Josh+James+Reviews

__APA Citation__: Rocco, J. (2011). //Blackout//. New York: Disney/Hyperion Books. ISBN: 9781423121909 __Summary__: A young boy and his family are all together in their home, yet separated and isolated from each other due to the various activities they are participating in. When a citywide blackout forces them all to stop what they are doing, they join together and go outside to see what is happening. While outside they realize that they (and their neighbors) are fully capable of having a good time, entertaining themselves, and spending time together without technological distractions. __Review__: This is an excellent book selection for young readers. The illustrations in this book are of the traditional cartoon variety, but the dark coloring and shading help to create a mood that complements the story well. The lettering is large and easy to read, and the illustrations fill the entire page, making it an excellent book for group readings. The message presented by the story is very relevant in today’s society where technological advances tend to limit personal interaction. __Curriculum Connection__: Grade Level – 1st; CCR Standard: Range of Reading and Level of Text Complexity (#10 – With prompting and support, read prose and poetry of appropriate complexity for grade 1.) __Genre__: Fiction/Picture Book/Picture Storybook __Classroom Activity__: //From Promoting Literacy Development// - Read Around: I would read the book aloud to the class and then engage the students in a discussion of the story. The students will then read the book silently before being placed in pairs, where they will take turns reading the book aloud to their partners.
 * Blackout** (Caldecott Honor Book, 2012)

__APA Citation:__ Weatherford, C.B., & Nelson, K. (2006). //Moses: When Harriet Tubman led her people to freedom//. New York: Hyperion Books for Children. ISBN: 0786851759 __Summary__: This book tells the story of Harriet Tubman’s journey from slavery in the South to freedom in the North, as well as her decision to return to the South to help other slaves escape and find their freedom. __Review__: This book is fully illustrated, with beautifully painted artwork that conveys the emotions and struggles of Harriet Tubman. It is overtly spiritual in nature; much of the text is comprised of a fictional conversation between Harriet and God. The sentences are structured in an almost poetic manner, and several lines of text are emphasized by a change in font type, size, and color. The subject matter may be better suited for older elementary school readers. __Curriculum Connection__: Grade Level – 2nd; CCR Standard: Key Ideas & Details (#1 – Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.) __Genre__: Biography/Biographical Fiction, African-American Literature, Picture Book __Classroom Activity__: From //Promoting Literacy Development// – Question-Answer Relationships: I would present a poster containing the 4 quadrants of the QAR strategy: Right There, Think & Search, On My Own, and Author & You. I would then guide the students through the process of identifying questions about the story that apply to each category, and allow the students to work together to find the answers. Adam's Review This is a unique and moving portrait of the aspiring Harriet Tubman and the story of the Underground Railroad. It is a fiction story that is based on the spiritual journey Harriet Tubman went through. The illustrations of the book portray the character in almost every page as a full-body image that takes up the majority of one of the pages. The words are smaller on the left. This could be to depict her ‘larger than life’ story! One set of words on each left page are larger and bolded, and written as they were the words of God leading her. This story provides an opportunity for learners to visually imagine the story for understanding. The topic is introduced prior to the introduction of the story, The Underground Railroad. Before reading, the teacher walks through a text walk to identify key vocabulary. The teacher reads out each page while learners sketch their ideas while listening. Then they share their images and discuss variations in them. Afterwards, learners write a passage based on their discussions.
 * Moses: When Harriet Tubman Led Her People to Freedom** (Caldecott Honor Book, 2007; Coretta Scott King Illustrator Award, 2007)
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 * Common Core Language Arts: 1st Grade- With prompting and support, identify characters, settings and major events in a story. **
 * Genre: ** Biography
 * Strategy: 26- Visualize It! (pg. 154-57) from //Promoting Literacy Development (2012).// **


 * The Graveyard Book** (Newberry Medal Winner, 2009)

__APA Citation__: Gaiman, N., & McKean, D. (2008). //The graveyard book//. New York: HarperCollins Pub. ISBN: 9780060530921

__Summary__: //The Graveyard Book// is the story of a boy named Nobody who escaped death as a toddler and was raised by foster parents who just happen to be ghosts. Nobody’s birth family was murdered by a mysterious man named Jack who continues to search for him throughout the course of the story. The book details Nobody’s adventures as he grows up with his ghost family and other supernatural characters. Nobody eventually crosses paths with Jack and they square off in battle. Nobody is able to trick Jack into defeat, but he also loses friends and loved ones in the process. The story concludes with Nobody growing up and losing his ability to see the ghosts that raised him, and eventually leaving the graveyard to start his new adult life.

