Since “Fuzz Frenzy” only took about 14 minutes to read, and my storytimes with the students are 20 minutes, we slipped in another of this year’s Monarch Award nominees, There is a Flower at the Tip of my Nose Smelling Me by Alice Walker.

My students and I both were not particularly impressed with Walker’s verse. (If she wasn’t already Alice Walker Pulitzer Prize winner would it have been published?) But we were quite impressed with the illustrations by Stefano Vitale. His interpretations of the text are wonderful: giving a tulip a subtle face with which to smell, the singing body shaped as a guitar with a heart hole, and the pen literally “writing me”.

The vocabulary in the book is simple, but we discussed and explored the illustrations together. The word “staff” is not mentioned, but is illustrated flowing out of the hair in the singing body. I questioned each group on it – they learn about the music staff in general music. Most couldn’t come up with it, but sighed in recognition when I shared it. I chastised them for dropping what they learn at the classroom door! Our learning should follow us everywhere!

My learning is a puppy following me!

“Before there was a movie… there was THE BOOK!”  This is how we began reading aloud The Polar Express by Chris Van Allsburg.  Before we read the book, however, my aides and I knocked ourselves out to give our students a memorable book event for Christmas!  Repeating what we did four years ago (when the movie was new) we turned the stage at two of my schools into a train car.  My aide, Ellen, created nighttime windows complete with snow and stars which we pinned to the stage curtains down two sides.  White Christmas lights were strung everywhere (also pinned to the curtains).  And, yes, we set this up at the 4th/5th building for a Dec. 17th performance, tore down and set up at the K-3, 6-8 school for Dec. 18.   (NOTE:  The photos do NOT do justice to the actual ambience since the flash wrecks the actual lighting!)

On “Polar Express” Day, students and teachers were invited to wear their pajamas.  (Dress code still to be followed, of course, when choosing jammies.)  The conductor (a former principal at HGS and a former teacher’s husband at RGS) went to each classroom, blew a train whistle, and “conducted” the students to our Polar Express.  As the students entered the library (at HGS) or the gym (at RGS) the instrumental “suite” from the movie soundtrack was playing. 

As soon as all students were seated our conductor punched tickets and then announced that we were off!  (Tickets were printed on gold paper and distributed ahead of time.)

The plan was for me to be seated (in my jammies) and sitting quietly at the front of the “train car”.  As soon as we were “rolling” I would stand up and begin reading the book aloud.  Unfortunately I developed a terrible case of laryngitis.  Fortunately my aides Ellen and Margaret jumped in at each school and performed the read aloud.

After the story the conductor led everyone to disembark.  Each student received a bell as the song “Believe” from the movie soundtrack played them off the train.  I passed out the bells whispering ”Merry Christmas”… not knowing about my laryngitis, students would whisper it back! 

After passing out bells to the first group one first grader received a bell that didn’t ring.  Her teacher quipped, “you must not believe!”  “But I DO!” she wailed.  We immediately replaced the bell for the young believer and then sorted through them all before the next group came.  There were a handful which didn’t ring. 

When we did this four years ago I did it only for K-3… but I chose to include the whole school(s) this time and I did not regret it.   Four years ago, few students had seen the movie.  Now most have seen it… and don’t remember there was a book.  My eighth graders loved it as much as the little guys.  (Although I confess I saved the bells that didn’t ring and distributed them to select junior highers!)

One of them, after sitting down, remarked to me, “this looks like you guys went to a lot of work”.  (How wonderful for him to notice!)  A younger student said “this was better than the movie”.  (The book ALWAYS is!)  Another quipped, “this was faster than the movie!”.  But no one topped the kindergarten girl who four years ago, as the final words of the story hung in the air, peered up at me through her coke bottle glasses and sincerely vowed, “I believe!”

I believe, too.  I believe in books and the power of reading.  I believe it is worth my time and effort to create a memory for my students.  I believe in young people because they aren’t finished yet.  And I believe in He who was truly the first gift of Christmas over 2,000 years ago in Bethlehem. 

Wishing you and yours a blessed Christmas.

The catalyst for The Great Fuzz Frenzy was when Janet Steven’s dog Violet dropped a tennis ball down a prairie-dog hole one day.  Stevens began wondering what the Prairie-dogs might think of this mysterious object… and a story was born.

