This especially makes me angry when I read that everyone on the list received land and money and York got nothing!!!
As I finished the last few pages, I was devastated that Clark moved west and took York with him separating York from his wife. I’m glad he at least let Clark visit his wife for a while. I just wonder why Clark did not try to buy York’s wife from her owner and free both of them. Reading this really made me change my opinion of Clark. I thought he loved York like a brother, but in the end he loved himself more and York, the hero, died a poor and broken man. I’m proud that York at least has a statue in his honor, but it’s a few years too late.
Once again, I’m going to bed tonight with a feeling of sadness for York and anger at Clark. I wish this story had ended differently for York. If I could rewrite York’s life for him, Clark would buy York’s wife, free both of them, and they would go live with the Indians where York would become chief of the tribe.
Debbie
Tuesday, July 10, 2007
York's Adventures with Lewis and Clark by Rhoda Blumberg (pages 34-62)
My question about whether York could read was answered on page 36 when it stated that neither York nor his wife could read or write. It was sad that York had no way of communicating to his wife while he was gone other than to send her a decorated Indian buffalo robe.
I forgot to mention in my last blog about my amazement of Sacagawea giving birth to a baby boy and taking him with her on the expedition. Also, I wonder why her husband, Charbonneau, did not bring his other wife along.
Pages 41-48 revolved mainly around the need for food and horses to carry their supplies up the mountains. This makes the third book I've read this week that emphasized the importance of horses for man's survival. I've seen horses in plenty of movies, but never really thought about just how important their roles have been to our civilization.
On page 47, it was very interesting to find out that the Shoshoni warriors who succeeded in battle blackened their faces with charcoal. When they laid eyes on York, this once again made him the "superstar" of the expedition party. I really stopped and thought about the irony when I read the following statement: A color that usually meant "powerless slave" meant "powerful warrior" for the Shoshonis. What a wonderful feeling that York must have experienced! I'm so glad that York went along on this expedition with Lewis and Clark and was able to receive that recognition. It was also a role reversal for York as stated in the book that his black skin helped make their white skins welcome to the Indians.
Also, on page 47, I was happy to read about Sacagawea's reunion with her brother, Chief Cameahwait. She was very helpful in the translations, but I never realized before that they had to go through the three time consuming translations. Before reading this book, I hadjust assumed they translated Indian languages to English. Instead, it was Shoshoni into Hidatsa, Hidatsa into French, and finally French into English. Then, the process was reversed for the reply. All of this was on top of being tired and hungry.
Another interesting point to me was on page 51 when the men ate candles, drank bear grease, and butchered their horses to stave off starvation. I guess I'm like my students at school with an interest in the gross details.
So far, in this book, the expedition members have battled inclement weather, mountains, starvations, and rapids on their way to the Pacific Ocean. Next up, we read about the journey back home.
My question about whether York could read was answered on page 36 when it stated that neither York nor his wife could read or write. It was sad that York had no way of communicating to his wife while he was gone other than to send her a decorated Indian buffalo robe.
I forgot to mention in my last blog about my amazement of Sacagawea giving birth to a baby boy and taking him with her on the expedition. Also, I wonder why her husband, Charbonneau, did not bring his other wife along.
Pages 41-48 revolved mainly around the need for food and horses to carry their supplies up the mountains. This makes the third book I've read this week that emphasized the importance of horses for man's survival. I've seen horses in plenty of movies, but never really thought about just how important their roles have been to our civilization.
On page 47, it was very interesting to find out that the Shoshoni warriors who succeeded in battle blackened their faces with charcoal. When they laid eyes on York, this once again made him the "superstar" of the expedition party. I really stopped and thought about the irony when I read the following statement: A color that usually meant "powerless slave" meant "powerful warrior" for the Shoshonis. What a wonderful feeling that York must have experienced! I'm so glad that York went along on this expedition with Lewis and Clark and was able to receive that recognition. It was also a role reversal for York as stated in the book that his black skin helped make their white skins welcome to the Indians.
Also, on page 47, I was happy to read about Sacagawea's reunion with her brother, Chief Cameahwait. She was very helpful in the translations, but I never realized before that they had to go through the three time consuming translations. Before reading this book, I hadjust assumed they translated Indian languages to English. Instead, it was Shoshoni into Hidatsa, Hidatsa into French, and finally French into English. Then, the process was reversed for the reply. All of this was on top of being tired and hungry.
Another interesting point to me was on page 51 when the men ate candles, drank bear grease, and butchered their horses to stave off starvation. I guess I'm like my students at school with an interest in the gross details.
So far, in this book, the expedition members have battled inclement weather, mountains, starvations, and rapids on their way to the Pacific Ocean. Next up, we read about the journey back home.
Thursday, July 5, 2007
York's Adventures with Lewis and Clark: An African-American's Part in the Great Expedition by Rhoda Blumberg (pages 1-34)
I was excited to read this book because this past school year my school celebrated Lewis and Clark Day. While we did learn about York during this unit, it was not extensive.
I like that the author gave us background information on how York's and Clark's relationship began. I found it very interesting and sad at the same time; however, considering the standards by which most slaves were forced to live, York was one of the more fortunate slaves. At least he had freedom to roam and play with Clark when he was younger and live inside the plantation home. Although they say that it was forbidden for slaves to learn to read and write, I can't help but wonder if Clark helped York learn to read. The author did state that York could not write. Maybe we will find out in the chapters to come. I think that the fact that the Clarks allowed York to marry someone from another plantation showed that they cared about him, betting that this was not a common practice, especially since any children that came out of that union would belong to his wife's owners.
While on the expedition, York was able to demonstrate his many talents and strengths. He earned the respect of all the men with whom he worked. I bet this was the closest he ever felt to being an equal. I think it was neat that he was revered by some of the Indian tribes. I wonder if it made some of the other members of the expedition party jealous?
I found it interesting that the author continued to point out that while there were no records to support certain actions, this was what "probably" happened. She used the term "probably" quite frequently. I've never read a book that did that, but I was glad that she distinguished between the facts and assumptions.
I like that the author gave us background information on how York's and Clark's relationship began. I found it very interesting and sad at the same time; however, considering the standards by which most slaves were forced to live, York was one of the more fortunate slaves. At least he had freedom to roam and play with Clark when he was younger and live inside the plantation home. Although they say that it was forbidden for slaves to learn to read and write, I can't help but wonder if Clark helped York learn to read. The author did state that York could not write. Maybe we will find out in the chapters to come. I think that the fact that the Clarks allowed York to marry someone from another plantation showed that they cared about him, betting that this was not a common practice, especially since any children that came out of that union would belong to his wife's owners.
While on the expedition, York was able to demonstrate his many talents and strengths. He earned the respect of all the men with whom he worked. I bet this was the closest he ever felt to being an equal. I think it was neat that he was revered by some of the Indian tribes. I wonder if it made some of the other members of the expedition party jealous?
I found it interesting that the author continued to point out that while there were no records to support certain actions, this was what "probably" happened. She used the term "probably" quite frequently. I've never read a book that did that, but I was glad that she distinguished between the facts and assumptions.
The Boys' War by Jim Murphy (2 books)
Murphy, Jim. (1990). The boys’ war. New York: Houghton Mifflin. 110 pages. ISBN 0-
590-45604-0
Awards: Golden Kite Award, 1990
School Library Journal (starred review)
Genre: informational
Content area: Social Studies (United States History)
Grade level: 4th and up
Credibility of author: The author used diaries, letters, photographs, memoirs, autobiographies, and regimental histories of Civil War soldiers collected by various libraries and institutions including the following: The East Orange, Newark, and New York Public Libraries; Jerry L. Kearns, The Library of Congress; Philip Gibson, Photographic Services, the American Red Cross; The Mississippi Department of Archives and History; and The Smithsonian Institution.
Summary: This book is about Confederate and Union soldiers sixteen years old and younger. The author used quotes from their journals and letters to give vivid descriptions of what life was like for them before, during, and immediately following the Civil War. It follows them as they journey from idealistic young boys looking for adventure to scared, homesick young men forced to endure the horrors of war.
Standards: National Social Studies –Time, Continuity, and Change II; People, Places, and Environment III; Power, Authority, and Government VI
Illustrations: sepia-toned photographs with captions throughout the book
Text structure: narrative
Tone: conversational using first and third person narrative style
Voice: The author used diaries and letters to give the boy soldiers voices and allow the reader to see the war through the boys’ eyes, which offered a variety of perspectives.
Language: The author used quotes from diaries, journals, and letters with direct, simple, and descriptive details in order to create vivid images.
Access features: table of contents, chapter titles, foreword, afterword, acknowledgements and sources, select bibliography, subject index
Use: I would use this book when teaching about the Civil War. It could also be used to make a connection from the past to the present by comparing/contrasting the Civil War to the war in Iraq. Many good debates/discussions could stem from reading this book. One such discussion might center on the age at which soldiers can serve their country. This was the last war that the United States allowed boys to enlist; however, in other countries such as Iraq and South Africa boys are still recruited to fight for the cause. Another discussion that could stem from this would be that of equal rights and how women are now allowed to serve in the military. There are endless possibilities to link this book to current events.
