Remember: The Journey to School Integration

Morrison, T. (2004). Remember: the journey to school integration. Boston: Houghton Mifflin.

Genre: Informational, Multicultural

Grades: Grades 2-5

Summary: In Remember, Pulitzer Prize winner Toni Morrison provides an insightful look into the lives of young people during the desegregation of schools in America. Actual photographs from that era are compiled into this striking book. Morrison supplements the photographs with a fictional account of what conversations between the students may have been like. More than anything, the photographs themselves tell the story more than any words could have. In addition, Morrison has included a timeline of key events in school desegregation and photo notes.

Reflection: Morrison, who experienced the school desegregation herself, has put together a book that flows chronologically from the beginnings of school desegregation to the end. The pictures suppport the events that occurred. She provides a brief introduction to allow young readers to have an idea of the situation the photographs portray. Structurally, the book is divided into three parts: before school desegregation, during school desegregetion, and continuing segregation.  After a brief description of events, photographs follow with a fictional account of possible conversations. There is actually a small amount of text for each picture with a lot of meaning in what the words are telling the reader. In most cases, the pictures express more than the words. 

Students could research an event on the timeline and report on it to the class, write an interview on school desegregation, or write a story to describe a photograph. Students can discuss how the book made them feel and what they learned about segregation. This book is very powerful and will give students a lot to think about!

Field Experience Reflection

Field Experience Reflection

1. How many hours did you complete?
• 5 hours 45 minutes

2. In a short paragraph or bulleted list, how did you spend your time?

• Interviewing SLMS and In-Service Classroom Teachers
• Tutoring a Middle-School Student
• PTO Meeting
• SBDM Meeting

 

3. How did the experience help you to strengthen at least one Kentucky Teacher Standard? (be sure to name the standard)
• 8.1 Identifies opportunities to engage in collaborations that enhance student learning.
With each experience, I was reminded of the benefits of collaborating with others, whether it is our school’s SLMS, the SBDM committee, with other teachers and parents working together with the PTO and working with parents and students to provide extra academic help. There are so many opportunities to enhance student learning in a variety of ways. For example, through the interview with our SLMS, I learned of different technologies that I can use in my classroom. Through participation in PTO, it was decided that we would give classrooms $100 in AR books. Through SBDM, we discussed our schools reading scores and how we can work to improve those scores. All of these provide very different, but very important ways to collaborate and enhance student learning.

4. Talk a little about one thing you learned because of this field experience.
• I think the thing that was most interesting to me was how our SLMS chooses books for the library. There are several aspects she looks at when choosing books and number one is student requests. She also uses the Follett website (which I had never heard of) which allows her to search different categories that allow her find the types of books that she may be searching for such as Newbery Honor books, high interest books, etc. In addition, she talks with (collaborates) the public librarian and asks what is popular, along with meeting with our district’s SLMS. Another aspect she considers is what other libraries in our district have purchased and what circulates well, which she is able to look at through Destiny, the check-out system our school district uses. Finally, she uses

www.lexile.com, a site that allows her to search for books according to lexile ranges.  It also lists the most popular books in those ranges. There is a lot to consider when choosing books for the library, more than I even realized, though I am not surprised. It’s hard to narrow down books to choose for use in the classroom, much less the entire school!

Bud, Not Buddy

Bud, Not Buddy

Reading Log for 30 Books

Reading Log for 30 Books

 

Genre / Titles Read

I. Non-fiction/Informational         
1) Morrison, T. (2004). Remember: the journey to school integration. Boston: Houghton Mifflin.
2) Griffin, J. (1962). Black like me. New York: Signet Books.
3)  McNulty, F. (2005). If you decide to go to the moon. New York: Scholastic Press.

II. Poetry            
1) Hesse, K. (2001). Witness. New York: Scholastic.
2) Prelutsky, J. (1983). The random house book of poetry for children. New York: Random House.
3)  de Regniers, B. et al. (1998). Sing a song of popcorn. New York: Scholastic.
4) Field, E. (1995) Wynken, Blynken, & Nod. New York: North-South Books.