This 2009 Monarch Award nominee begins and ends on the end-pages so don’t miss them!  Large amounts of alliteration and conversational text make this a fun read aloud.  There are three pages which must be turned vertically to read.  Two of these also fold out – adding literal depth to the depiction of underground prairie-dog town!  Quirky phrases such as  “-it was war!  War between the fuzzes and the fuzz-nots” and “they came, they saw, they picked” make this as enjoyable for the adult reader as for the listeners. 

I explained about prairie-dogs and prairie-dog towns before beginning the book since most Illinois students have not encountered them.  We also discussed the meaning of the word “frenzy”.  I find that students understand meaning more completely when given some examples.  For frenzy I used the example of mom hanging up the phone and yelling, “company will be here in 10 minutes…we have to clean!”  I also said it would be a frenzy if I tossed up five pieces of candy and said to the class, “Everyone get a piece if you can!”  That certainly would be a frenzy and the students understood this.
A funny book, my students all laughed at the line, “Naked as a plucked chicken.”  We all know –  there is just something about the word naked and/or underwear that crack up primary students. Janet Steven’s incredibly detailed and funny illustrations make this unforgettable.  (My favorite is the fuzz as it ends up on the eagle as a federal style wig.)

It is fun to play up the fickle crowd mentality portrayed by the prairie-dog masses in the book.  As the crowd attempts to catch Big Bark falling from the eagle talons I actually moved the book to reflect the words, “They ran left, then right, then left.” 

On a more serious note, this book could be used to discuss crowd mentality with older students.  The recent Black Friday stampede at an East Coast Wal-Mart comes to mind.  A fatal frenzy indeed.

Rosa, Sola is an easy to read first novel by Carmela A. Martino.  Set in the 1960s, Rosa is an anomaly for Italian American families – an only child in a culture of large families.  Rosa’s prayers for a baby brother (just like her best friend AnnaMaria’s), although answered, do not turn out as she expected. 

Not a great story, but a good sweet one…  I liked it because it made me think of my sister-in-law Diane’s family.  Her mother, Rosemary Piacenza, was the only child of Italian immigrants in Highland Park, Illinois.  Martino does not mention a specific town, but Rosa, Sola is also set somewhere on the north side of Chicago.  (The Cubs get random token mentions.)  My brother’s wedding was an adventure in Italian-American-Chicago style culture for our family of downstate farm folk.  I have a particularly fond memory of a wedding shower in Mrs. Fiorini’s basement; Rosemary’s generation all speaking Italian and my sister-in-law and her friends answering in English as does the fictional Rosa.  And the food….!!!! 

Martino sprinkles Italian throughout the book, providing a glossary at the end in case context isn’t enough (and it often was not).  Why do publishers put glossaries at the end where young readers won’t discover them until too late?  If I was an editor we would put all glossaries at the beginning of the novel!  I only found it because I have the bad habit of reading the end of the book early.

A poignant coming of age story and an intimate look at family relationships and grief, read this simple story with several Kleenex.  Or, better yet, find yourself an antique - a 1960s style Kleenex called a “handkerchief”!

Mike Lupica has managed to write yet another book with a heart AND a strong sport connection.  The boys Physical Education teacher at my school constantly reminds me that there are all kinds of readers (and non-readers) which I must consider when selecting books.  “What do you have that I would like?” he has asked me.  And I value that!  It makes me remember that all readers do not like the same thing.  I make sure as I purchase for the school collection that I select some novels with Mr. E. in mind.

Mike Lupica, however, writes books that both Mr. E. AND I enjoy reading.  I always tell my students that when an author can write a sports story that “I” find interesting it HAS to be good!  I absolutely loved Lupica’s novel Heat and could not put Miracle on 49th Street down either.

Following her mother’s death from cancer, Molly is on a quest to get to know her father.  But her father is a Boston Celtics basketball STAR… and he does not know that Molly exists.  This story is full of grit, character, emotion AND basketball. 

The only weakness to the book in my estimation is the title; it doesn’t represent the book well.  Pivotal scenes in the narrative, both past and present, took place at NYC’s Rockefeller Center at the giant Christmas tree on 49th street but it still didn’t quite click for me. 

My only other disappointment in the novel was that the famous “breakup” between Molly’s parents was alluded to so many times that I expected a soul baring moment of explanation from Josh, Molly’s basketball star father… but it never came.  (I allow that this complaint is minor!)

