Hello, Universe

Title: Hello, Universe
Genre: Special Needs
Author: Erin Entrada Kelly
Awards: Newbery Medal (2018)
Age Group: 8 to 11-year-olds

Teacher Evaluation: I would highly recommend this book to fourth and fifth-grade students. I think this book is written very well and the story keeps the reader intrigued the entire time. I think because of the thickness many students wouldn't want to read it so I think I would start reading it in class then stop so those interested in it could continue reading on their own.

Summary: This book begins by introducing one of the four main characters, Virgil. Virgil has a quick exchange after a bad day with his grandma. Although he tries to hide it, he knows his grandma knows something is wrong with him but he decides to keep it to himself. The following chapter introduces another character, Valencia. Valencia is an eleven-year-old girl who happens to be deaf.  The chapter about Valencia describes a nightmare she has, which in the end she ends up completely alone. The book begins to jump perspectives and in the fourth chapter, we meet Kaori, who believes she is a psychic. In her chapter, we learn that Virgil is a client of hers and that her little sister Gen is going to help her prepare for her meeting with Virgil. The next few chapters are told through Virgil's perspective, it introduces a bully who torments Virgil on his way to Kaori's house. At Kaori's house, she tells Virgil that she sees him a peculiar situation and in the dark. Virgil isn't sure what to make of that, then reveals to Kaori the real reason why he went to her. Virgil wanted to talk to her about a girl he likes, but he is too afraid to say her name so he gives her initials V.S (which the reader knows is for Valencia). Kaori becomes very interested once she sees all the coincidences between the two, so she tells Virgil to collect 5 rocks and come back to see her on Saturday. The book goes on revealing that Valencia contacts Kaori about her dreams and that the bully, Chet, believes that Valencia is faking being deaf and is bothered by it. The book continues and reaches a peak when Chet the bully, throws Virgil's backpack into a well as he was collecting stones for his visit with Kaori. Inside Virgil's backpack was the guinea pig he didn't want to leave alone anymore, so Virgil went in after him. Virgil gets stuck in the well and the remainder of the book deals with Kaori recruiting Valencia, her new client to go find him. After hours of looking for Virgil, something clicks for Valencia and she realizes that she was where he is (the well) earlier. The girls find Virgil and he is able to return home. Virgil is now stronger, on his way home when Chet calls him names he stands up to him. The book ends with Valencia wondering why Kaori was talking about certain things she said would only make sense when they found Virgil. Kaori tells her she will know when the universe wants her to, and later she receives a message "hello" from who she knows already is Virgil.

Bridge to Terabithia

Title: Bride to Terabithia
Genre: Newbery
Author: Katherine Paterson
Awards: Newbery (1978)
Age Group: 9 to 11-year-olds

Teacher Evaluation: As a teacher, I think this book would best fit a fifth-grade class. The book has highly relatable situations throughout the story but also has a serious concept of death. I think because of the death concept mentioned in the book, it would be wise to talk to parent's about the book to let them in on what their child will be reading in class.

Summary: This book is about Jesse Aarons. Jesse is the only boy in his family with 2 older sisters and 2 younger sisters. The book begins with Jesse waking up early to practice running so he will be the fastest 5th grader. Jesse has many chores and responsibility in his family, so when his younger sister May Belle comes out to get him he realizes that he should've milked the cow already. Later that day, May Belle comes out to tell Jesse as he milks the cow that they are getting new neighbors. The next thing to happen in the book is that Jesse finally meets one of his neighbors, a girl his age, Leslie Burkes. Jesse and Leslie have a short conversation before Jesse returns to work. When school begins, Jesse is still set on being the fastest kid in the fifth grade, but after standing up for Leslie to be allowed to race with the boys he finds out that he is not. Jesse and Leslie aren't immediately friends, but soon after in the book the two do become friends. After school one day they decide to go off to do something, they discover a part of the woods with a hanging rope. The kids use the rope to get across to the other side and here is where they make their imaginary land of Terabithia. Terabithia is a secret place only Jesse and Leslie know about and where they rule the land. The two begin to bond more, going to Terabithia often and become great friends. The story goes on into more detail like the two friends dealing with the school bully, learning about each other's families, and giving each other Christmas gifts. The story takes a turn near the end when it starts to rain hard and Jesse doesn't want to go to Terabithia. Before Jesse can tell Leslie he doesn't want to go he gets a call from a teacher he admires dearly, inviting him to join her on a museum trip. Jesse has a wonderful time on the trip but when he returns, he returns to the news that his friend Leslie died. Jesse denies that Leslie dies at first and it isn't until after he goes to pay his respects at her house that he breaks down revealing to his dad he is mad at Leslie for dying. The book goes on detailing how Jesse's life continues without Leslie. After Leslie's family moves, Jesse uses some of their plywood to make a bridge to Terabithia, after creating the bridge, he allows his young sister May Belle, whom always wanted to go with Leslie and Jesse to come. The book ends with Jesse telling her she is the new queen of Terabithia and can't she see all the terabithians trying to see her.

