Critical Issues Books (2)

Mama Will Be Home Soon

Minchella, N. (2003). Mama will be home soon. NY: Scholastic Press.


ISBN:0-439-38491-5

This is a story about a girl Lili waiting for her mother to come back home. Lili’s mother goes out several days, and she told Lili that her grandma will look after her. Before Lili’s mother boards on a ferry, she told Lili that she will be back soon wearing a yellow hat. After her mother left, Lili is looking for the yellow hat all the time. But every time she saw something yellow it reminded her of her mother. She is so disappointing, and starts crying. She tells her grandmother that “soon” is a long time. Next day, grandmother takes Lili to look for the yellow hat, and finally she is very happy to finds her mother comes back with the yellow hat.

This is a separation anxiety story with a happy ending. It is good for children 3-5 year old to read. Children often feel scared when people who usually take care of them have to leave them a period of time. In the story, children can find the experiences their own. They probably have the same ideas with Lili; they think that the people who are stay with them every day, especially their parents will not back any more when they leave, then they will become very anxiety and start to cry. This book makes children feel better when the story goes to ending that mother tells Lili that she is always back home for Lili. This ending show that people who are usually take care of children always misses them, and loves them,

The picture of this book could be used by children to learn “yellow” color. Moreover, the size of this book is big enough for children to see clear. Although the story is simple, it happens in children’s life quite often. So children probably like it since they are familiar with this situation. The plots of finding the yellow hat could attract children to read continue.

Presentation ways:

1) Felt board: using felt board, and cut the main objects which are Lili, mother, grandmother, ferry, and two yellow hats.

2) Storytelling: I am plan to tell the story, and stop at every time when Lili try to find the yellow things which she thinks that is her mother’s yellow hat.

3) Story show: following the plots of the story, children can act mother, Lili, grandmother, and other different yellow objects.

Extension:

1) Lili’s story is a good example when parents send their children to go to school, and parents can use this story comfort their children that parents will back soon; parents will never abandon their children, and encourage them doing something alone when parents are not stay with them.

2) Using proper music describe the plots to make the story more vivid. Children could feel Lili’s emotion stronger.

3) Asking them questions. For example: if they have any familiar things happened before? What did they deal with these things before? Do you try often? And then, encourage them be strong when they cannot be stay they their parents, even they cannot back any more.

Critical Issues Books (2)

Billy’s Big-boy bed

Tildes, P.L. (2002). Billy’s big-boy bed. Watertown: Chariesbridge Publishing.


ISBN:1-57091-475-3



This story is taking about a little boy whose parents are planning to change a big bed for him because he has outgrown the old bed. Billy is a little boy, but he grows fast and all of his things need to be changed to big size. However, he likes his old crib very much since he always sleeps and plays on it with teddy bears. The day Billy gets new big boy bed, Billy is not sure if he will sleep on it. So he went back to old one with his favorite bear, Fuzz. However, since he dreamed of Fuzz and he saw it was in his new bed, he decides to move on to new bed.

This is a good book for children 3-5 years old since children have great physical development in this period, but they are not realizing that they need to move on to satisfy their new needs. Children tend to stick with familiar things because it gives them security and sense of belongings. When they read this book, they feel more comfortable to deal with something new and unfamiliar

This book uses bright colors, clear and big size of pictures; children will be attracted by these pictures. the pictures show clear about the boy’s face, so when children see these pictures, they can learning different mood from the boy’s facing expression, and postures.Some sentences hint to children that they are already grown up, so they need to use the property things of their ages. For example “’I am a big boy’ insisted Billy.” When parents read this sentence to children, the action should be very firm to show to children that they grown up, so they need do things as big kids.



Presentation ways:
1) Magnet board: I can use a cookie can pretend a stage, and using little pieces of magnet to stick on the other objects (father, mother, Billy, the seal man, two workers, bears, a crib, and a big boy bed).

2) Felt board: I can use a big felt board as a stage. I need to cut other objects (father, mother, Billy, the seal man, two workers, bears, a crib, and a big boy bed) by felt too.

3) Storytelling with music: because this story has various emotions of children, so I can play music which can use different melody to show boy’s emotion to match the slops of the book. It could be clearer for children to understand the feeling of accepting new things.

Extension:

1) Real objects: If kindergartens have, I want to talk this story on a big boy bed, and put a crib beside the bed, a doll (a boy), and I also need some teddy bears.

