The Keeping Quilt, Written and Illustrated by Patricia Polacco
        This story is an autobiographical picture storybook and it tells about an important quilt from Polacco's heritage. The story begins when her great-great-grandmother comes to America with her parents. Her dress and babushka remind her of home. These items become part of the quilt that the family creates then to remember Russia. Many different articles of clothing are sewn on to it and the babushka creates its border. The quilt sees many weddings, celebrations, and children coming into the world and is passed down to Polacco's great-grandmother, grandmother, mother, and then to herself. She plans to pass the quilt to her daughter someday. This quilt was wrapped around her own daughter after she was born as well. It tells the story of their heritage so they never forget home.
       This story would be most appropriate for second and third-grade students. The language is simple and the illustrations carry the story. This would be a great way to introduce the idea of "heritage" to students. After reading this story as a read-aloud to the class, they could reflect on the importance of remembering the past. The students could share or create items that help them remember where they originate whether that is in the U.S. or from another country. No matter where anyone is from, every student has a cultural identity. It is important to foster this identity and this book would be a great way to start this.

Anne of Green Gables: a Graphic Novel, Adapted by Mariah Marsden, Illustrated by Brenna Thummler.
       This graphic novel tells the classic tale of Anne Shirley but through beautiful, colorful, cartoonish illustrations. It begins with the Cuthberts receiving Anne, an orphan. They hoped to get a boy that would help them with their farm. Matthew Cuthbert acts like a father to her and they become really close. Marilla, Matthew's wife, does not take well to Anne at first, but grows to love her spiritedness even though she tries to still make a polite lady out of her. Anne finds a wonderful friend in Dianna and they enjoy school and life together. Gilbert Blithe, a boy from school, and Anne do not see eye to eye at first. Eventually, as Anne grows older they become friends and possible romantic interests of each other towards the end of the story. Anne also gets the opportunity to go to a school for teachers. After, this higher education, she moves back home. However, while she was at school, Matthew passes away and Anne grieves him greatly. The book ends with Anne and Gilbert reconciling and Anne reflects on how great a home Avonlea has been.
     This book would be most appropriate for third and fourth-grade students. It is as long as a chapter book, but the pictures really help to break up overwhelming text. The illustrations also serve to move the story in ways like demonstrating subtle facial expressions without having to expressly describe them in words. This book could help students transition from reading picture books to reading chapter books. Additionally, it could help build
students' confidence in reading by helping them infer words and plot through pictures and text.

Something from Nothing, Written and Illustrated by Phoebe Gilman,
      This story originated from a Jewish folktale and is about a boy named Joseph and his grandfather. Joseph's grandfather makes him a blanket when he is born. The blanket wears out and Joseph takes it to his grandfather. He makes the blanket a jacket. The jacket eventually is too small and his grandfather turns it into a vest. Eventually, the material becomes so worn that there is only enough left for a button. Joseph wears this button proudly until he loses the button. Joseph's grandfather says that he cannot make something new without any of the blanket. Joseph does not lose heart and says that he can make a story out of all of these events. In this way, he made "something from nothing."
       This story is most appropriate for first and second grade. It has a lot of repetition, so the students can find comfort and confidence in knowing and saying some of the words with the teacher during a class read-aloud. Additionally, the illustrations add to the story and do not only tell the events. For example, the scraps of the material of the blanket end up with the mice that live below the house. The mice can be seen on each page with curtains, clothes, and tablecloths made out of the blanket. This would help the students be engaged in the story. The students could also reflect on what it means to create "something from nothing" and if that is truly possible.

Memphis, Martin, and the Mountaintop: The Sanitation Strike of 1968, Written by Alice Faye Duncan, Illustrated by R. Gregory Christie
         This book details the events of the 1968 Sanitation Strike through the eyes of a Lorraine, a young girl when the strike happened. The strike occurred because the sanitation workers, who were mostly black, were not treated well by the city and severely underpaid. Lorraine's father was one of these workers and went on strike with the rest of the workers. Their family struggled financially during the strike but never lost hope. Dr. Martin Luther King Jr. also worked and marched with the sanitation workers of Memphis, but the Mayor remained stubborn in not working with the sanitation workers. During the strike, Dr. King gets assassinated and his wife carries on his legacy. The community grieves his loss but does not lose hope. Eventually, the President goes over the mayor's head and gives the sanitation workers better conditions and a pay raise. The book ends with resources and a timeline of the Sanitation Strike.
        This book is most appropriate for fourth and fifth graders. Some of the content could be too overwhelming for younger students and there are a lot of words on each page. The number of words could overwhelm second and some third-grade students. This book expertly and engagingly details the events of the strike. This book would accompany a Civil Rights history lesson or Black History Month lesson very well. One of the most memorable phrases of the book is when the author says that "Freedom is never free." This would make a great writing prompt for students to write about what this means to them. The students could create an artistic expression of their writing as well, just like the writer and illustrator of this book did. This allows students to personally and deeply reflect on an important part history and extend their learning past a history book.

Ada's Violin, Written by Susan Hood, Illustrated by Sally Wern Comport
       This story is set in a poor town in Paraguay where the people live at a dump. Most of the people there make money by scavenging around the dump for recyclable materials to sell, but this does not pay very well. A young girl who lives here, Ada, eventually fears that this could be her future. However, her grandmother who loves music with such a passion signs up Ada and her sisters for string instrument lessons as soon as a music teacher makes this available. Ada becomes so excited at this. However, there are not enough instruments for all of the children to use and instruments are high money items that could easily get stolen in this town. So, some resourceful men figure out how to make cellos, violins, and other instruments with material from the dump. This is how Ada gets her own violin that she treasures dearly. While other children quit lessons because it is so difficult, Ada never gives up. Her perseverance is rewarded as the orchestra gets asked to perform at local and eventually national gigs. The orchestra's biggest invitation is to open for a famous rock and roll group. Ada gets nervous at this performance but soon forgets her nerves when the crowd celebrates their orchestra with cheers and encouragement. The book ends with an author's note that talks about Ada and "Recycled Orchestra of Paraguay." This note contains real pictures, links to videos, and other resources.
       This book would be most appropriate for third, fourth, and fifth-grade students. This book uses collage for the illustrations which is truly interesting to see. This would be a great inspiration for students to make their own collage about an experience that has formed who they are. Additionally, this book shows what perseverance can do in impacting someone's life. If Ada had quit early like some of the other students had, then she would not have had such amazing experiences outside of her town. It was her perseverance and her passion that allowed her to travel and play for huge crowds. Additionally, it shows students that some people are forced to live in such heartbreaking poverty. Students need to read stories like this to gain a global view of the world around them. This story definitely portrays in an age-appropriate way that some people do not have all of the luxuries
that most people in the U.S. get to enjoy.