III. Modern Fantasy          
1) Farmer, N. (2002). The house of the scorpion.  New York: Simon Pulse.
2) Collins, S. (2008). The hunger games. New York: Scholastic.
3)  Lowery, L. (1993). The giver. Boston: Houghton Mifflin Company. 
4) Collins, S. (2009). Catching fire.  New York: Scholastic.

IV. Historical Fiction          
1) Peck, R. (1998). A long way from Chicago. New York: Scholastic.
2) Curtis, C. P. (1999). Bud, not Buddy. New York: Delacorte Press.
3) de Angeli, M. (1949). The door in the wall. New York: Bantam Doubleday Dell Books for Young  Readers.

V. Multicultural/Traditional         
1) Bryan, A. (2003). Beautiful blackbird. New York: Simon & Schuster.
2) Curtis, C.P. (1995). The Watsons go to Birmingham—1963. New York: Delacorte Press.
3)  Zelinsky, P. (1997). Rapunzel. New York: Puffin Books.
4)  Simms, T. (2004). This is the house that Jack built. New York: Puffin.

VI. Realistic Fiction           
1) Peck, R. (1995). The last safe place on Earth. New York: Bantam.
2) Paulsen, G. (1987). Hatchet. New York: Bradbury Press.
3) Giff, P. (2002). Pictures of Hollis Woods. New York: Scholastic, Inc.
4) Hiassen, C. (2002). Hoot. New York: Alfred A. Knopf.

VII. Picture Books
1) McKissack, P. (1986). Flossie & the fox. New York: Dial Books for Young Readers.
2) Base, G. (1996). Animalia.  New York: Puffin Books.
3) Rohmann, E. (2002). My friend rabbit.  Connecticut: Roaring Book Press.
4) Shannon, D. (1999). No, David!  New York: The Blue Sky Press. 
5) Lionni, L.  (1987). Frederick.  New York: Dragonfly Books. 
6) Scieszka,J. (1989) The true story of the three little pigs. New York, Puffin Books.
7)  Steig, W. (1969). Sylvester and the magic pebble. New York: Simon and Schuster.
8)  Burton, V. (1942). The little house. Boston: Houghton Mifflin.
9) Burns, M. (1994). The greedy triangle. New York: Scholastic.
10) Van Allsburg, C. (1987). The z was zapped. Boston: Houghton Mifflin.

Wiki Checklist

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Bud, Not Buddy

 

 

 

Curtis, C.P. (1999). Bud, not Buddy. New York: Scholastic.

 

Can you imagine waking up in a foster home with a kid sticking a pencil up your nose, just to see how far up it would go? That's what happens to Bud (not Buddy) his first night at the Amoses. He doesn't like it much and decides to go on the lam...and to find the man he thinks is his father, Herman E. Calloway.

 

So begins Bud's Depression-era adventure that takes him from Flint to Grand Rapids, Michigan and includes being bopped on the head, a library, kissing a girl, jumping trains, brushes with the law and a man named Lefty. Not to mention you can learn some of Bud Caldwell's Rules and Things to Have a Funner Life and Make a Better Liar of Yourself. For example, there's Rules and Things Number 83: If a Adult Tells You Not to Worry, and You Weren't Worried Before, You Better Hurry Up and Start 'Cause You're Already Running Late.

What other Rules and Things does Bud have? Will Bud find his father? Or something more than he bargained for? Read Christopher Paul Curtis' often funny and sometimes poignant story about a boy finding who he is to see what happens!

Hoot

Hiassen, C. (2002). Hoot. New York: Alfred A. Knopf.