Response: Because I grew up around where the Battles of Corinth and Shiloh took place, I’ve always had a fascination with the Civil War. The descriptive paragraphs concerning marches through Corinth, Shiloh, and Vicksburg were of particular interest. While I’ve read several books about the Civil War, this was my first centering on the boy soldiers. I found this book to be extremely interesting and heartbreaking as I read about those poor little boys who thought they were exchanging boredom for adventure. I definitely plan to read more of the related texts.
Related texts:
Private Elisha Stockwell, Jr. Sees the Civil War (Abernathy)
Respects to All: Letters of Two Pennsylvania Boys in the War of Rebellion (Truxall)
A Wisconsin Boy In Dixie: The Selected Letters of James K. Newton (Ambrose)
590-45604-0
Awards: Golden Kite Award, 1990
School Library Journal (starred review)
Genre: informational
Content area: Social Studies (United States History)
Grade level: 4th and up
Credibility of author: The author used diaries, letters, photographs, memoirs, autobiographies, and regimental histories of Civil War soldiers collected by various libraries and institutions including the following: The East Orange, Newark, and New York Public Libraries; Jerry L. Kearns, The Library of Congress; Philip Gibson, Photographic Services, the American Red Cross; The Mississippi Department of Archives and History; and The Smithsonian Institution.
Summary: This book is about Confederate and Union soldiers sixteen years old and younger. The author used quotes from their journals and letters to give vivid descriptions of what life was like for them before, during, and immediately following the Civil War. It follows them as they journey from idealistic young boys looking for adventure to scared, homesick young men forced to endure the horrors of war.
Standards: National Social Studies –Time, Continuity, and Change II; People, Places, and Environment III; Power, Authority, and Government VI
Illustrations: sepia-toned photographs with captions throughout the book
Text structure: narrative
Tone: conversational using first and third person narrative style
Voice: The author used diaries and letters to give the boy soldiers voices and allow the reader to see the war through the boys’ eyes, which offered a variety of perspectives.
Language: The author used quotes from diaries, journals, and letters with direct, simple, and descriptive details in order to create vivid images.
Access features: table of contents, chapter titles, foreword, afterword, acknowledgements and sources, select bibliography, subject index
Use: I would use this book when teaching about the Civil War. It could also be used to make a connection from the past to the present by comparing/contrasting the Civil War to the war in Iraq. Many good debates/discussions could stem from reading this book. One such discussion might center on the age at which soldiers can serve their country. This was the last war that the United States allowed boys to enlist; however, in other countries such as Iraq and South Africa boys are still recruited to fight for the cause. Another discussion that could stem from this would be that of equal rights and how women are now allowed to serve in the military. There are endless possibilities to link this book to current events.
Response: Because I grew up around where the Battles of Corinth and Shiloh took place, I’ve always had a fascination with the Civil War. The descriptive paragraphs concerning marches through Corinth, Shiloh, and Vicksburg were of particular interest. While I’ve read several books about the Civil War, this was my first centering on the boy soldiers. I found this book to be extremely interesting and heartbreaking as I read about those poor little boys who thought they were exchanging boredom for adventure. I definitely plan to read more of the related texts.
Related texts:
Private Elisha Stockwell, Jr. Sees the Civil War (Abernathy)
Respects to All: Letters of Two Pennsylvania Boys in the War of Rebellion (Truxall)
A Wisconsin Boy In Dixie: The Selected Letters of James K. Newton (Ambrose)
My Name is Celia: The Life of Celia Cruz by Monica Brown (1bk)
Brown, Monica. (2004). Illustrated by Rafael Lopez. My name is Celia: the life of Celia
Cruz=me llamo Celia: la vida de Celia Cruz. Flagstaff, Arizona: Luna Rising.
34 pages. ISBN 10: 0-87358-872-X
Award: Pura Belpre Honor Books: 2006
Genre: Picture Book Biography
Content area: art/social studies
Grade level: 2nd-4th
Credibility of author: The author gave thanks to Dr. Carl Gutierrez-Jones, the Rockefeller Foundation, and the Center for Chicano Studies at U.C. Santa Barbara for their support.
Summary: This book is a colorful, bilingual biography of the life of Cuban-born salsa singer, Celia Cruz. Its rhythmic, up-beat style traces her life from a childhood of poverty in Havana, Cuba through citizenship in America, world-wide fame, and finally, her death on July 16, 2003. Celia’s love for life is reflected throughout the book in both the text and the illustrations.
Standards: National Social Studies –Culture I; People, Places, & Environment III
Illustrations: luminous acrylic paintings in the form full-page murals using bold, vivid colors and symbolism
Text structure: first person narrative
Tone: conversational and upbeat
Voice: The author communicates Celia Cruz’s passion for her singing. While reading this book, one can feel the author’s fascination with Celia’s zest for life.
Language: The author uses a lot of vivid imagery, up-beat rhythmic phrasing, and descriptive language with onomatopoeias and alliteration. It is a bilingual Latino storybook.
Access features: Information and dedication pages on Celia Cruz written in English and Spanish
Use: I would use this book as a read aloud first in order for children to hear and enjoy the up-beat rhythm. Then, children could read it independently and compare/contrast the English and Spanish languages. It could be used in a music class for background information on Salsa music. It would be a great book to use during Hispanic Heritage Month from September 15-October 15.
Response: The text and illustrations couldn’t have been a better match. This was a happy book where you could just naturally feel the rhythm as you read, even if you didn’t have a musical bone in your body. The illustrations were vibrant and conveyed so much meaning. The fact that it was a teacher who urged Celia to “share her voice with the world” also reminded me of the influence teachers have on children’s lives. Reading this book made me want to investigate and learn more about the life of Mrs. Celia Cruz.
Related texts: Cesar: Si Se Puede!=Yes We Can! is another biography that shares the theme of inspiration. The main characters in both books started out from humble beginnings and became well known. It also mixes English and Spanish throughout the book.
Cruz=me llamo Celia: la vida de Celia Cruz. Flagstaff, Arizona: Luna Rising.
34 pages. ISBN 10: 0-87358-872-X
Award: Pura Belpre Honor Books: 2006
Genre: Picture Book Biography
Content area: art/social studies
Grade level: 2nd-4th
Credibility of author: The author gave thanks to Dr. Carl Gutierrez-Jones, the Rockefeller Foundation, and the Center for Chicano Studies at U.C. Santa Barbara for their support.
Summary: This book is a colorful, bilingual biography of the life of Cuban-born salsa singer, Celia Cruz. Its rhythmic, up-beat style traces her life from a childhood of poverty in Havana, Cuba through citizenship in America, world-wide fame, and finally, her death on July 16, 2003. Celia’s love for life is reflected throughout the book in both the text and the illustrations.
Standards: National Social Studies –Culture I; People, Places, & Environment III
Illustrations: luminous acrylic paintings in the form full-page murals using bold, vivid colors and symbolism
Text structure: first person narrative
Tone: conversational and upbeat
Voice: The author communicates Celia Cruz’s passion for her singing. While reading this book, one can feel the author’s fascination with Celia’s zest for life.
Language: The author uses a lot of vivid imagery, up-beat rhythmic phrasing, and descriptive language with onomatopoeias and alliteration. It is a bilingual Latino storybook.
Access features: Information and dedication pages on Celia Cruz written in English and Spanish
Use: I would use this book as a read aloud first in order for children to hear and enjoy the up-beat rhythm. Then, children could read it independently and compare/contrast the English and Spanish languages. It could be used in a music class for background information on Salsa music. It would be a great book to use during Hispanic Heritage Month from September 15-October 15.
Response: The text and illustrations couldn’t have been a better match. This was a happy book where you could just naturally feel the rhythm as you read, even if you didn’t have a musical bone in your body. The illustrations were vibrant and conveyed so much meaning. The fact that it was a teacher who urged Celia to “share her voice with the world” also reminded me of the influence teachers have on children’s lives. Reading this book made me want to investigate and learn more about the life of Mrs. Celia Cruz.
Related texts: Cesar: Si Se Puede!=Yes We Can! is another biography that shares the theme of inspiration. The main characters in both books started out from humble beginnings and became well known. It also mixes English and Spanish throughout the book.
Horses by Seymour Simon (1 bk)
Simon Seymour. (2006). Horses. New York: HarperCollins. 32 pages. ISBN # 0-06-
028944-9
Award: Outstanding Science Trade Books for Students K-12, 2007
Grade: K-4th
Genre: informational
Credibility of author: the New York Times calls Simon Seymour “the dear of the (children’s science book) field”. He has won the Science Books & Films Key Award for Excellence in Science Books, the Empire State Award for excellence in literature for young people, and the Educational Paperback Association Jerimiah Ludington Award. The author acknowledges thanks to Patrick Thomas, Ph.D., Curator of Mammals, Bronx Zoo, Wildlife Conservation Society, for his expert advice. Photo credits go to various photographers from Photo Researchers, Inc.
Summary: This book describes the history of horses from their ancestors that lived fifty-five million years ago to the present. It provides interesting facts about the horse’s life cycle and the role it plays in today’s world. Along with all the detailed descriptions, there are beautiful photographs to satisfy the horse lover in all of us.
