BY MARY KATE SABLESKI & JACKIE ARNOLD
Why is this happening? What will happen next? When will this be over? Children and adults alike are asking these questions right now. But no one has certain answers. And keeping consistency and calm in place for our young people amidst constantly changing news is a challenge. Sharing a story can be a helpful hand for parents to help children process the closures and mandates that we are all struggling to understand. In this blog post, we share four books to read with children during these uncertain times.
All four of these books can be found on YouTube in a read aloud format. So, snuggle up with your loved ones, share a story, and, possibly, feel just a bit better about these uncertain times.
Mary Kate Sableski and Jackie Arnold are CLA Board Members and Master Class 2020 Co-Chairs.
Previously published in the Dayton Daily News (March 30, 2020)
Electronic Resources to Complement Contemporary Children’s Picture Books that Feature Mindfulness Elements
BY KATHRYN CAPRINO
Teachers have been thinking about how to incorporate mindfulness into the elementary school classroom for a bit now. During the fall semester, I completed a study about how children’s picture books that featured mindfulness affected preservice teachers’ mindfulness and how they were thinking about incorporating mindfulness into their classrooms.
And the recent global pandemic has only underscored the importance of having children’s picture books that feature mindfulness. We, as parents, teachers, and teacher educators, need them for ourselves. And we need them for our students.
In this post, I share a few contemporary picture books that feature mindfulness elements, and include electronic resources that complement each book - perfect during this time of remote learning. It is my hope that these titles might help us all get through these trying times and propel us into a more mindful approach to what normal looks like on the other side of all this.
Quick side note: I had the opportunity of seeing a traveling Carle exhibit in Norfolk, Virginia, last summer. With pieces from The Eric Carle Museum of Picture Book Art , the exhibit provided visitors with an opportunity to learn more about Carle’s artistic process and to see some of the most iconic images from his books. One of my favorites was one of his owls! I encourage all of you to visit the museum once things return to normal. You can ask your students to take a virtual tour of the museum.
Tomie dePaola's Quiet
Susan Verde and Peter H. Reynolds' I am Peace: A Book of Mindfulness
Mariam Gates' Good Morning Yoga
Kira Willey and Anni Betts' Breathe Like a Bear
- Intention relates to having a personal vision.
- Attention relates to focusing on moments in our lives.
- And attitude relates to the approach one takes to attention.
Shapiro, S. L. Carlson, L. E., Astin, J.A., & Freedman, B. (2006). Mechanisms of mindfulness.
Journal of Clinical Psychology, 62(3), 373-388.
BY SELENA E. VAN HORN
Connecting with Picturebooks
“Dear little one,
…know you are wondrous.
A child of crescent moons,
a builder of mosques,
a descendant of brilliance,
an ancestor in training.”
This story is written as a letter from a father to a daughter celebrating their shared multiple, intersecting identities of race, language, and religion. He passes on his teaching and pride so that it will multiply for generations.
“Work hard...and remember to enjoy life…
And never forget your family”
Yaccarino tells his family’s history from his great-grandfather to his own children through the passing of a family heirloom (a little shovel). He shares the value of family relationships (near and far) and treasuring the little things in life.
inspired by a poem in her book Brown Girl Dreaming
“There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it.”
Woodson shares how the very things that may make us feel different are the things that make us special. While in some locations or groups we may be individual in our identities and traditions, in other spaces and groups, we may share how we look or talk, where we are from and/or what we eat. It is through our shared histories/storytelling that we learn the values of our families’/communities’ journeys and gain strength in sharing with others. When this happens and we decide to share, it is “The Day You Begin…”
Recording and Transcribing Oral Stories
- Students interviewing family members about their shared traditions and/or histories
- Students recording a podcast with their siblings about a shared memory they have
- Students engaged in an individual oral storytelling of their choosing
Oral histories/stories can be recorded and transcribed for multiple listening/reading opportunities. They can be shared with their teacher/class and shared with family/community as a treasure. Students might also consider starting their own podcast and/or oral journaling. Below are a few tools that offer free recording and transcription.
