They All Saw A Cat

           

They All Saw A Cat

by: Brenden Wenzel

Published: 2016

2017 Caldecott Honors Book

They All Saw a Cat is a picture book that shows readers what a cat looks like through different lenses. Using illustrations, Wenzel was able to create a world where the reader experiences cats from all different points of view, through the eyes of many other animals. 

Response & Visual Literacy

Example of how a cat would appear from the perception of a bee

The illustrations within this book are used to demonstrate different perspectives and show readers what it is like to see the world, or see cats, through a different lens. This book is an effective teaching tool for multiple purposes. First, this book is an effective tool for teaching students about appearance, and how each eye sees differently. For example, in the image above, Wenzel illustrates how a cat would appear through the eyes of a bee. As students progress through this book, they are able to experience cats through the lens of all different species and eyes. This concept could stem a lesson, or cross-curricular project where students have to research how different animals see, and create a visual perception of their own. In terms of visual literacy, this book embodies the concept that stories are told through the text and illustrations together. In this book, the illustrations and text have a strong relationship. As described by Louis and Serchenynski, the pictures in this book have a reciprocal relationship to the text in this story. This means that the images coincide with the text, but they add more detail and purpose to the book, as well as provides more information and meaning. The illustrations hold an underlying meaning as well as inform the reader of a new perspective, however, they do not alter or change the message or contradict the text. 

The final page of the book

The image to the left depicts the final page of the book. On this page, Wenzel combines all of the different perspectives explored through the text and the different depictions of cats readers have encountered. This page holds an important takeaway, that comes from the illustration piece. In the classroom, teachers can utilize this page to teach two important lessons. First, teachers can point out that from just the text, it is clear that all creatures saw the cat, but once a reader takes the illustration into account, it is evident that they all see the same creature differently. This can also lead to a life lesson that students can take away. Even though each creature saw the cat through their own lens, the cat is still the same cat. This can guide a conversation about how everyone may view a person differently, but they are still the same, and still a human, underneath.  

The One and Only Ivan

The One and Only Ivan

 by: Katherine Applegate

Published: 2012

2013 Newbury Metal Winner 

Summary: The One and Only Ivan is a young-adult novel that is based on the true story of a silverback gorilla named Ivan who lived in a cage at a mall located in Washington for 27 years. When Ruby, a baby elephant joins him from the wild, the two become unexpected friends and Ivan is forced to acknowledge who he truly is and where he belongs. This novel is told in the first-person point of view from Ivan himself. Ivan lives at the Big Top Shopping Mall off of a highway, and loved his life initially. He had human friends who frequented at the mall and visited him often. From Julia, a young girl, Ivan received his first crayon, which he used to draw for enjoyment. Mack, the mall's owner, sells Ivan's paintings in the gift shop. Ivan also had a neighboring elephant, Stella, who was also living in captivity at the mall. Since the story is told through Ivan's eyes, he is able to develop relationships with Stella and Julia, and tell of the fascinations he has with them, such as Stella's ability to use her trunk and Julia's artistic abilities. When the mall loses popularity, the owner, Mack, decides to bring in a baby elephant, Ruby. When Stella passes away due to a lack of resources and space for two elephants, people begin to protest Ivan and Ruby being held at the mall, and Ivan takes it upon himself to get them out. He paints the word "HOME" on a large poster, and the media and public get invested in his story, and freeing Ivan and Ruby. They are released and sent to a zoo where they can interact with others of their own kind. They both adapt to their new life, and Julia is able to visit the zoo frequently. 

Response: The One and Only Ivan is a fascinating read. The most interesting concept of this book is how it is told, from the perspective of another species. However, it works due to how knowledgeable and informed Ivan is, and how he is continuing to develop and learn throughout the novel. Due to this, readers are involved and taken on this journey of discovery. Readers are able to see the world and discover through the eyes of Ivan. For example, at the beginning of the book, Ivan seems happy watching TV, and interacting with bypassers at the mall. However, once he discovers the way his life should be, out of the close captivity, readers experience the hurt and turmoil of this discovery alongside Ivan. The interesting thing about this book is that it takes basic human concepts from a new perspective. For example, readers understand the term freedom from a totally new lens. To humans, we think of freedom as not being tied down or obligated to a greater system. From this book, readers recognize that freedom actually means something completely different to other species. To Ivan, freedom is being able to return to the life he knew when he was young, the life he was taken from and longs to return to. This opens an outlet for many discussions while reading this book. Since freedom is often longing for something you have never experienced, it is interesting to acknowledge through this book that freedom to Ivan is being able to return to something he once had. 