Lupica’s sports scenes ring true, of course.  Mike Lupica has had a successful career as a sports columnist so it is hard to question his authority… although I did wonder if a kid like Molly would truly be allowed to trail along to practices and games as she did in the novel.  But if they can’t in real life – well, that is why they call this fiction.  And Miracle on 49th Street is certainly good, strong fiction.  And thank you Mr. Lupica for keeping it gritty AND appropriate for young readers.  There is no cheap stooping in a Lupica novel – just good writing.

I will heartily recommend this one to a broad group of YA readers… AND to Mr. E.!

The two Michaels – Morpurgo (author) and Foreman (illustrator) have produced a beautiful, fresh book on the subject of the holocaust.  The Mozart Question is friendly to young readers in ways that The Boy in Striped Pajamas is not, yet is just as artistically written.

A young journalist travels to Venice, assigned her first important interview with musician Paolo Levi.  Awed by the famous violinist, she nervously begins the interview, revealing that she can’t think what to ask under pressure, but she knows NOT to ask him the Mozart Question.  She doesn’t even know what the Mozart Question is, so she would certainly never ask it.  Her blundering and unassuming honesty win her the most in depth interview Levi ever grants.

This fictional journalist had my sympathy.  In the late 80’s I was determined to arrange for a celebrity reader to come to my school.  I initially contacted First Lady Barbara Bush who was scheduled to be in the Chicago area.  I called the White House, was put through to her personal secretary, was truly and politely considered, and then told that Mrs. Bush’s agenda was full.  (I wonder if you can still just call the White House?) 

I don’t give up easily, so I then called the Chicago Bears to ask for Mike Singletary’s number.  I was given an office number, his secretary took my request and said he would get back to me.  When the phone rang later, the caller identified himself as Mike Singletary.  I was so overawed that Singletary was returning my phone call personally that all I could squeak out was, “Really?”  There was no doubt – the man has a distinctive voice!  Singletary declined ever so politely due to a new baby at home and recommended I contact teammate Shaun Gayle.

My husband, a sports broadcaster at the time, laughed at me when I told him about my blunder.  Several days later, however, Shaun Gayle called our home and left a message with my husband.  My husband delivered the message to me without even recognizing with whom he had spoken.  Hah!

The Mozart Question is an accessible and sensitive introduction to the subject of the holocaust.  Young readers will be captivated by Paolo’s story as it unfolds and will certainly be led to read more on the subject of the holocaust.  Foreman’s beautiful illustrations enrich the text and will appeal to our young, visual generation.

The Mozart Question would make a great read aloud.  Although short, it is still long enough to require reading in more than one sitting.  The illustrations are phenomenal and MUST be shared – try using a digital visual presenter to share them with a group.

But it should definitely be read aloud with violin music in the background.  Preferably Mozart!

BTW:  I never did procure a celebrity reader for my school.  But I sure had fun trying.

If you have read the about-the-author page of this blog you will know that I rarely read adult books.  (Not adult books!  Shame on you!  Books written for adults.)  Truly, by the time I’m done reading all the YA novels there isn’t room left.  When I do read a book written for adults I usually find them inferior to YA writing.  But – SURPRISE!  I found one I like; not a novel, but a cookbook!  Hot Dish Heaven : classic casseroles from Midwest Kitchens.

And, yes, I am READING the cookbook.  Ann L. Burckhardt has cooking credentials that include feeding REAL folks with REAL food that I can actually find in my grocery store.  And her tips and comments make the book much more than just recipes. 

Winter has begun and I tend to think far too much about what I eat and cook so this is perfect timing.  And casseroles are the perfect winter dish – warm, simple, and comforting.  Chapter one included two that are helping me get rid of my leftover turkey!  I tried “Chicken Pot Pie” (made with the turkey and leftover gravy) last night and will make “The Best Turkey Wild Rice Hot Dish” later this week.

So if reading Kimchi and Calamari made you hungry, stick Hot Dish Heaven on your Christmas list.  It is full of meals you can actually fix after a long day at work.  You won’t be disappointed.