Kami and the Yaks, Written by Stenn Stryer, Illustrated by Bert Dodson
       This Schneider Family Book Award-winning book tells the story of Kami, a young, deaf Sherpa boy who lives with his family. Kami and his brother and father's job is to help hikers in the mountains by guiding yaks that carry the hiker's gear. One night, the yaks are nowhere to be found, so Kami takes off to find them. As he looks for them, he gets caught in a storm that rains down hail. He finds the yaks and sees that a calf has got its foot stuck in a crack. Kami treks through the storm to tell his father and brother. He does not know how to speak since he cannot hear. He mimes a yak getting its foot caught between rocks and his brother understands. The trio head in the direction of the yaks and his father frees the calf from the rocks. Kami proudly guides the yak herd and his family back home with the understanding that his father is proud of him for his courage and resourcefulness. The end of the book contains information about the Sherpa people.
     This book would be appropriate for first and second graders. I love how this book empowers Kami. It shows how he was still courageous and intelligent to work with all of his abilities instead of letting his disability discourage him. This book would be a great read-aloud for the classroom and to have in my classroom library. It shows students that no matter what they feel insecure about or what they think they cannot do, everyone can rise above their circumstances to solve problems in a different way. Although Kami could not speak to his family, he still found a way to communicate with his family. This kind of victory is what students need to see. Even if the students do not have an impairment like deafness, they still most likely feel incapable of doing something or feel vulnerable in a given situation. By reading about Kami and his fearlessness, they could be inspired to the same kind of courage.

Santa Claus, Written by Rod Green, Illustrated by Jon Lucas, Carol Wright, Simon Danaher, and Craig Sudac
       This book explains in detail the lore of Santa Claus and related figures like Mrs. Claus, the elves, the reindeer, and the North Pole. It begins by describing the North Pole and the Arctic. It says that magic is required to enter the part of the Arctic where the North Pole and it describes how igloos are made. Santa's ice dome is built like a giant igloo and the elves use an ice dome to cultivate crops and Christmas trees. Additionally, the book describes the reindeer and how each of them differs from each other. It also describes the rank of the elves and how Santa's sleigh works. It also provides detailed illustrations of each subject, especially the inside of the workshop. There are many flaps and pages that fold out. There are letters to Santa that are glued into the book. Santa even has a diary that is in one of the pockets of the book. The elves also glued a book of their wisdom on one of the pages.
     This book would be appropriate for second, third, and fourth-graders. It is highly interactive and engaging. Additionally, it also has many boxes with actual facts in them about reindeers, the Arctic, igloos, Christmas trees, and teddy bears. This helps students learn the facts more easily than if they had read about them in an uninteresting article without illustrations. However, because this book is associated with Christmas, a religious holiday, and parents have different views about their children believing in Santa Claus, this book would have to be used very carefully in schools. This book would need to be accompanied by books about other December holidays and religious holidays from around the world and from many cultures. This makes it more fair and educational for all students in the class. It helps them gain a more global perspective. Additionally, this would allow students who do not celebrate Christmas to not feel alienated. Overall, this book is a fun and interactive blend of fact and fiction.

Arrow to the Sun, Retold and Illustrated by Gerald McDermott
     This Caldecott-winning story is originally a Pueblo Native American story that talks about a son that was born into the world when the Lord of the Sun sent light into the world to a lady's home. The boy grew up and wanted to meet his father. He asked many people around him if they knew his father. Everyone said that they did not until he met the Arrow Maker who saw that the boy was the son of the Lord of the Sun. The boy turned into an arrow and the Arrow Maker shot him from a bow into the sun to meet his father. To prove that he really was his son, the Lord of the Sun made him pass several endurance tests and the son passed all of the tests and became like his father. The father sent his son back to Earth to give them the light and the people on earth celebrated this with a dance.
       This book would be most appropriate for first through third-grade students. The illustrations are elaborate, colorful, and engaging and the story is easy to follow and read. Because this story is a Native American story, it would be great to accompany a lesson about Native Americans. It makes historical facts come to life. Students get to see that they told stories to each other in a similar way that people do today. Additionally, this book would be a fantastic example of a legend when students study different types of literature.

That Book Woman, By Heather Henson, Illustrated by David Small
      This Bluebonnet book features a family that lives in the Appalachian mountains. The family does not have any neighbors near them and no school close to them. However, one of the daughters in the family, Lark, is literate and loves reading. Her older brother, Cal, however, does not understand her fascination with books and does not want to learn to read. One day, a woman comes to their door with a load of books. She wants to give the family the books for nothing in return. She comes frequently like clockwork to give them books no matter the weather conditions. After she comes during a horrible snowstorm to give them new books, Cal is surprised and wonders why books are so important to her. Cal then decides to ask Lark to teach him how to read. The next time that the woman comes with the books, she asks Cal to read something to her. After Cal does so, the woman says that this was all she wanted in exchange for the books.
      This book would be most appropriate for second and third-grade students. This book has engaging illustrations and a poetic feel to the text, so students can easily invest in the story. Additionally, the book features an author's note that explains the true history of the women who gave books to Appalachian families as part of a government initiative. This book would be a great introduction to a project that students could do by researching these amazing women. The author's note also includes resources to continue this resource. Additionally, this book demonstrates the true joy that reading can bring. It also shows students that historically, not everyone could learn how to read. This can connect to the modern world how there are still people at a disadvantage in this area. This helps students see the true value in learning how to read and their education.

The Little House, Written and Illustrated by Virginia Lee Burton
     This Caldecott-winning story begins with a man building a small house in the country that he plans never to sell, but to pass down to generations after him. This little house loves to watch the family frolic outside year after year. The little house also enjoys looking at the city lights on the horizon and wonders what the city is like. Over the years, the city gets closer and closer until the little house is wedged between two skyscrapers and abandoned. The little house, in shambles, is recognized by a descendant of the original owners and they have the little house moved back to the country. They restore the house to its original luster and the little house never dreams of living in the city again.
     This book would be most appropriate for first, second, and third-grade students because of the vivid illustrations and simple language and content. The illustrations of the book are simple yet detailed enough to tell the story without words. Therefore, it would be helpful for students to read independently, even if they do not know all of the words. This book would also be an engaging read-aloud in a lower-elementary classroom. Furthermore, the book sparks the imagination of the reader. The little house, an inanimate object came alive through the personification throughout the story. Because of this, this story would be great to use to teach students about personification. After the lesson about personification and reading the story, students could then write their own story by personifying another object like a car, a school, or something in nature like a tree.