__Review__: This is a spooky story that will appeal to older elementary students that are interested in darker subject matter such as ghosts, werewolves, and vampires. It is also a fairly touching story with a very bittersweet ending. The illustrations that are scattered throughout the story are a perfect match for the subject matter and tone of the book. The subject matter may scare off some parents and younger children.

__Curriculum Connection__: Grade Level – 5th; CCR Standard: Key Ideas & Details (#3 – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).)

__Genre__: Fiction/Modern Fantasy/Supernatural Events & Mystery Fantasy

__Classroom Activity__: From //Promoting Literacy Development// – Character Mapping: I would assign the book as required reading and provide in-class reading time. After the story has been read and discussed as a whole-class activity, I would then divide the students into small groups and assign them each a section of the character map worksheet to complete using the main character, Nobody. Once finished, the entire class would reconvene and each group would present their work to the group and the classwide character map poster would be completed.

__ APA Citation __ : Stead, R. (2009). //When you reach me//. New York: Wendy Lamb Books. ISBN: 9780375350868 __ Summary __ : //When You Reach Me// tells the story of Miranda, a sixth-grader living in New York City in 1979, who has been receiving mysterious notes from a homeless man who lives on her street. Miranda’s friend Sal is assaulted by another boy named Marcus, who Miranda later becomes friends with as well. Marcus eventually tries to apologize to Sal but ends up scaring him away, and Sal is nearly hit by a truck before being saved by the homeless man (called the Laughing Man by Miranda). The Laughing Man is hit by the truck and killed, and after Miranda finds a final note from him in his shoe she realizes that he is a much-older Marcus from the future who had returned to save Sal’s life. __ Review __ : This is a very good book selection for older elementary school students who are fans of mysteries and stories with science fiction elements. The chapters are very short and make the book feel like a very quick and easy read. The story may be confusing to some readers based on the science fiction elements of the book, but it is not overly complex. The chapters are not numbered; it would be easier to use in classrooms if the chapters were numbered and a table of contents with a chapter listing was provided. __ Curriculum Connection __ : Grade Level – 5th; CCR Standard: Reading Literature/Craft & Structure (Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similies.), Language/Vocabulary Acquisition and Use (Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies.) __ Genre __ : Fiction/Modern Fantasy/Science Fiction __ Classroom Activity __ : From //Promoting Literacy Development// – Students will be responsible for keeping a vocabulary journal to record unfamiliar words that they encounter while reading the book, along with previously identified vocabulary words chosen by the teacher prior to reading the book. Students will use context clues from the sentences around the word to develop their ideas on what the word means, but they will also be able to utilize dictionaries and other resources to find and then record the proper meaning of the words.
 * When You Reach Me ** (Newberry Medal Winner, 2010)

__ APA Citation __ : Nelson, K. (2011). //Heart and soul: The story of America and African Americans//. New York: Balzer + Bray. ISBN: 9780061730740 __ Summary __ : The history of African-Americans is told in //Heart and Soul//, from the time of the American Revolution through the Civil Rights struggles of the 1960’s. The book is narrated by a fictional “Everywoman,” a descendent of slavery used to give the book a first-person perspective. Stories are presented in this book that are not generally covered in most elementary school history books, detailing the various achievements, innovations, and cultural breakthroughs of African-Americans. It also includes a brief epilogue that discusses the significance and impact of the election President Barack Obama in 2008. __ Review __ : This is a very powerful book that presents a look at African-American history that many students may be unfamiliar with. It is beautifully illustrated with full-page paintings of significant historical events. The dialect used for the narrator may cause some difficulty for young readers. __ Curriculum Connection __ : Grade Level – 4th; CCR Standard: Reading Literature/Key Ideas and Details (Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (eg., a character’s thoughts, words, or actions).) __ Genre __ : African-American Literature, Picture Book __ Classroom Activity __ : From //Promoting Literacy Development// – Story Retelling: The teacher will choose a chapter from the book and read the title aloud to the classroom while showing them the full-page illustration. Students will then make predictions of what the chapter is about based on the title and illustration. The teacher will then read the chapter aloud to the students and discuss how the predictions matched up to the actual story. Then the students will be placed in pairs and will take turns retelling the story to their partner.
 * Heart and Soul: The Story of America and African Americans ** (Coretta Scott King Author Award & Illustrator Honor, 2012)