Because of Winn-Dixie

Title: Because of Winn-Dixie
Genre: Bluebonnet
Author: Kate DiCamillo
Awards: Newbery Medal (2001)
              Dorothy Canfield Fisher Children's Book Award (2002)
              Indies Choice Book Award for Children's Literature (2001)
Age Group: 8 to 10-year-olds

Teacher Evaluation: I think this book would be a great class book to read together. I think this book best fits a fourth-grade classroom because of the content within the book. I think the book has excellent writing and is relatable for many types of students.

Summary: This is a story of a young girl, India Opal and her dog Winn-Dixie. The story begins with Opal at the grocery store. There is a huge commotion at the store because a dog came into the store and was running everywhere knocking things down. Opal tells the manager of the shop that the dog is hers because she doesn't want them to send it to the pound. She names the dog Winn-Dixie after the grocery store and takes it home with her. Opal talks to the dog telling him how they just moved there, her mom left when she was little, she doesn't have any friends, and her dad is a preacher. Opal is scared that her dad will reject Winn-Dixie, but after the two meet her father says Winn-Dixie can stay. The story goes on talking about Opal caring for Winn-Dixie like bathing and grooming him. Opal takes Winn-Dixie everywhere with her because he starts to howl if he cannot see her or her dad. When they go to the library, Winn-Dixie scares the librarian because she thinks he's a bear and he stands on his hind legs to look at Opal. Opal explains to the librarian that Winn-Dixie is her dog, a very special dog. Opal gets the librarian to agree to let Winn-Dixie in to hear her story about a bear coming into the library. After listening to her story about the bear and how she feels lonely since everyone she knew has died already, the three of them become close friends. Opal decides that Winn-Dixie needs a collar and leash but she cannot afford one so she asks the owner if she can work for it. At first, the man at the pet shop was hesitant because Winn-Dixie would have to come inside with Opal and the parrot at the shop didn't like dogs. Opal suggests that the man lets her try to have Winn-Dixie inside to show that he won't scare the bird. The parrot takes a liking to Winn-Dixie, so the man agrees to let Opal work at the shop for the collar and leash. Outside the shop, five-year-old Sweetie Pie Thomas is waiting to tell Opal she saw the parrot sitting on her dog's head. Sweetie Pie then invites Opal and Winn-Dixie to her birthday party in September. Opal is happy because even though she is 10, Sweetie Pie was the first person to invite her somewhere and it felt nice. The story continues on talking about different people Opal meets and befriends because of Winn-Dixie. At the end of the book, there is a rainstorm which terrifies Winn-Dixie but Opal doesn't realize he is gone immediately because she was hosting a party with her new friends. After realizing that Winn-DIxie is gone Opal and her father goes looking for him all around town in the rain. They don't find Winn-Dixie after having a hard discussion in the rain, the two return to their party. At the party, they find that Winn-Dixie has been there the entire time. And Opal realizes how grateful she is for all the new friends she has made because of Winn-Dixie.

The Last Kids on Earth

Title: The Last Kids On Earth
Genre: Bluebonnet
Author: Max Brallier
Awards: Bluebonnet
Age Group: 9 to 12-year-olds

Teacher Evaluation: As a teacher, I think that this book would best fit a fifth-grade audience. I would love to have this book in the class library I think students would enjoy reading this book. Although the topic of the book isn't directly relatable to students, the characters and certain situations are relatable to students.