I haven’t seen this much food talk in a book since Creech’s Granny Torrelli made soup!  I could almost smell the garlic…

Kimchi & Calamarai  is a great book for middle schoolers.  Author Rose Kent isn’t quite as funny as Jordan Sonnenblick, but her main character’s voice is just as authentic. Joseph has a strong eighth grade boy’s voice.  His situations, friendships and family relationships all ring true and all the characters have depth. Best of all, the plot is fresh and honest. 

Kimchi & Calamari reminds me of Sonnenblick’s books, too, because it treats the parents with respect while honestly facing their flawed humanity.   It also has the strong theme, like Sonnenblick’s, of finding that the girlfriend of your dreams might be a nightmare while the long suffering friend (who happens to be a girl) might be worth a new focus.  And one more connection – Joseph (like Sonnenblick’s Steven) is a drummer!

A required class essay on cultural heritage sends Joseph into conflict;  Joseph’s family is Italian (Calamari) - but Joseph was adopted from Korea (Kimchi).   Today’s readers will connect with the book - we see more and more International adoptions.  In our little school we have three from Guatemala, two from Korea, and two from Russia.  My dear friend and library aide has a grandson recently from Korea.  (Like Joseph, he was fondly called Buddha Baby and is allergic to milk!)  And our brother and sister-in-law are in Russia right now completing paperwork and praying all goes well so they can bring home their son. 

Adopted or not, middle school is the time to begin the journey from being someone’s child to becoming a young individual.  Kids will relate to Joseph’s search for identity.  Joseph is ultimately left with more questions than answers, but that, too, is realistic.  Sometimes it is the questions with which we need to make peace.

Kimchi & Calamarai.  Don’t read it when you’re hungry… but make sure you read it!

We’re still eating left-over turkey at our house!  I think it fitting, therefore, to continue sharing about last week’s Thanksgiving storytime.  

I followed the reading of One is a feast for a mouse:  A thanksgiving tale  (which only took about 6 minutes to read aloud) with a non-fiction title about turkeys.  I used a beginning reader with lovely photographs which allowed me to quickly share facts about turkeys. 

I did not read this title as much as I used it to talk with the students about turkeys.  There are more ways to “share” a book than reading it aloud!  Sometimes I shared facts;  I did my homework on turkey facts ahead of time.  Sometimes students contributed facts; kids love to be the experts on a topic and I am truly delighted (and make sure they know it) at what I can learn from them.  Sometimes I ask questions; pulling information from students by questioning promotes higher order thinking! 

We talked a lot about wild turkeys versus farm raised turkeys.  This allowed me to share MY true stories about four wild turkeys who, for a year or so, hung around the nearby village of Bonfield.  I supervise the school library there as well (grades 4-5) and the turkeys were often in the parking lot.    These four were infamous for attacking cars.  They would block the road and peck at your tires.  Scared of you if you got out, but not of your car, eventually there was only one turkey left.  Obviously taking on automobiles is not a healthy habit for turkeys. 

The lone turkey of Bonfield survived for another year.  One of the “turkey facts” is that they are social and hang with the flock and the Bonfield turkey seemed to consider the grade school his flock… he rarely left the parking lot/recess area.  He never got too close to people, but he hung around anyway.  I shared with the students that the principal was NOT fond of the messes the turkey left in the parking lot.  (Poop humor – always popular with K-3!) 

The Bonfield turkey is gone now.  Hopeful rumor has it that he joined another flock of wild turkeys.  But, as I shared with the students, he is immortalized via You Tube in a series of very teenage posts by my youngest daughter:

Bonfield Turkey Part 2 (Listen close you can hear him gobble!)

Bonfield Turkey – Part 3 (The attack) 

Not just in Bonfield! (Apparently turkeys, domestic and wild, outside of Bonfield also chase cars!)

Sharing “true stories” of my own and utilizing a non-fiction title for information helps my students connect the real world with books – an important concept in basic information literacy!   Drawing in a You Tube video reinforces the concept that information takes many forms and it is up to the consumer to connect them! 

You Tube is blocked at school so I didn’t actually share the video – I shared that it existed and how they could find it at home searching with the terms “Bonfield” and “turkey”. (I could have downloaded it for sharing, but I didn’t feel like setting up the equipment to show a one minute clip!) This brief discussion of You Tube also included some cautions about the tool; there are good things and bad things on it and we must ALL be careful and discerning!  I advised my students to always use You Tube WITH their parents!