Mike Mulligan and His Steam Shovel, Written and Illustrated by Virginia Lee Burton
      This Caldecott Winning story features a man named Mike Mulligan and his steam shovel named Mary Anne. This pair had accomplished much in their career including leveling hills for roads and runways and digging foundation for buildings. However, the higher-tech electric and gas-powered machines took all of the jobs away from Mary Anne and Mulligan. So, Mulligan and Mary Anne went to a small town away from the high-tech machines for a job. They challenged the head of the town to let them dig the cellar for the town hall in a day and if they could not complete it in a day, their work would be free. The selectman agreed to the deal and the pair began work. As more people came to watch, Mary Anne and Mulligan worked quicker and more efficiently. They eventually made their deadline as the day came to a close but they forgot to make a way out for themselves. The town suggested that Mary Anne could serve as the new furnace and Mulligan could be the janitor. This way, Mary Anne and Mulligan did not become obsolete as they would in the city. The book ends by saying that this pair could still be seen whenever the reader visits the town hall of this town.
      This book would be most appropriate for first, second, and third graders. I would use it as a read-aloud book and keep it in my classroom library for students to read independently. It truly shows the students what good work-ethic looks like. Mulligan and Mary Anne did not give in to laziness and sorrow and let themselves waste away with the other steam shovels. They were determined and had the grit to thrive in society. This sets a great example for students to persevere when they hit tough times. They can thrive just like Mulligan and his steam shovel with determination and hard work. This also would be a good introduction to industrialization and the implications of improving technology. An easy modern connection to the themes in this book is how cashiers and telephone workers are being replaced by machines and robots. The students could discuss the implications of improving technology and what that means for their ever-changing world.

Where the Wild Things Are, Written and Illustrated by Maurice Sendak
      In this Caldecott Medal-winning story, a young boy named Max becomes too rambunctious for his mother, so she makes him go to bed without eating. While sitting in his room, Max decides to escape into his imagination. He sails to the forest where the creatures or "wild things" live. As he sails to this place in his imagination, the illustrations grow to fill the page. Here, Max reigns as their king as they dance and roar and bare their teeth at each other. Max decides that he misses home and wants to leave the wild things. He sails back home where his mother showed her love for her son by leaving dinner for him in his room. At this point in the book, the illustrations shrink back to one page.
      This book would be most appropriate for first, second, and third grade. It would be a fantastic book for a read-aloud in these classrooms. Additionally, I would keep this in my classroom library. This book is great for students who are not completely literate yet because the illustrations tell the story without words. Therefore, this book would also be beneficial to help students learn to read words that they do not know based upon context clues. The illustrations give enough context for students to confidently guess words that they may not have known previously. Additionally, this book teaches forgiveness and second chances. The mother gave her son dinner despite his behavior. Even if students do not have this type of parent in their lives, they need to see this type of love displayed in literature.

11 Birthdays, By Wendy Mass
       This Bluebonnet Book features a boy and girl who were born on the same day but to different parents. The boy, Leo, and the girl, Amanda, have been friends since they were born and shared each birthday together. However, on their tenth birthday, Leo's friends pressure Leo into telling them that his mom forces him to share his birthday with Amanda. Amanda overhears this and is crushed. She cuts off Leo from her life for a whole year and they plan to have separate birthdays for their 11th birthday. However, Amanda did not hear Leo gaining the courage to tell his friends later on his tenth birthday that he actually enjoys sharing his birthday with her even if she is a girl. The day of Amanda's 11th birthday comes and goes, and Amanda expects it to be Saturday when she wakes up the next morning. The day, however, repeats itself and she relives her birthday over and over. Eventually, Amanda and Leo find out that both of them have been reliving the same day and they reconcile to make the most of it. Eventually, they find a mysterious old woman that helps them discover the familial curse that explains what is happening to them. Together, the three of them are able to break the curse at the end of the book and they finally wake up to the next day, Saturday. The two's friendship has become strengthened by their experience.
       This book would be most appropriate for third, fourth, or fifth-grade students. This book is a chapter book that may be too long and complex for second graders to read on their own and they may become confused when listening to the book in a read-aloud. However, for older elementary students, this book would be fantastic to have in the classroom library and to read aloud to the students each day. This book teaches readers that actions have consequences. Leo told his friends negative things about Amanda and Amanda heard it. Therefore, she cut off their friendship. However, because Amanda and Leo never talked about their conflict, they never resolved it until the end of the book. This shows students what ack of communication can do to friendships and the consequences of Leo's words that Amanda overheard. Additionally, this book is a chapter book with simple language but engaging ideas. This keeps students interested in reading the story independently especially as they transition to reading chapter books.

In My Mother's House, By Ann Nolan Clark, Illustrated by Velino Herrera
     This book is composed of a collection of poems by Tewa Native American children who live in New Mexico. This collection, however, is not several isolated poems, but rather one long poem written by different children. This reflects the collectivist culture of the people as well. The poems cover many different aspects of Tewa life. It talks about agriculture, family and friends, livestock, wild animals, and more. My favorite part is the beginning where the narrator is talking about what his or her mother does and how the narrator relates to the mother. The poem describes the mother as hardworking and loving. I also love how the end of the book is a circular ending because it finishes with the idea that all creatures and ideas in the poem come together to create "a strong chain" that ties the narrator to his or her cultural roots that begin "in my mother's house" (56).
    This book would be fantastic to use when studying Native American culture and would be most appropriate for first through fifth. It spans so many grade levels because the language is simple but the ideas are ageless. Ideas such as family, friends, community, and livelihood are relatable to many ages. When studying the history of Native Americans, this book would be fantastic to use since it is told from a child's perspective in first-person voice. this makes the Tewa people come alive to the reader. Even though this is not a historical book, students can compare and contrast the way of life of the Tewa people in this book to the way of life of the historical Native Americans. Additionally, when students learn about different roles in communities and different types of communities, this book would be a fantastic resource to allow students to experience a community that may be very different from theirs. Students could also compare concepts that are similar to their own community. By doing this, students will hopefully see that even though these communities are very different, they also have unshakeable similarities.
   