Summary: This book is about a boy named Jack Sullivan during the apocalypse. The book begins 42 days after the apocalypse started. Jack is at CVS trying to find a tiny screwdriver to fix his walkie-talkie. While at CVS Jack runs into a huge monster he names Blarg. Blarg tries to eat Jack, but Jack stabs him in the forehead with the splintered-end of his baseball bat and gets away. Jack returns to his safe spot, his tree house and repairs his walkie-talkie. Jack wants to fix his walkie-talkie to see if his best friend Quint is still out there. Jack calls out on the walkie-talkie but doesn't receive anything back, so he falls asleep. While Jack is asleep he has a nightmare about when the apocalypse started. It was a normal day, Quint and Jack were getting on the bus when a bully Dirk started to mess with Quint. Right as Jack stood up to stand up for his best friend, there was a loud scream and Jack looked out and saw zombies and a huge monster reaching for the bus. The two were able to escape from all the mess and decided to split up to go home and find out what was happening, that was the last time Jack saw his best friend. When Jack got home, he saw evidence that his foster family left without him so he stayed in his tree house. Jack suddenly wakes up to a familiar sound of the walkie-talkie catching signal. Over the walkie, Jack hears his best friend Quint, the two plan to meet up. The two best friends meet up and decide to go back to Jack's tree house. Later in the book, the two best friends decided to go out on a quest to rescue June, a girl whom Jack has a crush on, to rescue her. While out looking for June, the boys stumble across Dirk. Dirk saves the boys from a monster attack and they invite him back to the tree house. The three boys then all live together. Soon after, Dirk and Jack go out on a shopping trip for Quint, he makes weapons and inventions to protect the treehouse. The two run into trouble while on their shopping trip when Blarg shows up. Once again Jack is able to escape from the monster, this time with the help of Dirk. While retreating to the treehouse, Jack notices June's jacket hanging out a window of their middle school. Jack makes a plan with Dirk and Quint to go to the school and rescue June. The book ends with the group of boys finding June and getting her to come back to the treehouse with them. Although as they make their way, Blarg shows up and chases them back to their treehouse. The kids defeat Blarg after a long fight and rebuild their treehouse.

Encyclopedia Prehistorica Dinosaurs

Title: Encyclopedia Prehistorica Dinosaurs
Genre: Pop-Up
Author: Robert Sabuda and Matthew Reinhart
Awards: N/A
Age Group: 8 to 10-year-olds

Teacher Evaluation: As a teacher, I think this book would fit best in a 3rd to a 4th-grade classroom. Due to the fragility of the pages, I would have my class learn how to care for pop-up books first. Simply because of how fragile the manipulatives are in the book I would want to keep students from reading this book. With rules in place to care for the pages, I think this book would be wonderful for students who are interested in dinosaurs.

Summary: This pop-up book begins by describing how all we know about dinosaurs comes from fossils. It describes how dinosaurs are related to modern-day reptiles. Dinosaurs were first thought to be slow but with more recent studies, paleontologists have come to realize they were fast and smart. The book continues on for several pages displaying and discussing the types of dinosaurs there are. The book talks about herbivores to meat-eating dinosaurs, small to huge dinosaurs, and son on presenting facts about each. The book ends discussing raptors and the new research that creates the link between dinosaurs and birds. The closing remarks are of the legacy of dinosaurs, like how many believe the closest modern-day relative of the T-rex is a chicken, and how the extinction of dinosaurs is a mystery.

Little Mama Forgets

Title: Little Mama Forgets
Genre: Multicultural
Author: Robin Cruise
Awards: N/A
Age Group: 6 to 7-year-olds

Teacher Evaluation: As a teacher, I think this book would best fit a dual-language second-grade classroom. Although most of the book is in English there are some Spanish words and phrases (glossary for there words/phrases are in the front). I think by including this book in class through a read aloud it would expose students to a culture perhaps similar or different from their own.

Summary: This story begins with a young girl describing how her grandma, Little Mama, sometimes forgets to wake up with the Sun. When Little Mama forgets to wake up the young girl tickles her awake. And even after she wakes up and forgets to call the young girl Lucy instead of Luciana, she doesn't forget to tickle Lucy back. The story continues with Lucy describing the many things Little Mama forgets but also the many things she remembers. Little Mama always seems to remember things that are related to her family or culture. Little Mama forgets things like remembering she put the toast in the toaster and not to pinch and smell the fruit at the store. But despite the things she forgets, Little Mama remembers things like to buy Lucy and her brother chili dogs and how Lucy likes her rice pudding. The book ends with Little Mama remembering to sing Lucy a song when tucking her into bed.

Island Born

Title: Island Born
Genre: Multicultural
Author: Junot Diaz
Awards: N/A
Age Group: 6 to 8-year-olds

Teacher Evaluation: As a teacher, I would use this book in a first to a second-grade classroom. I think it would be wonderful to read this book to the class and have them complete a similar assignment as the class in the book. After reading the book, I would want my students to draw a picture of something that represents their family's culture and then write a few sentences describing the picture. I think it is highly beneficial for students to learn about their peers and cultures different from their own.

Summary: THis is a story about a young girl Lola and an assignment she was given at school. At Lola's school, her classmates are from all over the place. Mrs. Obi gives the class an assignment to draw a picture of their first country and bring it to class the next day. Everyone in Lola's class is excited except for Lola because she left her first country when she was a baby so she doesn't remember anything. The story continues with Lola going around her neighborhood, asking people what they remember about the "Island", which is how Lola refers to her first country. As Lola talks to people about the island she takes her journal with her to record what they tell her. When Lola goes home her grandma and mother tell her to go talk to Mr. Mir who works and lives in their building about the island. Mr. Mir knows the most about the island according to Lola's mom and grandma, so Lola goes to Mr. Mir's home to talk to him. Mr. Mir's memory of the island is different from the others, he talks about a monster the people of the island had to face. When Lola leaves Mr. Mir's home, Lola realizes she didn't record anything the whole time Mr. Mir was talking, she just listened. The story ends after a long night of Lola drawing her first country when she shows her class her drawing, she represented everyone's memory of the island including Mr. Mir's.