Analysis: In relation to the elements of a well-written book, this book develops a strong unexpected insight through the point of view the story is told from, as well as art. Katherine Applegate does an incredible job with personification, as well as plot and character development that many students could connect and relate to. Through telling the story from the perspective of Ivan, Applegate personifies a gorilla in a way that readers can relate, and feel for him. Ivan is able to teach readers many important lessons, such as helping others, which he does for helping liberate Ruby, and the importance of speaking up for injustice. Through this personification, the book makes readers think about perspective, and gives an unexpected perspective on a common occurrence we see each day: animals in captivity. The use of the first-person point of view gives a strong unexpected insight into the world of Ivan, and animals in captivity. This allows readers to understand and see animals in a new light, and build a new sense of empathy and understanding. These concepts, as well as the concepts of personification and imagery which are used strongly within the book, would be beneficial to discuss and reflect on within a classroom setting. 

This book also does an incredible job of teaching the importance of communication and the weight art can hold,  no matter the form. The One and Only Ivan teaches the power of art, and using it to get a message across. When Ivan creates a poster with the word "HOME", he is able to get bystanders to recognize that a small window in a shopping mall is not where he belongs. This simple art piece is able to spark a response and revolution that leads to his liberation, which was possible and achieved by a gorilla. This can be used to teach the lesson of small gestures and acts that can make a huge impact, or the importance of standing up for what you believe in. This concept can also be used to discuss communication, and how different cultures, communities, and even species can bridge their communication gap using art. This could spark a project where students create a piece of art that portrays an important issue or cause to them, and they can explain how their message could be received using their artwork. The story of Ivan is also a true story, which makes this story even more engaging for students. Even though it is not non-fiction since it is told from the perspective of a gorilla, the foundation of the story and the events are factual. 

Mr. Wuffles

Mr. Wuffles! 

by: David Weisner

Published: 2013

2014 Caldecott Honors Book

Mr. Wuffles! is a wordless picture book that follows a cat, Mr. Wuffles, who chooses to engage with a small spaceship and aliens. Mr. Wuffles and the aliens engage in a chase around the house as the aliens attempt to flee in their spaceship. The aliens and Mr. Wuffles face many obstacles, such as getting trapped, and the aliens teaming up with and befriending insects along the way until they are able to find their way out and mend their ship to return home. 

Response & Visual Literacy

The image used for the inside front cover to set the scene of the book. 

With any wordless picture book, the illustrations within this book are used to tell the entire story. The first place that gives the reader information about the book is the peritextual features. When looking at the illustrations on the inside front and back cover, the reader is able to see that Mr. Wuffles is unamused by his normal toys. This foreshadows that he is more interested in other living creatures, which the reader will later discover as they see the drawings done by the insects and small animals that depict Mr. Wuffles terrorizing them. The first page of the book consists of two different illustrations. The use of these two illustrations is intentional because it shows Mr. Wuffles body walking on the lefthand side, and aliens in their small space ship on the other side. This informs the reader that the main conflicts and events within the story will likely involve these two character groups, Mr. Wuffles vs. the aliens. As the reader progresses through the story, Mr. Wuffles is seen approaching the ship, then proceeding to play with the spaceship as if it is a toy. The aliens are speaking in symbols, which the reader is able to determine that they are exclaiming from inside the spaceship as it is being thrown around. As a result of this incident, the aliens discover their ship is broken, and they must embark on a mission to mend their broken ship. This is where the rest of the plot stems from. The background of all of the images throughout this text are bright, and resemble a realistic house. While this is a science-fiction wordless picture book, the author uses the background images and realistic characteristics of Mr. Wuffles to engage the reader to see a world they are familiar with. The images are displayed in many different ways throughout the book. Weisner had chosen to create each page where Mr. Wuffles is the focus with the full-bleed illustrations where the image fills the whole page. On the pages where the aliens are the focus, Weisner uses framing to create different images, and make the reader feel as though they are watching the aliens progress through their sequence of events.
 In terms of visual literacy, another element Weisner chose to focus on is color, size and shade. He chose to make Mr. Wuffles a dark shade of black, and create a large size contrast between the cat and the aliens. This is important to note because the cat's dark shade contrasts with the light-colored walls, as well as makes the cat a dark focal point on each page he is featured on. This brings the reader's attention to the large dark animal, and ensures that readers understand the importance of the cat's role within the story. This would be a beneficial concept to relay to students, and to bring their attention to what they notice in terms of the authors use of color, placement, and shade and how those factors shape their perception of the key elements and development of the story.

