From the 2020 Notable Children’s Books in the Language Arts Using Poetic Picturebooks as Mentor Texts
BY ELIZABETH M. BEMISS
Each year, the Notable Children’s Books in Language Arts Committee (NCBLA) reads and discusses works of fiction, non-fiction, and poetry written for K-8 readers. Committee members, seven dedicated children’s literature enthusiasts, with experience ranging from elementary school teaching, to school librarians, and finally, university faculty with expertise in children’s and young adult literature, consider the requisite qualities for narrowing down the winners to a list of 30 titles.
In this post, I will feature two poetic picture books included in the 2020 Notables list, Lion of the Sky: Haiku for All Seasons (2019), and Room on Our Rock (2019).
Teaching Tips for Using the Books as Mentor Texts
Utilized as mentor texts, these poetic picture books provide readers with delightful opportunities to craft their own written responses inspired from the texts.
The whimsical collection of “riddle-ku” poems in Lion of the Sky invites readers to enjoy a play on language and is an inspiring way to help young writers craft unique poetry of their own. Students can create their own “riddle-ku” poems and invite peers and family members to guess the answer to their “riddle-kus.” To scaffold young writers, teachers can draw from this brainstorming resource from Millbrook Press where students can craft a “Zoo-ku,” or a “riddle-ku” about an animal. Additionally, students can publish their “riddle-ku” on a Padlet Page created by the author, Laura Purdie Salas. Another way students can craft their poems is through Read Write Think’s Interactive Haiku Generator, which guides students through brainstorming, drafting, and publishing, where individual background images can be added to the published “riddle-ku.”
The poetic forward and backward reading of Room on Our Rock can foster rich conversations between readers about the varying messages from the book when read forward versus backward as well as discussions surrounding point of view. Teachers can guide students to reflect on the kind of tone and voice needed to read the book forward and how it changed to read the book backward. Teachers could also have students think about how the artwork on each page was used to create the tone of the book from two perspectives. After engaging in deep conversation around the book, students can partner up to write a review of the book and then share their reviews via free audio or video sharing applications. Students can post links to the reviews on a class page such as note.ly or Padlet.
Elizabeth M. Bemiss, an Assistant Professor at the University of West Florida, teaches courses in children’s and young adult literature and literacy methods. Elizabeth is a member of the 2019-2021 Notables Committee.
BY JENNIFER SUMMERLIN
The Notable Children’s Books in the Language Arts Committee (NCBLA) read and reflected on over 400 of the newest books (published in 2019) for readers in grades K-8. Committee members considered the following qualities for choosing the final 30 titles to make the NCBLA Notables 2020 list:
I will start by providing a brief summary, followed by corresponding primary source images and instructional strategies for maximizing text and supporting visual literacy. Coupling quality historical fiction texts with visual primary sources like infographics, charts, graphs, photographs, illustrations, or political cartoons affords opportunities to critically explore and unpack images, while building background knowledge and making connections to the text (Lent, 2016; Harris, 2010).
This beautiful picture book features one strong-willed young girl, Louisa Belinda Bellflower, determined to learn to ride a bicycle. This story, set in Rochester, New York in 1896, tells of a brother and sister (Louisa and Joe) who, like other siblings, play and disagree. Although typical siblings, the difference is the topics of their disagreements, which tend to focus on the things boys can do that girls cannot. Louisa is discouraged from wearing anything other than a dress, limiting her ability to do cartwheels or learning to ride a bicycle (also off limits for girls). Louisa is determined to ride a bike, even if it means contracting “bicycle face,” a permanent result of scrunching your face and bulging your eyes while trying to balance the bike. Louisa Belinda Bellflower will not be stopped as she works to prove to her brother and boys everywhere that girls can and should ride a bicycle.
Primary Visual Source
The Library of Congress website features a variety of visual primary sources depicting women as a collective part of the late 19th century bicycle frenzy. The bicycle, commonly referred to as the wheel, was an instrumental vehicle of progress for the women’s movement and their fight for voting rights. Globally, women began riding bicycles, finding new freedom in their mobility. With this increased transportation came a greater public presence of women, allowing increased likelihood of their voices to be heard.
Two primary visual sources are: The “new” woman and her bicycle by Frederick Burr Opper and Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride” photographer unknown.
Primary Visual Source: The “new” woman and her bicycle
Primary Visual Source: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride”
Title: Woman in a room with a bicycle saying to a man and child, “Sew on your own buttons, I’m going for a ride.”
Date Created/Published: 1899, Stereo Copyrighted B. L. Singley
Summary: This printed photograph was doubled and placed on cardboard to create a stereo card for a stereograph machine. A stereograph machine was used to make pictures look three dimensional, similar to an old-fashioned view-master. To learn more about the stereograph, view the video at the What is a Stereograph? webpage of Middlebury College's Museum of Art.
The image on the photograph is of a woman standing in her home with her bicycle beside her. Looking closely, you see she is gesturing for a little boy to take a piece of fabric or clothing from her. Art critics suggest the picture seems staged because the bicycle being held by the woman is very large and does not have the lower crossbar that is typical of a woman’s bicycle. Notice that the woman’s attire in the picture does not support riding a bicycle. However, as more women began using bicycles for transportation, changes in clothing, such as bloomers, allowed them to ride comfortably. Prior to these changes in clothing styles, women were pictured seated sideways to accommodate their long dresses.