Standards: Life Science IV, Science in Personal and Social VII: Life Science
Illustrations: full page color photographs throughout the book
Text structure: narrative
Classification: life-cycle book
Content Area: science
Tone: conversational
Voice: The author conveys his fascination and admiration of horses
Access features: author’s note
Use: This book could be used during a variety of units of study. I would use this book while studying a unit on mammals, transportation, Native Americans, or explorers (horses were brought to America by Spanish explorers and used to battle Native Americans and for trade). I would use this book as a read aloud for younger children and independent reading for older children.
Response: I have always loved horses, but didn’t really know a lot about them. I learned a lot of interesting facts about horses while reading this book. I had never really thought about the important role that horses played in the development of civilizations. I believe all children will enjoy this book because of the beautiful illustrations as well as the information.
Related texts: Seymour Simon’s most recent books that follow this same structure of descriptive narrative includes the following: Cats, Dogs, Spiders, Tornadoes, and Eyes and Ears
028944-9
Award: Outstanding Science Trade Books for Students K-12, 2007
Grade: K-4th
Genre: informational
Credibility of author: the New York Times calls Simon Seymour “the dear of the (children’s science book) field”. He has won the Science Books & Films Key Award for Excellence in Science Books, the Empire State Award for excellence in literature for young people, and the Educational Paperback Association Jerimiah Ludington Award. The author acknowledges thanks to Patrick Thomas, Ph.D., Curator of Mammals, Bronx Zoo, Wildlife Conservation Society, for his expert advice. Photo credits go to various photographers from Photo Researchers, Inc.
Summary: This book describes the history of horses from their ancestors that lived fifty-five million years ago to the present. It provides interesting facts about the horse’s life cycle and the role it plays in today’s world. Along with all the detailed descriptions, there are beautiful photographs to satisfy the horse lover in all of us.
Standards: Life Science IV, Science in Personal and Social VII: Life Science
Illustrations: full page color photographs throughout the book
Text structure: narrative
Classification: life-cycle book
Content Area: science
Tone: conversational
Voice: The author conveys his fascination and admiration of horses
Access features: author’s note
Use: This book could be used during a variety of units of study. I would use this book while studying a unit on mammals, transportation, Native Americans, or explorers (horses were brought to America by Spanish explorers and used to battle Native Americans and for trade). I would use this book as a read aloud for younger children and independent reading for older children.
Response: I have always loved horses, but didn’t really know a lot about them. I learned a lot of interesting facts about horses while reading this book. I had never really thought about the important role that horses played in the development of civilizations. I believe all children will enjoy this book because of the beautiful illustrations as well as the information.
Related texts: Seymour Simon’s most recent books that follow this same structure of descriptive narrative includes the following: Cats, Dogs, Spiders, Tornadoes, and Eyes and Ears
Looking for Seabirds: Journal from an Alaskan Voyage by Sophie Webb (1 bk)
Webb, Sophie. (2004). Looking for seabirds: journal from an Alaskan voyage. New
York: Houghton Mifflin. 48 pages. ISBN # 0-618-21235-3
Award: Outstanding Science Trade Books for Students K-12, 2005
Orbis Pictus Recommended Title, 2005
Genre: informational
Subject: science
Grade: 4th-6th
Credibility of author: The author thanked Guy Guthridge from the National Science Foundation’s Antarctic Artists and Writers Program. He also thanked the captain and crew of the National Oceanic and Atmospheric Administration ship the David Starr Jordan, as well as, the captain and crew of the ship Alpha Helix.
Summary: This book is written in the form of journal entries documenting the author’s work, along with other scientists, on the ship Alpha Helix through the Aleutian Islands in Alaska. The author’s job is to census seabirds as an indicator of available food for the Stellar’s sea lions. The more seabirds that are spotted, the more food there is available for animals feeding high in the food chain.
Standards: History and Nature of Science VIII, Science in Personal and Social Perspectives VI, Life Science IV: Environment and Ecology
Illustrations: The illustrations are watercolor gouache and graphite with captions underneath. Also included are a map of the Aleutian Islands, a chart showing the geography and contours of the sea floor, a graph from the acoustic ray, and a diagram of a neoprene survival suit.
Text font: set in Diotima and Marydale
Text structure: chronological
Tone: conversational
Voice: The author communicates a passion for her job in her writing.
Access features: Acknowledgements, combination glossary/subject index
Use: I would use this book when teaching about the food web and the effect pollution and litter has on the ecosystem. It would be a good book for students to read about the role of zooplankton and phytoplankton after examining real specimens in water samples we had collected. Also, this would be a good book for students to use for research during our ornithology (birding) unit. I would use this book for guided reading and independent reading for research.
Response: The week before reading this book, I completed a week-long water lab course for teachers centering on biology and ecology. One of the things we did was take water samples and observe zooplankton and phytoplankton from the Tenn-Tom Waterway. We also identified types of birds feeding along the waters. While reading this book, I got so excited at how well it tied into what I had just finished studying. I kept thinking about how I could use this book with my students when teaching them what I had learned. I will definitely incorporate this book into my lessons!
Related texts: Ice Bear: In the Steps of the Polar Bear features animal life in the same setting of Antarctica. While this is a simpler book, it would be enjoyable for this age level as well.
York: Houghton Mifflin. 48 pages. ISBN # 0-618-21235-3
Award: Outstanding Science Trade Books for Students K-12, 2005
Orbis Pictus Recommended Title, 2005
Genre: informational
Subject: science
Grade: 4th-6th
Credibility of author: The author thanked Guy Guthridge from the National Science Foundation’s Antarctic Artists and Writers Program. He also thanked the captain and crew of the National Oceanic and Atmospheric Administration ship the David Starr Jordan, as well as, the captain and crew of the ship Alpha Helix.
Summary: This book is written in the form of journal entries documenting the author’s work, along with other scientists, on the ship Alpha Helix through the Aleutian Islands in Alaska. The author’s job is to census seabirds as an indicator of available food for the Stellar’s sea lions. The more seabirds that are spotted, the more food there is available for animals feeding high in the food chain.
Standards: History and Nature of Science VIII, Science in Personal and Social Perspectives VI, Life Science IV: Environment and Ecology
Illustrations: The illustrations are watercolor gouache and graphite with captions underneath. Also included are a map of the Aleutian Islands, a chart showing the geography and contours of the sea floor, a graph from the acoustic ray, and a diagram of a neoprene survival suit.
Text font: set in Diotima and Marydale
Text structure: chronological
Tone: conversational
Voice: The author communicates a passion for her job in her writing.
Access features: Acknowledgements, combination glossary/subject index
Use: I would use this book when teaching about the food web and the effect pollution and litter has on the ecosystem. It would be a good book for students to read about the role of zooplankton and phytoplankton after examining real specimens in water samples we had collected. Also, this would be a good book for students to use for research during our ornithology (birding) unit. I would use this book for guided reading and independent reading for research.
Response: The week before reading this book, I completed a week-long water lab course for teachers centering on biology and ecology. One of the things we did was take water samples and observe zooplankton and phytoplankton from the Tenn-Tom Waterway. We also identified types of birds feeding along the waters. While reading this book, I got so excited at how well it tied into what I had just finished studying. I kept thinking about how I could use this book with my students when teaching them what I had learned. I will definitely incorporate this book into my lessons!
Related texts: Ice Bear: In the Steps of the Polar Bear features animal life in the same setting of Antarctica. While this is a simpler book, it would be enjoyable for this age level as well.
Ice Bear: In the Steps of the Polar Bear by Nicola Davies (1 bk)
Davis, Nicola. (2005). Illustrated by Gary Blythe. Ice bear: in the steps of the polar bear.
Cambridge, Massachusetts: Candlewick Press. 32 pages. ISBN 0-7636-2759-3
Award: Outstanding Science Trade Book for K-12, 2006
Genre: This book is categorized as fiction, but is full of factual information.
Category: Science-The Library of Congress categorizes this book as juvenile fiction. The Book List Review categorizes it as nonfiction full of factual information, but written from the perspective of a fictional Inuit speaker.
Grade: K-4th
Genre: informational picture book
Credibility of author: The author thanked Kusagak from Rankin Inlet, Canada, for his help during the preparation of this book.
Summary: This book describes the life of the polar bear in the Arctic and its relationship to the Inuit people. It describes the physical features of the polar bear, as well as, how it hunts, plays, and takes care of its cubs. It talks about how some scientists believe that 40,000 years ago the Inuit people learned how to survive in the Arctic by watching polar bears.
Standards: Life Science IV: Environment and Ecology
Illustrations: Richly done in oil and pencil in an impressionist style on woven canvas, giving the illustrations a textured look
Text font, size: Oxalis Alternate DemiBold. It uses large narrative text and smaller informative text to meet the needs of a variety of levels.
Text structure: narrative
Access features: subject index
Use: I would use this book when studying mammals or global warming. The last page of the book lists some things children can do to help preserve the polar bear’s Arctic home that’s melting away due to global warming. I would use this book as a read aloud for younger children and independent reading for older children.
Response: This book was both beautifully written and illustrated. I loved the way the story was told through the eyes of the Inuit people, while at the same time presenting facts in a smaller text. The illustrations were so sweetly done that it made you want to reach out and pet the polar bears.