This is Not My Hat

This is Not My Hat

Written by: Jon Klassen

Published: 2012

2013 Caldecott Metal Winner

This is Not My Hat is a picture book told from the perspective of a small fish that has stolen a hat from a larger fish. The story follows the small fishes escape and his naiveness as the large fish trails slowly behind him.

Response & Visual Literacy

The illustrations within this book are used to tell the hidden side of the story. As described by Louis and Serchenynski, the pictures in this book are used to establish the story. This means that the illustrations tell a parallel story that contradicts that of the text. In this book, the text is stating that the small fish is not alarmed about the bigger fish locating him or reclaiming his hat. The dialogue is very confident, and the small fish seems relaxed that he was able to escape and the big fish will not locate him. However, the illustrations tell a contrasting story. The large fish is trailing behind, searching for the small fish that stole his hat. Without the illustrations, the reader would not know that the small fish was at risk. This book is an effective tool for teaching about the importance of illustrations, as well as using illustrations to identify key detail. For example, in the image to the left, the small fish states that no other sea creature would disclose where he was going, but then the illustration shows a crab directing the large fish in his direction. This demonstrates the importance of looking deeply into the illustrations. This text also solidifies the importance of utilizing illustrations to develop characters. In relation to visual literacy, the illustrator intentionally used a black background to bring attention to the details in the muted and lightly colored fish. This color choice brings the readers' attention to the important details within the illustrations, such as noticing the hat as well as the emotions portrayed through the fishes' facial expressions. Since the illustrations are used to establish this plotline, the illustrator was intentional when selecting colors, as well as choosing the have the pages in full bleed. The use of full-bleed coloring was beneficial and important because the fish is talking to the reader. By filling the whole page with illustrations, readers feel more connected and engaged with the story that the fish is telling them, and readers are able to feel as if they are swimming alongside the fish. 

Seedfolks

Seedfolks 

by: Paul Fleischman

Published: 1997

Seedfolks is a children's novel that explores different perspectives surrounding the same community garden. Paul Fleischman writes from thirteen varying perspectives to bring drastically different characters to a common ground, their neighborhood garden. The story is set in Cleveland, Ohio in a time where Cleveland is a melting pot for all different cultures that do not comingle with each other. However, once the garden begins to draw attention and the community begins to partake in planting their own crops, the community begins to intertwine and come together. 

Response: Seedfolks is an interesting story in that there is little dialogue and real-time character interaction. The story is told through thirteen small anecdotes that readers do not begin to piece together until they continue to progress through their reading. Each character's story is drastically different. They each stem from a different ethnic background, as well as varying walks of life. For example, there are characters who barely speak English and are brought to the garden by a caretaker, while other characters are sixteen-year-olds who are unexpectedly expecting their first child and feel lost. The characters intertwine, and they are able to find hope, reassurance, and community together. As a teacher, I would use this novel to introduce character development and relationships. Since the characters refer to each other, it would be beneficial for students to make a character map where they record when the characters interact and discuss each other, and what readers can learn from it. Initially, the students will record observations and discuss the identifiable traits of each character. As the students begin to recognize the relationships between the characters. For example, towards the end of the book, an Indian Man named Amir connects the community in a way that solidifies the purpose for the community garden, and therefore the novel. He discusses how before the garden, the neighborhood was judgemental and segregated. Amir discloses that through the garden, the walls and cultural differences that kept them apart came down. They were able to see each other as people, as well as help each other and communicate within their community. Amir discusses stereotypes that the characters had for each other, and how they were able to overcome the stereotypes and see each other for their true self. This is an important concept and lesson to focus on with students, as well as guide and support them to think deeper about the symbolism of the garden, and specific lines such as on page 72 where Leona says, "Whole garden shuts down, but the garden just keeps going." There are many lines that hold a double meaning such as this, so allowing students to select lines that speak to them, and find a deeper meaning and lesson would serve for a powerful takeaway, and a deeper appreciation for the text. 