BY EVELYN B. FREEMAN
The Outstanding International Books List (OIB) is a wonderful resource for international children's and young adult books. Sponsored by The United States Board on Books for Young People (USBBY) annually since 2006, the OIB highlights excellence in books originally published outside of the United States and subsequently published in the U.S., as well as books published in another country that are regularly distributed in the U.S. Typically 39-42 books are named on the award list appropriate for grades preK-12. An article about the list appears in the February issue of School Library Journal. For information about the lists, a downloadable bookmark for each of the lists, and link to the SLJ articles, visit the OIB webpage.
When I served on the 2019 Outstanding International Books Committee, one book on the list was Farmer Falgu Goes to the Market by Chitra Soundar and illustrated by Kanika Nair (Karadi Tales, 2014; first U.S. printing 2018). Set in India, this humorous picture book recounts the disastrous trip Farmer Falgu makes to market with his oxen-pulled cart laden with food. Descriptive language introduces children to onomatopoeia. Farmer Falgu’s resourcefulness in turning his ruined cargo of goods into delicious omelets is a clever take on the moral: how to make lemonade out of lemons. With bold, vivid illustrations, this positive, upbeat, and funny story would be a joyful book to read aloud online to children.
Lubna and Pebble by Wendy Meddour and illustrated by Daniel Egnéus (Dial, 2019) is a beautiful picture book for primary and intermediate grades. The first page says, “Lubna’s best friend was a pebble. It was shiny and smooth and gray.” The illustrations depict Lubna’s huge eyes admiring her small pebble. All children will be able to relate to caring for an object—maybe a blanket or stuffed animal. Lubna found her pebble on the beach the night her family arrived at the world of tents. I used this particular book to demonstrate how to make connections and discuss visual literacy because all of the elements of art are easily found in the bright and colorful illustrations from texture, color, lines, perspective, and more.
A Sky Without Lines by Krystia Basil and Illustrated by Laura Borràs (minedition, 2019) is about a family that is separated by a border. Arturo and his mother live on one side and his father and brother live on the other side. The brothers dream about seeing and playing with each other again but the border makes this impossible. I used this picture book to demonstrate how to ask questions while reading, “Why do fences exist between countries?” “How do families who live between countries visit and see each other?” “Are there other types of fences, lines or borders?”
BY ASHLEY A. ATKINSON
One silver lining that has stemmed from COVID19 is the influx of resources provided by authors and illustrators to assist parents and teachers in engaging with literacy learning at home. I have seen several blog posts, including Lora M. Dewalt's Post on this blog @Instagram’s #KidLit Community, that highlight amazing opportunities to engage with authors. In today’s post, I am going to focus on the illustrators.
Visual images are an important aspect of meaning making for young children. Often in the classroom, we focus on the words authors pen and less on ways in which the illustrator is a crucial part of the story. Larry Sipe in his book, Storytime: Young Children's Literary Understanding in the Classroom, highlighted the interplay and interconnectedness between images and text, what he called synergy. The synergistic relationship of illustrations and text makes clear the greater impact when viewed together. Giving students a chance to engage and create both text and illustrations honors this relationship and expands the possibilities for how children make meaning.
A perfect example of this powerful union is Drawn Together, written by Minh Lê and illustrated by Dan Santat. This picturebook starts with panels where images begin the story. Throughout the story as the words and images collide, they both become more impactful and moving, highlighting their synergistic relationship. Watch the video to the right as Dan Santat shares his process for creating the art in this text.
Resources for Creation
Mo Lunch Doodles
You may be familiar with Mo Willems as the well-known author and illustrator of the Elephant and Piggie book series, but did you know he is also the Kennedy Center Education Artist-in-Residence at Home? In partnership with the Kennedy Center, he has created 15 episodes of Lunch Doodles with Mo Willems. In his own words, Mo Willems says, “You might be isolated, but you’re not alone. You are an art maker. Let’s make some together.” The series offers downloadable activities that focus on his creative process as well as some “how to draw” activities. In an effort to isolate together, students can tag their artwork on social media with #MoLunchDoodles. What a great way for students to see how a single image can be the seed that grows into a whole picturebook!