Chicken Sunday

Title: Chicken Sunday
Genre: Multicultural
Author: Patricia Polacco
Awards: Golden Kite Award for Picture Book Text
Age Group: 6 to 8-year-olds

Teacher Evaluation: As a teacher I would love to use this book as a read aloud. I believe students enjoy this story, more specifically second grade students because they are around the age of the characters in the book. Although the author is speaking on her childhood memories, it is not nostalgic it is relatable. The illustrations are also very beautiful and fitting to the story.

Summary: This story is a memory from the author, Patricia Polacco's childhood. The beginning of the book introduces the three main characters of the story besides Patricia. The three main characters are Patricia's neighbors, two young boys around her age and their grandma. After Patricia's grandma died, the boy's grandma, miss Eula took Patricia in as her granddaughter. Patricia would go to church with Miss Eula and the two boys on Sunday. After church Miss Eula would always stop to admire hats through Mr. Kodinski's hat shop window, sigh and walk on. The four of them called those Sundays, "Chicken Sundays" because Miss Eula would make fried chicken. At the table Miss Eula said the Easter hat they saw was the most beautiful hat she's ever seen. The three children then all exchange looks of agreement to get the hat for Miss Eula. The children come up with a plan to ask Mr. Kodinski to work to buy the hat Miss Eula. The kids plan goes wrong when Mr. Kodinski believes the children threw eggs at his shop. Patricia comes up with a plan to show Mr. Kodinski they didn't throw eggs at his shop. The book ends with Mr. Kodinski they didn't throw eggs at his shop. The book ends with the children working in the shop and Mr. Kodinski gifting the hat to the children for Miss Eula.

Dear Mr. Henshaw

Title: Dear Mr. Henshaw
Genre: Newbery
Author: Beverly Cleary
Awards: Newbery (1984)
              Dorothy Canfield Fisher Children's Book Award (1985)
Age Group: 9 to 11-year-olds

Teacher Evaluation: This book is an easy-to-read, written as letters and diary entries story. I think it could be part of the classroom library or in a recommended book list for the class. The book covers the topic of divorce which although may not be the happiest of topics, could be relatable to many students. As a teacher I see this book fitting upper elementary classrooms such as fourth and fifth grade.

Summary: This book is about a boy named Leigh Botts. Leigh's parents are divorce and he lives in a small house with his mother. Leigh's father is a truck driver and rarely sees or calls Leigh. The book begins with a letter Leigh has written to his favorite author. Leigh writes his favorite author Mr. Henshaw for an author project for his class. Mr. Henshaw responds to Leigh a little later than when Leigh needed the response and he also asked Leigh a variety of questions. Leigh becomes annoyed that Mr. Henshaw gave him questions to answer and even more annoyed when his mother makes him answer them. Although Leigh gets upset with Mr. Henshaw, Mr. Henshaw does not get upset with Leigh he even recommends that Leigh keep a diary since he wants to become an author. The remainder of the story is primarily told through Leigh's diary. Leigh's journal details his struggles at school with someone stealing parts of his lunch, finding an idea for a writing competition and at home waiting for his dad to call or reach out to him. The story ends with Leigh's dad coming to visit, while Leigh's dad is there Leigh fills him in on how he made an alarm so no one would steal his lunch and what he wrote for the writing competition that got printed. The book ends after Leigh's dad asks Leigh's mom if she wants to get back together and she responds no, so he leaves promising to see and call Leigh more.

The Crossover

Title: The Crossover
Genre: Newbery
Author: Kwame Alexander
Awards: Newbery Medal (2015)
              Coretta Scott King Award Honor (2015)
Age Group: 10 to 12-year-olds

Teacher Evaluation: As a teacher, I would recommend this to my fifth-grade students. This book is beautifully written in verse, great for students learning about poetry or that enjoy poetry. It also offers students many things to relate to such as siblings, sports, growing up, and loss.