Analysis: The use of multiple perspectives in Seedfolks is an intentional decision used to shape and develop the text. It is also symbolic. The community garden is multiple plots coming together to form a bigger picture and community. The novel itself mirrors this same purpose. Each chapter is a different seed plot, and each story builds and interacts to form the greater image and purpose of the text. This book tastefully and discretely deals with real-world issues and barriers that people encounter every day. The premises of the book is that the garden was run down and trash ridden, and people mistreated the land. From rock bottom, the community bands together to bring a run down and ill-treated plot of land to a place where crops flourish. This represents the people in the community, and how most of them were lost or missing a piece in their lives, and the garden was able to heal them, or allow them to find their purpose and role in the community. The characters towards the end of the novel reference how the members of the community used to avoid each other, however, the garden allowed them to open their eyes and break the communication barrier and build a sense of respect for each other. The garden allowed them to put their differences aside and learn to appreciate and learn about the individual identities that create and build the identity of Gibb Street in Cleveland, Ohio. In addition to the deeper messages found within the text, each character is also portrayed with intention. Each chapter is based off of an anecdote by a singular character. In the chapter heading,  there is an illustration done by Judy Pedersen that depicts each character, as well as a symbol that represents their role and background story. These images and items are intentional in that it builds the readers understanding of the diversity in the community, as well as subtly hints at their defining aspect. As seen above, the images of Kim and Ana are intentional and give the reader a hint about their role in the community. Kim plants lima beans, which is mentioned by both herself, and Florence at the conclusion of the book. Ana is seen as the woman who observes and watches the garden grow and mold the community from her binoculars above. 

Journey

Journey by Aaron Becker

Published: 2013

Journey is a wordless picture book that follows a girl into a world of imagination. The book begins when she draws a magic door in her bedroom with a red marker, which she walks through and begins her journey. She creates a boat, hot air balloon, and flying carpet that brings her through castles, rivers, and she even encounters trouble when she is captured by an emperor. Using her magic and imagination, she is able to create an escape plan that brings her back home safely. 

Analysis:  Journey is an elaborate wordless book that follows a little girl through a magical adventure. When looking at the Peritextual Features, both the inside and back cover foreshadow the different places the girl will travel on her journey. There are boats, cars, hot air balloons, and trains. In reference to the peritextual features, the front and back covers are a muted shade of red. This foreshadows the marker with which she will draw to create her journey. They also include small images of the modes of transportation the girl utilizes to travel on her journey. Aaron Becker also includes multi-dimensional layers within the illustrations. The lines and color scheme are monochromatic and muted except for the drawn red creations. As the girl travels, there are complex details within the background. For example, when the book begins, there are layers of city images and scapes surrounding the girl, which is mimicked in the window of her bedroom as the book progresses. After she enters the magical world, the background consists of greenery, woods, streams, and danging lights. This sets the scene that the girl is no longer in the city, and where she is now is drastically different than the world she is used to. This concept continues throughout the book as she travels to a castle, into the sky, and into land, unlike anything she has ever experienced. While the girl's journey is unfolding, the background is filled with details that give the reader insight to where the girl is. For example, hidden within the castle are guards, as well as closed gates and royal characters. This sets the scene that the girl will need to escape out of the castle by drawing a hot air balloon. The architecture that Becker illustrates also provides details and foreshadows the images coming in the future. Each image is intentional and has a purpose that the reader will soon unfold. For example, when the girl finds an imperial ship in the sky, the architecture of the buildings, as well as the clothing on the soldiers, foreshadows where the girl will be next, an Asian Empire. 
As you can see above, and to the right, the color red is the most prominent detail of color on each page. The other colors are muted intentionally so that the author can draw the reader's eye to the focal point, the piece that guides the girl's journey. The red color represents the purpose of the story, that the girl is escaping reality the deeper she goes into this imaginary world. At the end of the book, the girl sees another door, this time it is purple. After entering through the door, she finds a boy with a marker that mimics her red marker. Together, the author foreshadows that they will use both of their magic markers to embark on another journey together. 

Don't Let The Pigeon Drive the Bus

Don't Let the Pigeon Drive the Bus

written by Mo Willems 

Published: 2003

Don't Let the Pigeon Drive the Bus follows a Pigeon who has always dreamed of driving a bus. When he is restricted from driving the bus, he aims to bribe the reader to allow him to drive the bus, and grows in his anger and frustration. 