Island of the Blue Dolphins, By Scot O'Dell
     This book begins by introducing the people who live on the Island of the Blue Dolphins in the village of Ghalas-at. Karana, also known as Won-a-pa-lei, is gathering food with her brother, Ramo, when a large ship comes to the island. The ship belongs to the northern Aleut people who want to hunt for otter. They make a deal with Karana's father, the chief about compensation. Before the Aleut leave, they go back on their part of the deal and this causes a battle that kills Karana's father and many others on both sides. Eventually, the tribe decides it would be safer for them to move to another place for fear of the Aleuts. They depart in ships during a storm. Karana wants to go get her brother who is not on the ship yet, so she dives into the water to swim where he is. The ship leaves them behind and they are alone on the island. The wild dogs on the island kills Ramo the next day and Karana is truly by herself. The story recounts her survival tactics and how her hope to be saved diminishes as does her fear of the Aleut return. The Aleuts do return and she meets and befriends a woman who was with them without the men knowing she is there. However, her new friend leaves and she feels alone. She tames and befriends many animals on the island which help her not feel as lonely. Another ship comes to look for her, but she misses this ship and is once again alone. However, after a few seasons pass, the ship comes again. The book ends when these people take her with them to where they are going. She takes the dog and birds that she has tamed. They inform her that her people drowned in a storm long ago. There is an author's note in the end that describes the real historical figure upon which Karana is based. This book has won the Newbery Award.
     This book would be most appropriate for third and fourth-grade students. It would also be great to have in the classroom library or as a read-aloud every week. What makes the story even more interesting is that it has a true historical basis. Because of this, students could extend the story by writing their own historical fiction based on mysterious historical events. For example, after students learn about the lost city of Roanoke, they could see how O'Dell took facts to create his story and do a similar process to write what happened to the people who lived in this village. This allows students to connect more deeply with history instead of just having them memorize facts. This also teaches them how to research appropriately. This story is also a fantastic demonstration of grit, an important character trait for anyone to have. Karana never froze in panic, but rather, she persevered even when she was injured, cold, or tired. She was never guaranteed that she would ever see people again or be reunited with her people, but she still made herself survive. Sometimes, she even surpassed surviving by creating recreation and a life for herself on the island. She is a fantastic example of perseverance in trials and making the best of her circumstances.

The Cricket in Times Square, By George Selden, Performance by Rene Auberjonois
       This book takes place in the Times Square subway station in New York. In a drainpipe in this station, next to the Bellini's small newsstand lives a mouse named Tucker and his feline friend named Harry. Tucker enjoys watching Mr. and Mrs. Bellini with their only son, Mario, run the newsstand even though the family is struggling to gain enough income. One day, Tucker watches as Mario finds a cricket in the subway station. Since New York is a bustling metropolis, crickets are rare to find here. This cricket, however, came all the way from Connecticut by being stuck in a picnic basket. Mario decides he wants to keep the cricket as a pet and convinces his dad and his reluctant mother to let him keep it. When the Bellinis close the newsstand for the night, Mario makes a little bed out of a matchbox for his new pet. After they leave, Tucker comes to the matchbox to introduce himself to the cricket. Tucker and the cricket, Chester, become friends and Tucker introduces him to Harry. All three become great friends. Throughout the book, the trio accidentally causes trouble for the Bellini's and their newsstand even though crickets are supposed to be good luck. However, when the trio discovers that Chester can beautifully recreate any musical piece he hears, they decide that this could make up for the trouble that they have caused. Chester's beautiful music makes headlines and multitudes of people stop to listen to him. Eventually, the demands of his new fame and quick-pace of city life becomes too much for Chester who longs for his country home. Even Mario does not want Chester to stay if it does not make him happy. So, Harry and Tucker find a way to get Chester back home where he belongs. The mouse and the cat miss Chester so much that at the end of the book, the think about visiting him in the country. This book has won the Newbery Honor award.
      This book is most appropriate for second and third grade. It would be a great book for a daily read-aloud and to have in the classroom library. The animal and human characters are easy for students to connect with and relate. Additionally, this story juxtaposes country and city life very well. It also shows that everyone comes from a different background. Because of this, it would be a great way to help students understand some differences between metropolitan and country life. The students could even continue the plot by writing the story about what happens when Harry and Tucker go to visit Chester in the country. They could share their stories and compare them with the events that take place with Chester in the city. Additionally, this book demonstrates true selflessness. For example, Mario loves Chester so much and would not want to be separated from him. However, he loves Chester enough to want him to be happy even if that means Mario may never see Chester again. He gave Chester permission to go back home since Chester was so sad and scared in New York. Students could share ways that they have been or can be selfless. They could also share ways that others have been selfless to them.

Zlateh The Goat and Other Stories, by Issac Bashevis Singer, Illustrated by Maurice Sendak
       In this collection of traditional short stories, Sendak beautifully brings to life Singer's tellings of stories surrounding Jewish villagers. Two of my favorite stories in the book are "The First Shlemiel" and "Zlateh the Goat." In "The First Shlemiel," a wife decides to leave her lazy husband for the day. While she is gone, he is responsible for taking care of the rooster and the baby. However, Shlemiel, her husband, is extremely lazy and loves anything sweet. He ends up letting the baby get injured and losing the rooster. Fearing his wife's wrath when she gets home, he decides to eat a pot of jam his wife made on the stove that she called poison to kill himself. However, he is not dead when his wife gets home and she says it is because it was not poison but jam. She hoped that telling him it is poison would keep him from eating it. In the end, the baby is safe, the rooster returns, and the Shlemiel's have a very happy Hanukkah. In "Zlateh the Goat," a family of villagers has to sell their beloved pet goat named Zlateh because they cannot afford her. Aaron, the family's son must take the goat to sell but gets stranded in a snow storm. Aaron and Zlateh find shelter in a haystack covered in snow. In this haystack, they remained for three days while waiting for the snow to stop. The goat ate hay and Aaron drank the milk of the goat to stay alive. In this time, Aaron became very attached to the goat and did not sell her. In the end, he brings the goat back to his frantically worried family that is glad they have returned and they did not sell the goat. Instead, his father's business begins thriving again and they have more money than they need to have a great Hannukkah. This book has won the Newberry Honor Award.
        This book is most appropriate for fifth and sixth-grade students. I would like to have this book in my classroom library. However, some themes may be too extreme to keep freely in an elementary classroom. For example, even though Shlemiel's suicide attempt may be painted as humourous in the story, it still is not truly appropriate for young students. Therefore, I would have to pick and choose which stories to share with the students. I would love to read "Zlateh the Goat" out loud to the class because it allows readers to delve into an unfamiliar agricultural society. The students could try to put themselves in the father's shoes and Aaron's shoes. It would be a similar situation if one of the students had to sell a pet that they loved because their parents could not afford to feed it anymore. This connection could allow students to see that even though another culture may have different customs and use different words than they do, they can connect to them in some way through similar experiences. Because of this, these stories would be great to share when the students study about Poland in a World History class. Both the author and illustrator of the book have Polish roots and this is evident in their collection of traditional short stories that were all translated from Yiddish by the author.