Summary: This book is narrated by a young middle-school boy named Josh. Josh and his twin brother Jordan are all-star basketball players just like their father. The book is written in quarters like in a basketball game instead of the traditional chapters. The first quarter is about Josh's relationship with his twin brother and basketball. The twins are very close together but slowly begin to separate with Jordan becomes interested in a new girl at school. Josh gets in trouble trying to pass a note from Jordan to the new girl but doesn't come clean that it wasn't his fault but takes it for his brother. The second quarter is about how Jordan is becoming more distant the more he becomes interested in the new girl. Josh feels more alone without a girl and his twin, so he decides to try asking his dad to talk to his brother for him. Josh's dad explains to him there is no way to talk to his brother now that he is falling for the girl. In this section, Josh's mother discusses with him the situation of his dad's health. Josh's father is not doing very well with his high-blood-pressure and his mom is worried because that is how their grandfather died. Things slowly start to get better for Josh, he has his twin, he's doing good in school and on the court until he reaches a tipping point. One day, instead of being with Josh, Jordan went out with the new girl. Josh needed Jordan to finish a book assignment so he goes to the library only to see his twin kissing the new girl. Later at the basketball game, Josh's built up anger makes him throw the ball so hard at his brother his nose bleeds. The third quarter of the book describes how the events at the basketball game change Josh's life. Josh is no longer able to play on the team and his brother doesn't talk to him anymore despite many apologies. The new girl becomes Jordan's girlfriend and comes over to meet the family, she also doesn't talk to Josh because she believes he is mean. This section of the book reaches its climax near the end when during a warm-up for a small 3-on-3 game, Josh's father collapses. The fourth and final quarter of the book is about Josh's family dealing with his dad's health problems. Josh is angry at his dad for not taking care of himself sooner. The book ends with Josh attending the championship game after his father has a second heart attack, winning the game and losing his father on the same night. Josh is not happy without his father but he and his brother once again are togehter.

Sisters

Title: Sisters
Genre: Graphic Novel
Author: Raina Telgemeier
Awards: Will Eisner Award
Age Group: 8 to 12-year-olds

Teacher Evaluation: As a teacher, I would have this book in my classroom library. I think this book is a great way to incorporate reading into the lives of third and fourth graders that do not see themselves as readers. This book is a graphic novel so it offers a different type of book for students and it's more relatable than nostalgic.

Summary: This book is about a family going on a road trip. The family's story in the book is actually a true story from the author's life. The book mainly follows Raina and her younger sister Amara. The book begins with the family getting ready for a road trip. Like most siblings, Amara messes with Raina making her question why she ever said she wanted a sister. The book then has a memory flashback of Raina when she was younger constantly asking for a baby sister. The story returns to the present with Raina getting ready for the trip by packing. Raina is worrying about her clothes and if her cousins will think they are cool when Amara walks in asking for colored pencils for the trip. The two sisters bicker, then after Amara leaves Raina packs the colored pencils and remembers how the two would color when they were younger. The book continues on from present day events such as riding in the car, seeing nature, bad weather, traffic and arriving at the family reunion. While these events occur, the reader also sees flashbacks to memories Raina has with Amara such as Amara listening to nature books, their pets, their brother being born, and growing up. At the family reunion, the two sisters feel as though they do not belong and the two fight with each other. The two sisters do not come to an understanding until the end of the book. At the end of the book on their way back home, their car breaks down. The mom takes the little brother with her to get help for the car leaving the two cars in the van. The two sisters bond over finding what they believed to be a dead pet, alive in the car. Amara and Raina then have a serious conversation about the status of their parents' relationship, revealing Raina hasn't noticed a lot cause she has been shutting the world out. Once their mom returns with help and they hit the road again Raina decides not to listen to her music anymore but to instead enjoy the road trip with her family.

A String of Beads

Title: A String of Beads
Genre: Multicultural
Author: Margarette S. Reid
Awards: N/A
Age Group: 7 to 9-year-olds

Teacher Evaluation: As a teacher, I would keep this book in my second classroom library. I think this book would be better utilized and enjoyed by students who read it independently. This book offers students the enjoyment of reading as well as knowledge of beads and different cultures outtake on beads.

Summary: This book begins with a little girl saying that she and her grandma are bead collectors and make great necklaces together. The little girl is the narrator of the story and she continues on by saying how they collect and categorize beads. The two categorize beads first by color, then shape and size. The book gives details about the types of beads and their names. The girl's grandma describes how Native Americans used certain colored-beads to weave pictures for celebrations. They then talk about where they believe the beads came from because there are many way beads can be formed or made. The girl tells the grandma a hypothetical story of how beads were first invented a long time ago. The grandma likes the story the girl made up and discusses how beads were once used to trade, seal treaties, pledge peace, protect from evil, used in prayer, or for an appearance in a variety of cultures. The book ends with the little girl describing making a beaded necklace, how she helps other created beaded objects, and how beaded objects are loved by everyone.