Visual Literacy and Character Development 

The illustrations within this book are used to strengthen and support the reader's understanding of the text. The first time that the reader is introduced to the Pigeon, the color scheme is very muted. The colors on the page are muted and warm, which allows the Pigeon's light blue to stand out. The Pigeon is small, and placed in the bottom left side of the page.  He is imagining what it would be like to drive a bus. The reader knows this because there is a thought bubble where he is daydreaming about driving a bus. He is visualizing how he would see himself driving a bus. His emotions when driving range from happiness to anxiety and the Pigeon appears tranquil as he daydreams. As the story progresses, the Pigeon becomes more focal, and fills up the majority of the pages. This confirms that the Pigeon is the main focus of the story. His eyes are open and he is engaging with the reader. The lines are loose and rounded in an effort to appear light and simple to the reader. It keeps the Pigeon simple and easily identifiable as a character. The actions and body posture of the Pigeon progress as the story progresses. The Pigeon's desire to drive the bus increases, but he is not allowed to drive it. Due to this, readers can notice within the illustrations, that the Pigeon gets increasingly frustrated. As the character gets agitated, so does his body language and irritation demonstrated through the illustrations. 

Dude

Dude 

written by Aaron Reynolds

illustrated by Dan Santat

Published: 2018

Dude is a picture book that follows a platypus and beaver who want to go surfing with a shark. The three sea creatures go swimming, but they run into trouble when they get closer to the shore. 

Picture Text Interaction: Within this book, the illustrations hold the role of establishing the story. Since there is minimal text per page, the illustrations expand and add to them so that readers are able to understand. Without the illustrations, readers would be unable to comprehend the book. 

Analysis/Activity: Below is the activity Composition that Generates Plots, which enables students to understand how compositions of pictures help to generate and support the plot within a story.

	At first sight, you see...	And then you see...
First opening	There are two animals that have surfboards and there is an ice cream store next to them. There is a speech bubble that says the word “dude”.	We notice two other animals and the caution sign and the animals looked worried when they see the caution sign.  There are a lot of rocks in the ocean.
Second opening	There are speech bubbles with a white background that jump off the page. The animal’s face looks like they are close to the front of the page. The beaver and platypus both have emotion on their faces.	The reflections in the water and the shark fin in the back corner. There are also two mini pictures within the main image.
Third opening	There is a shark on the page. There are four different pictures.  He is eating an ice cream cone.	He offers the ice cream cone to the beaver who is then saying no. The beaver is looking around waiting for the platypus to return.
Fourth opening	It is a darker scene. There is a shark. It is a top view of the shark. There are two other images on the next page that include the shark, beaver, and platypus.	The shark has a bathing suit on him. The characters are confused as to where the shark is going… we infer that through the question marks.

Where is the Cake Now?

Where is the Cake Now? by T.T. Khing

Published: 2005

Where is the Cake Now? is a wordless picture book that follows the popular wordness book Where is the Cake?, also by T.T. Khing. This wordless book is a fun adventure story that shows a group of animals who decide to have a picnic. Within the detailed illustrations, the reader watches as the animals travel through the countryside searching for the perfect place to set up their picnic and eat their cake. Once they find the right spot, the animals discover the cake is missing! Since the reader was typically not looking for the cake during the first read, this book renders a re-read in order to follow the trail the cake takes, and determine where the cake disappeared to. 

Response: Where is the Cake? is a great book to discuss following dreams, and standing up for what you believe in. Through the active illustrations, the reader is able to place themself within the story as the animals travel through hills, rivers, and set up their perfect picnic. I used this book when I began a lesson on looking and learning from illustrations. Students love to discuss what is happening in the story, and it provokes the thought that illustrations hold a lot more value than they anticipated. The illustrations are detailed and colorful and the scenery is realistic. This could be used to discuss the different settings, and how they shape a story. I decided to disclose the title of the book until after the initial read. I did this intentionally to demonstrate that rereading not only helps develop a deeper understanding, but it allows for the attention of different details. Students will love the idea that they did not realize the cake was missing until the end, then they can backtrack and look for different details as they read the story again.
  

Analysis: Wordless picture books are a great way to encourage creativity with students. Specifically, with this book, students are able to write the story from what they can observe from the illustrations. They can pair up with a friend, or write the text for the book as if they were the author. This allows for the students to create, and put themselves within the role of the author. This also allows students to look deeply within illustrations, and create a stronger lens for recognizing detail from the illustrations. All illustrations are intentional. I also utilized wordless books to discuss the concept of visualizing with my class. We talked about how illustrations in all books deepen our understanding of the book, and used this book to recognize how illustrations give readers more information and add to our comprehension of the different story elements. This wordless picture book could also spark the creation of a plotline, or storyline, that follows the story, and then create a parallel plotline that follows the cake.  Through this, it will solidify the value of illustrations, and validate the concept that picture books successfully exist as a combination of both text and illustration. 