2) Activities: children can act show depends this story. The roles are: mother, father, and Billy, also they need teddy bears, and a big and a small mat which can pretend big boy bed, and the crib.

3) Discussion: Asking children questions, for example: do you have any similar experiences? Have you change anything which you cannot use since you grow up?

Critical Issues Books (2)

I Feel Jealous

Momes, b. (1993). I feel jealous. Great Britain: Wayland. Ltd.


ISBN: 978-0-7502-1405-6

This story describes about a girl who feels jealous of many things in her daily life. She is jealous of any kinds of things, such as her baby sister, a next door boy who has a new bike and her brother who wins games all the time. When she is jealous of somebody, she feels like an angry monster, and stays at her room without speaking to others.

However, the girl finds that when she gets jealous of others, those can help her recalling things which are good to her. At the same time, the girl finds that when others are jealous her, when she can do something but others cannot do them. So the girl is not jealous others any more.

I think this is a great book for children who are 3-5 years old to understand the emotion of jealousness since they start to learn emotions during this period. The author uses first person “I” to describe what “my” jealous feeling is, whenever “I” encounter different situations in the book. Therefore, children can learn what the meaning of jealousness and it reminds them of their experience. The pictures are simple and clear to make children understand the meaning. The stories are familiar in children’s life; therefore children probably interested in it. This book is not big or heavy, so they can easy hold and read it by them whenever they want.

I can ask children some questions about jealousness before I start reading this story. Also, after reading this story, I will ask them how they will do in the future.

Presentation ways:

1)Felt board: I can use felt board and cut other objects also made of felt.

2) Storytelling: I can use vivid voice for presenting the book and stop at the place where I need to ask children questions. We will give them time to think about when and why they feel jealous.

3) Stick Puppets: I can use papers and sticks to make some stick puppet of “I” that are both boys or girls, with different facing expressions and postures, when I am talking different situations of jealousness, I will change different stick puppets.

Extension:


- Asking them if they had felt jealous in any other situation (not from this book), and also ask them what they think they should do

Critical Issues Books (2)

There's A Big, Beautiful World Out There!

Carlson, N.(2002). There’s a big, beautiful world out there!. New York : Penguin group.

ISBN # 0-670-03580-7

This story is about a girl who is scared of a lot of things such as big dogs, thunderstorms, roller coasters, all the creepy crawly bugs and dark shadows in her room. She is even scared of people who look different from her. She hides her herself in bed and does not want to come out. Soon she finds it boring and starts think differently and see the bright side of things. She thinks about the rainbow after thunders, the joy of riding of roller coasters and interesting adventures with bugs. She now believes there is a big beautiful world out there just waiting for her to explore.

This is a really enjoyable book for children of 3-5 year old because it talks about their fears, but in a fun way. Even though children may be scared of the same things as she is. They can have a lot of fears about something which they are not familiar with. If something is new and strange, then children can have fears about it. While children read this book, they can learn to deal with their own anxiety.

The illustrations in this book are amazing because they use bold and bright colors and the characters look very funny like cartoon’s. The pictures inside take up most room in a page and the sentences are placed at the bottom of the pages. So children can enjoy large and beautiful pictures as much as possible.

Ways present the book:

1) Light and shadow with recording voice – You make the room a little dark and you prepare a big paper window and a flashlight. You also need some paper-cut characters of the book and a tape recorded with your voice of reading it. While children listen to the tape, you can show the shadow of the characters with a flashlight and paper windows. Before you turn the light, you should make sure they are O.K. and safe.

2) Felt board – We can make a felt board and characters of a girl. Or buy them at the 3H Craftworks. It would be exciting to use felt because characters stand out on the board. Besides, there are some interesting characters like crawly bugs or roller coasters so it would be fun for children to watch them.

3) Puppet – Using puppets, teachers can present the book. You can change your voice whenever the girl feels scared or changes emotions.

Extensions:

1) Art - Ask children what they do and how they feel when they are scared of something. Ask them to draw something that can soothe and relax them when they are scared. Later, hang the pictures on the walls.

2) Sing a song with the children - We can find calm songs which can soothe children when they get scared. Examples are: “The moment I saw you” or “Lightly Ro”. Children can sing these songs and later, they can sing more exciting ones such as “Big Blue Boat” to change the mood for transitions.

3) Play with flashlight in the dark – Ask the parents to bring a flashlight the day before reading the book. Turning off the light, children can hide under the covers with their flashlight. They can light each other in the dark and see people’s faces. It is not only fun, but also helps children get used to darkness and spooky shapes in the darkness.

