Sylvester and the Magic Pebble

Steig, W. (1969). Sylvester and the Magic Pebble. Illus. William Steig. New York, New York: Simon & Schuster Books for Young Children.

Brief Annotation: Sylvester finds a red pebble and finds out that the pebble is magic. The pebble grants any wish to whoever is holding it. When Sylvester was walking home with the pebble in his hand, he came across a lion and wished he was a rock. The pebble fell beside Sylvester and he stayed a rock for a long while. His mom and dad became devastated and one day decided to take a walk. They stopped at the rock that was Sylvester and found the pebble. The dad put the pebble on the rock and Sylvester wished he was himself again, and then he was. The pebble was put away safely and Sylvester and his parents enjoyed being together again.

Genre: Fable

Grade Level: K-2

Readers who will like this: Readers who enjoy magical stories.

Response/Rating (1-4): **** I thought this book was a great children’s book. I highly enjoyed the plot and the pictures and how Sylvester wished he was a rock instead of wishing the lion away. This book shows children how to be careful for what you wish for.

One question you would ask before a read aloud: Have you ever wished for something to come true and it did? Was the ending a happy ending, or was the wish not what you expected?

Chrysanthemum

Henkes, K. (1991). Chrysanthemum. Illus. Kevin Henkes. New York, New York: Mulberry Books.

Brief Annotation: Chrysanthemum thought her name was absolutely perfect, until she went to preschool and everyone made fun of her name. She began to think her name was not at all perfect, until the talented music teacher told the entire class she was also named after a flower. She also loved the name Chrysanthemum and would name her daughter after that flower. After that, the class thought Chrysanthemum was the best, most perfect name and so did Chrysanthemum.

Genre: Audio Book

Grade Level: K-2

Readers who will like this: Readers who can relate to school problems and readers who like humorous stories.

Response/Rating (1-4): **** This book was delightfully funny because of the illustrations, language, and the realistic story of a young preschooler who becomes self-conscious about him/herself. Henkes does a wonderful job at portraying a young girl’s first experience at school and how teachers can be the life savers of a situation.

One question you would ask before a read aloud: How would you feel if you came to school and everyone in your class made fun of your name? What would you do?

The Hello, Goodbye Window

Juster, N. (2005). The Hello, Goodbye Window. Illus. Chris Raschka. Michael Di Capua Books: Hyperion Books for Children.

Brief Annotation: The window at Nanna and Poppy’s house is one that allows a little girl to see things that come into her imagination. She can say hello to people or animals or can say goodbye to them too. This is how she spends her day with Nanna and Poppy and she describes what she sees the day she is visiting.

Genre: Contemporary Realistic Fiction

Grade Level: K-2

Readers who will like this: Readers who are young and use their imagination to have fun. Readers who like to read about adventures will enjoy this book.

Response/Rating (1-4): *** The water colors in this book are amazing and tell the story itself. I enjoyed the plot and how the little girl uses her imagination to have fun at her grandparent’s house because I can relate to making things up when I was little.

One question you would ask before a read aloud:

Reading Strategies Connection: “Book Boxes”

In this activity, after reading The Hello, Goodbye Window, students will decorate the outside of their own box and collect five items or pictures that are related to the book. The items should be important to understanding the book. For example, in this book students could collect a picture of a window, a picture of their grandpa or grandma (or someone they are close to), flowers, favorite foods, and dinosaurs. Teachers can also make a book box to share with students.

This activity is a visual representation of the book and helps enhance students’ comprehension of the book. This is a fun activity for younger students as they have to think about what is important about the book and what should be included in the box. If teachers make a book box, they help introduce vocabulary to students by talking about certain objects that are related to the book.

Mrs. Katz and Tush

Polacco, P. (1992). Mrs. Katz and Tush. Illus. Patricia Polacco. New York, New York: A Bantam Little Rooster Book.

Brief Annotation: Larnel doesn’t know Mrs. Katz that well, not until he asks Mrs. Katz to adopt a cat. Mrs. Katz agrees on one condition, that Larnel helps her take care of the cat since she’s never had one before. Larnel agrees and as he starts to visit Mrs. Katz, their relationship grows into friendship as Mrs. Katz shares with Larnel her Poland history, Jewish traditions, and the sufferings and triumphs of black history. Mrs. Katz names the cat Tush and Larnel and Mrs. Katz becomes great friends, even as Larnel gets older.

Genre: Fiction, Animal Story

Grade Level: 3-5

Readers who will like this: Students who like reading about relationships and animals.

Response/Rating (1-4): **** This was a heart-warming book about a relationship that grows into a deep friendship. This book teaches readers that friendship can be found anywhere and with anyone. Polacco also brings in history and teaches readers about struggles people have faced in the past.

One question you would ask before a read aloud: Do you have someone special who has taught you things about life?

Smoky Night

Bunting, E. (1994) Smoky Night. Illus. David Diaz. Orlando, Florida: Voyager Books- Harcourt, Inc.

Brief Annotation: Riots Daniel and his mother live in an apartment in Los Angeles. They hear the riots breaking out in the street and as Daniel tries to sleep their apartment building starts on fire. In the chaos, Daniel and Mrs. Kim (who are from different ethnic backgrounds) lose their cat but they must leave the apartment and head to the shelter where people of different ethnic backgrounds also have gathered. While they are waiting at the shelter a fireman brings two cats that belong to Daniel and Mrs. Kim. As the cats share a bowl of milk, everyone surrounding the cats realize that they can get along and get to know one another, just like the cats.

Genre: Contemporary Realistic Fiction

Grade Level: 2-6

Readers who will like this: Readers who are learning about race and about history.

Response/Rating (1-4): *** I liked reading this book because the story was simple. The moral of the story was told through cats and I liked how the people at the shelter figured they could get along if the cats could get along, even if they are from different ethnic backgrounds.

One question you would ask before a read aloud: What do you know about the L.A. riots?

Reading Strategies Connection: “Readers Theatre”

In this activity, students take on a character’s role from the book and read their character’s lines. They students must carry the communication of the whole plot, emphasizing the mood, theme through their voices, gestures, and facial expressions.

This activity is a great one for Smoky Night if the unit is talking about race or the history of race. Through this activity, students will be able to better understand the story because questions such as: why were there riots; why is everyone impacted by the two cats sharing a bowl of milk? These questions will be clarified and students will be able to put themselves in the character’s shoes and have a better grasp on history.