Joining the Boston Tea Party

Joining the Boston Tea Party by Diane Stanley

Published: 2010

Joining the Boston Tea Party, written by Diane Stanley is a historical fiction book that follows the time-traveling twins back in time to the Boston Tea Party. This story merges together a fictional story of children using their Grandmother's magical hat to go back in time, with the facts and events of the Boston Tea Party in 1773. 

"Then" and "Now" Contrast

Response: Joining the Boston Tea Party places readers within colonial America through the eyes of current-day children, Liz and Lenny, who travel back in time to watch the Boston Tea Party unfold. This book is a fun and engaging twist on a pivotal historical story. I feel that this book is a great addition to classroom libraries because students are able to relate to Liz and Lenny, and connect to their characters. Liz and Lenny are able to join in with the events of the Boston Tea Party, and even throw tea into the Boston Harbor alongside the Sons of Liberty. The story is told from a third-person narrator, however, the author utilizes many speech bubbles for the kids, as well as the colonial characters to demonstrate the contrast of living during the different time periods. The book includes an informative Author's Note that gives facts and a summary of the historical components of the Boston Tea Party. I believe that the part of the book that will resonate with students most is following the Author's Note. There are two pages that compare life during the 1770s to life now, with the technology that developed, popular activities and day to day tasks. This page would be important to discuss with students, as well as allowing them to create their own list and practice comparing how they live to what they discovered while reading this book.

Analysis: In relation to utilizing illustrations, Joining the Boston Tea Party combines many different elements. The illustrator, Holly Berry, utilizes many key elements of effective illustrations as outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011). First, the illustrator created the images in this book using both the full-bleed as well as the framing technique. This means that while some of the illustrations cover the entire page, other pages have lots of white space in an effort to distance the reader from the story. Berry used the full-bleed technique to establish the "real" in this story. 

Full-bleed technique on the left, and framing technique on the right. 

As seen in the image to the left, the illustration covers the whole page, and is giving the reader a look at the world during colonial times. I believe that this was intentional in an effort to separate the true events from the dialogue and fictional elements brought in by the twins and grandmother in the story. On the contrary, the illustrator uses framing when the time-traveling characters have a dialogue. I believe that this was done to separate the fictional elements and interactions from the real facts of the historical events that are occurring within the book. The article also discusses the concept of using a technique called offer when creating illustrations. Offer is when the characters look at other items or characters, but not directly at the reader. Offer is used for the characters within this story because the reader is on the outside looking in. Since there is a narrator, the reader is watching the story unfold from outside of the book. The characters are not interacting with the narrator, or with the readers. Due to this, Holley uses the offer technique to solidify the boundary between the characters inside, and the readers and narrator outside of the story. 

Chalk

Chalk by Bill Thompson

Published: 2010

Chalk is a wordless children's book that leads readers through a world of imagination. When a group of children discover a bag of chalk at the park, they determine that it holds magical powers that enable anything they draw to come to life. They turn their rainy day into a sunny day, create a park full of butterflies, and even stir up trouble when one of them decides to draw a dinosaur.

Response: Chalk is such a fascinating wordless story. I love the detail and realistic elements found within the illustrations. The attention to facial expression, setting detail, and shading creates a world that the reader is able to enter and experience. From this book, the story is clear. The illustrations create a clear plotline that readers can follow and understand. Within the classroom, students can use this book to determine the story, or even to identify story elements. I utilized this book twice this year so far. I have a student with autism, who is a very low reader. Each student was given a book and they were to identify the story elements within the story. This student was self-conscious about recieving special accommodations, and they were thrilled when they were able to understand the assignment and identify the story elements within this story without getting frustrated with tricky words.  Since this book is so well crafted, this student was able to succeed and grow their confidence in reading. This lead to a discussion about the importance of reading pictures and illustrations, not just the text. This book was also a great addition to my wordless book study. When my students were studying illustrations, they were assigned a partner and they were allowed to select a wordless book and each tells their perspective of the story. They would each share, then discuss where their stories took a  different direction. This book was a great text for that because the students were able to identify and discuss the strong details and develop a strong plotline for the story. This book also encouraged their creativity so much that I then decided to do a picture walk/read-aloud of the book, and gave the students an option to form their own version of this story within their writer's notebooks. They loved this activity and were able to learn that they can seek inspiration from illustrations to create their own pieces of writing. 