__ APA Citation __ : Nelson, K. (2008). //We are the ship: The story of Negro League baseball//. New York: Jump at the Sun/Hyperion Books for Children. ISBN: 0786808322 __ Summary __ : This book presents the origins and history of the Negro League, a segregated professional baseball league for African-Americans in the early to mid-1900’s. It is told from the fictional point of view of an “Everyman” baseball player in the Negro League. The book is divided into chapters that present the stories and accounts of some of the most notable stars in the Negro League, and each chapter begins with a quote from a Negro League player. __ Review __ : This is an excellent book selection for readers who are interested in baseball or sports in general, but it may be better suited for older elementary students. It is full of full-page paintings of famous players and baseball fields, all beautifully rendered by Kadir Nelson. The voice and dialect of the “Everyman” narrator are less distracting than in some of the author’s other books. __ Curriculum Connection __ : Grade Level – 3rd; CCR Standard: Reading Literature/Key Ideas and Details (Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.) __ Genre __ : African-American Literature, Picture Book __ Classroom Activity __ : For this book the teacher will use a promotional activity to raise interest in the book prior to reading. The teacher will create a bulletin board full of pictures of the stars of the Negro League and would match each to a photo of a current, well-known athlete who shares similar traits and characteristics as that Negro League player based on the information provided in the book. The teacher will then have a classroom discussion and ask students to talk about the current athletes and what they know about them, and the teacher will help relate that information to the Negro League players.
 * We Are the Ship: The Story of Negro League Baseball ** (Coretta Scott King Author Award & Illustrator Honor, 2009)

__ APA Citation __ : Sweet, M. (2011). //Balloons over Broadway: The true story of the puppeteer of Macy’s Parade//. Boston, MA: Houghton Mifflin Books for Children. ISBN: 9780547199450 __ Summary __ : This book tells the life story of Anthony “Tony” Sarg, the innovator who created and developed the large puppets that are used in the Macy’s Thanksgiving Day Parade. It begins with his childhood, giving examples of the creativity and ideas that young Tony displayed that eventually led to the idea to create large character puppets (now balloons) that are controlled by many puppeteers from the street level. __ Review __ : The artwork in this book is very creative and eye-catching, consisting of traditional illustration mixed with a collage style. It is a fun, entertaining story of the life of a person that many people would not generally consider a “person of interest.” The book is a very brief and easy read, and is perfect for group storytelling as well as individual reading. __ Curriculum Connection __ : Grade Level – 3rd; CCR Standard: Reading Literature/Key Ideas and Details (Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.) __ Genre __ : Biography/Fictionalized Biography __ Classroom Activity __ : From //Promoting Literacy Development// – Story Mapping: The teacher will read the book aloud to the entire classroom and will then discuss the story. Through prompting from the teacher and feedback from the students, the teacher will use the information provided by students to complete the story map on the smart board.
 * Balloons Over Broadway: The True Story of the Puppeteer of Macy’s Parade ** (NCTE Orbis Pictus Award, 2012)