Dav Pilkey at Home
Another great resource comes from Dav Pilkey, author and illustrator of Captain Underpants and Dog Man. He is working in conjunction with Scholastic and the Library of Congress to offer weekly video lessons that focus on a chance to read, to draw, to create, and to engage with other multimodal fun. What is great about this resource is that it offers a chance for families to have conversations around books and create art together.
Lastly, Debbie Ridpath Ohi offers daily creation challenges via her twitter that allows another way for students to work together while apart. Each day offers an art creation project that can be down with things around the house. Some recent challenges... broken crayon story/art, creating a dog character, and laundry art! Check out other children’s responses by searching for her tag #KidsDailyDebbieOhi.
These resources can offer entry into discussions of the images within picturebooks or a great springboard into students creating their own stories. They also create opportunities for students and families to engage with literacy in a new way. I hope you enjoy using these resources to help your students and families have a little fun as they imagine and create together.
BY ANGELA M. WISEMAN
COVID-19 has created stressful situations for many families - we may be concerned about many issues, including financial issues/job security, trying to meet professional obligations, and staying healthy. Children are experiencing general anxiety and stress, but also often experience negative feelings resulting from missing friends and family, adapting to changes in routines and activities, and fear of getting sick. In this post, I am going to suggest some ways to use children’s literature to start conversations about anxieties, sadness, and coping mechanisms. In addition, I share some resources for adults and children that might be helpful.
Books for talking about anxieties and fear
Here are two books that could cultivate conversations about anxiety and stress. I have used both of these texts with my colleagues in a trauma-informed family literacy program for parents who are in rehabilitation for substance use disorder to foster communication and build relationships. After describing the two books that could facilitate discussions, I provide some suggested ebooks about the CoronaVirus. Finally, I provide a few resources that could be helpful for families.
After the Fall by Dan Santat
This book is a variation on Humpty Dumpty and his great fall. The character in this text falls from a ledge while watching birds. After his recuperation, his fear of falling again affects the things he loves in life and his everyday tasks - from birdwatching to grocery shopping. In this book, we see how Humpty addresses his fears and “learned how to fly”.
While on the outset, this book may seem like an updated nursery rhyme, it is much more complex than that. After the Fall is Santat’s love letter to his wife, acknowledging her journey with anxiety and postpartum depression. You can learn more about the backstory at this Sharpread post. When my colleagues and I have used this book in our family literacy program, we have posed the following questions:
Ira Sleeps Over by Bernard Weber
Ira is invited to his first sleepover, but he wonders...can he tell his friend Reggie that he needs his teddy bear? While his parents tell him it’s fine, his sister berates him and causes him to feel like his friend would make fun of his teddy bear’s name. Reggie initially decides not to bring him, but in the end, finds out that his friend has one too! So, he gets his own bear and can finally enjoy the sleepover.
While this book is older, it is infinitely relatable. First, we see how anxiety is affected by how others respond to us. Second, we can talk about the idea of security objects - things that make us feel better when we need them. This could be helpful during times of quarantine. One thing our family has done is talk about things that make us feel better when we are stressed. For instance, my sons are taking regular walks together and having time with their friends online.
In our family literacy program, we ask questions such as:
Books for talking about the Corona Virus with children
There are several ebooks that are free that are great resources to read with children to explain about COVID-19. Here are some we recommend:
The New York City School Library System recently published a list of free ebooks for children about the novel coronavirus and COVID-19. The list includes several books in Spanish as well as books in other languages.
Additional Helpful Resources
BY ANGELA M. WISEMAN
In this blogpost, I want to start by addressing some of the anxiety, stress, and trauma that children might be facing during COVID-19. In a second blogpost on Thursday, April 30th, I will share some books that my colleagues and I have found helpful in talking with adults and children about trauma in hopes that these books can start facilitating conversations about feelings, fears, hopes, and dreams.