The children hide from the dinosaur they created

Analysis:  The illustrations in this wordless picture book are exquisite. Bill Thomson, the author/illustrator, used acrylic paint and colored pencils to create incredibly realistic illustrations to tell the story. Within this wordless book, readers are introduced to a new twist on every page. Chalk is a beautiful example of realistic illustrations used to envelop all readers into the story. The book begins with a foreshadowing of the problem within the story. The first page shows a rocking dinosaur within the playground. This reappears consistently throughout the story as a motif. The dinosaur was intentionally placed in the background. As readers progress through the pages, they see that the boy gets inspired by the rocking dinosaur to draw a dinosaur with the magic chalk. This brings a dinosaur to life, and the children have to run and hide, as shown in the image to the right. Using this, the illustrator is able to bring the story to a close. The children realize that the chalk did not work until there was sunshine, and therefore they needed to create rain again. Once they draw the rain, the dinosaur melts away, and the children are seen leaving the park with the chalk and rocking dinosaur behind them. This storyline is important to highlight with students and discuss the appearances of the dinosaur. The dinosaur can spark a discussion about problem and solution, and how strong illustrations can guide a story. Also, using this story, teachers can encourage their students to create a story where they find magic chalk, and either create a wordless book, or a written story where they complete their own adventure with the concept within this story.

Ben Franklin's Big Splash

Ben Frankin's Big Splash by Deborah Underwood 

Published: 2015

Ben Frankin's Big Splash is a historical fiction book that tells the story of a young Ben Franklin and his first invention inspired by his love for swimming. This book follows Ben as he creates, tests, refines, and retests different inventions to make him better able to swim like a fish. 

Response: Ben Frankin's Big Splash is a great book that gives a new lens into the life of the famous Benjamin Franklin. Within the story, readers are able to experience a young Ben, and the thoughts and ideas he had at a young age. This book is a fun and creative historical fiction book that young readers would be able to learn many different lessons from. Ben is frustrated that he is not able to swim as well as a fish. Instead of accepting that truth, he asks questions, studies how fish move, and sets out to create a tool that will enhance his ability to swim. After lots of trial and error, Ben creates human swimming fins. This concept would be a great lesson to teach students to not give up, and to challenge the things they feel challenged by. This book is also relatable for many students. Oftentimes, when you study Ben Frankin, it is the latter portion of his life that children cannot relate to. This book makes Ben Frankin seem real, relatable and that his accomplishments are attainable to young children. The writer's craft includes different colors, sizes, and formats of the text which is a great way to engage students. This concept can also be utilized as a mentor text when teaching text manipulation to students. Lastly, this book includes an educational author's note about how this early invention began the path of success Ben Frankin would embark on, as well as a timeline that outlines the key components of his life. This would be beneficial for deciphering between fictional and nonfictional elements, as well as for discussing the history and different stages that shaped Ben Frankin and his life. 

Example of framing within the text

Analysis: Ben Frankin's Big Splash uses many of the illustration strategies which are outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011). First, the pages are set up as both full-bleed and framing illustrations. The use of these strategies were significantly intentional. The illustrator used framing when the narrator was telling the story, and wanted the reader to have more of an outside view or attachment to the story. The illustrator used full-bleed illustrations when the reader was inside of Ben's head or his thoughts and ideas. This was important because the illustrator was able to encourage the reader to be in Ben's head with him and experience his thought process alongside him. Lastly, the article discusses the concept of offer, which is practiced in this book. Offer is when a character looks directly at other characters or objects within the story, rather than making direct eve contact with the reader. This approach is used to position the reader as a spectator who is observing the story as it develops. The use of the offer technique was intentional because the author was telling the story from a narrator's perspective. Since the narrator was telling the story as it unfolded, the offer technique ensures that the reader is also watching the history unfold from a distance alongside the narrator. 

Ron's Big Mission

Rons Big Mission by Rose Blue

Published: 2009

Ron's Big Mission is a historical fiction book that follows the story of Ron McNair, an African American child who dreamed of being a pilot and followed his dreams to become an astronaut. The story is set in Lake City, South Carolina when Ron is nine years old. He loved to read at the library, and one day he insisted on checking out his books. Since it was during the time of segregation, African Americans were not allowed to check out books from the library. Ron believed this was incredibly unfair and decided to stand on the counter of the library and declare the injustice. After causing a scene, the librarian knew Ron's heart was in the right place and decided to break the rules and give Ron his very own library card, which he could use to take all of his space books home to enjoy. 