Grade Level: Grades 5-Up (Newbery Honor)

Genre: Realistic Fiction

Summary: In Hoot, Carl Hiassen tells the story of a young boy named Roy who has moved to a Florida from Montana. Being the new kid, Roy is being bullied on the bus one day. As his face is smashed against the window of the bus, Roy notices a kid running, as fast as he’s ever seen any kid running, without shoes. His curiosity is peaked and he is determined to find out who the kid is and why he was running. This leads Roy to Beatrice. Beatrice is an athletic, large, and mean girl and the boy who was running turns out to be her half-brother and goes by the name Mullet Fingers. She warns Roy to stay away from Mullet Fingers, but he doesn’t listen and follows Mullet Fingers and gets involved in something he didn’t expect, something with a big impact.

Reflection: In Hoot, Hiassen does a great job af creating a realistic story in which the reader feels as though they could be in the same type of situation. He creates characters that are relatable, either by the things they experience or the actions they take. Most students and adults have at some point experienced feeling alone and left out, like both Roy and Beatrice. The characters also have family issues--Beatrice and Mullet Fingers have a tough home life. Hiassen's setting also sets the stage for the realistic feel of the story and is such an integral part of the story. The setting is a Florida town, with scenes being set in the school and homes of Roy and Beatrice. These places are familiar to most students. While many students may not have been to Florida, they are likely to have heard about it (Disneyland!) and it is the natural habitiat for the endangered owls. In addition, there is a lot of conflict in the story, but it does not overwhelm the story. There is person-against-person conflict when Roy is bullied onthe bus and also when he fights with Beatrice. There is also person-against-society conflict when Roy, Beatrice and Mullet Fingers challenge a corporation in order to save an endangered species. There are several uses for this book, as it explores the themes of friendship, environmental awareness, change, bullying, and family. The following is a list of projects that could be used in conjunction with the book.

1. Make a sculpture of an endangered animal and write a one-page paper about that animal.
2. Interview a local police officer about malicious mischief and vandalism and the consequences of each.
3. Contact the U.S. Fish and Wildlife Service and get information on endangered species in your state/region.
4. Make a model of Florida’s ecosystem.
5. Write a three-page report about Florida and present it to the class with at least one visual aid.
6. Stage a “Save the Owls” protest. Include details about the location and how the event would be organized.
7. Write a newspaper article for the local newspaper about the groundbreaking fiasco of Mother Paula’s Pancakes.
8. Write a comparative essay discussing the differences between the book and the movie.
9. Research the effects of bullying on students and present results to class.
10. Create an original book cover for Hoot.

The following is a list of big questions that could be used in discussion with this book.
1. Have you ever seen someone being bullied? What did you do about it? If nothing, what should you do?
2. Do you think what Mullet Fingers was doing to the worksite was ok? Why or why not?
3. What would you do if you were Roy?
4. What would happen if no one stood up for what they believed in?

It should be mentioned that there is one cuss word used in the book that would require parents to sign a release form for their child to read the book. Other than that, this book is enjoyable and recommended for the classroom.

The Random House Book of Poetry for Children

Prelutsky, J. (1983). The Random House book of poetry for children. New York: Random   
        House.

Genre: Poetry Anthology

Grade Level: Pre-K-5

Summary:  The Random House collection of poems is an excellent compilation of some of the most well-known poems for children. It includes the traditional childhood poems that have been around for decades, along with many contemporary poems, to please both the young and old reader alike. Poets include A.A. Milne, Shel Silverstein, Langston Hughes, and Christina Rossetti, along with numerous others. The book is neatly divided into different sections, from poems about nature to poems about the city. In the back of the book, there is an index of titles, first lines, authors, and a subject index that makes finding any particular poem particularly easy.