__ APA Citation __ : Willems, M. (2004). //KnuffleBunny: A cautionary tale//. New York: Hyperion Books for Children. ISBN: 9780786818709 __ Summary __ : //Knuffle Bunny: A Cautionary Tale// is a humorous story about a simple trip to the Laundromat that leads to a full-blown crisis situation for a young girl and her father. The book focuses on the communication difficulties between a clueless father and his non-verbal daughter as a result of a misplaced stuffed animal. The stuffed animal is eventually found, and the daughter’s voice is heard for the first time as a result. __ Review __ : This is a very funny book that is great for developing readers, with large pictures and limited text (there are short sentence fragments on each page). The illustrations are created by combining black and white photographs with cartoon figures, and the bright character drawings stand out well against their realistic backgrounds. This book is well-suited for group readings as well as for use with new or struggling readers. __ Curriculum Connection __ : Grade Level – K; CCR Standard: Reading Literature/Key Ideas and Details (With prompting and support, retell familiar stories, including key details.) __ Genre __ : Fiction/Picture Storybook __ Classroom Activity __ : From //Promoting Literacy Development// – The teacher will read the book aloud to the entire class, and will then guide the students through retelling the story by using visual aides (the illustrations in the story, single-figure illustrations of the main characters) and questions to prompt students.
 * Knuffle Bunny: A Cautionary Tale ** (KY Bluegrass Award, K-2, 2006)

__ APA Citation __ : Shah, I., & Caron, M. (2007). //The boy without a name//. Boston: Hoopoe Books. ISBN: 9781883536930 __ Summary __ : This book is the story of Nameless, a boy who has grown up without a name because a wise man in his village told his parents that he would give him a name and a special gift later in life. When Nameless and one of his friends visit the wise man at his home in the village, the wise man opens a box full of names and the name Husni enters Nameless’ head and becomes his new name. The wise man also opens a box full of dreams and gives one wonderful dream each to Husni and his friend. __ Review __ : This is a very strange book that progresses in a linear fashion but not in a logical fashion. There is no explanation given for why Nameless had to wait for his real name to be given to him by the wise man. One interesting feature of the book is that each illustrated page contains the text in its original language as well as the English translation. Younger elementary school readers may find this book enjoyable, but older students may not see the point. __ Curriculum Connection __ : Grade Level – 1st; CCR Standard: Reading Literature/Integration of Knowledge and Ideas (Use illustrations and details in a story to describe its characters, setting, or events.) __ Genre __ : Fiction/Picture Storybook __ Classroom Activity __ : For this book the teacher will utilize a promotional activity. The teacher will create a “dream box” and ask the students to draw a picture of their most special dream, which will then go into the box. After the story is read and discussed, the dreams will be removed from the box one at a time and each student will have the opportunity to describe his or her special dream.
 * The Boy Without a Name ** (International Book)

__ APA Citation __ : Prochovnic, D.B., & Bauer, S. (2010). //The best day in room A: Sign language for school activities//. Edina, Minn: Magic Wagon. ISBN: 9781617857805 __ Summary __ : This book is an educational storybook that was written for the purpose of teaching basic words and signs from the American Sign Language in the context of the classroom environment. It tells the story of the fictional students of Classroom A, who each day learn to count to a new number in the sequence from one to ten. The story is just the framework used to teach the sign language, however, as there is one vocabulary word on each page that is in bold type that has a corresponding diagram of how to sign the word correctly. __ Review __ : The story is very simplistic and is well-suited for very young children, and the bright colors of the illustrations are very eye-catching. For the purpose of teaching basic ASL signs to children, this book is a great tool. It contains an ASL glossary at the end of the book that lists all of the vocabulary words that are introduced in the story, along with the corresponding diagrams. It also contains a section on fun facts about ASL and activities using sign language. __ Curriculum Connection __ : Grade Level – K; CCR Standards: Reading Literature/Integration of Knowledge and Ideas (#7 – With prompting and support, describe the relationship between illustrations and the story in which they appear.), Range of Reading and Level of Text Complexity (#10 – Actively engage in group reading activities with purpose and understanding.). __ Genre __ : Fiction/Picture Book/Concept Book __ Classroom Activity __ : Due to the special subject matter of this book the teacher will utilize a promotional activity to create interest in the book. The teacher will invite a guest into the classroom who is fluent in ASL and have them sign for the students, translating the teacher’s verbal introduction to the book. The teacher will have the guest teach the students signs for several commonly used words before reading the book aloud to the students, stopping at each bolded word to learn the accompanying sign for that word.
 * The Best Day in Room A: Sign Language for School Activities ** (E-book, preK-2nd, from Abdo Digital)