Critical Issues Books (2)

My Little Grandmother Often Forgets

Lindbergh, R. (2007). My little grandmother often forgets. Massachusetts : Candlewick press.

ISBN # 978-0-7636-1989-3

This book is about a boy whose grandmother is absent-minded because she is too old to remember. She often forgets where she put things such as glasses, her ring, shoes and sometimes his name, too. And she says the same things repeatedly. When he went to a store, with his grandmother, she lost her way back and he had to help her keep track. They have to live together because she is too old. However, the boy knows his grandmother loves him and now, they spend more time together than ever before.

This book can be helpful for 3-5 years children since they can have relationship with their grandparents who can have health problems or struggle with the issues that come with aging. Children can have some understandings why grandparents are weak and sometimes forget.

The illustrations are pretty and bright because they use a lot of pink and bright green. The grandmother looks cute because of her hair. Overall, it provides a calm atmosphere and gives children an opportunity to think about their grandparents.

Ways to present the book:

1) Story basket – We can prepare a story basket with the boy and boy’s family characters out of the book. Put them into a basket. Keep some of the grandmother’s stuffs in the basket such as glasses, ring and shoes. When you present the story, not only you bring out characters from the basket, but also you have to bring out her stuffs from it and hide them back inside again. Children are excited to tell you what is missing and tell you where it is. It can give some understanding of forgetting.

2) Reading the book with music – I think it will be good to read this book with music. We can choose soft music for this. Teachers should use pretending voice like old ladies so children can be captivated by the story more.

3) Felt board - You can make a felt board with characters or buy them at 3HCraftworks. You also need to prepare real stuffs such as glasses, ring and shoes, too. And you can hide them somewhere close to children in the class before the reading. And ask children where they can find them. It arouses a lot of interests because they think it is a hide-and-seek game.

Extensions:

1) Drawing pictures – Children draw pictures of their grandparents and write some notes on it like “I love you” or “Take care”. They can take it home to show the family.

2) Making frames of photos of their grandparents – The day before reading the book, we can ask the parents to bring their grandparents pictures. With the photos children can talk about them to the class. And they make the frames of pictures with card boards and decorate them with such as seashells and beads.

3) Talk to the children about some ways we can help grandparents when they are forgetful. For instance, remind them where they put their keys, glasses and teacups for example. If some don’t have grandparents, they can think about helping other seniors.

Critical Issues Books (2)

Lovely Old Roly

Rosen, M. (2002). Lovely old Roly. London : Frances Lincoln Ltd.

ISBN # 0-7112-1488-3

It is a story about children whose cat is old and as a result died. His name is Roly. They are sad, miss their cat and the time they spent together. One day, they found a lost cat at the door and named it Sausage. They play games together that they used to play with Roly. They know Roly is not with them anymore. However, they can remember Roly all the time when they play with Sausage.

I think it is suitable for 3~5 year old children since they are familiar with pets, but sometimes they have to deal with the death of beloved pets. They can learn from this book that despite their death, they can still remember the precious time they spent together with them. From this book, children can also learn a little about the nature of aging and death.

The cover and pictures are very cute and attractive to children because inside it was decorated with the pictures of cats. On the other hand, the illustrations have realistic images about the scene when the children play with pets. I think the images can remind children of their pets or neighbors’ pets and happy memories.

Three ways to present the book:

1) Felt board – You can make a felt board and the children and cat’s characters. Or buy them ready-made at 3HCraftworks. Obviously, its characters provide an interesting atmosphere and release the seriousness of the content of the book.

2) Reading a book with music – Teachers can read this book with soothing music for the background. In this book, there are serious issues that children can think about, so music can arouse their interest and imagination about the situation. While the teacher is reading the book, it is better to have someone to help control the volume of music because when the teacher read the book, the volume has to go down.

3) Stick puppets – We can make stick puppets for the characters of the book and use a felt board for the background. I think children like stick puppets and it gives a playful feeling when they listen to a serious story. Making their own stick puppets can be an extension, too.

Extensions:

1) Making stick puppets – Children draw their pets on a piece of paper and color them. They can cut them out and glue then on the wooden sticks. They can act out some parts of the story with these puppets. If they don’t have pets, they can draw their favorite ones.

2) Play-dough activity – With play-dough, children make their own pets or their favorite pets. Teachers can ask children to name their own pets.