Reflection: Caldecott Medal winner Arnold Lobel provides surreal soft black-and-white and color illustrations that depict, and also give new dimensions to, the poems in this collection. This book could be used in the classroom to model different elements of poetry. For example, “Ooodles of Noodles” by Lucia and James L. Hymes, Jr. could be used to show use of assonance.  “Sunrise” by Frank Asch could be used to show use of similies in poetry. The poems could be used to teach sounds of letters in the alphabet, phonics, or reading strategies such as Word in a Word. (Click link and scroll down for a PDF version of Word in a Word). Individual poems could also be used as a complement to a story that is being read in class. The poem “Train Song” by Diane Siebert could be used in conjunction with the book Freight Train by Donald Crews. There are poems that children will be able to connect to based on their real-life experiences from either being outside playing, to family life, to the holidays, to something they have imagined (like monsters). Children could draw illustrations to match the “picture” a poem makes. Thoughtful questions for students could be: What element of poetry do you think the writer used in this poem? What did you like or dislike about the poem? Is there anything you need help understanding that maybe didn't make sense? Children and adults alike will enjoy this excellent collection of poems selected by Jack Prelutsky, a popular children’s poet himself. This book is highly recommended.

The Watsons Go to Birmingham-1963

Curtis, C.P. (1995). The Watsons go to Birmingham—1963. New York: Delacorte Press.

Grade Level: 5-8

Genre: Multicultural (1996 Coretta Scott King Honor Book)/Historical Fiction

Summary:  The Watsons Go to Birmingham- 1963 is the humorous story of an African-American family told through the eyes of ten-year-old Kenny Watson. Kenny is the middle child. He has an older brother, Byron, who is thirteen and an “official” juvenile delinquent, and a younger sister, Joey, who always tries to protect Byron from punishment. Kenny does not get along with Byron and can’t understand why Joey always sticks up for him. Kenny’s parents are typical parents that love their children and do their best to take care of them.
The story of the Kenny and his family begins in Flint, Michigan. Kenny is smart, but he gets picked on, mainly due to his lazy eye. Kenny doesn’t have any real friends; the only one he thinks he has steals his dinosaurs. Then a new kid named Rufus moves to Kenny’s school. Rufus talks funny and is too friendly to be considered cool and the kids begin to pick on him instead of Kenny. Kenny thinks of Rufus as his “personal saver” and the boys begin to forge a friendship. That friendship is soon put to the test when Kenny laughs at a joke played on Rufus. Kenny has to apologize before Rufus will be friends with him again. During all this, Kenny’s older Byron is giving Kenny and his parents a hard time. Byron picks on Kenny all the time, charges grocery items to his parents’ account without them knowing, gets a hairstyle called a conk that his parents do not approve of, and plays with fire, literally. Kenny’s parents feel they are losing control of Byron and decide to take a family trip to Birmingham, Alabama  (where Kenny’s mother is from), where they will leave Byron with his Grandma Sands. Her job will be to straighten Byron out. The trip to Birmingham becomes an adventure in itself, riding down in the Ultra-Glider, listening to music, and playing games. In Birmingham, Kenny and his siblings meet their grandmother, Kenny almost drowns, and Joey almost gets killed in a church bombing. In light of the bombing and civil unrest, the Watsons return home quickly. Kenny has a hard time dealing with what almost happened to Joey, but Byron helps him through it and Kenny begins to start his life again.

Reflection: Before I read this book, I thought it would focus primarily on the Civil Rights Movement. I was rather shocked to find that the Civil Rights Movement was not even mentioned until the very end of the book. Christopher Paul Curtis takes a different approach. He tells the story of an African-American family in the North, removed from the civil unrest in the South. He involves the reader in their life, telling humorous stories about the “Weird Watsons.” Then, towards the end of the story, he sends the Watsons to the Deep South, where one of them is involved in one of the biggest events in our nation’s history. Then the Watsons leave and deal with the tragic event in their home in the North. So the story was told from the view of a ten-year-old African-American boy who lives in Michigan. I think this is an innovative way to tell a story about the Civil Rights Movement.