Related texts: The size of the book and illustrations with all of the blue colors denoting water, snow, and ice reminded me of A Mother’s Journey (Marble). Both books followed the life cycle of animals in a bitterly cold environment-Antarctica for the emperor penguins and the Arctic for the polar bears. Each shared the common thread of a mother’s love for her babies. Arctic Lights, Arctic Nights (Miller) also features animals that live in the Arctic. Ice Bear and Little Fox (Mattson)
Cambridge, Massachusetts: Candlewick Press. 32 pages. ISBN 0-7636-2759-3
Award: Outstanding Science Trade Book for K-12, 2006
Genre: This book is categorized as fiction, but is full of factual information.
Category: Science-The Library of Congress categorizes this book as juvenile fiction. The Book List Review categorizes it as nonfiction full of factual information, but written from the perspective of a fictional Inuit speaker.
Grade: K-4th
Genre: informational picture book
Credibility of author: The author thanked Kusagak from Rankin Inlet, Canada, for his help during the preparation of this book.
Summary: This book describes the life of the polar bear in the Arctic and its relationship to the Inuit people. It describes the physical features of the polar bear, as well as, how it hunts, plays, and takes care of its cubs. It talks about how some scientists believe that 40,000 years ago the Inuit people learned how to survive in the Arctic by watching polar bears.
Standards: Life Science IV: Environment and Ecology
Illustrations: Richly done in oil and pencil in an impressionist style on woven canvas, giving the illustrations a textured look
Text font, size: Oxalis Alternate DemiBold. It uses large narrative text and smaller informative text to meet the needs of a variety of levels.
Text structure: narrative
Access features: subject index
Use: I would use this book when studying mammals or global warming. The last page of the book lists some things children can do to help preserve the polar bear’s Arctic home that’s melting away due to global warming. I would use this book as a read aloud for younger children and independent reading for older children.
Response: This book was both beautifully written and illustrated. I loved the way the story was told through the eyes of the Inuit people, while at the same time presenting facts in a smaller text. The illustrations were so sweetly done that it made you want to reach out and pet the polar bears.
Related texts: The size of the book and illustrations with all of the blue colors denoting water, snow, and ice reminded me of A Mother’s Journey (Marble). Both books followed the life cycle of animals in a bitterly cold environment-Antarctica for the emperor penguins and the Arctic for the polar bears. Each shared the common thread of a mother’s love for her babies. Arctic Lights, Arctic Nights (Miller) also features animals that live in the Arctic. Ice Bear and Little Fox (Mattson)
The Least of These: Wild Baby Bird Rescue Stories by Joan Harris (1bk)
Harris, Joan. (2005). Illustrated by Joan Harris. The least of these: wild baby bird rescue
Stories. Portland, OR: West Winds Press. 64 pages. ISBN I-55868-860-9
Award: Outstanding Science Trade Books for K-12, 2006
Grade: 4th and up
Credibility of author: The forward of this book was written by Jane Goodall, founder of the Jane Goodall Institute. In the author’s introduction, she states that stories from thirteen wildlife rehabilitation centers, listed underneath each chapter title, make up this book.
Summary: Each chapter in this book tells a story of a real baby bird that was taken in by a rescue and rehabilitation center. It describes where the baby bird is found, how it is lovingly nursed back to health by the staff, and what happens to it at adulthood. There are beautiful, authentic illustrations of each baby bird.
Standards: Life Science IV, Science in Personal and Social VII, Science as Inquiry II: Environment and Ecology
Illustrations: The illustrator worked from photographs of the actual birds using graphite pencil. To add color, she laid a transparent film over the original drawing and brushed on powdered pastels. This technique made the photographs look hand-tinted and have an old-fashioned look.
Access features: Table of Contents, Chapter Titles, Author’s Acknowledgement, Foreward, Introduction, Artist’s Notes, Wildlife Rescue and Rehabilitation Centers List, Glossary
Text Structure: It is a narrative structure with each chapter following a chronological order from bird rescue through rehabilitation.
Tone: Conversational
Voice: The author is conveys her passion about the subject of baby bird rescue.
Clarity and coherence: organized and easy to follow
Use: I would use this book when studying a unit on birds (ornithology). Every year we study birding at the Noxubee Wildlife Refuge and the director of the environmental center does animal rescue work. Also, there is a tree outside my classroom where birds always nest and raise a family. Several times over the years my students and I have rescued baby birds that have fallen out of the nest. This would be a good book to read to the class when this occurs.
Response: I did not realize there were a number of rescue and rehabilitation centers throughout the United States. I enjoyed reading about their efforts to nurse baby birds back to health and release them back into the wild whenever possible. I am a firm believer in reading stories to my students that inspire them to help people, animals, and our environment. This book inspires one to volunteer or “adopt” a baby bird by contributing donations to one of the foundations. In the past, my class has adopted animals from the rain forest, and every year we plan a project to help the local humane society. I plan to research rescue and rehabilitations centers more and introduce a project idea to next year’s class.
Related texts:
One Wing's Gift: Rescuing Alaska's Wild Birds (Harris)
Stories. Portland, OR: West Winds Press. 64 pages. ISBN I-55868-860-9
Award: Outstanding Science Trade Books for K-12, 2006
Grade: 4th and up
Credibility of author: The forward of this book was written by Jane Goodall, founder of the Jane Goodall Institute. In the author’s introduction, she states that stories from thirteen wildlife rehabilitation centers, listed underneath each chapter title, make up this book.
Summary: Each chapter in this book tells a story of a real baby bird that was taken in by a rescue and rehabilitation center. It describes where the baby bird is found, how it is lovingly nursed back to health by the staff, and what happens to it at adulthood. There are beautiful, authentic illustrations of each baby bird.
Standards: Life Science IV, Science in Personal and Social VII, Science as Inquiry II: Environment and Ecology
Illustrations: The illustrator worked from photographs of the actual birds using graphite pencil. To add color, she laid a transparent film over the original drawing and brushed on powdered pastels. This technique made the photographs look hand-tinted and have an old-fashioned look.
Access features: Table of Contents, Chapter Titles, Author’s Acknowledgement, Foreward, Introduction, Artist’s Notes, Wildlife Rescue and Rehabilitation Centers List, Glossary
Text Structure: It is a narrative structure with each chapter following a chronological order from bird rescue through rehabilitation.
Tone: Conversational
Voice: The author is conveys her passion about the subject of baby bird rescue.
Clarity and coherence: organized and easy to follow
Use: I would use this book when studying a unit on birds (ornithology). Every year we study birding at the Noxubee Wildlife Refuge and the director of the environmental center does animal rescue work. Also, there is a tree outside my classroom where birds always nest and raise a family. Several times over the years my students and I have rescued baby birds that have fallen out of the nest. This would be a good book to read to the class when this occurs.
Response: I did not realize there were a number of rescue and rehabilitation centers throughout the United States. I enjoyed reading about their efforts to nurse baby birds back to health and release them back into the wild whenever possible. I am a firm believer in reading stories to my students that inspire them to help people, animals, and our environment. This book inspires one to volunteer or “adopt” a baby bird by contributing donations to one of the foundations. In the past, my class has adopted animals from the rain forest, and every year we plan a project to help the local humane society. I plan to research rescue and rehabilitations centers more and introduce a project idea to next year’s class.
Related texts:
One Wing's Gift: Rescuing Alaska's Wild Birds (Harris)
Monday, June 25, 2007
Annotated Bibliography-Honey in a Hive
Rockwell, Anne. (2005). Illustrated by S.D. Schindler. Honey in a
hive. New York: HarperCollins. 33 pages. ISBN # 0-06-
028566-4
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: 2nd-4th
Credibility of author: This book is included in the series Let’s-Read-and-Find-Out Science. Text and illustrations for each of the books in the series are checked for accuracy by an expert in the relevant field.
Summary: This book describes the everyday life of honeybees. It explains the role that each kind of honeybee plays in the life cycle. The production of honey is explained in sequence from flowers to the hive.
Standards: Life Science IV: Environment and Ecology
Illustrations: Full page color
Access features: Resource page
Use: I would use this book as a read aloud while studying honeybees within an insect unit. It could be read independently by third and fourth graders and used for research.
Response: I loved the illustrations, and I believe children would be fascinated by the close-up views of the honeybees and their hive. This book is packed full of facts that both children and adults would find interesting.
Related texts: Bees (Hodge), Brililant Bees (Glasser)
Both of these books describe the life of a honeybee and their various jobs, including how they make honey.
hive. New York: HarperCollins. 33 pages. ISBN # 0-06-
028566-4
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: 2nd-4th
Credibility of author: This book is included in the series Let’s-Read-and-Find-Out Science. Text and illustrations for each of the books in the series are checked for accuracy by an expert in the relevant field.
Summary: This book describes the everyday life of honeybees. It explains the role that each kind of honeybee plays in the life cycle. The production of honey is explained in sequence from flowers to the hive.
Standards: Life Science IV: Environment and Ecology
Illustrations: Full page color
Access features: Resource page
Use: I would use this book as a read aloud while studying honeybees within an insect unit. It could be read independently by third and fourth graders and used for research.
Response: I loved the illustrations, and I believe children would be fascinated by the close-up views of the honeybees and their hive. This book is packed full of facts that both children and adults would find interesting.
Related texts: Bees (Hodge), Brililant Bees (Glasser)
Both of these books describe the life of a honeybee and their various jobs, including how they make honey.