Finding Winnie

Title: Finding Winnie The True Story of the World's Most Famous Bear
Genre: Caldecott
Author Lindsay Mattick
Awards: Caldecott (2016)
Age Group: 6 to 8-year-olds

Teacher Evaluation: As a teacher, I would read this book as a read aloud to a first or second-grade class. I also think this book would be a great book to recommend to parents of children who like bears or more specifically Winnie-the-Pooh. The illustrations throughout this book are complementary to the story and will help the students visualize the story.

Summary: This book is a story within a story about the bear that inspired Winnie-the-Pooh. The book begins with a young boy and his mother, the young boy asks for his mom to tell him a bedtime story that's true and about a bear. The mother begins to tell the story the boy asked for, first by describing a man named Harry who was a veterinarian. Harry cared for animals in Winnipeg, but Harry was needed in a war to care for the soldiers' horses so he had to leave his home. While stopped at a train station, Harry noticed a man there with a bear cub. Harry couldn't help but buy the bear cub from the man to make sure it was properly taken care of. Harry's Colonel was at first hesitant to Harry bringing the bear cub with them into war. When the Colonel tried to understand Harry's reasoning for bringing the bear cub along with them, the bear cub stood on its hind legs and Harry introduced her as Winnipeg. Harry named her after his hometown so he is never far from home. The colonel and the men in Harry's regiment saw how special Winnipeg was and accepted her as one of them. Winnipeg became part of the army, she had her own post and was used as a navigator. As time passed, Harry realized something that there was something he needed to do for Winnipeg. Harry and Winnipeg went to the London Zoo where Harry explained to his bear Winnipeg that he knows she wants to go with him but it would be better for her to stay. Harry tells Winnipeg he will always love her and she will always be his bear. The story of Harry and Winnipeg ends there but the mother continues to tell how that story carried on. The book ends talking about a young boy named Christopher Robin who bonded with Winnipeg at the London Zoo and inspired the Winnie-the-Pooh people know of today.

I, Too, Am America

Title: I, Too, Am America
Genre: Coretta Scott King
Author: Langston Hughes
Awards: Coretta Scott King (2013)
Age Group: 7 to 10-year-olds

Teacher Evaluation: As a teacher, I would use this in a fifth or fourth-grade classroom. Due to the magnitude of the words, I believe this book is more suitable for upper elementary classrooms. This illustrated book version of Langston Hughes' poem would be great for social studies cross-curricular activities as well as an example of poetry in ELA. Although the poem is short, the words are very powerful and along with a brief explanation at the end of the book of the illustrations, it is a great book to learn about history and poetry.

Summary: In this short poem by Langston Hughes, the reader is given very short lines. The beginning of the poem discusses how "I" also sings America, "I" is described as the darker brother who is sent to the kitchen when company comes over. Despite being sent to the kitchen, there is still laughter and growth taking place for the main character. The main character then proclaims they will no longer be sent to the kitchen when company comes over tomorrow, that no one will dare tell them to eat in the kitchen. The poem ends with the narrator saying that those who sent them to the kitchen before will become ashamed when they see how beautiful they are because they too are America.

Last Stop on Market Street

Title: Last Stop on Market Street
Genre: Multicultural
Author: Matt De La Pena
Awards: Newbery (2016)
              Caldecott (2016)
Age Group: 6 to 7 year-olds

Teacher Evaluation: As a teacher, I would use this book as a read aloud in a first-grade classroom. The concept of perspectives in the book is beautifully written to children of this age group. The main character's actions and speech are also very authentic to children of similar age. I overall believe because of the writing, authenticity, and illustrations students within this age group would enjoy reading this book as a class.

Summary: This book is about a young boy named CJ and his grandma. The book begins with CJ and his grandma leaving a church, the two go to the bus stop to wait for their bus. CJ watches as friends get into cars and ask his grandma why they do not have a car. CJ's grandma asks why they need a car if they have their bus and their bus driver. When CJ and his grandma get on the bus they sit in the front and his grandma greets everyone also making sure that CJ does the same. Throughout the bus ride, CJ continues to ask about things like why some people can't see, why he can't have a music player, and why they must always go to the soup kitchen. CJ's grandma always answers his questions with a new perspective on the subject of the question. Once they reach their stop near the end of the book CJ asks why is it always dirty, to which his grandma answers to look at the sky. In the sky was a beautiful rainbow shining over the soup kitchen. CJ never understood how his grandma could always see the beautiful things he never noticed. The book ends with CJ seeing the familiar faces of the people at the soup kitchen and telling his grandma he's glad they came.

Whoever You Are

Title: Whoever You Are
Genre: Multicultural
Author: Mem Fox
Awards: N/A
Age Group: 5 to 7-year-olds

Teacher Evaluation: As a teacher, I would use this in any lower elementary leveled classrooms because of the overall message of the story. This book would benefit all students especially those in diverse areas. I think this book could be connected to a cultural project where students would learn about their similarities with classrooms despite differences in background.