The War that Saved My Life, by Kimberly Brubaker Bradley
       In this book set in World War II-era London, Ada and her younger brother, Jamie, are abused by their hostile mother, whom they call "Mam." Mam allows Jamie to go to school but does not allow Ada to leave the apartment. Mam is ashamed of Ada due to Ada's clubfoot and does not want anyone else seeing her. She always verbally and physically puts Ada down by calling her names and not allowing her to walk. When the time came for the children to be evacuated from London due to the impending German threat, Mam allowed Jamie to go with the other children but forced Ada to stay. Ada finally got the courage to disobey Mam and ran away with her brother since she taught herself to walk enough to move. The children arrived in Kent, where two siblings were put into the care of the reluctant Susan Smith. Eventually, Susan came to love the children and the children loved Susan as well. The trio faced many trials like when the injured soldiers from Dunkirk overwhelmed the small village or when they had to go into the bomb shelter every night because of the German air raids. However, Ada comes out of her shell and heals emotionally through the support of the kind people in the village, Susan, and a pony named Butter. At the end of the book, Mam comes to take the children since she found out leaving them with Susan will cost her reoccurring payments nineteen shillings. At home, Ada stands up to her mother and her mother admits that she does not want them at all. That night, an air raid threatens Ada, Jamie, and Mam. The two siblings make it to a bomb shelter just in time. When they wake up, they are greeted by Susan who came to rescue them. When they get back to Kent, they see that Susan's house was destroyed by a German bomb and would have killed Susan had she been home. The people of Kent are delighted to see that Susan, Ada, and Jamie were not in the rubble and rejoice that they are alive. Susan says that the young boy and girl rescued her from dying and Ada says that Susan had done the same. This book has won the Newbery Honor Award.
       This book would be most appropriate for fifth and sixth grade. It has some more mature content that would not be appropriate for younger elementary students. For example, Ada tries to help a soldier and goes to get someone for him. When she comes back, this soldier had died and Ada is devastated. Additionally, the effects that Mam has on Ada are extremely intense. Ada believes that the clubfoot is her fault and believes Mam's lies for a while. I would love to have this book in my library for the students to read freely. Additionally, the students could write an essay or do a project after reading the book that is based on the title. They could explain if and how the war saved the life of Ada. They could also delve deeper and explain how the war may have saved Susan or Jamie as well. This book also contains many facts about World War II that even I did not know before. This book would be great for students to read as they study this war. After reading this book and studying the war, it would be a fun project idea for students to write creatively. The students could write from the perspective of a German or Polish boy or girl with a different scenario and use historical facts to explain how the war may have saved their life. This encourages students' creativity and gives them an opportunity to personalize history. Additionally, they have to know the facts of the war well in order to write the story.

Ripley's Believe it or Not! Dare to Look, by Geoff Tibballs
    This book presents readers with weird, gross, and interesting facts, people, and feats. This book is highly engaging with plenty of photographs and short paragraphs or sentences of text to describe the picture. The book includes facts and tellings about animals, feats, people, food, nature, science, and more. Some of my favorite topics are the people that can manipulate their face in different ways, the people who have done amazing feats like "urban climbing." Some of the topics, however, are stomach-churning like the cakes made to look like zombie cakes with skin and stitches or the massive spider infestations whose webs almost looks like snowbanks. Other topics like people getting "buried alive" by blankets of snow covering their car serve as cautionary and scary tales. There are so many topics that at least one of them would be interesting for most students. This book won the 2013 Parent's Choice Award.
      This book would be most appropriate in fourth, fifth, and sixth-grade classrooms. Students need some level of maturity to read some of the information in the book since it can be extremely gross or scary. I would love to have this book in my classroom library for students to freely browse. Additionally, this book would be a great way to begin a lesson about a certain topic. For instance, if students are about to learn about amphibians and reptiles, I could show them the picture of the translucent frog or the albino turtle and they could read the informational paragraph about them. This could get students excited about studying these types of animals more than just explaining the different types of amphibians and reptiles. Teachers should also be aware that some content and pictures may not be suitable for some classrooms. For example, the tattooed woman's picture in the book is slightly revealing for a school context. Teachers should look through the book first and then use their best judgment.

Honest Abe, By Edith Kunhardt, Illustrated by Malcah Zeldis
      This story details the life of Abraham Lincoln. It begins with his childhood by describing his family life and his origins. He grew up mostly in log cabins and one-room houses. His mother died while Lincoln was still a child, but his father remarried to a woman named Sally. Eventually, Lincoln went to school while working and became a lawyer after three years of school. Next, Lincoln was voted into Congress and then ran for Senate. He lost the Senate election but he later won the presidential election against the same opponent. The Civil War soon followed his election, but Lincoln fought for the abolishment of slavery by signing the Emancipation Proclamation. The Thirteenth Amendment was later signed into the Constitution which banned slavery. Lincoln also famously delivered the Gettysburg Address honoring the lives lost in the battle at Gettysburg. The story ends with Lincoln's assassination. After he passed away, he was missed by many and had ten funerals in different cities until he came to his final resting place in Springfield, Ilinois. The last pages of the book contain the Gettysburg Address and a timeline of Abraham Lincoln's life.
      This book is most appropriate for first, second, and third graders. It has simple sentences and simplifies ideas about slavery and politics. The illustrations are also vibrant and engaging. Additionally, it is short enough to hold the attention of young students but is packed with useful information. The way the story is told with personal details about Lincoln in a narrative form truly makes Lincoln come to life for the reader. This would be a fantastic book to use for a project or paper about Abraham Lincoln. The timeline in the back would be helpful for this too. Additionally, students could dramatically interpret the events in the book and make it into a play. The teacher could also write a reader's theater script based on this book. The teacher would read the book first and then lead a class discussion about various aspects of Lincoln's life. Next, the students would look over the script and perform it with props and dramatic reading.

my brother Martin, by Christine King Farris, Illustrated by Chris Soentpiet
        This picture storybook is told by Martin Luther King Jr.'s older sister, Christine King Farris. She remembers the day that he was born and that he slept in her old crib. She also remembers the day her youngest brother, A.D., was born. She recounts the antics of her and her siblings like scaring people on the street with a mink stole. However, Farris also recounts how their white childhood friends eventually refused to play with her brothers because of their skin color. After this, it brought the King siblings to a new understanding of the discrimination around them. Their mom explained the unfair laws and horrible treatment. She also explained her belief that one day this will be different to which her son, Martin Luther King, expressed that he will change the unfairness. Their father also expressed how he handled discrimination. He was never disrespectful to anyone, but he never let himself be disrespected either. Martin Luther King Jr.'s experiences and parents influenced his dream and the movement that he began. The book ends by mentioning that he did have a dream "that turned the world upside down." The end of the book also includes a poem by Mildred D. Johnson that inspires readers to imitate Martin Luther King's qualities. This book has won the NAACP Image Award for Outstanding Literary Work for children.
      This book would be most appropriate in second, third, and fourth-grade classrooms. It is a great example of a reliable primary source when working on a research project or paper. Students could use this book when learning the research and writing process. It is written in language that is easy to understand and is engaging for the students. Additionally, this book would be great for a read-aloud in the classroom during Black History Month or when students are learning about the Civil Rights movement in social studies. It appropriately portrays the brutality of discrimination for the age of the students without overwhelming them with the gore and violence of the time. Additionally, students could also read this book when they are learning about character traits like respect or self-respect, courage, and grit. The poem in the back of the book also inspires readers to become like Martin Luther King Jr. in various ways like reading, praying, being peaceful, and being intelligent. This could inspire students to become like him in certain aspects and appreciate his character traits. Anyone has the potential to change the course of history. Additionally, students could write similar poems about other historical figures either from the Civil Rights Movement or other events. This allows students to express themselves through poetry and make the historical figure more real to them.