Annotated Bibliography-Mapping the World (1 book)
Johnson, Sylvia A. (1999). Mapping the world. New York: Atheneum Books for Young
Readers. 32 pages. ISBN # 0-689-81813-0
Awards: Orbus Pictus Honor Book, 2000
Grade: 4th-7th
Credibility of author: The author credits illustrations to the Library of Congress Geography and Map Division, the National Aeronautics and Space Administration, Dr. Walter H.F. Smith of the National Oceanic and Atmospheric Administration
Summary: This book tells the history of cartography and how maps changed as exploration and technology increased. It shows examples of maps including the oldest world map, a clay tablet from around 500 B.C., to the present day computer-generated maps using satellites.
Standards: Social Studies III: People, Places, and Environments
Illustrations: colored photographs of maps and satellite photos
Access features: Table of contents, credits, resources
Use: During the study of map skills in American history or geography
Response: I learned a lot about the history of cartography. After reading this book, I am amazed at how early cartographers were able to map out an unknown world with such accuracy. It’s easy for us to remember the shape of Italy or the continent of Africa, because we have seen them on maps all of our lives. How were people able to figure these shapes out just by sailing a ship around them? Cartographers of today have it so much easier with the satellite imaging, computers, and the history left behind by these early masters.
Related texts:
Readers. 32 pages. ISBN # 0-689-81813-0
Awards: Orbus Pictus Honor Book, 2000
Grade: 4th-7th
Credibility of author: The author credits illustrations to the Library of Congress Geography and Map Division, the National Aeronautics and Space Administration, Dr. Walter H.F. Smith of the National Oceanic and Atmospheric Administration
Summary: This book tells the history of cartography and how maps changed as exploration and technology increased. It shows examples of maps including the oldest world map, a clay tablet from around 500 B.C., to the present day computer-generated maps using satellites.
Standards: Social Studies III: People, Places, and Environments
Illustrations: colored photographs of maps and satellite photos
Access features: Table of contents, credits, resources
Use: During the study of map skills in American history or geography
Response: I learned a lot about the history of cartography. After reading this book, I am amazed at how early cartographers were able to map out an unknown world with such accuracy. It’s easy for us to remember the shape of Italy or the continent of Africa, because we have seen them on maps all of our lives. How were people able to figure these shapes out just by sailing a ship around them? Cartographers of today have it so much easier with the satellite imaging, computers, and the history left behind by these early masters.
Related texts:
Annotated Bibliography-Big Cats by Dorothy Patent
Patent, Dorothy Hinshaw. (2005). Illustrated by Kendahl Jan Junn. Big Cats. New York:
Walker and Company. 32 pages. ISBN-10: 0-8027-8969-2
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: 3rd-5th
Credibility of author:
Summary: This book provides both general and specific information about the big cats that roam the Earth. Inset maps are used to show where these cats exist today. Information boxes provide the scientific names, sizes, and weights of the big cats.
Standards: Life Science IV: Environment and Ecology
Illustrations/graphics: full-page watercolor illustrations with inset maps and information
Access features: Subject index, inserted information
Use: Independent reading and research while studying mammals or endangered species
Response: This book was quite informative and interesting. I especially liked the inset maps and additional information, so that I could compare the different cats.
Related texts:
Walker and Company. 32 pages. ISBN-10: 0-8027-8969-2
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: 3rd-5th
Credibility of author:
Summary: This book provides both general and specific information about the big cats that roam the Earth. Inset maps are used to show where these cats exist today. Information boxes provide the scientific names, sizes, and weights of the big cats.
Standards: Life Science IV: Environment and Ecology
Illustrations/graphics: full-page watercolor illustrations with inset maps and information
Access features: Subject index, inserted information
Use: Independent reading and research while studying mammals or endangered species
Response: This book was quite informative and interesting. I especially liked the inset maps and additional information, so that I could compare the different cats.
Related texts:
Annotated Bibliography-Red Eyes or Blue Feathers by Patricia Stockland
Strickland, Patricia. (2005). Illustrated by Todd Ouren. Red eyes or blue feathers: a book
about animal colors. Minneapolis, MN: Picture Window Books. 24 pages.
ISBN # 1-4048-0931-7
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: Kindergarten, 1st, 2nd
Credibility of author: The author acknowledges help from the Zoological Society of San Diego.
Summary: This book describes a variety of animals and how their colors help them to survive in the wild. There are also interesting facts presented about each animal.
Standards: Life Science IV: Environment and Ecology
Illustrations: digitally prepared, full-page colored illustrations resembling sculpted paper collages
Access features: Glossary, subject index, resources
Use: Teacher read aloud for kindergarten and first grade. Use for reviewing colors in kindergarten. Second graders could use for shared and independent reading.
Response: This book would be an excellent tool for introducing the concept of camouflage. The large text, vivid illustrations, and interesting subject matter would hold young children’s attention.
Related text: I See Animals Hiding (Arnosky), What Color Is Camoflage?(Otto), and
Animal Camouflage and Defense (Petty) all relate to the subject of animal camoflage.
Other books in the Animal Wise series are as follows:
Pointy, Long, or Round: A Book About Animal Shapes
Sand, Leaf, or Coral Reef: A Book About Animal Habitats
Strange Dances and Long Flights: A Book About Animal Behavior
Stripes, Spots, or Diamonds: A Book About Animal Patterns
Swing, Slither, or Swim: A Book About Animal Movements
about animal colors. Minneapolis, MN: Picture Window Books. 24 pages.
ISBN # 1-4048-0931-7
Award: Outstanding Science Trade Books for Students K-12, 2006
Grade: Kindergarten, 1st, 2nd
Credibility of author: The author acknowledges help from the Zoological Society of San Diego.
Summary: This book describes a variety of animals and how their colors help them to survive in the wild. There are also interesting facts presented about each animal.
Standards: Life Science IV: Environment and Ecology
Illustrations: digitally prepared, full-page colored illustrations resembling sculpted paper collages
Access features: Glossary, subject index, resources
Use: Teacher read aloud for kindergarten and first grade. Use for reviewing colors in kindergarten. Second graders could use for shared and independent reading.
Response: This book would be an excellent tool for introducing the concept of camouflage. The large text, vivid illustrations, and interesting subject matter would hold young children’s attention.
Related text: I See Animals Hiding (Arnosky), What Color Is Camoflage?(Otto), and
Animal Camouflage and Defense (Petty) all relate to the subject of animal camoflage.
Other books in the Animal Wise series are as follows:
Pointy, Long, or Round: A Book About Animal Shapes
Sand, Leaf, or Coral Reef: A Book About Animal Habitats
Strange Dances and Long Flights: A Book About Animal Behavior
Stripes, Spots, or Diamonds: A Book About Animal Patterns
Swing, Slither, or Swim: A Book About Animal Movements
Annotated Bibliography-One Night in the Coral Sea
Collard, Sneed B. (2005). Illustrated by Robin Brickman. One night in the coral sea.
Watertown, MA: Charlesbridge. 32 pages. ISBN# 1-57091-389-7
Award: Outstanding Science Trade Book for Students K-12, 2006
Grade: 3rd-6th
Credibility of author: The author acknowledges thanks to scientists and managers working at Lizard Island Research Station.
Summary: This beautifully illustrated book takes readers through the life cycle of coral while giving a detailed explanation of coral and how a coral reef is formed. It shows readers many of the other colorful sea creatures that call the coral reef home.
Standards: Life Science IV: Environment and Ecology
Illustrations: Three-dimensional illustrations made of paper painted and sculpted by Robin Brickman
Access features: Glossary, subject index, resources
Use: Students could use this book for independent reading and research while studying a unit on oceans, ecology, or endangered species.
Response: I loved the colorful sculpted paper illustrations. The author did an excellent job explaining about coral and coral reefs in a way that children can grasp the concept. It was packed full of factual information presented in an interesting way.
Related texts: Another book by this author on the same subject is Lizard Island: Science and Scientists on Australia’s Great Barrier Reef. Also, Coral Reefs: Earth’s Undersea Treasures by Laurence Pringle would provide more study on this subject.
Watertown, MA: Charlesbridge. 32 pages. ISBN# 1-57091-389-7
Award: Outstanding Science Trade Book for Students K-12, 2006
Grade: 3rd-6th
Credibility of author: The author acknowledges thanks to scientists and managers working at Lizard Island Research Station.
Summary: This beautifully illustrated book takes readers through the life cycle of coral while giving a detailed explanation of coral and how a coral reef is formed. It shows readers many of the other colorful sea creatures that call the coral reef home.
Standards: Life Science IV: Environment and Ecology
Illustrations: Three-dimensional illustrations made of paper painted and sculpted by Robin Brickman
Access features: Glossary, subject index, resources
Use: Students could use this book for independent reading and research while studying a unit on oceans, ecology, or endangered species.
Response: I loved the colorful sculpted paper illustrations. The author did an excellent job explaining about coral and coral reefs in a way that children can grasp the concept. It was packed full of factual information presented in an interesting way.
Related texts: Another book by this author on the same subject is Lizard Island: Science and Scientists on Australia’s Great Barrier Reef. Also, Coral Reefs: Earth’s Undersea Treasures by Laurence Pringle would provide more study on this subject.