Summary: In this short book, the author begins by addressing the reader directly. The author explains to the reader that no matter who they are or where they are, there are other people like them all over the world. The book continues by discussing how those people can have many differences from them such as; skin, homes, schools, lands, lives, and languages. The book then switches to show all the similarities there are such as hurt, smiling, and their hearts. The book ends telling the reader to remember the similarities all over the world.

Rainbow Fish

Title: Rainbow Fish
Genre: Audiobook
Author: Marcus Pfister
Awards: The Christopher Award
              American Bookseller Association ABBY
Age Group: 5 to 8-year-olds

Teacher Evaluation: I would use this in a first or second-grade classroom as a read aloud. I think that while this book would be highly enjoyable for children in this age range, it also offers important lessons. The book deals with messages about friendship and sharing which are important concepts during these stages in life. In the classroom I would use this as a writing stem, asking my students to write about when they've shared or given a toy or something else to someone else.

Summary: Rainbow Fish is a short book about s fish with beautiful rainbow scales. All the other fish admire Rainbow Fish's scales because of how beautiful and reflective they are. The fish ask Rainbow Fish to play with them but he would just swim past them full of pride. One day a little blue fish asked Rainbow Fish for one of his scales but Rainbow Fish was mean and told him to get away from him. After being mean to the little blue fish, the other fish stopped talking to Rainbow Fish. Rainbow Fish became sad because no one was admiring his scales anymore. A starfish tells Rainbow Fish to go talk to a wise octopus to get help on why no one like him. The octopus tells Rainbow Fish when he arrives at his cave to start sharing his scaled and he will learn to be happy, not beautiful. Rainbow Fish couldn't wrap his head around sharing his scales with other fish, but when the little blue fish asks him for a scale again he decides to share one. Sharing a scale with the little blue fish made the little blue fish so happy and grateful, soon the other fish were asking for scales. The story ends with every fish having one rainbow scale and Rainbow Fish feeling happy and having a sense of belonging with the other fish.

They All Saw A Cat

Title: They All Saw A Cat
Genre: Caldecott
Author: Brendan Wenzel
Awards: Caldecott Medal (2017)
Age Group: 5 to 7-years-old

Teacher Evaluation: I would use this book in a first-grade classroom for a read aloud. This read-aloud could focus on the illustrations alone or it could focus more on the fact of how the illustrations demonstrated alternate perspectives. The students could also engage in an activity where they chose an animal mentioned in the book and draw how the cat would see that animal and write why they cat would see that animal that way.

Summary: This short picture book is about a cat. A normal cat with whiskers, ears, and paws walking through the world. The cat passes a child, dog, and fox and they all saw a cat. Each page of the book depicts how the following animals see a cat from there perspective; a fish, mouse, bee, bird, flea, skunk, worm, and bat. The book finishes when the cat water up to water and sees its reflection.

Let's Go Rock Collecting

Title: Let's Go Rock Collecting
Genre: Non-Fiction
Author: Roma Gans
Awards: N/A
Age Group: 6 to 8-year-olds

Teacher Evaluation: I would use this book in a first to a second-grade classroom to teach about rocks. This book is great for a cross-curriculum activity because although it is a book about collecting rocks it has a lot of information on the types of rocks. This book would also be great to recommend to students interested in rocks.

Summary: This short book is about collecting rocks. The book begins by describing various things people can collect. Rocks are one of the oldest items people can collect because they last a long time. Rocks can be found in many places around the Earth. The book continues by describing the three types of rocks; igneous, sedimentary, and metamorphic. The books give examples of the rocks, how they're formed, where they're found, and the uses for some. The book ends by summarizing that if you begin collecting rocks you'll learn more about the varieties of rocks there are and where to find them.

The Water Cycle

Title: The Water Cycle
Genre: Non-Fiction
Author: Craig Hammersmith
Awards: N/A
Age Group: 6 to 8-year-olds

Teacher Evaluation: I would use this book in a first-grade science class to connect learning about the water cycle to a book. This book has pictures and graphs depicting the water cycle which I think is great for visual learners. The book also includes a possible science activity for the class to do together.

Summary: This book discusses the water cycle using text, pictures, and graphs. The book begins by describing how the water on Earth gets recycled through the water cycle. The first step of the water cycle is evaporation, the happens when water changes into water vapor and rises into the air. The next part of the book is about how clouds are formed, types of clouds, and the process of condensation. The third part of the water cycle talks about how water comes down from the clouds during the process of precipitation. There are many forms of precipitation represented in the book such as rain, hail, snow, and sleet. The book ends with describing that following precipitation the water cycle will begin again.