This book would be absolutely invaluable in the classroom. Students would enjoy it because it is easy to read, it is funny, and they can relate to the characters in the story, regardless of their race. The book could be used to teach about the Civil Rights Movement and the effects of racism, prejudice, and discrimination, the nature and value of friendships, the importance of family support, or about grieving and how people deal with grief in their own way. Students could take any one of these themes from the book and go crazy with it. For example, for the Civil Rights Movement, students could make a timeline, make a news broadcast about the church bombing, interviewing both white and African-American by-standers, or pretend like they are interviewing Rosa Parks. Students could make a collage about what it was like to be an African-American in 1963 compared to being a white person in 1963 or write a diary entry as Joey, describing the bombing. The really great thing about this book is that there are all kinds of other directions you could go to help the students make a connection to the book, to the time in which it took place, or to their own lives. Students could pick out the songs that are listened to by the Watsons and research the artists that performed the songs and what those songs said about the times. Students could plan a vacation like the Watsons did, down to the cost of gas and where they would stop. Students could also trace the trip the Watsons made on a map to see how far they traveled. Students could prepare a persuasive speech and deliver it to the class, like Martin Luther King, Jr. did in the Civil Rights Movement. Seriously, the list could go on and on, so I’ll stop here.

There are only a few issues (that I can think of) that may come up regarding the use of the book in this classroom. One of the issues may be understanding what it was like being an African-American in 1963. Another issue might be the violence of the bombing. Students may not understand why someone would want to kill little kids. A third issue might be the concept of racism and prejudice. I’m not sure how students would react to these things. It would depend on their upbringing and social situation. I do know these issues can be addressed and the book used as a tool in teaching and understanding about these things.

Beautiful Blackbird

Bryan, A. (2003). Beautiful blackbird. New York: Simon & Schuster.

Genre: Multicultural Picture Book (Coretta Scott King Award 2004)

Grades: K-3 

Summary: Beautiful Blackbird is the adaptation of a story that comes from the people of Zambia. The story is about a group of birds that are beautiful colors of the rainbow. However, they are unhappy because none of them have any black markings. They all want black markings so they can be like Blackbird, the most beautiful of all birds. Ringdove is the first to ask Blackbird if he could give him a black marking. Blackbird tells Ringdove that just because he has a black marking, that will not make him be like Blackbird, that it’s what is on the inside that counts. However, Blackbird ends up marking Ringdove and all the other birds, which is where the markings on birds today originated. The story ends with the all the birds singing around Blackbird and they were singing about the beautiful color black.

Reflection: This story teaches two things: 1) it is what’s on the inside that makes someone what they are and 2) black is a beautiful color. Both themes are important to teach to elementary students in order to promote tolerance, especially in primarily Caucasian classrooms. The illustrations are bright and colorful and will capture the attention of young readers.

The Hunger Games

Collins, S. (2008). The hunger games. New York: Scholastic.

Grade Level: 6-8

Genre: Modern Fantasy- Set in the future world of Panem, featuring the unusual situation of the Hunger Games, a fight to the death

Summary: In The Hunger Games, Katniss, a young girl from District 12, is forced to fight for her life and cheat death in the annual Hunger Games. For the Hunger Games, the evil, controlling Capitol chooses two representatives from each of the twelve districts in a televised live fight to the death. On the way to the games, Katniss is faced with plenty of intrigue from the Capitol and has to hone not only her fighting skills but her skills in deception. The big question is whether love can help her chances in survival or bring betrayal.

Reflection: This book was an intersting take on the future North America, broken into regions based on what commodities each can produce (for example, District 12 produces the coal). Where there should have been prospering districts, the life was sucked out of those districts by an over-controlling government, embodied by the Capitol. This is the beginning of the interesting character development in this book. Because of the adversities they faced, these characters developed strengths that helped them survive the desolate worlds and eventually in the Hunger Games. The strongest character in this book is Katniss, who taught herself how to use the bow and provide for her family and district (illegally). She is definitely the protangonist in this story and shows her good side (the self-sacrificing love she has for her sister) and her bad side (lying to Peeta for self-gain). The fact that it is written from Katniss' first-person point-of-view really draws the reader in to the story. I really connected to Katniss in the story because of her use of the bow. I like to target shoot the bow, but after reading this book it made me want to learn how to hunt with the bow in case I ever ended up in some kind of Hunger Games! I think it would be interesting to have students explore writing the story from the point-of-view of other characters in the story and explain why they chose that character. Students could even write about what they think their greatest survival skill would be if North America ever turned into Panem.