Annotated Bibliography-A Mother's Journey
Markle, Sandra. (2005). Illustrated by Alan Marks. A mother’s journey. Watertown, MA:
Charlesbridge. 32 pages. ISBN-13:978-1-57091-621-2
Grade: 2nd-4th
Credibility of author: The author acknowledges the National Science Foundation for making it possible for her to explore Antarctica. She also acknowledges Dr. Gerald Kooyman, professor emeritus at Scripps Institution of Oceanography, who specializes in the diving behavior of emperor penguins.
Summary: This book begins with a female emperor penguin laying her first egg. Then, her mate takes over the job of keeping the egg warm while she joins a line of female emperor penguins as they journey off across Antarctica to the open sea in search for food. Once the mother penguin has fed, it’s a race against time to get back home and feed her newly hatched chick.
Standards: Life Science IV: Environment and Ecology
Access features: Author’s note, facts section, resources
Use: This would be a good read aloud for younger children. Third and fourth grade children could read this book independently. This would be a good book to use when researching emperor penguins due to the amount of information presented in the story, as well as, the websites and facts listed on the last page.
Response: I absolutely loved this book! Not only did I learn new information about emperor penguins, I was amazed at the struggle these cuddly creatures go through for their babies.
Related texts: The emperor lays an egg by Brenda Guiberson would be a great book to read following A Mother’s Journey because it details the baby penguin’s life from birth to adulthood. The Emperor’s Egg would be another good one to follow this book because it describes what the male experiences for two months while incubating the egg. Two other great books are Penguins: From Emperors to Macaronis by Erin Pembrey Swan and Penguin Chick by Betty Tatham.
Charlesbridge. 32 pages. ISBN-13:978-1-57091-621-2
Grade: 2nd-4th
Credibility of author: The author acknowledges the National Science Foundation for making it possible for her to explore Antarctica. She also acknowledges Dr. Gerald Kooyman, professor emeritus at Scripps Institution of Oceanography, who specializes in the diving behavior of emperor penguins.
Summary: This book begins with a female emperor penguin laying her first egg. Then, her mate takes over the job of keeping the egg warm while she joins a line of female emperor penguins as they journey off across Antarctica to the open sea in search for food. Once the mother penguin has fed, it’s a race against time to get back home and feed her newly hatched chick.
Standards: Life Science IV: Environment and Ecology
Access features: Author’s note, facts section, resources
Use: This would be a good read aloud for younger children. Third and fourth grade children could read this book independently. This would be a good book to use when researching emperor penguins due to the amount of information presented in the story, as well as, the websites and facts listed on the last page.
Response: I absolutely loved this book! Not only did I learn new information about emperor penguins, I was amazed at the struggle these cuddly creatures go through for their babies.
Related texts: The emperor lays an egg by Brenda Guiberson would be a great book to read following A Mother’s Journey because it details the baby penguin’s life from birth to adulthood. The Emperor’s Egg would be another good one to follow this book because it describes what the male experiences for two months while incubating the egg. Two other great books are Penguins: From Emperors to Macaronis by Erin Pembrey Swan and Penguin Chick by Betty Tatham.
Annotated Bibliography-A Platypus, Probably
Collard, Sneed B. (2005). Illustrated by Andrew Plant. A platypus probably. Watertown,
MA: Charlesbridge. 32 pages. ISBN-13: 978-1-55091-583-3
Award: Outstanding Science Trade Books for Students, 2006
Grade: 1st, 2nd, 3rd
Credibility of author: The author included a website for the Australian Platypus Conservancy
Summary: This book describes the life of a platypus as it travels down a stream in Australia. It provides interesting information such as how the platypus locates its prey by feeling the electricity from the prey’s body.
Standard/s: Life Science IV: Environment and Ecology
Illustrations: colorful, full-page illustrations done in acrylic gouache on acid-free cartridge paper
Access features: Glossary, inserted information, end notes
Use: Read aloud for grades 1-2 and independent reading for 3rd graders. Third graders could use this book for research on mammals.
Response: The illustrations used lots of soothing blues, greens, and browns that would make for a great read aloud at the end of a tiring school day or bedtime story at home.
The book’s setting is an Australian stream, so as the platypus swims down the stream, it leads you through the book. I loved that it tells a story while at the same time presents you with interesting facts about platypuses. Adults, as well as children, can learn from this book.
Related texts: Platypus!:Step into Reading (Clark)
MA: Charlesbridge. 32 pages. ISBN-13: 978-1-55091-583-3
Award: Outstanding Science Trade Books for Students, 2006
Grade: 1st, 2nd, 3rd
Credibility of author: The author included a website for the Australian Platypus Conservancy
Summary: This book describes the life of a platypus as it travels down a stream in Australia. It provides interesting information such as how the platypus locates its prey by feeling the electricity from the prey’s body.
Standard/s: Life Science IV: Environment and Ecology
Illustrations: colorful, full-page illustrations done in acrylic gouache on acid-free cartridge paper
Access features: Glossary, inserted information, end notes
Use: Read aloud for grades 1-2 and independent reading for 3rd graders. Third graders could use this book for research on mammals.
Response: The illustrations used lots of soothing blues, greens, and browns that would make for a great read aloud at the end of a tiring school day or bedtime story at home.
The book’s setting is an Australian stream, so as the platypus swims down the stream, it leads you through the book. I loved that it tells a story while at the same time presents you with interesting facts about platypuses. Adults, as well as children, can learn from this book.
Related texts: Platypus!:Step into Reading (Clark)
Wednesday, June 20, 2007
Annotated Bibliography #5 for Deborah Vanderford -Cesar: Si Se Puede
Bernier-Grand, Carmen T. (2004). Illustrated by David Diaz. Cesar: si se puede! yes, we
can! New York: Marshall Cavendish. 48 pages. ISBN 0-7614-5172-2
Award: 2006 Pura Belpre Honor Book
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author acknowledged an online fact exchange with Julie C. Rodriguez from the Cesar E. Chavez Foundation Community Programs Office. The author also acknowledged using various archived interviews conducted with Cesar E. Chavez such as the one with Pacifica Radio Archive, 1986. The author also used many books on Cesar’s life, as well as, the California Curriculum Project, Hispanic Biographies, “Cesar E. Chavez’s Biography,” 1994.
Summary: This book is a biography with each chapter written in verse form. It follows Cesar Chavez throughout his life of poverty from his beginnings as a laborer in the fields to his work as a labor leader.
Standards: National Social Studies Standards (I, III, IV,V)
Illustrations: There are colorful illustrations on every page with an emphasis on the colors of yellow, green, and blue. The illustrations look like a combination of airbrush
and stencil.
Access features: Table of contents, subject index, glossary with Spanish translations, life story section, chronological timeline of Cesar’s life, sources, page with famous quotes by Cesar.
Use: I would use this book when teaching about migration and migrant workers in the United States. This book could also be used during a poetry unit to show students that a biography can be written in the form of poetry.
Response: My first reaction as I began reading was that this book was not that interesting to me. As I continued to read and I saw a life story evolving out of it, I began to really enjoy it. I don’t usually read these types of books, so it widened my view of what makes a good book.
Related texts: The Pot That Juan Built is a rhyming book about the life of Mexican potter Juan Quezada. It is illustrated by David Diaz, as well.
can! New York: Marshall Cavendish. 48 pages. ISBN 0-7614-5172-2
Award: 2006 Pura Belpre Honor Book
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author acknowledged an online fact exchange with Julie C. Rodriguez from the Cesar E. Chavez Foundation Community Programs Office. The author also acknowledged using various archived interviews conducted with Cesar E. Chavez such as the one with Pacifica Radio Archive, 1986. The author also used many books on Cesar’s life, as well as, the California Curriculum Project, Hispanic Biographies, “Cesar E. Chavez’s Biography,” 1994.
Summary: This book is a biography with each chapter written in verse form. It follows Cesar Chavez throughout his life of poverty from his beginnings as a laborer in the fields to his work as a labor leader.
Standards: National Social Studies Standards (I, III, IV,V)
Illustrations: There are colorful illustrations on every page with an emphasis on the colors of yellow, green, and blue. The illustrations look like a combination of airbrush
and stencil.
Access features: Table of contents, subject index, glossary with Spanish translations, life story section, chronological timeline of Cesar’s life, sources, page with famous quotes by Cesar.
Use: I would use this book when teaching about migration and migrant workers in the United States. This book could also be used during a poetry unit to show students that a biography can be written in the form of poetry.
Response: My first reaction as I began reading was that this book was not that interesting to me. As I continued to read and I saw a life story evolving out of it, I began to really enjoy it. I don’t usually read these types of books, so it widened my view of what makes a good book.
Related texts: The Pot That Juan Built is a rhyming book about the life of Mexican potter Juan Quezada. It is illustrated by David Diaz, as well.