3) Talking about their pets with the pictures of pets – We ask parents to bring the picture of their own pets the day before the reading day. If some kids don’t have pets, pass children several pictures of pets and ask them to choose a picture from them. Children can share everyone’s pets and talk about what and how they play with pets.

Critical Issues Books (2)

 Cornelius P. Mud, Are You Ready For Baby?

Saltzberg, B.(2009). Cornelius P. Mud, are you ready for baby? Somerville, MA: Candlewick Press.

ISBN # 978-0-7636-3596-1

In this book Cornelius, a little pig, is facing the challenge of having a baby brother. He asks his mother questions on what the baby can do, but his mother answers him that all his brother can do now is to sleep, drink, pee, poop, and cry. Seeing how much attention the baby gets, Cornelius asks his mother if she loves the baby more than she loves him. His mother explains to him that she has enough love for both of them. Finally, Cornelius finds something the baby can do, and that is to be his little brother!

I would use this book with children 3-5 because this is a common challenge among children in this age area to deal with a new baby brother/sister in the family. This book deals with the different emotions children might have such as curiosity and jealousy. The illustrations in this book are done in acrylic and pencil and are big enough to present to a large group of children at one time. They are humorous and exaggerated which I think children will find interesting.

Provocation:
I would have a picture the size of a poster board on a wall with Cornelius holding his baby brother. I wouldn’t say anything to the children about it; just let them talk between themselves. When I would present the story, I would place something to hide the cover of the book.

Ways to present the story:
1) When I read the story, I would stop and wonder with the children at the part when the Mom brings the baby to show him to Cornelius, “I wonder who that is?” When Cornelius asks his mother about the baby, stop and say, “I wonder what the baby can do.” When he asks his mother if she loves the baby more than him, say “I wonder what Cornelius feels like.”
2) Use felt- make the main characters (Cornelius, Mom, and baby) or check if they have them ready-made at 3D Craftworks. Also, try to make different felts with the baby playing, talking, walking, and eating pizza.
3) Puppets- have the main characters. Like above, have some props which indicate the baby is involved in the action verbs (playing, talking...etc.)
4) As you read the story, get children involved in a play- have one be Cornelius asking the Mother all the questions about the baby. One can be the Mother, and another child can be the baby curled up in a blanket.

Extensions:
1) Talk to the children about the many ways we can care for our baby brothers/ sisters. Have children think about ideas on how they might make the baby feel comfortable (ex. Keep the baby cozy in a blanket, feed him, gently touch him...etc.). Talk about what babies can/ cannot do.
2) I would recommend this book to parents who want to explain in more detail to their son/ daughter about the different ways to take care of a baby. The book is called “Hello Baby!” by Lizzy Rockwell.
3) I would have to bring in two or more baby dolls in the classroom, and have the children pretend to take care of them. Bring feeding bottles, blankets, and diapers.

Critical Issues Books (2)

Back to Bed, Ed!

Braun, S. (2009). Back to bed, Ed! Atlanta, Georgia: Peachtree.

ISBN # 978-1-56145-518-8

“Back to Bed, Ed!” is a book that brings up the issue of anxiety many children are facing when they are left to sleep by themselves. Ed is a little mouse who loves his bedtime routine, but not so much staying in bed. Night after night he disrupts his parent’s sleep by going in their room to sleep with them since he is afraid to sleep by himself. His parents have had enough and they decide to place a “closed” sign on their door. When Ed finds the sign and starts crying, his father comes out and puts him back to bed. Instead of sleeping, Ed gathers all his stuffed animals and places them in bed with him, reassuring them that there is no need for them to be scared since he is there. From this point, Ed can sleep in his own bed without disrupting his parents.

I would read this book to children 3-6, since this is a very common age children go through anxiety when they are left to sleep by themselves in their own room. I was very drawn to the simple, yet expressive illustrations which are bold, bright and with interesting details. They are made in India ink with markers and coloured pencils.

Provocation:
I would put a poster-size picture on the wall of Ed sitting scared in his bed with his stuffed toy beside him. In a basket, I would place some stuffed animals children like to sleep with and have them play with them. I would let children talk about the picture and animals without telling them what they are about.