The True Story of the Three Little Pigs

Scieszka, J. (1989). The true story of the three little pigs. New York, Puffin Books.

Grade Level: K-3

Genre: Picture Book- This book is primarily composed of illustrations that tell the story.

Summary: This is a true story that changes everything. Jon Scieszka’s book The True Story of the Three Little Pigs tells the story of The Three Little Pigs from the point of view of the wolf. The wolf begins by telling the reader his name (which is Alexander T. Wolf) and explaining that the Big Bad Wolf thing is all wrong. He can’t help it that he likes to eat cute little animals. It’s just the way wolves are. And the story with the three little pigs is really about a sneeze and a cup of sugar. The poor wolf was actually framed (or so he says).

Summary: This story proves the point that there are two sides to every story. A venn diagram would be a great tool to compare the original story to the "fractured" story. Questions for discussion might include: If you were a lawyer, who would you defend and why? What other fairly tales do you think have characters that may have been unfairly accused? This book could also be used to encourage students to write the other side to a popular story. The illustrations are also very humorous and include some collages. This book is enjoyable for adults too who are tired of the same ol’ story.

Frederick

Lionni, L. (1987). Frederick.  New York: Dragonfly Books. 

Grade Level: Pre-K-2

Genre: Picture Book- This book is primarily composed of illustrations that tell the story and is aimed at young readers.

Summary: Frederick is a field mouse.  It is summer and his family is preparing for winter, but Frederick isn’t helping.  While his family is gathering food for the winter, Frederick just sits outside.  Many times they ask him what he is doing and he tells them.  He tells them he is gathering sunrays, colors, and words for the long, dark winter.  Finally, winter arrives and the mouse family took to their hideout.  At first, there was lots of food and lots of stories, but eventually they ran out of food and stories.  This is where Frederick comes in.
 
Reflection: Lionni uses collages for his illustrations and what they lack in color, they make up in detail.  The story makes the reader realize that every person in a family contributes in their own way.  One way is not necessarily better than the other, just different.  Children will enjoy this story because of the illustrations and teachers will read the story because of its message. It is also a good book to use to teach the seasons or to teach about cooperation and conflict within families. I would ask students to make text-to-self connections and to compare Frederick's family to their own. Questions for discussion may include: What kind of mouse is Frederick? How do you know? Would you want Frederick to be in your family? Why? Frederick is a wonderful book that is a great addition to any library.

No, David!

Shannon, D. (1999).  No, david!  New York: The Blue Sky Press. 

Grade Level: Pre-K-1

Genre: Picture Book- This book is primarily composed of illustrations that tell the story and is aimed at young readers.

Summary: In No, David!, Shannon tells a story that all children will be able to relate to as they grow up. David is a young boy who is constantly doing something he shouldn’t be doing and constantly being told “No!” David tries to get in the cookie jar, tracks mud on the living room floor, and overflows the bathtub with water, among other things. Finally, he does something that pushes the limit with his mother.

Reflection: Shannon’s illustrations are great at depicting the mischievous side of children.  Each picture is done with a sense of humor that shows through to the reader.  There is a lot of person-against-person conflict between David and his mother, but also a lesson to be learned in this story and that is one of forgiveness. The use of repitition in this book is a big part of what makes it fun to read.  In teaching this book, I would make sure we began by taking a picture walk because most of the story is told through the pictures. I would have ask student about their own experiences and make text-to-self connections. Students could make their own book, using their own name in the title. Introducing young readers to books like this, that are relatable and fun,  will make them want to read more and more and more. 

My Friend Rabbit

Rohmann, E. (2002). My friend rabbit.  Connecticut: Roaring Book Press.

