The Junkyard Wonders

Polacco, P. (2010). Junkyard Wonders. New York: Philomel Books.

Brief Annotation: Young Trisha longs to stay with her father for the school year, but soon faces uncertainty when her new school assigns her to a special class with students known as the “Junkyard Wonders.” Her teacher, Mrs. Peterson, seeks to inspire each student to reach his or her amazing potential and soon Trisha realizes that every member of her class, including herself, is truly a genius.

Genre: Historical Fiction

Grade Level: Grade 3 through 5

Readers who will like this: Children who like realistic tales of friendship, children who would benefit from a story that focuses on believing in oneself, children who would benefit from a story with many good role models


Response/Rating (1-4): 4, Based on true events in the author’s young life, this book is a wonderful example of the positive influence a great teacher can have on the lives of his or her students. In the story, Mrs. Peterson inspires her students to believe in themselves; it is a message that changes lives. The book would be a great addition to a classroom library.

One question you would ask before a read aloud: What inspires you? Is it a special place? A special person?

Reading Strategies Connection: Powerful Passages (Yopp and Yopp, p. 107). In this postreading activity, children identify a passage in the reading that personally interested or inspired them. After the reading, children revisit the story and select passages. In student pairs, the passages are read aloud and reasons for choosing the passages are discussed. Following discussions, the students regroup into pairs with other students and share passages. This activity gives students the opportunity to reflect on their own and other responses to the reading as well as deepens their comprehension of the material. As an alternative, students can also write their chosen passage on a piece of paper. The passages are displayed throughout the classroom and the teacher and students then circulate around the room, reading the passages and writing their responses on the pieces of paper. Following the “walkabout”, the class as a whole has the opportunity to discuss the passages.