Response: Ron's Big Mission is a great book to discuss following dreams, and standing up for what you believe in. I felt as though this book is a perfect age-appropriate story that students could learn from, while also inspiring them with language they are able to comprehend. The bright colors and beautiful illustrations were done by Don Tate, and will keep all elementary students actively engaged. In the back of the book, there is an author's note that summarizes the facts about Ron McNair, and expands upon the influence his actions have had on the library, and on history. This book is an effective tool for teaching equality, injustice, setting goals, and following dreams. Within the classroom, teachers could utilize this book to discuss identifying a theme or lesson, character contrasts, or the deciphering between fact and fictional elements within a historical fiction story. 

Example of demand within the story

Analysis:  In relation to utilizing illustrations, as outlined in the article Comprehension Strategies for Reading  Historical Fiction Picture Books (Youngs & Serafini, 2011), this book embodies many of the key elements. First, the pages are set up as full-bleed illustrations. This means that the illustrations cover the entire page in an effort to welcome and include the readers into the story at a close distance. There is also a strong motif of an airplane throughout this story. There are often planes in the sky, off in the distance, or references in books or posters about planes or aviation. This brings the reader's attention to the dreams and goals of Ron, even if it is not the focal point of the text at the given time. Lastly, the article discusses the concept of demand. Demand is when a character looks directly at the reader in an effort to connect the reader to the character and story. Within this book, demand is used at the pivotal moment when Ron is finally able to use his own library card.  Throughout the story, the reader feels connected to Ron, and wants him to succeed. The use of demand at this moment is imperative because it shows Ron acknowledging the reader during a time of victory. 

One Crazy Summer

One Crazy Summer 

by Rita Williams-Garcia

Published: 2010

Summary: One Crazy Summer, written by Rita Williams-Garcia, is a historical fiction young-adult novel that follows three sisters from New York to California in the 1960s in hopes of connecting with their estranged mother, Cecile. The oldest sister, Delphine, guides her younger sisters, Vonettea and Fern, through the struggles of fitting in with a new community and embracing and discovering their identities and roles within the civil rights movement. The girls discover that their mother is not particularly maternal, had changed her name to Nzila, and was an active member of the Black Panthers, a revolutionary organization in Oakland created to ensure the safety and protection of African Americans. The girls attend "Black Panther Summer Camp" every day, where they learn their rights, form new relationships, and discover the truth about the brutality within their community. 

Response: One Crazy Summer is a beautifully crafted historical fiction book that can be utilized within any classroom setting. The recommended reader age is 9-12, and I agree. There are dark pieces, but they also are raw in their depiction of the hardships during the 1960s. I thought this book was tastefully written by how it was able to tell the harsh historical pieces, while also demonstrating the strength and kindness found by the members of the Black Panthers, and the communities ability to unite and support each other during this difficult time. There is vocabulary that a teacher would need to frontload before reading, such as who the Black Panthers are, who Huey Newton is, and the racial climate in the United States at the time this book was written. I feel like many students in today's world could identify with the characters, specifically Delphine. Her character plays the role of the maternal older sibling, who grew up too fast to ensure safety and security for their younger siblings. Many students will be able to find truth and honesty from her character. This book could be used to aide instruction on the history of the civil rights movement, and make the history more approachable and digestible for younger readers. 


Analysis: In relation to the elements of a well-written book, this book has strong dialogue that adheres to a young audience and puts the reader in the story. Williams-Garcia develops individual personalities for each sister, as well as creating a harsh contrast in the dialogue between the sisters, and the short and quick comments and conversations with Cecile. These dialogues add a sense of depth to the characters development, while also making the sisters more relatable to young readers. For example, the middle sister, Vonetta, speaks loudly and loves to be the center of attention, while Delphine is the analytic and speaks in a more composed and intentional manner. The author is also able to develop unexpected insights through the use of poetic language and poetry. Cecile is a poet, and the children do not know much about their mother until the end of the novel. Cecile is arrested, so the daughters are finally able to enter the forbidden kitchen and read her poetry works. From this unexpected insight, the girls discover who their mother is, and the difficulties she has endured through her writing. Following the integrated poetry, the girls' language becomes poetic, and the dialogue between the daughters, specifically Fern, becomes poetic and intentional to hint at the idea that she is similar to her mother in that way.