__ APA Citation __ : Enderle, D., & McWilliam, H. (2010). //It creeps!// Edina, Minn: Magic Wagon. ISBN: 9781617864254 __ Summary __ : This book tells the story of Malcolm and Dandy, two best friends who become amateur ghost hunters after Malcolm buys a mail-order ghost-detecting gun. They decide to hunt for ghosts at the spooky abandoned house in their neighborhood, the McBleaky house, and sneak out of Malcolm’s house one night during a sleepover. At the McBleaky house they find a ghost who is more interested in playing practical jokes on them than he is in scaring them. The title phrase “it creeps” ends up being far less sinister than it sounds, and Malcolm later decides to point the practical-joking ghost in the direction of his annoying older sister. __ Review __ : This is a pretty simple, standard first entry in a children’s book series that is great for young readers, and especially boys. It is very funny, full of juvenile humor that kids will enjoy. The illustrations in the book are very expressive and complement the story well. __ Curriculum Connection __ : Grade Level – 4th; CCR Standard: Reading Literature/Key Ideas and Details (Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).) __ Genre __ : Fiction/Supernatural Events and Mystery Fantasy __ Classroom Activity __ : From //Promoting Literacy Development// – Character Mapping: After reading the book, students will be asked to complete a basic character map worksheet on the character of their choice from the book. Students will be expected to provide information from the story to describe: what the character says and thinks, how the author describes the character, what other characters say to and about the chosen character, and the actions of the chosen character.
 * Ghost Detectors Book 1: It Creeps! ** (E-book, 3rd-5th, from Abdo Digital)


 * A Boy Called Dickens **

__ APA Citation __ : Hopkinson, D., & Hendrix, J. (2012). //A boy called Dickens//. New York: Sewartz & Wade Books. ISBN: 9780375867323

__ Summary __ : //A Boy Called Dickens// gives a fictionalized account of the childhood of the famous author, Charles Dickens. This book describes the poor living conditions that Dickens and his family experienced, and also describes Charles’ experiences as a child laborer. He creates stories based on the people and places that he sees every day and impresses other with his storytelling ability. Charles works in a factory to help pay off his family’s debt, but he wants to go to school more than anything in the world. His father eventually allows him to leave the factory and he is able to go to school.

__ Review __ : This is a somewhat depressing story that eventually reaches a happy ending. It is intended for ages 4-9, but the subject matter (child labor, family in debtor’s prison, etc.) may be too serious for younger readers. It is a great book for promoting a love of reading and writing, however. The illustrations in the book are simultaneously colorful and dirty, a good representation of the juxtaposition between Charles’ positive attitude and his bleak surroundings.

__ Curriculum Connection __ : Grade Level – 2nd; CCR Standard: Reading Literature/Key Ideas and Details (Describe how characters in a story respond to major events and challenges.)

__ Genre __ : Biography/Biographical Fiction

__ Classroom Activity __ : The teacher will utilize a promotional activity to promote this book. The teacher will discuss the premise of the book with the entire classroom and will discuss a personal instance of writing a story based on events and people in his or her own life. The teacher will then prompt the students to each write their own simple short story (one page or less) based on people and places that they see everyday.


 * I Need My Monster **

__ APA Citation __ : Noll, A., & McWilliam, H. (2009). //I need my monster//. Brooklyn, NY: Flashlight Press. ISBN: 9780979974625

__ Summary __ : //I Need My Monster// is a story about a young boy who has a monster living under his bed. When his monster takes a vacation to go fishing, the boy “interviews” a series of substitute monsters. None of the replacement monsters live up to the high standards set by the boy’s regular monster, however, and he finds most of them to be more funny than scary. When the boy’s monster finally returns, the boy is both relieved and terrified (but in just the way that he wants to be terrified).

__ Review __ : This is a very funny book that can be enjoyed by kids of all ages. The illustrations are very gross and graphic, which will likely appeal to younger students. However, the boy’s monster is actually scarier than expected and may frighten some younger students.