Ivy's Journal: A Trip to the Yucatán, by Judith Herbst, pictures by Molly O'Gorman
        This book shares factual information about the Yucatán in a narrative way. It begins when Ivy's parents tell her that they are going on a family vacation to the Yucatán, and Ivy is very resistant. She tells all of the facts about Mayans and pyramids that her parents told her to try to get her excited, but she is still not convinced. However, after Ivy does research of her own, she discovers a woman from the 1800s, Anne Cary Maudslay, who ventured into the Yucatán at a time when traveling to such places was not typical for women. The family arrives at their destination in the middle of the Yucatán where they explore historic cites that have pyramids, temples, and ancient ball courts. Ivy was shocked to learn that they used to sacrifice whoever won the ball game as an honor to the rain god. Learning facts like this and being immersed in the Yucatán changes Ivy's mind about this historic place. She delves into her imagination when she pretends that she lives in ancient times among an ancient people. Additionally, she meets a friend named Tránsita who lives in the Mayan village. Her friend shows Ivy her home and Ivy meets her mother as well. Ivy then becomes even more fascinated with the culture. On the family's way home, Ivy reflects positively on her experiences. Her parents tell Ivy that they want to go explore caves in France next summer, but Ivy does not expect to enjoy that trip.
         This book would be most appropriate for second and third graders. The book is filled with many colorful illustrations and photographs of the ancient sites. Additionally, the facts are told through Ivy's fictional narrative. This makes it engaging for the students and easier for them to follow. This would be a great book to read to students when they study the Yucatán. Furthermore, the book would serve as a solid example of a factual travel journal. No matter what country or area the students are studying, they could be inspired to create their own travel journal like Ivy's. Students could also create a time traveler's journal where they pick a place in a historic time period and write a journal as though they have traveled to that time. This also follows Ivy's example as she imagined herself in ancient times based upon the facts that she learned of the Mayan people. The students could find facts and pictures from books, the internet, and other resources to include in their journal. This helps develop their creativity, their understanding of the country or area of study, and their writing and storytelling skills.

In The Woods, by Annie-Jo
        This book is an informational book geared towards young children. There is only one sentence on each page that says what animal is in the woods. It also has a picture of the animal. There are seven animals in total: a snake, rabbit, skunk, fox, owl, deer, and bear. The inside of the back cover details the specific type of animal. For example, on page 7, it says that "a deer is in the woods." On the back cover, it elaborates that this is a Whitetail Deer. The last sentence of the book is a question. It asks the readers to think of other animals that live in the woods.
        This book would be most appropriate for a preschool classroom. There are not many words on each page, the pictures are large and realistic, and the sentence structure is repetitive so the students will be able to predict and memorize the text. I would use this book as a read-aloud when the class is studying animals or habitats. I would encourage the students to draw from their own experiences to make connections with the text. For example, when reading the book I could ask students if they have ever seen a rabbit, what do skunks smell like, and if they are afraid of snakes. This teaches students to connect with the text at a personal level when they read. The students could also use the book as an inspiration for art pieces. They could draw the animals in the book or draw a story that takes place in the woods with animals they may find there.

An Outlaw Thanksgiving, written and illustrated by Emily Arnold McCully
      This book takes place in 1896. Clara and her mother are traveling by train to meet Clara's father for Thanksgiving. At one of the train stations, Clara sees a poster hanging up with a wanted man's face on it. The man's name is Robert LeRoy Parker and his alias is Butch Cassidy. Clara sees that Butch Cassidy is wanted for train robbery among other crimes. Soon, her mother takes her to another train, but this train gets snowed-in on the tracks and cannot move. A kind man that Clara and her mother met on the train called Mr. Jones offers to take them with him to Brown's Hole which was over a day's journey from where they were. Upon arriving there, they enjoy hospitality and a Thanksgiving feast. However, one of the men seems familiar to Clara and she finally realizes that it is Butch Cassidy and the rest of the men and women are outlaws as well. Butch Cassidy tells her that he will not rob her train and that he is just there to give thanks and enjoy the holiday. He gives her a silver dollar to remember her time at Brown's Hole and the Thanksgiving festivities. In the end, Clara and her mother are reunited with her father and she plans to tell her father about her adventure once they arrive in California. The last page of the book is the author's note. Here, the author describes the real outlaws of the time and the history of train travel and its dangers. This book is a Caldecott Medal winner.
          This book is most appropriate for second through fourth graders. It would be an excellent book to accompany a lesson about train travel at the time and how it revolutionized the United States. This book also brings to life the dangers and expectations of Americans in the late 1800s. For instance, the people who owned the railway companies famously cared more about making money than keeping people safe. This would begin a great discussion about the ethics of running a business and what happens when those in power abuse their employees and consumers. Additionally, it leads to modern connections like how airplane travel and even video calls have changed the way that people communicate and travel. This book has the potential to deepen the students' understanding of the people of the time and offers opportunities for students to make connections from history to the present time.

The King at the Door, written and illustrated by Brock Cole
        This book begins with a servant boy named Little Baggit who meets a man claiming to be the King outside of an inn. Little Baggit runs into the inn to tell his master that the King is outside wanting something to drink. His master, the innkeeper, does not believe that this man is truly the King, so he gives Little Baggit dishwater to give to the King. Little Baggit comes back inside saying that the King did not want the dishwater, so Little Baggit gave him some of his own ale. This pattern repeats throughout the book: the requests an item, the innkeeper gives him lowly gifts, so Little Baggit gives the King a better item that belongs to him. Eventually, the King says that he will take Little Baggit back to his palace in his carriage. When Little Baggit tells his master, of this news, the innkeeper disregards it with the same disbelief as before. However, the book ends with the King's carriage arriving to take the King and Little Baggit to the palace.
         This book is most appropriate for second and third graders because it is a picture storybook that has too many words on each page to hold the attention of most first graders. This book would be fun to accompany a lesson about monarchy and their subjects. This book displays the relationship between a King, an innkeeper, and a servant boy. The King in this book was kind to his subjects by taking in the young servant boy who gave his belongings so freely to the King. This could begin a conversation with the students about how a king or queen should rule and how monarchs in the past have acted towards their subjects. Additionally, this book shows a good example of returned kindness. The King rewarded Little Baggit's kindness of sacrificial giving. This would also lead to a great conversation about doing kindness even if it is not rewarded like in the story.