Turner, Pamela. (2005). Gorilla doctors: saving endangered great apes. New York:
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Annotated Bibliography #3 Gorilla DoctorsTurner, Pamela. (2005). Gorilla doctors: saving endangered great apes. New York:
Turner, Pamela. (2005). Gorilla doctors: saving endangered great apes. New York:
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Bibliography #4 Mosquito Bite (1 book)
Siy, Alexandra. (2005). Illustrated with photographs by Alexandra Siy and
Photomicrographs by Dennis Kunkel. Mosquito bite. Watertown, MA:
Charlesbridge. 32 pages. ISBN# 0-618-44555-2
Award: 2006 Selector’s Choice for Outstanding Science Trade Book
Orbis Pictus Honor Book, 2006
Grade level/s: 2nd, 3rd, 4th
Credibility of author: The author used color photographs called photomicrographs taken with a scanning electron microscope. The Centers for Disease Control and Prevention was used as a resource. The author acknowledged assistance from the Arthropod-Borne Disease Laboratory, and the San Gabriel Valley Mosquito and Vector Control District of California.
Summary: This book begins with a girl and boy playing hide-and-seek outside. At the same time, they are coming into contact with a mosquito. This book simultaneously describes the life cycle of a mosquito along with the game of hide-and-seek using black and white photographs of the children and colorful micrographs of mosquitoes.
Standards: National Science Standards (IV, VII)
Illustrations: Each page includes black and white photographs along with colorful photomicrographs taken with a scanning electron microscope.
Access features: Glossary, subject index, resource section which include websites
Other features: At the end of the book, there is additional information about mosquitoes and micrographs.
Use: This book would make a good read aloud for 2nd and 3rd graders. Fourth graders could read independently. Children in 2nd-4th would enjoy studying the photomicrographs in detail. This book could be used during a unit of study on insects.
Response: The photomicrograph was a new type of illustration that I have probably seen before, but did not know what it was called. I found the colored photomicrographs to be very interesting and spent a lot of time examining them in detail. I feel this is a book that people of all ages might enjoy and gain new information.
Related text:
Photomicrographs by Dennis Kunkel. Mosquito bite. Watertown, MA:
Charlesbridge. 32 pages. ISBN# 0-618-44555-2
Award: 2006 Selector’s Choice for Outstanding Science Trade Book
Orbis Pictus Honor Book, 2006
Grade level/s: 2nd, 3rd, 4th
Credibility of author: The author used color photographs called photomicrographs taken with a scanning electron microscope. The Centers for Disease Control and Prevention was used as a resource. The author acknowledged assistance from the Arthropod-Borne Disease Laboratory, and the San Gabriel Valley Mosquito and Vector Control District of California.
Summary: This book begins with a girl and boy playing hide-and-seek outside. At the same time, they are coming into contact with a mosquito. This book simultaneously describes the life cycle of a mosquito along with the game of hide-and-seek using black and white photographs of the children and colorful micrographs of mosquitoes.
Standards: National Science Standards (IV, VII)
Illustrations: Each page includes black and white photographs along with colorful photomicrographs taken with a scanning electron microscope.
Access features: Glossary, subject index, resource section which include websites
Other features: At the end of the book, there is additional information about mosquitoes and micrographs.
Use: This book would make a good read aloud for 2nd and 3rd graders. Fourth graders could read independently. Children in 2nd-4th would enjoy studying the photomicrographs in detail. This book could be used during a unit of study on insects.
Response: The photomicrograph was a new type of illustration that I have probably seen before, but did not know what it was called. I found the colored photomicrographs to be very interesting and spent a lot of time examining them in detail. I feel this is a book that people of all ages might enjoy and gain new information.
Related text:
Annotated Bibliography #3 for Gorilla Doctors (1 book)
Turner, Pamela. (2005). Gorilla doctors: saving endangered great apes. New York:
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Houghton Mifflin Company. 64 pages. ISBN 0-618-44555-2
Award/s:
Outstanding Science Trade Book for K-12
Flora Stieglitz Straus Nonfiction Award
ASPCA Henry Bergh Children’s Book Award
An American Library Association Notable Book
Junior Library Guild Selection
Kirkus starred review
School Library Journal starred review
Horn Book starred review
A Kirkus Best Book of the Year
New York Public Library 100 Titles for Reading and Sharing List
Grade level/s: 3rd, 4th, 5th
Credibility of author: The author worked in the field with scientists like Dr. Lynne Gaffikin, Dr. Mike Cranfield, and Dr. Felicia Nutter. She acknowledges assistance from the Mountain Gorilla Veterinary Project, the Uganda Wildlife Authority, the Morris Animal Foundation, and the Karisoke Research Center.
Summary: This book centers around the efforts of the Mountain Gorilla Veterinary Project to maintain a healthy gorilla population in the Virunga Mountains of east central Africa. Color photographs carry readers along on the journey of daily life for the scientists/veterinarians as they go into the forests to check on the health of their gorilla friends.
Standards: National Science Standards IV, VII
Illustrations: Vibrant, colorful photographs on each page
Access features: Chapter titles, Resource section with book titles and websites, Postscript, Acknowledgements, Subject index
Use: This book would be great for independent reading by students while studying a unit on endangered species. The websites listed under resources at the end of the book would be very useful for integrating technology into the unit. The websites would also offer information to students on how to get involved in a service project to help save the mountain gorillas.
Response: This book really evoked empathy and helped me to understand the importance of saving the mountain gorillas. It was heart wrenching to read about the effects poaching has on the gorilla families. Reading this book makes me want to involve my students in a class service project involving the Morris Animal Foundation’s Mountain Gorilla Veterinary Project.
Related texts: Gorillas in the Mist describes Dian Fossey’s efforts to protect the mountain gorillas. Another book on the same subject is Gorilla: Struggle for the Survival in the Virungas. Both of these books would be geared to 7th and 8th graders.
Annotated Bibliography #2 forShipwreck at the Bottom of the World (2 books)
Armstrong, Jennifer. (1998). Photographs by Frank Hurley. Shipwreck at the bottom of
the world; the extraordinary true story of Shackleton and the
Endurance. New York: Scholastic. 134 pages. ISBN # 0-439-10992-2
Award: Orbis Pictus Winner, 1990
Grade level/s: 5th, 6th, 7th, 8th
Credibility of author: The author used books written by actual members of the Imperial Trans-Antarctic Expedition in writing the book. She acknowledged assistance from the Scott Polar Institute, in Cambridge, England where she examined library and archival material relating to the expedition including diaries, Captain Worsley’s logbook, and Frank Hurley’s original photographs.
Summary: This book details the horrifying and torturous Imperial Trans-Antarctic Expedition lead by Sir Ernest Shackleton in his quest to be the first to cross the Antarctica from one side to the other. The expedition lasted from 1914-1916. It begins with Shackleton’s recruitment efforts and continues through his ships entrapment and eventual destruction in ice, followed by the long journey back home. The entire expedition is described in detail, including the crews’ bouts with starvation, frostbite, and insanity and their close encounters with killer whales and icebergs.
Standards: National Social Studies Standard III and state competency #1
Illustrations and Graphics: Black and white photographs of various sizes are used throughout the book. There are flow maps showing movement of the crew of the Endurance on the ocean and ice. Two pages include copies of scaled-down original blueprint plans of Endurance.
Access features: Table of contents, chapter titles, acknowledgements, bibliography, subject index, author’s note
Use: This book would be great to integrate with a unit about explorers. Because it is written in chronological order, using this book as a read aloud and reading a chapter a day to students would be exciting to them. It could also be read independently.
Response: This book was full of descriptive details that made for an interesting read. Each chapter made you anxious for the next to see what the crew was going to encounter. When reading this book aloud to children, I think it would be best to break the reading up into smaller chunks rather than reading several chapters in one sitting. Reading too much at one time left me feeling mentally drained and somewhat depressed with the overload of so many bad events.
Related text: The Perilous Journey of the Donner Party by Marian Calabro is written for ages 9-12. It follows the same theme of struggle and survival against all odds.
the world; the extraordinary true story of Shackleton and the
Endurance. New York: Scholastic. 134 pages. ISBN # 0-439-10992-2
Award: Orbis Pictus Winner, 1990
Grade level/s: 5th, 6th, 7th, 8th
Credibility of author: The author used books written by actual members of the Imperial Trans-Antarctic Expedition in writing the book. She acknowledged assistance from the Scott Polar Institute, in Cambridge, England where she examined library and archival material relating to the expedition including diaries, Captain Worsley’s logbook, and Frank Hurley’s original photographs.
Summary: This book details the horrifying and torturous Imperial Trans-Antarctic Expedition lead by Sir Ernest Shackleton in his quest to be the first to cross the Antarctica from one side to the other. The expedition lasted from 1914-1916. It begins with Shackleton’s recruitment efforts and continues through his ships entrapment and eventual destruction in ice, followed by the long journey back home. The entire expedition is described in detail, including the crews’ bouts with starvation, frostbite, and insanity and their close encounters with killer whales and icebergs.
Standards: National Social Studies Standard III and state competency #1
Illustrations and Graphics: Black and white photographs of various sizes are used throughout the book. There are flow maps showing movement of the crew of the Endurance on the ocean and ice. Two pages include copies of scaled-down original blueprint plans of Endurance.
Access features: Table of contents, chapter titles, acknowledgements, bibliography, subject index, author’s note
Use: This book would be great to integrate with a unit about explorers. Because it is written in chronological order, using this book as a read aloud and reading a chapter a day to students would be exciting to them. It could also be read independently.