*Thanks to my friend and colleague Dr. Qiana Cryer-Coupet for sharing this visual. This comes from Dr. Erin Leyba’s page, which is a great resource for parents. Graphic posted with permission by Dr. Leyba.
Missing family - In addition to missing friends, many children miss their family. Families may find themselves separated from each other for many reasons, particularly if one family member is an essential worker. One mother shared that “my eight year old is staying with his bio dad/my ex-husband during the quarantine because my husband (his stepdad) is a nurse. He has been missing us terribly and we miss him so much, too!” One caring adult shared that she put together a care package for a child in their life with individual notes for them to open each day. They stated that “I hope this will let him know I’m thinking about him all the time!”
Missing Routines and Activities - Children miss their regular routines and activities that they do outside of school that have been shut down indefinitely, which could include sports and other activities they do with friends and on teams. One parent told me that, “My oldest son is a competitive rock climber, and he hasn’t been in the gym in over a month and really misses that physical outlet of climbing. He’s quite literally climbing the walls in this house.”
General feelings of anxiety - Finally, many children are sharing general feelings of anxiety that are not necessarily articulated to specific concerns. While it may be hard to pinpoint what the concerns are, these behaviors might show as sleeplessness, acting out, or tiredness. Children might not come out and say, "I'm worried about this!"
April 30, 2020 Update: Part II of post
BY ALLY HAUPTMAN
One of my greatest joys as a teacher is to see students’ creativity in action. As an elementary teacher, I was amazed at the creative minds of my students, and now as a professor I continue to delight in seeing teacher candidates create lesson plans and ideas to engage their students. As I reflect on my career as an elementary writing teacher, my best lessons were the ones that involved excellent children’s literature and allowed for student writing choice. This is where the creative magic happens! If I am honest with myself, my students were their most creative as writers when I offered a great mentor text and just got out of their way.
So, I offer you a lesson complex in ideas, but simple in delivery that can be presented in person or on-line, really in any context. I have used this lesson in university classrooms, with PreK-12 students, and my own children.
2. Share the text with your students and model what writing ideas you have based on this text.
3. After reading, ask the questions, “What writing ideas do you get from this text? What are the possibilities you see as a writer?”
4. Get out of the way and let kids write and create!
5. Give students time to share and learn from each other.
That’s it...five steps that lead to important discussion and writing possibilities.
The following is an example of this writing lesson in action with two of my own children. I started by reading Malala’s Magic Pencil by Malala Yousafzai. The book begins with Malala talking about a television program she used to watch. The show’s main character was a boy with a magic pencil who Malala saw as a hero, always helping others. She dreamed of having her own magic pencil. She goes on to tell her story of fighting for girls’ education, realizing that she really did have a magic pencil all along. She was able to change the world with her pencil as she fought for educational equality. The last line in the book reads, “One pen, one teacher, one student can change the world.”
Here is the key to this lesson, and this is how I get out of the way of their creativity. I asked my children to write for ten minutes about what ideas they got from Malala’s Magic Pencil. It is as simple as that. I did not give them my prompt that might be presented from this book such as, “What would you do with a magic pencil?” I let them figure out how this book would be a mentor text for their own writing. The beauty of presenting a text and then letting students figure out their own writing possibilities is that they bring their background knowledge, voice, and writing style and combine it with the author’s ideas from the text presented. When you present a mentor text and ask the students to see the writing possibilities, the variety is astounding.
Just with my own daughters, my fifth grader, who is the youngest and always trying to prove herself to her sisters, wrote about a magic tree. In her story, no one believes her that this tree is magic and she hatches a plan to show everyone that she is right. She brought in her ideas and showed strong voice. My eighth grade daughter decided to write about the Infiniti Pen. It is worth mentioning that all of my daughters are obsessed with Marvel movies. So, the Infiniti Pen was inspired by Thor’s hammer in that only the worthiest person in the village could pick up the pen because of its persuasive powers. In this piece, my daughter chose to bring in her own voice and combine Marvel with Malala’s ideas. These writers were able to choose their ideas and use their voices. When we present possibilities through mentor texts, readers also begin to read like writers.
