scholarly journals Gabby Wonder Girl by J. Grant

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Young Child ◽  
Language Development ◽  
Apple Tree ◽  
Picture Book ◽  
Complex Structure ◽  
University Of Alberta ◽  
Primary Focus ◽  
The University ◽  
Selection Of

Grant, Joyce.  Gabby Wonder Girl, illustrated by Jan Dolby. Fitzhenry and Whiteside, 2016Rising again from Joyce Grant’s imagination, Gabby and Roy, “the dynamic duo,” star in this language development picture book.  This time, their creator’s didactic purposes are disguised in the story of Mrs. Oldham’s rescue from an apple tree.  The primary focus of the lesson underlying their adventures is the concept of interrogatives: “who,”  “where,” “how.”  The sounds and shapes of the letters that comprise these words are explored.   Other words germane to the story, “mask,” “pie,” are also decoded.  The final two pages of the work contain follow-up games and activities.As in Grant’s 2013 work, Gabby Drama Queen, the clear intent is that the young child engaged in the story will be guided by an adult who reads the text and focuses attention on the lesson.  Consider the following example:When she was safely on the ground, Mrs. Oldham plucked a “P” from the poppies, inserted an “i” that was inside the inuksuk, and ended with an “e” from the elf to make…”pie.”Obviously, any reader who can cope, quite independently, with the complex structure of this sentence and, as well, the meaning of such words as “inserted” and “inuksuk,”  is unlikely to need help spelling the word “pie.” (In fact, a child who has come this far in his or her reading is likely to be intellectually beyond Gabby Wonder Girl.)  The publisher suggests, very reasonably, that the book would be suitable for five to seven-year-olds.Jan Dolby’s illustrations support this view.  They are cartoon-like, larger than life, boldly delineated and humorous.  Tracking the highlighted letters and words through the pages of her bright and busy drawings should engross and delight young children.  Long before they are taught to parse a sentence (Is that even done anymore?) they can be introduced to the idea that language has structure.  Such a purpose is commendable; so is the book.   Highly Recommended: 3 out of 4 starsReviewer: Leslie Aitken Leslie Aitken’s long experience as a librarian involved selection of children’s literature for school, public, special, and academic libraries.  She is a former Curriculum Librarian for the University of Alberta. 

scholarly journals Interrupting Chicken and the Elephant of Surprise by D. Stein

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Fairy Tales ◽  
Picture Book ◽  
Read Aloud ◽  
Primary School Children ◽  
University Of Alberta ◽  
Line Drawings ◽  
Good Story ◽  
Ugly Duckling ◽  
The University ◽  
Selection Of

Stein, David E. Interrupting Chicken and the Elephant of Surprise. Candlewick Press in Association with Penguin Random House Canada, 2018. In this, his second picture book starring Interrupting Chicken, Stein begins with a delightful pun: Chicken declares that every good story has “an elephant of surprise.” Papa tries to convince her that she has misheard her teacher, that every good story has “…an element of surprise.” To demonstrate, he attempts to read aloud classic folk and fairy tales: The Ugly Duckling; Little Mermaid; Rapunzel. Chicken, of course, interrupts. The Ugly Duckling gazes at his reflection and sees “…an Elephant.” The prince ascends the tower on a rope of hair to discover that his love is “…an ELEPHANT!”. Papa is dogged; he keeps trying. Chicken is relentless; she keeps interrupting. The story hour goes on with appealing silliness until Papa graciously allows it to end, not surprisingly, with elephants. A former Caldecott Honor winner, Stein creates not only this amusing storyline, but its illustration as well. He employs a variety of artistic techniques to great effect. The basic narrative, (including Chicken’s interruptions of Papa’s readings) is presented in cartoon style and bold crayon; the classic readings are highlighted with line drawings and water colour. Thus the theme of “interruption” is both conveyed and sustained by the art work. There are a few provisos about sharing this book with primary school children: a child will more fully enjoy the inappropriateness—and silliness—of Chicken’s outbursts if he or she is familiar with the plotlines of the classic tales that Papa attempts to read. The wise parent, or teacher, or librarian will ensure this familiarity in the most obvious and enjoyable way: sharing the stories. There is a further consideration: the hilarity of Chicken’s behaviour arises because she either cannot, or will not, acknowledge the literary concept of a “surprise element.” Children who, themselves, can grasp that concept will laugh harder than children who cannot. Depending on the age and maturity of the child listener, a little didacticism on the part of the adult reader may be appropriate. With these requirements satisfied, this book is a winner. Recommended: 3 out of 4 stars Reviewer: Leslie Aitken Leslie Aitken’s long career in librarianship included selection of children’s literature for school, public, special, and academic libraries. She is a former Curriculum Librarian of the University of Alberta.