Freedom Over Me, written and illustrated by Ashley Bryan
         In this book, Coretta Scott King Award-winner Ashley Bryan has taken the records from an estate that owned slaves in the 1800s and has given a voice to eleven slaves from the records. She has beautifully illustrated what each of them may have looked at. In free verse poems, she writes a short biography and their dreams for their lives. My favorite person that she brought to life is Athelia, a 42-year-old woman who was sold for $175. Athelia works with the laundry and helps the men during harvest time. However, she enjoys the company of a young slave girl named Dora. Dora's presence helps Athelia not focus on the hardship of her slavery. Having this private life that the masters do not know or understand allows Athelia to enjoy a small taste of freedom that she calls "our precious secret." Athelia dreams to be free and that her African heritage may continue to inspire her and the slaves around her.
        This book would be most appropriate for second through fifth graders. Even though this is a picture book, the stories and illustrations work together to make the content relevant for older elementary students. Since Bryan created these beautiful stories based on the records from a nineteenth-century estate, it would be an interesting activity for students to complete an activity with a similar process. Students could gather information from their history books and other non-fiction resources to create works of historical fiction that bring historical events and time periods to life. Additionally, students could each choose one of the slaves from this book to read and then present it to the class or to small groups as a discussion. No matter how this book is used in classrooms, it has the great potential to develop conversations, understanding, and empathy for the students and teachers.

Changes for Addy, by Connie Porter, Illustrated by Dahl Taylor
           This book is a continuation of Meet Addy and is the last book in the series. Addy's family is in Philidelphia living with more freedom than they ever had on the plantation. However, the family is not completely reunited because Esther, Addy's baby sister, is not with them. However, Esther's caregivers are bringing her to meet the family in Philadelphia. These caregivers are older and the husband dies right before reaching Addy's family, and the wife dies shortly after giving Esther to her mother. This deeply grieves Addy especially since this couple did not get to enjoy freedom for long after the Emancipation Proclamation was signed. The book ends with Addy grieving the loss of this couple, but still carrying on with her reading of the Emancipation Proclamation for her church around Christmas time. After her reading, the entire congregation breaks into a joyful celebration.
         
This book is most appropriate for third and fourth graders. It would also be a great book for them to transition from picture storybooks to chapter books. It is a short chapter book that has a few illustrations throughout it. This book also focuses on the importance of freedom and how to grieve the loss of loved ones. I would love to use this book to allow students to see how Addy dealt with the loss of her adopted grandparents because many of them may experience a similar loss at their age. This book also has nonfiction details in the back that explains the real history of slaves claiming their freedom in nineteenth-century America. Therefore, this book would be useful to show a first-person view of the effects of the Emancipation Proclamation and the struggle that slaves had to gain their freedom even after this was signed.

Meet Addy, by Connie Porter, Illustrated by Dahl Taylor
This American Girl book is set in the mid-1800s during the Civil War. Addy is a young girl who is a slave on a tobacco plantation with her mother, father, older brother, and baby sister. Addy overhears her parents wanting to run away from the plantation to freedom before Master Stevens can split the family up by selling them. However, shortly after this conversion Master Stevens sells her brother and father. So, her mother decides to run away to Philidelphia with Addy. The mother has to leave Addy's baby sister, Esther, behind at the plantation because she would give them away by crying loudly, and they would be captured again. Her baby sister, Esther, remains with two other slaves on the plantation who acted like grandparents for Addy. Addy and her mother face many dangers as they journey through the woods. They are bruised and scratched from the rocks and thorns around them. They hide during the day and travel at night. Additionally, they almost drowned while crossing a rushing river in the night. In the end, they arrive at the safe house and from there travel to Philadelphia to reach freedom. Addy and her mother hold on to the dream of their whole family reuniting in Philadelphia one day.
This book is most appropriate for third and fourth graders to read. I would love to use this book when teaching about the Civil War because of the point of view it offers. The reader has the opportunity to develop empathy by reading about the way that Addy and her family are treated and how they react to situations. This book has the potential to start great conversations about this time period and allows the Civil War to come to life. Additionally, this book is great for transitioning students from picture storybooks to chapter books. This book is divided into chapters and does not have an overwhelming amount of words on each page. There are also a few illustrations scattered throughout the book. Overall, this book is beneficial in developing a deep connection to history and for introducing students to chapter books.

Merci Suárez Changes Gears, by Meg Medina

            This book follows a young girl named Merci Suárez as she begins sixth grade. Merci lives in Florida with her father, mother, brother, grandparents, aunt, cousins, and her cat, Tuerto. She is not the most popular girl in school like her classmate Edna, and she wishes that she could fit in with the rest of the sixth-grade girls. However, she feels self-conscious about her appearance and about her family not being as wealthy as everyone else at her private school. Throughout the book, Merci’s strong, determined personality leads her into trouble like when she injures a classmate after trying to prove to him that she can hit any type of pitch he throws. In addition to the stress at school, Merci experiences stress at home from her family. She is upset at having to babysit her cousins instead of having fun with her friends. Additionally, she wishes that her family would not treat her like a child. She also notices that her grandfather, Lolo, acts differently than before. Normally, Lolo is the one person in the world who seems to truly understand Merci, but he starts forgetting people and events, has a bad fall even though he has ridden a bike all his life, and he wanders away when he should know to stay. Merci does not know at first what is happening to him, and she misses the way he used to be. However, Merci discovers that her whole family, Lolo included, knew that he has Alzheimer’s disease and decided not to tell her. This temporarily breaks Merci’s trust in her family and her heart. After Lolo has an angry outburst at Abuela, Merci begins to feel embarrassed at what her friends may think of him when they come over to her house. However, Merci soon realizes that her friends love spending time with her and her family. She realizes that all her friends think their own family is odd in some way. At the end of the book, Merci experiences change as Edna no longer is the most liked girl at school, her brother is going away to college the next year, and Lolo’s condition continues to worsen. Merci decides to embrace both positive and negative change because she is capable of adapting to any new situation. This book won the Newberry Medal, and Meg Medina has won the Pura Belpré Award.