Questions for Analysis:
Revisit Born to Ride: A Story About Bicycle Face with students. Before rereading, ask the students to pay close attention to what the women are doing throughout the book. After reading, discuss all of the things the women are doing from the beginning to the end of the text. Begin a conversation about why there might be concern and discouragement from others (men and women) when it comes to women riding bicycles. Ask the students what connections they can make between the photograph and the text. To wrap up the conversation, ask students about potential origins of the “Bicycle Face” affliction. Share the author’s note, “About Bicycle Face” and “From Bicycles to Votes.” To conclude the session, have students work in pairs to complete T-Charts, transcribing their learnings with specific, supporting evidences.
(ca. 1899) Woman in a room with a bicycle saying to a man and child, "Sew on your own buttons, I'm going for a ride"., ca. 1899. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2006683468/.
Harris, B.R. (2010). Blurring borders, visualizing connections: Aligning information and visual literacy learning outcomes. Reference Services Review, 38(4), 523-535. doi: 10.1108/00907321011090700
Lent, R. C. (2016). This is disciplinary literacy: Reading, writing, thinking and doing…Content Area by Content Area. Thousand Oaks, CA: Corwin SAGE Publications.
Opper, F. B. (1895) The "new woman" and her bicycle - there will be several varieties of her / F. Opper. , 1895. N.Y.: Published by Keppler & Schwarzmann. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2012648801/.
Theule, L. (2019). Born to ride: A story about bicycle face. New York, NY: Abrams Books for Young Readers.
Jennifer Summerlin is an Assistant Professor of Reading at the University of Alabama at Birmingham. Her research examines construction of knowledge among preservice teacher candidates, supporting literacy best practices within the P-12 classroom, and reading intervention. Jennifer is a member of the 2019 Notables Committee. She can be reached at firstname.lastname@example.org.
BY MARY ANN CAPPIELLO on behalf of The Biography Clearinghouse
As we approach the final quarter of 2020, fires rage along the West Coast. Many regions of the United States face drought conditions. Gulf communities are inundated by Hurricane Sally while a string of storms line up in the Atlantic, waiting their turn. The impact of climate change is evident.
COVID-19 continues to wreak havoc on our lives, our health. We bear witness to the disproportionate impact of COVID-19 on minoritized groups, including Black and Latinx communities, Native Americans, and the elderly.
Across America, Black Lives Matter protests carry on, demanding that our nation invest in the essential work necessary to achieve a more perfect union through racial justice.
In 2020, we remember moments of historic change, commemorating the 30th anniversary of the Americans with Disabilities Act and the 100th anniversary of the 19th Amendment.
The intensity of this moment can’t be denied. It’s demanding. It’s exhausting. Whether you are a teacher, librarian, or university faculty member, you are likely teaching in multiple new formats and modalities, facing daily logistical challenges. Caregivers also face new hurdles in supporting young people’s learning.
How do you meet the needs of students and the needs of this moment in history? How do you find hope in literature?
Perhaps one way is to turn to the people of the past and the present who are working on the edges of scientific knowledge. Or, to turn to the people of the past and the present who have acted as champions of social justice. Their life stories offer young people models of agency and action, blueprints for change.
To that end, The Biography Clearinghouse shares 20 biographies for 2020, a list of recent picturebook and collected biographies to connect with the challenges of the moment. This list is not comprehensive. It is simply a starting place. We hope these recently published biographies of diverse changemakers can become part of your curriculum or part of your read aloud calendar, in-person or over video conferencing software.
Biographies About Scientists
Biographies About Champions for Change
If you have any picture book or chapter-length biographies or collected biographies for young people that you would like to recommend, please email us at email@example.com. We’re also interested in hearing more about how you’re using life stories in the classroom this year.
Mary Ann Cappiello teaches courses in children’s literature and literacy methods at Lesley University, blogs about teaching with children’s literature at The Classroom Bookshelf, a School Library Journal blog, and is a former chair of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8.
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 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 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
BY ADAM CRAWLEY
For those unfamiliar with Epic, it provides a vast collection of children’s literature including picturebooks, chapter books, and graphic novels. As stated on the site’s homepage, users can “instantly access 35,000 eBooks, learning videos, quizzes and more for K-5.” Many of the books available are recent publications and award/honor recipients. The site includes books diverse in representation (e.g., race, ethnicity, gender identity and expression, social class, language, etc.) and genre. Just a few of the many books available include El Deafo (Bell, 2014), When Aidan Became a Brother (Lukoff, 2019), and The Princess and the Warrior (Tonatiuh, 2016). One of my particular favorites is the bilingual picturebook Sora and the Cloud (Hoshino, 2011), exquisite with its soft mixed media illustrations and Japanese translation.
In addition to digital versions of printed books, the site includes audiobooks and “read-to-me” books with the option to add text highlighting. I emphasize to the pre-service teachers the importance of such features for emergent readers.
There are numerous ways to explore what’s available in Epic. Users can type a title, author, illustrator, or topic into the search bar; hover over “Explore” in the menu to see options for various subject areas (such as “narrative nonfiction” in English Language Arts or “geometry” in Math); or browse curated collections by other users. Educators can also add their students – whether K-12 or beyond – and assign books to them within the site.
As I want the pre-service teachers to have access to and use this resource beyond our semester together, I encourage them to create their own free account as an educator. Educators can create an Epic! for Educators account.
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.
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