scholarly journals A Day at School / Une Journée à L’école by S. Cordier & C. Lacroix

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Picture Book ◽  
Children’S Literature ◽  
Target Audience ◽  
First Year ◽  
Intended Audience ◽  
University Of Alberta ◽  
Key Factor ◽  
Grade One ◽  
The University ◽  
Selection Of

Cordier, Séverine and Cynthia Lacroix.  A Day at School / Une Journée à L’école.  Trans. Sarah Quinn. Toronto: Owlkids Books, 2013. Print. The format co-creators Cordier and Lacroix use in Picture My Day, Picture My World, and A Day at the Farm succeeds very nicely in this picture book as well.  Their success has much to do with both their sensitivity to the target audience (pre-school to grade one), and their anticipation of the book’s use. They provide abundant illustration, keeping the text very brief.  Short sentences or mere labeling hint at, but do not force, the storyline.  The latter is created, in large part, by the reader.This book would work very well in a one-on-one situation: one adult, one child.  The adult might prompt,“Where do you think they went on their holidays? What are they buying for school? How are they getting ready for their day?  I wonder where Mummy and the baby are going?  Let’s see where Daddy and the children are going.” and so forth.Inspired by an array of color filled drawings, even a non-reading child could flesh out the story, making it the same every time—for comfort’s sake—or different every time—for variety’s sake.   The key factor is the child’s involvement.The vocabulary used in the text is well within the range of the intended audience.  Most five-year-olds would begin to memorize the text after a few readings; most grade ones would actually recognize and read the words by the end of their first year at school.  In sum, A Day at School is an invitation to imagine, to create, to read and to learn.Highly recommended: 4 out of 4 starsReviewer: Leslie AitkenLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is a former Curriculum Librarian at the University of Alberta.

scholarly journals Not Your Typical Dragon by D. Bar-el

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
New York ◽  
Primary School ◽  
Picture Book ◽  
University Of Alberta ◽  
Young Readers ◽  
Normal Reading ◽  
Colour Palette ◽  
The University ◽  
Reading Distance ◽  
Selection Of

Bar-el, Dan.  Not Your Typical Dragon. Illus. Tim Bowers. New York: Viking-Penguin Young Readers Group, 2013. Without didacticism, this picture book explores the plight of those who are not “typical;” along the way, it highlights the value of peacemaking.  Crispin Blaze, the child of a long, proud line of dragons who breathe fire, breathes everything but.  Band-Aids, bubbles and teddy bears are amongst his pacifying emissions.  Finding acceptance in a world of knights and dragons becomes his challenge.Not intended as “beginning-to-read” material, the text is still admirably written for oral presentation by either a proficient reader or a storyteller.  Phrasing and structure promote the build up of suspense.  Sentences are generally short and crisp, allowing, as appropriate, for the dramatic pause.  The vocabulary is well chosen, varied, and unpretentious.  The storyline should prove both amusing and satisfying to kindergarten and primary school children.Tim Bower’s illustrations add to the humour of the tale.  They are large and clearly delineated—a good accompaniment to the text when seen at normal reading distance. Bower’s colour palette, however, is sometimes delicate.  Viewed from the distance at which a story hour audience might see them, some images seem to meld.  Others are perfectly fine for group viewing: good choices would be Crispin’s exhalations of both birthday streamers and teddy bears.All in all, this book provokes spontaneous laughter and subtle reflection.  Parents, teachers and librarians will find many occasions on which to present it.Highly recommended: 4 stars out of 4Reviewer: Leslie AitkenLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is a former Curriculum Librarian at the University of Alberta.

scholarly journals Where Do You Look? by M. & N. Jocelyn

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Children's Literature ◽  
Picture Book ◽  
Children’S Literature ◽  
Font Size ◽  
Older Students ◽  
University Of Alberta ◽  
Sensitive Issue ◽  
Language Classes ◽  
The University ◽  
Selection Of