            This book is most appropriate for fifth and sixth graders. It would be a fantastic book for the whole class to read and to have in my classroom library for students to read freely. Because this book deals with a variety of difficult yet common topics for students this age, it would be a great way to start conversation in the classroom. For example, students could discuss the pressures of fitting in socially, the importance of family and friends, and the difficulty of change. Additionally, students could present projects that deeply analyze these topics and allow students to connect their experiences with Merci’s. They could create dioramas or other artistic representations of their favorite parts of the book. Then, they could present to the class why they chose that scene and why it stood out to them. I would love for students to analyze and discuss Merci’s conclusion about change. She concludes that since change brings good along with sadness, she should welcome it. This conclusion would also be a great writing prompt for students to agree or disagree with Merci and then add their own thoughts about the nature of change. This topic is incredibly relevant for students at this age because sixth grade is a time of change and transition out of childhood. Students could also write about ways they relate and do not relate with Merci and her experiences. This gives students the opportunity to discuss what they read in a more private way and allows them to discover more about themselves by using this book to spark introspection. This book invites readers to think about their personal connections to the text because it is realistic fiction and Merci is about the same age as the sixth-grade students reading the book.

Are You There God? It’s Me, Margaret. By Judy Blume

            This story follows an incoming sixth-grader named Margaret Simon. Margaret and her family move from New York to New Jersey before school starts. As she begins sixth grade, she faces a lot of peer pressure and changes that come with turning twelve. She joins a group of friends that have a secret club called the PTS’s (the Preteen Sensations). The PTS’s come together once a week to discuss bras, periods, their crushes, and drama from room 18 at school. For her year-long project for Mr. Benedict, she decides to learn about different religions to try to choose one by the end of the year. Margaret’s dad has a Jewish background and her mom has a Christian background. However, her parents do not practice any religion and want Margaret to choose her own religion when she is old enough. Margaret feels pressure from her classmates and her grandparents to pick either Christianity or Judaism. Margaret talks to God often, especially when she is worried that she will develop slower than the other PTS’s or when she feels confused about religion. At the end of the book, she feels hopeful that she is developing like a normal twelve-year-old girl because she finally gets her period. She also discovers that gossip is not always true and comes to feel more comfortable in her search for religion even though she has not yet chosen one. In 1970, this book was chosen for Time Magazine’s Outstanding Book of the Year and was on its All-Time 100 Novels List in 2005. Additionally, in 2012, this book was chosen for Scholastic Magazine's Parent & Child 100 Greatest Books For Kids.

            This book would be best suited for sixth and seventh-grade girls. Because of the content, I would not use it for the whole class and I could not have it in my classroom library. However, it would be a great book to use for girls who are struggling through the transition into sixth grade. This book was helpful for me when I was in middle school. Due to the content, I would get the parents’ permission for their child to read it. I could also recommend this book to parents as a resource for their middle school daughters. I would explain the controversial topics in this book, especially that of religion and physical development. However, I imagine that many students could relate with Margaret in the book since students in middle school may feel socially awkward, have to make decisions for themselves, and feel torn between wanting to be children and wanting to grow up. Overall, I would have to be careful about using this book, but with the parents’ permission, this book could help other sixth grade girls like Margaret know that they are not alone.

Ramona Quimby, Age 8, By Beverly Clearly

            This book follows the life of Ramona Quimby as she begins third grade with high expectations. However, stress quickly builds at school and at home. She accidentally embarrasses herself a few times at school with squeaky shoes and an egg incident. Afterward, she overhears a conversation in which her teacher seems to express how annoying Ramona is. This makes Ramona incredibly self-conscious and hurt as she tries to navigate third grade and resolve this conflict. At home, Ramona’s family goes through a transition as her dad begins school to become an art teacher. Because of this, her dad must work a job while going to school, and her mom must keep working to have sufficient income. Ramona grows worried when she notices her parents feel worried about money for car repairs and other items. However, she grows closer to her sister Beezus when they band together after their parents discipline them. At the end of the book, Ramona and her teacher reconcile and resolve their conflict and the Quimby family grows even closer in the face of adversity when they remember they are a loving family. This book won the Newberry Honor in 1982.

            This book would be ideal in a third-grade classroom. This book can help students continue their transition from picture storybooks to chapter books. This book includes a few illustrations and there are a limited amount of words on each page, so the students do not feel overwhelmed. Ramona deals with a variety of issues like worrying about finances, trying to please the teacher, trying to fit in with the rest of the class, and discovering more of who she is. Because of the wide array of relatable themes, this book could appeal to most students. I would love to use this book to read aloud to the students each day. Then, I would have a discussion question or questions about what they heard. As we read more of the book, a few students could think of a question or observation for the class to discuss. The issues in this book would also inspire creative prompts for students’ daily journals. They could write answers to questions such as, “Have you ever felt like Ramona when she splattered egg on her head? If not, how do you think she felt?” This helps the students make connections to the text and learn to put themselves in the character’s point of view. Because this book is realistic fiction, it is incredibly relatable and versatile in the classroom.

Where’s Whitney? By Debbie and Michael W. Smith, Illustrated by Bridget Starr Taylor

            This book begins by introducing Whitney, a little girl who easily gets lost in daydreams without paying attention to her surroundings. Whitney’s family and extended family, the Smiths, go vacationing at a beach house where they all enjoy the ocean and the sun. Towards the end of their vacation, Whitney’s dad invites the whole family to go to a theme park. After spending the day at the theme park, the kids get the last of their energy out by playing on giant plastic dragons. Whitney, deep in her world of pretend, gets left behind since she was quietly hiding in the dragon. She locates a mom with children as her parents have instructed her to do when they are lost. After the rest of the Smiths realize that Whitney is missing, the leave the beach house and return to the amusement park, praying for her safety on the way. They find Whitney at the Ticket Booth at the closing time of the park. After the family reunites at the beach house, they exchange stories and eagerly greet Whitney while the great grandfather prays a prayer of thanks.

            This book would be most appropriate for first and second graders. Because of the theme of prayer to God in this book, I would only use this particular when teaching in a Christian school. However, I could use another book that also teaches students what to do when they are lost that is secular. This book and similar books teach the importance of staying alert to what a child’s parents and siblings are doing and where they are going. It also demonstrates to students that they should stay calm and find a woman with children when they are lost. I would use this book to teach students these life skills. The illustrations are vibrant to capture their attention and help them remember what they should do when they are lost. In a Christian school, this book also demonstrates relying on God by praying for safety and giving thanks. Overall, this book is incredibly useful and fun to show children in a visual, narrative way to teach kids how to deal with being lost in a public place.