Grade Level: Pre-K- 2

Genre: Picture Book- This book is primarily composed of illustrations that tell the story and is aimed at young readers.

Summary: My Friend Rabbit features a cute story about friendship along with terrific illustrations.  The story is about a friendship between a mouse and a rabbit that always seems to find trouble.  They are playing with an airplane when it becomes stuck in a tree.  That’s where the adventure begins. Not to worry, though.  Rabbit has a plan.

Reflection: Rohmann’s Caldecott-Winning illustrations are very striking with the thick black lines that surround all the characters and the illustrations. In one part of the book, you have to turn the book vertically to see the picture as it fills two pages, a composition feature that adds to the story. Rohmann does an excellent job of taking you on Mouse and Rabbit’s adventure through his expressive illustrations and letting the reader determine the personalities of all the characters through their expressions. In using this book in the classroom, it would be great for analyzing characters and asking students of they would choose Rabbit for their friend and tell why or why not. The story itself is quite simple, but uses plenty of literary elements. Rohmann foreshadows the conflict in the story in the first two lines of the book, “My friend Rabbit means well. But whatever he does, wherever he goes, trouble follows.”  He uses personification in his story, having Rabbit and Mouse playing with a toy airplane. Rohmann is an excellent storyteller and this is truly an enjoyable story to read. There is a lot to be said about the quirks of friendship and Rohmann took one quirk and turned it into a relatable story.  Everyone has or will have at some point, a friend like Rabbit.

Animalia

Base, G. (1996). Animalia.  New York: Puffin Books.

Grade Level: K-4

Genre: Alphabet Picture Book- This book uses illustrations to showcase the letters of the alphabet.

Summary:  Animalia is an intriguing, detailed alphabet book with colorful illustrations and rich vocabulary.

Reflection:  Animalia is wonderfully illustrated with fantastic characters from dragons to hogs to newts to unicorns.  Each alphabet letter is given characters that represent it in vivid drawings, with each of the drawings done in one dominant color scheme.  For example, ‘C’ is represented by “crimson cats,” with the color scheme being predominantly red, or crimson.  Each illustration also has a phrase that goes along with the letter it represents.  Each of those phrases skillfully uses alliteration, a wonderful way to expose children to a literary tool.  For example, “Proud Peacocks Preening Perfect Plumage.” Animalia is also a useful tool for teaching critical thinking and observational skills.  Each illustration features many elements that represent the chosen letter.  It is not always easy to name the pictures depicted, sometimes requiring a little research. In addition, this book could be used to teach fantasy and could be a beginning point for several small stories about the characters and setting of each alphabet letter. For older students, it could be used to have students write a play and design costumes based on the illustrations. In each illustration, Base inserts a hidden picture of himself as a child, a challenge in the reader’s observational skills.  These illustrations took Base three years to complete, but will offer the reader a lifetime of enjoyment.  I have looked at it repeatedly trying to find something I missed the other times I looked at it! This book is highly recommended. 

A Little About Me...

My name is Tia Smith. I am a kindergarten teacher at New Haven School in Nelson County, KY. This is my fifth year teaching and all five years have been in kindergarten! I enjoy kindergarteners because, well, they love you. They think your drawings are great and your stories are funny.:) It is such a rewarding grade to teach because you are there as the door to reading opens for them and they are amazed.

We have a reading series that we use in the classroom, but I am always looking for special books to sneak in there. I love going to the library and looking around for the newest children books or ordering them from Scholastic. When I am reading for myself, I enjoy reading a variety of books. I recently married, so a lot of books I have read lately are books recommended by our pastor about having a successful marriage. I have also been on an Abraham Lincoln kick, reading different historical perspectives on his life and times. In addition, I am drawn to reading books that are being made into movies. I often find I like the book better than the movie!


In addition to teaching and reading, I enjoy spending time with my son and new husband. We like to ride four-wheelers, go to movies, visit family and friends, play with our dog Roxy and our cat Sophie, and sometimes just relax!