Jocelyn, Martha and Nell Jocelyn.  Where Do You Look?  Toronto: Tundra Books, a Division of Random House of Canada, 2013. Print.This picture book is a playful exploration of homonyms—in this case, those that are spelled alike.  The text comprises a series of questions; e.g.,    “Where do you look for a letter?  In the mailbox?”  Or on the page?” The illustrations, which incorporate collage and photographic techniques, are colourful and well defined—perfect for story hour viewing.  The accompanying questions are an invitation to participate; children will enjoy guessing what further meanings of a word might next be illustrated.  Beyond story hour, the book is appropriate, both in terms of font size and vocabulary, for independent reading by beginners.A further possibility for this book is its use in English as a Second Language classes.  Gleaning the contextual meaning of a word is always difficult when learning a new language and the Jocelyns provide a light-hearted approach to the problem.  To avoid the sensitive issue of using a beginner’s book in a lesson for older students and adults, introduce it as something an ESL learner might like to share with a child.  (Confess: those of us who love children’s literature have been playing that card forever!)Highly Recommended: 4 out of 4 starsReviewer:  Leslie AitkenLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is a former Curriculum Librarian at the University of Alberta.

scholarly journals Mr. Mergler, Beethoven, and Me by D. Gutnick

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Ludwig Van Beethoven ◽  
Classical Music ◽  
Picture Book ◽  
Music Teacher ◽  
Elementary Grades ◽  
University Of Alberta ◽  
True Story ◽  
Canadian Music ◽  
The University ◽  
Selection Of

Gutnick, David. Mr. Mergler, Beethoven, and Me.  Illustrated by Mathilde Cinq-Mar. Toronto: Second Story Press, 2018. In this lovely picture book, David Gutnick explores an episode in the life of Canadian music teacher, Daniel Mergler. The first person narrator of the story is a musically gifted young girl whose family has emigrated from China. Like many immigrant families, hers is struggling financially; there is no money for music lessons. By chance, the girl and her father meet Mr. Mergler during a pleasant outing in a park. The encounter leads to the child’s musical instruction and, as well, her enduring affection for Beethoven. Gutnick concludes his book with end notes: the first leaves no doubt as to the giftedness, kindness, and generosity of Daniel Mergler; the second, a brief biography of Ludwig van Beethoven, will be helpful to young readers unacquainted with classical music. Because the author claims to be only “inspired by” a true story, we must assume that at least some of the specific details of the plot are fictionalized. Still, the book is based on a CBC documentary, “Beethoven’s Bust,” which Gutnick prepared for broadcast (it was aired as a segment of the CBC radio program, “The Sunday Edition” in 2014). However fictionalized, the story seems real. Interestingly, the child narrator is never named—perhaps because she is a composite figure, perhaps because Gutnick wishes to protect the privacy of his “sources.” Nonetheless, through the delicate drawings of Mathilde Cinq-Mar, we, the readers, come to know this child: we feel her sense of bliss as she flies through the air on a swing in the park; we admire her determination and certainty as she carols “Oh Susanna…” in her “audition” for Mr. Megler; we understand her rapt delight as she begins to master the piano keyboard, producing sounds that “…make everything else disappear.” An inspired touch is Cinq-Mar’s use of musical staves to create curved and sweeping pathways into the illustrated pages. The technique results in a perfect marriage of artwork and text. In sum, Mr. Mergler, Beethoven, and Me  is a well-crafted, captivating, and heart-warming book that would be very suitable for independent readers in the upper primary and elementary grades. Reviewer: Leslie AitkenHighly recommended: 4 out of 4 stars Leslie Aitken’s long career in librarianship included selection of children’s literature for school, special and academic libraries. She is a former Curriculum Librarian of the University of Alberta.

scholarly journals If You Happen to Have a Dinosaur by L. Bailey

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Picture Book ◽  
Primary School Children ◽  
Living Room ◽  
Reading Curriculum ◽  
Intended Audience ◽  
University Of Alberta ◽  
The Family ◽  
The University ◽  
Jack Up ◽  
Selection Of