Response: This book was full of descriptive details that made for an interesting read. Each chapter made you anxious for the next to see what the crew was going to encounter. When reading this book aloud to children, I think it would be best to break the reading up into smaller chunks rather than reading several chapters in one sitting. Reading too much at one time left me feeling mentally drained and somewhat depressed with the overload of so many bad events.
Related text: The Perilous Journey of the Donner Party by Marian Calabro is written for ages 9-12. It follows the same theme of struggle and survival against all odds.
Monday, June 18, 2007
Annotated Bibliography #1 Kids at Work (2 books)
Annotated Bibliographies by Deborah Vanderford
Freedman, Russell. (1994). Photographs by Lewis Hine. Kids at work; Lewis Hine and
crusade against child labor. New York: Clarion Books. 104 pages. ISBN # 0-395-58703-4
Awards:
1995 ALA Best Book for Young Adults
1995 ALA Notable Book for Children
1994 Golden Kite Award
1995 Horn Book Fanfare Selection
1996 IRA Teacher’s Choice
1994 Publishers Weekly Best Book of the Year
1994 School Library Journal, Best Book of the Year
1995 Notable Children’s Trade Book in the Field of Social Studies
1994 Parenting Magazine Reading Magic Award
1995 Orbis Pictus Award
1995 Jefferson Cup Award
1994 New York Public Library, 100 Titles for Reading and Sharing
1995 Jane Adams Book Award
Grade level/s: 4th-8th
Credibility of the author: The author used photographs along with notes and selected letters made by Lewis Hine to research his book. The author acknowledges assistance from Dorrie Bernstein, National Child Labor Committee; Janet Hirschfield, Ethical Culture School; Janice Madhu, George Eastman House and others.
Summary: This is an emotion-evoking book focusing around the photographs made by Lewis Hine, an investigative photographer for the National Child Labor Committee, depicting children in the workforce in the early twentieth century. These photographs show the children covered in filth and grime from working in the coal mines, cotton fields, seafood industry, etc. It discusses the great lengths that Hine had to go to in order to photograph these children. In the end, his photographs were responsible for helping to convince Congress that child labor laws needed to be passed to protect children and give them the right to an education.
Standard/s: National standards I, II, III, IV, V; State competencies for grade 5-#2,#6
Illustrations: There are full-page photographs accompanied with captions throughout the book. The photographs were printed as duotones using black and gray ink.
Access features: Table of contents, index, bibliography, subject index, chapter titles, captions to the photographs, acknowledgments and picture credits
Use: This book would be a great resource for independent reading for 5th grade students studying about the Great Depression in American history. The photographs in this book would give students a real idea of what life was like for poor children in the early Twentieth Century and the introduce the idea the education is a privilege that should not be taken for granted.
Personal Response: This book evoked strong emotions from me. The photographs made profound statements that text alone could never have accomplished. It is a good book to make readers stop and think about what they have and not to take education for granted. I’m glad I had the opportunity to read this book.
Related text: Growing Up in Coal Country by Susan Campbell Bartoletti features many photographs, some by Lewis Hine, of children working in the coal mines. Other books sharing that same theme of childhood poverty are Children of the Dustbowl and Counting on Grace.
Freedman, Russell. (1994). Photographs by Lewis Hine. Kids at work; Lewis Hine and
crusade against child labor. New York: Clarion Books. 104 pages. ISBN # 0-395-58703-4
Awards:
1995 ALA Best Book for Young Adults
1995 ALA Notable Book for Children
1994 Golden Kite Award
1995 Horn Book Fanfare Selection
1996 IRA Teacher’s Choice
1994 Publishers Weekly Best Book of the Year
1994 School Library Journal, Best Book of the Year
1995 Notable Children’s Trade Book in the Field of Social Studies
1994 Parenting Magazine Reading Magic Award
1995 Orbis Pictus Award
1995 Jefferson Cup Award
1994 New York Public Library, 100 Titles for Reading and Sharing
1995 Jane Adams Book Award
Grade level/s: 4th-8th
Credibility of the author: The author used photographs along with notes and selected letters made by Lewis Hine to research his book. The author acknowledges assistance from Dorrie Bernstein, National Child Labor Committee; Janet Hirschfield, Ethical Culture School; Janice Madhu, George Eastman House and others.
Summary: This is an emotion-evoking book focusing around the photographs made by Lewis Hine, an investigative photographer for the National Child Labor Committee, depicting children in the workforce in the early twentieth century. These photographs show the children covered in filth and grime from working in the coal mines, cotton fields, seafood industry, etc. It discusses the great lengths that Hine had to go to in order to photograph these children. In the end, his photographs were responsible for helping to convince Congress that child labor laws needed to be passed to protect children and give them the right to an education.
Standard/s: National standards I, II, III, IV, V; State competencies for grade 5-#2,#6
Illustrations: There are full-page photographs accompanied with captions throughout the book. The photographs were printed as duotones using black and gray ink.
Access features: Table of contents, index, bibliography, subject index, chapter titles, captions to the photographs, acknowledgments and picture credits
Use: This book would be a great resource for independent reading for 5th grade students studying about the Great Depression in American history. The photographs in this book would give students a real idea of what life was like for poor children in the early Twentieth Century and the introduce the idea the education is a privilege that should not be taken for granted.
Personal Response: This book evoked strong emotions from me. The photographs made profound statements that text alone could never have accomplished. It is a good book to make readers stop and think about what they have and not to take education for granted. I’m glad I had the opportunity to read this book.
Related text: Growing Up in Coal Country by Susan Campbell Bartoletti features many photographs, some by Lewis Hine, of children working in the coal mines. Other books sharing that same theme of childhood poverty are Children of the Dustbowl and Counting on Grace.
Monday, June 11, 2007
Kids At Work-Lewis Hine and the Crusade Against Child Labor Author: Freeman, Russell
This book focuses on the efforts of Lewis Hines, an investigative photographer for the Naional Child Labor Committee, to document the abuse of underage workers in various fields of work such as the seafood industry, coal mines, cotton mills, etc. He believed that if people could see his photographs, that they would demand changes in the laws to end this abuse.
I first chose this book because of the cover (photographs of young children working) and the subject matter. When I first picked this book up and quickly flipped through it, I thought it would take very little time to read because it had so many full page photographs. However, I found that the photographs had the opposite effect on me. I spent more time examining the photographs and thinking about what their lives must have been like than I spent on the actual text. I was drawn to each little face in the photographs. I looked at the children's eyes, which stood out due to the dirt and grime all over their faces. Even though some of the children smiled as they posed for the photographs, there was a seriousness beyond their years expressed in the eyes. I thought about how these poor little children were robbed of their childhoods. I thought about how their little bodies must have ached at night as they crawled into bed and every morning as they dragged their little worn bodies out of bed.
This book really affected me emotionally. I guess part of it was because I could relate it so much to my own family. There are not many photos of my mother's family, but the ones that do exist show the same bare feet, tattered clothing, and serious faces that I saw in the photographs of Lewis Hine. My mother grew up as a sharecropper's child, and she worked in the cotton fields of Mississippi from the time she was big enough to pull a cotton sack around. She told me stories of pulling heavy cotton sacks around until she and her brothers had hemorrhoids. She also talked about going to bed hungry at night when there wasn't enough food. Going to school was considered a luxury. My husband's family background is pretty much the same. His daddy had to quit school in the sixth grade to work in the fields. He talked about having no shoes to wear in the winter when snow was on the ground. Needless to say, both of our parents were very proud when my husband and I were the first on the entire family trees to be able to attend college.
I recommend reading this book to get a sense of how far our society has come. It also gives you a renewed appreciation of being able to get an education. This book also demonstrates the power of photography and its effect on social change. A picture really is worth a thousand words.
I first chose this book because of the cover (photographs of young children working) and the subject matter. When I first picked this book up and quickly flipped through it, I thought it would take very little time to read because it had so many full page photographs. However, I found that the photographs had the opposite effect on me. I spent more time examining the photographs and thinking about what their lives must have been like than I spent on the actual text. I was drawn to each little face in the photographs. I looked at the children's eyes, which stood out due to the dirt and grime all over their faces. Even though some of the children smiled as they posed for the photographs, there was a seriousness beyond their years expressed in the eyes. I thought about how these poor little children were robbed of their childhoods. I thought about how their little bodies must have ached at night as they crawled into bed and every morning as they dragged their little worn bodies out of bed.
This book really affected me emotionally. I guess part of it was because I could relate it so much to my own family. There are not many photos of my mother's family, but the ones that do exist show the same bare feet, tattered clothing, and serious faces that I saw in the photographs of Lewis Hine. My mother grew up as a sharecropper's child, and she worked in the cotton fields of Mississippi from the time she was big enough to pull a cotton sack around. She told me stories of pulling heavy cotton sacks around until she and her brothers had hemorrhoids. She also talked about going to bed hungry at night when there wasn't enough food. Going to school was considered a luxury. My husband's family background is pretty much the same. His daddy had to quit school in the sixth grade to work in the fields. He talked about having no shoes to wear in the winter when snow was on the ground. Needless to say, both of our parents were very proud when my husband and I were the first on the entire family trees to be able to attend college.
I recommend reading this book to get a sense of how far our society has come. It also gives you a renewed appreciation of being able to get an education. This book also demonstrates the power of photography and its effect on social change. A picture really is worth a thousand words.
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