__ Curriculum Connection __ : Grade Level – 1st; CCR Standard: Reading Literature/Integration of Knowledge and Ideas (Use illustrations and details in a story to describe its characters, setting, or events.)

__ Genre __ : Fiction/Picture Storybook

__ Classroom Activity __ : The teacher will utilize a promotional activity to promote this book in the classroom. The teacher will begin by telling the students the title of the book and showing them the front cover illustration. Then the teacher will discuss a personal story about his or her own childhood experience with a monster under the bed, in the closet, etc. The teacher will assure the students that monsters are not real, and only live in the imagination. The teacher will then prompt the student to draw a picture of what they think the boy’s monster will look like. When the pictures are finished, the teacher will read the book aloud to the students and show them the illustrations of the various monsters in the book, including the boy’s personal monster.


 * I’ve Lost My Hippopotamus: More Than 100 Poems **

__ APA Citation __ : Prelutsky, J., & Urbanovic, J. (2012). //I’ve lost my hippopotamus: More than 100 poems//. New York: Greenwillow Books. ISBN: 9780062014573

__ Summary __ : As the title states, this book is full of over 100 poems that will appeal to children of a wide age range. Most of the poems in the book are about animals, of both the real and fictional varieties. Each of the poems in the book is accompanied by an illustration that provides a view of the subject of the poem.

__ Review __ : All of the poems in the book are of the standard rhyming variety, making it difficult to read the entire book in one sitting. All of the poems are brief; no poems take up more than one page. The poems are very lighthearted and funny, and are appropriate for all ages.

__ Curriculum Connection __ : Grade Level – 1st; CCR Standard: Reading Literature/Range of Reading and Level of Text Complexity (With prompting and support read prose and poetry of appropriate complexity for grade 1.)

__ Genre __ : Poetry/Specialized Poetry Book

__ Classroom Activity __ : From //Promoting Literacy Development// – Rhyme Generation: The teacher will read aloud several poems from the book and will prompt the students to identify the rhyming words in the poems by highlighting them on printed handouts of the poems. The teacher will then prompt the students to help him or her create new lines for each poem that will continue the rhyming pattern.


 * Isabella: Girl on the Go **

__ APA Citation __ : Fosberry, J., & Litwin, M. (2012). //Isabella: Girl on the go//. Naperville, Ill: Sourcebooks Jabberwocky. ISBN: 9781402266485

__ Summary __ : Isabella’s father wants her to help with the various chores around the house, and Isabella keeps using her wild imagination to change the ordinary chores into extraordinary adventures. She imagines herself in various roles such as an archaeologist, an artist, and a warrior at various locations around the world. At the end of the day, and after exploring the world in her imagination, Isabella tells her father that the greatest place on Earth is her own home. The final pages of the book are used to provide factual information about the locations that Isabella visited by using her imagination, such as the Great Wall of China, the Eiffel Tower, Big Ben, etc.

__ Review __ : This is a fun book that is great for younger readers who are learning about the world around them, as well as the power of imagination. The illustrations are big and colorful, making the book perfect for a group reading. Unfamiliar vocabulary words are identified in the text by the use of bold font. The information provided at the end of the book gives instant access to answers for questions that may be raised by students reading the book.

__ Curriculum Connection __ : Grade Level – K; CCR Standard: Reading Literature/Craft and Structure (Ask and answer questions about unknown words in text.)

__ Genre __ : Fiction/Picture Storybook

__ Classroom Activity __ : From //Promoting Literacy Development// – Interactive Word Wall: The teacher will create a word wall that will be displayed before, during, and after the reading of the book. The teacher will explain that some unfamiliar words will be introduced in this book and the teacher will then add these words to the word wall, grouped together by the first letter in each word. The teacher will pronounce each word, one at a time, and will discuss the meaning of each word. The teacher will then read the story aloud to the students, stopping as each word from the word wall is reached in an effort to draw attention to the word and to ask the students to state what the word means. Any other unfamiliar or problematic words (that were not previously identified) that appear in the book may be added to the word wall by students or the teacher.