Bailey, Linda.  If You Happen to Have a Dinosaur.  Illus. Colin Jack. Toronto: Tundra Books-Random House of Canada, 2014. Print.Author, illustrator, and publisher, here, have produced a winning fiction for the child who is going through his or her “dinosaur phase.”  All manner of dinosaurs – bipeds and quadrupeds, giants and midgets, winged and horned, parade through this picture book in glorious color.  We are invited to consider a quite exhaustive list of uses for these creatures – should we happen to have any “lying around the living room.”  A typically delightful illustration features a bright blue brontosaurus (otherwise known as an “apatosaurus”) being used to jack up the family van; it is just one of countless suggestions for dinosaur usage.Technically, the book is perfect for its intended audience.  The drawings are clear, well defined and boldly colored.  The font is large.  The text is perfectly married to the illustrations.  It is also well within the spoken vocabulary of kindergarten and primary school children.  The pre-reader will probably memorize it fairly quickly.  The beginning reader will see in context those words that are not part of the early reading curriculum, and, after a time or two through with adult help, should be able to read the book independently.All in all, this book is a romp.  Find your inner seven-year-old, read it, and have a good giggle.Reviewer: Leslie AitkenHighly Recommended: 4 out of 4 starsLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is a former Curriculum Librarian at the University of Alberta.

scholarly journals Gabby, Drama Queen by J. Grant

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Children's Literature ◽  
Picture Book ◽  
Children’S Literature ◽  
Reading Teachers ◽  
University Of Alberta ◽  
Child Reader ◽  
The University ◽  
Selection Of

Grant, Joyce.  Gabby, Drama Queen. Illus. Jan Dolby.  Markham, Ontario: Fitzhenry and Whiteside, 2013.  Print.This book is best described as “busy.”  The plot is both imaginative and complex, busying itself with a subplot—a play within a story, and incorporating spelling and phonics as integral elements of the text.  The book features appended activity pages.Briefly, the protagonists, Gabby and Roy, become actors, bringing their stage and props into existence through the magic of letters spilled from a picture book   Conveniently, they create a stage, a crown, and a stream.  Children will probably not notice (but reading teachers will) that the story is a good introduction to lessons on consonant blends.The illustrations are cheerful, whimsical, and, once again, busy; they should engage a child’s attention.  Still, regarding the beginning reader, the book is inherently problematic.  The child who is only just beginning to sound out and spell the words “crown” and “stream” will not be able to read independently such sentences as “Queen Gabriella swanned dramatically onto the stage.”If the book is to fulfill its dual purposes of instructing and entertaining the child reader, its first reading, at least, will require adult assistance.  This reviewer would suggest de-emphasizing the didactic elements, and letting the playfulness of the storyline carry the day. Reviewer: Leslie AitkenRecommended: 3 stars out of 4Leslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is the former Curriculum Librarian at the University of Alberta.

scholarly journals The Long, Long Line by T. Ohmura

2014 ◽  
Vol 3 (4) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
Elementary Schools ◽  
Young Adult ◽  
Young Children ◽  
Picture Book ◽  
Young Adult Fiction ◽  
University Of Alberta ◽  
Young Readers ◽  
Long Line ◽  
Wide Range ◽  
The University

Ohmura, Tomoko. The Long, Long Line. Toronto, ON: OwlKids Books, 2013. Print."Thank you for waiting, and welcome aboard! One at a time, please!" mentions the bird, who is the ride guide on this mysterious ride for which 50 different animals have patiently lined up. As they wait, the bird flies amongst them, offering reassuring words as they guess as to what they may be in line for and play word games to pass the time.  The anticipation builds, and finally they start boarding the ride, which turns out to be a very large whale on which the animals ride while the whale performs somersaults, dives and sprays. Children will be delighted by all 50 animals represented on the large gatefold spread in the center of the book, from the smallest frog to the largest elephant.Children will love the small details such as the tail of the next animal in line ‘peeking’ around the corner of the page and the size of the animals increasing as they get closer to the ride giving perspective of size. A list of all 50 animals is included at the back for easy reference when young readers get stumped by a species. While this is indeed a picture book aimed at young children it is no quick read – children will want to hear every word of the animals’ conversations as they wait and will want to count as they go, and likely once all the animals are aboard the whale they will want to confirm there are indeed 50 animals present, perhaps multiple times.The colourful illustrations by the author are cute and engaging and show a wide range of expressions and interplay between the animals.  The language felt slightly unnatural but this may be a result of this edition being a translation of the original Japanese work Nanno Gyoretsu? A fun book for public and elementary schools as well as a nice addition to science or math based storytime in lower elementary grades.The Long, Long Line was selected as one of the best children’s books of 2013 by Kirkus Reviews.Recommended: 3 out of 4 stars Reviewer: Debbie FeisstDebbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

scholarly journals I Like Vegetables: A Touch-and-Feel Board Book by L. Siminovich