The following list includes texts I have used to spark writing ideas over the past few years with teacher candidates, K-12 students, and my own children.
25 books with endless possibilities…
Animals by the Numbers by Steve Jenkins
Bookjoy, Wordjoy by Pat Mora, illustrated by Raúl Colón
Camela Full of Wishes by Matt de la Pena, illustrated by Christian Robinson
Claymates by Dev Petty, illustrated by Lauren Eldridge
Coco: Miguel and the Grand Harmony by Matt de la Pena, illustrated by Ana Ramírez
Cute as an Axolotl by Jess Keating, illustrated by David DeGrand
Drawn Together by Minh Lê, illustrated by Dan Santat
Dude! by Aaron Reynolds, illustrated by Dan Santat
Dreamers/Sonadores by Yuyi Morales
Friends and Foes: Poems About Us All by Douglas Florian
Imagine by Juan Felipe Herrera, illustrated by Lauren Castillo
Jabari Jumps by Gaia Cornwall
Love by Matt de la Pena, illustrated by Loren Long
Malala’s Magic Pencil by Malala Yousafzai, illustrated by Kerascoёt
Maybe Something Beautiful: How Art Transformed a Neighborhood by F. Isabel Campoy and Theresa Howell, illustrated by Rafael López
Nope! by Drew Sheneman
The Day You Begin by Jacqueline Woodson, illustrated by Rafael López
The Girl With a Mind for Math: The Story of Raye Montague by Julia Finley Mosca, illustrated by Daniel Rieley
The Wolf, the Duck, and the Mouse by Mac Barnett, illustrated by Jon Klassen
The Word Collector by Peter H. Reynolds
They All Saw a Cat by Brendan Wenzel
Water Land by Christy Hale
What Makes a Monster? by Jess Keating, illustrated by David DeGrand
Wild World by Angela McAllister, illustrated by Hvass & Hannibal
Ally Hauptman is a CLA Board Member and is the Chair of the Ways and Means Committee. She is an associate professor at Lipscomb University in Nashville, TN.
BY JANET K. OUTLAW
Once you have gotten your account and topic set up, you can share it with your students for a variety of different discussions. One great idea would be for every student to give a book talk of a new children’s book they read at home!
As mentioned in an earlier blog post, there are several resources for free access to children’s books right now:
- Unite for Literacy has books that are great for primary grade students.
- Epic has an amazing collection of children’s literature.
Some of my favorite texts that are available on Epic are A Different Pond (by Bao Phi, Illustrated by Thi Bui) and We Are Grateful: Otsaliheliga (by Traci Sorell, Illustrated by Frané Lessac). A Different Pond touches on themes of immigration, loss from war, and family pride. We Are Grateful: Otsaliheliga prompts you to think again about all of the people and things in your life you are grateful for.
These are just a couple of books you can recommend to your students or allow them the choice to read a book of interest to them! Using Flipgrid, you can have discussion question prompts to guide students through their book talk, such as:
- What happened in the story?
- Did the characters change during the story?
- How did the story connect you or your experiences?
- Check out a recent article on Flipgrid by Kathy Schmidt published in the School Library Journal: VIDEO: A Librarian's Guide to Flipgrid, the Basics and Library-Specific Tips.
- Flipgrid offers a helpful video tutorial for students on Vimeo: Getting Started Students.
BY JEANNE GILLIAM FAIN
Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.
The opinions and ideas posted in the individual entries are those of the individual authors and do not necessarily reflect the opinions or views of CLA or the Blog Editors.
Book Discussion Guides
Global Children’s And Adolescent Literature
Global Children’s And Adolescent Literature
International Children's Literature
Journal Of Children's Literature
Nurturing Lifelong Readers
Young Adult Literature