Ways to present this book:
1) Reading the book, stop and pause when Ed tip toes out of bed and ask “I wonder what Ed is up to/ where he is going?” When he is disturbing his parents at night, stop and wonder “I wonder what his parents must feel like.” When the parents come up with a plan for Ed, stop and say “I wonder what the plan looks like.” At the part where Ed gathers his stuffed animals, ask “I wonder what he is going to do will all his stuffies?”
2) Use felt- make the main characters (Ed, Mom, Dad, baby) - the extra characters are: monsters, stuffed animals like bunny, teddy, frog, duck, squirrel, monkey, and alligator. You can see if they are ready-made at 3D Craftworks.
3) Puppets- have the main characters and the stuffed animals Ed uses to go to bed.
4) Have the children participate in a play. A child can be the mother, another the father, and one can be Ed. When Ed goes to bed, ask the child to pick his favourite stuffed toy from the collection of stuffies.

Extensions:
1) First I would talk to the parents if this is okay with them. I would have children bring in two of their favourite stuffed animals/dolls to have for nap time. Before they go to nap, I would have children share between themselves why they chose that animal.
2) Class Discussion- discuss with the children the different ways to cope with the anxiety of being afraid to sleep by themselves. For instance, some ways to help children not be afraid to sleep alone is to turn on a night light, to sleep with a stuffed animal, to leave the door opened...etc.
3) Art- have children draw/paint their favourite part in bedtime routine. Ex. If a child’s favourite part of bedtime routine is to read a story with his mother, he can draw him and his mom reading a story together. The children can then place these photos in their nap area above their bed, or they may chose to take them home and place them in their own rooms.

Critical Issues Books (2)

Amazing Grace

Hoffman, M. (1991). Amazing grace. Torriano Ave, London: Frances Lincoln.

ISBN # 0-7112-0699-6

“Amazing Grace” is a book that brings up gender and racial issues. It’s about a girl named Grace who is African-American. She truly enjoys listening to stories and acting them out. One day at school, the teacher tells the children they will perform the play Peter Pan. When Grace puts her hand up to volunteer to be Peter, her classmates remind her that she cannot have the part because she is a girl and she is black. With support from her mother and grandmother, Grace doesn’t lose faith. When she returns to school for the audition for Peter’s part, she did so well that she was given the part. Now, she is reassured that she can do anything she wants if she puts her mind to it.

I would use this book with children 3-5 years old because this is a common age where children sometimes face situations when they are looked down upon/ discouraged by their peers. The images in this book are beautifully illustrated and are big enough to present to a larger group of children at one time. They are made with brilliant watercolours and there is plenty of emphasis on clothing details. I was drawn to the pictures in this book because they look very realistic.

Provocation:
In the week that I would be presenting the story, I would place the different costumes used in the story in the dramatic play area. The children can act out their own characters, explore different costume combinations and be imaginative just like Grace.

Ways to present this book:
1) You can use felt – either make the characters in the story (Grace, mother, grandmother, Natalie, and Raj. These are the characters she is imitating in the story: Joan of Arc, Anansi the spiderman, wooden horse at the gates of Troy, Hannibal crossing the Alps, sailor and parrot, Hiawatha, Mowgli, pantomimes, Dick Whittington, Aladdin, a doctor, a ballerina, and Peter Pan) or check if they are ready-made at 3H Craftworks.
2) You can make puppets – have the main characters and make sure to have all the different costumes of the characters Grace is playing.
3) Tell the story with the children- have each child dress up and play a role of a character Grace is imitating. You can make the costumes yourself by improvising.
4) Read the book before and underline words you think children might not know- for instance: pantomime or persuade. Place sticky notes in pages you want children to stop and wonder. For example, when Grace is being the doctor, ask children “I wonder how Ma and Nana can sit so still.” After Natalie and Raj tell Grace she can’t be Peter Pan, ask “I wonder what Grace feel like.” When Nana takes Grace to a grand theatre, stop and say “I wonder what Nana wants to show Grace.” When the auditions on Monday arrive, I would ask “I wonder if Grace is going to get the Peter Pan part.”

Extensions:
1) Class Discussion- Have a circle time talk with the children on what they like about Grace (ex. She is brave, imaginative, adventurous...etc). After, get into a discussion on the difficulty of standing up to classmates and talk about some ways to deal with these situations/ handle them. (ex. When a classmate is telling you that you can’t go on a slide because you are too short, tell him/her that you can do anything if you put your mind to it.) Ask them how they would have felt/ what they would have done if they were in Grace’s situation.
2) Art- Have children draw/paint themselves as their favourite character. (ex. If a child likes Spiderman, have him/her draw himself/herself with perhaps a Spiderman costume on.)
3) Do a play with the children- decide with them on a book they all like and do a skit/play by having them chose which parts they want to play. Have them pick costumes from the dramatic play area or they can chose to bring a costume they like from home.