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Kim Frail
Keyword(s):  
Cross Section ◽  
Public Services ◽  
Picture Book ◽  
The Other ◽  
Learning Method ◽  
University Of Alberta ◽  
Young Readers ◽  
Dinner Table ◽  
Wood Grain ◽  
The University

Siminovich, Lorena. I Like Vegetables: A Touch-and-Feel Board Book. Somerville: Candlewick Press, 2011. Print.“I Like Vegetables” is a dream come true for any nutritionally conscience parent, children’s librarian or teacher. The brightly hued collage illustrations are intriguingly textured with patterns and “touch & feel” inlays. Silky peas and rough-skinned carrots invite young readers to learn about vegetables. The layout is quite clever as it leverages contrast and comparison as a learning method. On one side of the page vegetables are depicted as they would appear growing in the garden while on the other side they are in the home being prepared for the dinner table. In addition, the nature side of the page illustrates the concept of opposites. For example, there are “tall” and “short” cornstalks. Orange carrot roots are “below” the ground, while the feathery green tops are “above”. The indoor side of the page features close-ups of vegetables against a wood-grain background that evokes a cutting board. Here children get a different perspective on the harvested veggies. We see shelled peas, open cornhusks and a cross-section of a pumpkin. The concluding series of images features an “empty” gardener’s basket next to a basket “full” of colourful vegetables on a blue and white gingham picnic tablecloth inlay.  This is primarily a picture book with only the names of the vegetables and the two opposing concepts appearing on each page. The typeset is Helvetica and is large and easy to read.  It is a sturdy board book and the inlays could not be easily ripped out or damaged. It is therefore a welcome addition to any toddler’s library. Other titles in the “I Like” series by Siminovich include: “I Like Toys “, “I Like Bugs” and “I Like Fruit”. “I Like Vegetables” is sure to engage children from ages 1-3. Highly recommended: 4 out of 4 stars Reviewer: Kim FrailKim is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta. Children’s literature is a big part of her world at work and at home. She also enjoys gardening, renovating and keeping up with her two-year old. 

scholarly journals Who Do I Want To Become? by R. Billan

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Personal Growth ◽  
Role Models ◽  
Career Planning ◽  
Picture Book ◽  
Central Character ◽  
University Of Alberta ◽  
Self Actualization ◽  
Important Approach ◽  
Inherent Nature ◽  
The University

Billan, Rumeet. Who Do I Want To Become?  Illustrated by Michelle Clement. Page Two Books, 2018. This picture book conveys an important approach to problem solving. When asked by his teacher, Mr. Janzen, “What do you want to be when you grow up?” the central character, Dylan, initially thinks in narrow terms: career choices. He is stymied. When he reframes the question as “Who do I want to become?” he arrives at a thoughtful answer.             “I want to be someone who tries new things and isn’t afraid to fail. I want to be someone who helps others and makes a difference in the world. Someone who isn’t afraid to be me.” [p.31] Dylan clearly has changed the problem from “What do I want to do for a living?” to “What kind of person do I want to be?” It should be pointed out that the actual words of his reframing are no guarantee of a philosophical result. Many children would still respond to the question, “Who do I want to become?” in terms of role models, generic or specific: “I want to become Prime Minister.” “Chris Hadfield.” “Tessa Virtue.” (Certainly, had I been asked that question at eight years of age as I struggled, in my brother’s old hockey skates, to navigate the frozen puddle that was our “rink” I would have replied, “Barbara Ann Scott.”) The culminating focus of the storyline is character development; parents and teachers could use this book to begin discussion of it. They may have to do some prompting, even a little rewording of the central question, to achieve that focus. It is worth the effort. Dillan’s answer opens up issues of self-acceptance, self-direction, and self-actualization in a manner suitable for school aged children. His conclusion also emphasizes that the business of childhood is personal growth and development, not career planning. Though this is a picture book, the inherent nature of its topic, as well as Billan’s writing vocabulary, suggest its use with children eight to twelve years of age. Michelle Clement’s humorous cartoon-style drawings should appeal to that age group as well.  In sum, the total package seems age appropriate for pre-adolescent youngsters. Reviewer:  Leslie AitkenRecommended: 3 out of 4 stars Leslie Aitken’s long career in librarianship included selection of children’s literature for school, public, special and academic libraries. She is a former Curriculum Librarian of the University of Alberta.

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