Bugs A to Z

Title: Bugs A to Z
Genre: Non-Fiction
Author: Terri DeGezelle
Awards: N/A
Age Group: 6 to 9-year-olds

Teacher Evaluation: As a teacher, this book could be used in classrooms ranging from first to third grade for a variety of reasons. This book could be used to learn the alphabet, about bugs, or a combination of both. The book offers other resource and activities that could be incorporated into the classroom as well. This book could also simply just be available to students who enjoy learning or reading about bugs.

Summary: This book is a book about types of bugs using each letter of the alphabet (a through Z). For each letter of the alphabet, the book gives an example of a bug that begins with that letter, a picture of the bug, and a brief description of the bug. The book begins with the letter "A", this page is about ants and aphids. The book describes ants and aphids as farmers and cows because of the relationship the two bugs share. The book continues all the way through to the letter "Z" which is for zebra spider. The book gives a description of how the zebra spider captures its prey. After the content of the book ends, the author includes possible projects, other resources, and a glossary of the bugs in the book with a few more facts.

Mae Jemison

Title: Mae Jemison
Genre: Non-Fiction
Author: Sonia W. Black
Awards: N/A
Age Group: 9 to 12-year-olds

Teacher Evaluation: As a teacher, I would keep this chapter book in my 3rd-grade classroom library. This book may be a great choice for children interested in space exploration, NASA, and Mae Jamison. It would also be a great source for a report on Mae Jemison.

Summary: This chapter book is a biography of Mae Jemison the first African American woman to become a NASA astronaut. The book begins with the introduction describing the return of the space shuttle Endeavor. The space shuttle is returning from its mission and onboard its 7-member team is Mae Jemison. Following the book's introduction, the book chronologically describes Mae Jemison's life and journey to becoming the first African American NASA astronaut. As a child, Mae always had big dreams and many time people did not support her dreams. Mae never got discouraged by the remarks of other people, in a direct quote the book describes that Mae always knew she would reach her dreams of going to outer space. The book goes on describing Mae's education and how she was a very good and involved student. The book discusses her jobs prior to NASA and the reasoning she had for wanting to do those jobs. The book then describes how she got into the NAA Space program and includes actual photos of her training. Towards the end of the book, the author describes Mae's mission to carry out scientific experiments in outer space on frogs. The book ends with Mae's return to Earth and her life following her time with NASA.

What Is the Statue of Liberty?

Title: What Is the Statue of Liberty
Genre: Non-Fiction
Author: Joan Holub
Awards: N/A
Age Group: 9 to 12-year-olds

Teacher Evaluation: I would have this book in a third-grade classroom library for students who want to learn more about the Statue of Liberty. This book would be a good cross-curriculum book with Social Studies. The book also offers really good photos of artifacts and the Statue of Liberty being built.

Summary: What Is the Statue of Liberty? is a chapter book about what the Statue of Liberty is and how it came to be created. The book begins by giving a brief description of the Statue of Liberty. The next few pages of the book discuss how the idea of the Statue of Liberty came to be by a French law professor named Edouard de Laboulaye. Laboulaye wanted to make a political statement by creating something to show support for America who had won their independence. The book includes the struggle to make the Statue of Liberty during the difficult times in France. The details of the French Revolution and the historical events of this time period are detailed in the book and how they affected Laboulaye and the French sculptor who agreed to make the statue. The next chapters detail the process of making the Statue of Liberty, from finding a place in America for it and so on. There are pictures of real artifacts such as newspapers and blueprints, pictures of the sculptor, and photos as the Statue of Liberty was being created. The end of the book describes how the Statue of Liberty is a symbol of liberty, patriotism, and freedom for many.

The Midwife's Apprentice

Title: The Midwife's Apprentice
Genre: Historical Fiction
Author: Karen Cushman
Awards: Newbery (1996)
              Notable Children's Books Award (1996)
Age Group: 9 to 12-year-olds

Teacher Evaluation: I am not sure that I would use this book in class nor have it in my classroom library. The language in the book could be confusing to some students since it is based in medieval times. I would keep this book in mind though for student's who show an interest in medicine, medieval times, or what a midwife is.

Summary: This book takes place during medieval times. The story is about a young girl who through the book goes by several names such as Brat, Beetle, and Alyce. Alyce was a homeless child begging for food and being tormented by the village people until she met Jane the Midwife. The midwife would feed Alyce if she worked for her. Although the midwife fed Alyce she did not necessarily treat her right. Along with the boys from the village, the midwife would often talk down to Alyce. Alyce didn't pay attention to the words that people would call her or say to her, she would work and simultaneously learn from working with the midwife. One day, Alyce saves a boy who is typically mean to her from drowning. The boy begins to treat Alyce slightly better, and one-day Alyce helps the boy's cow deliver its twins. Alyce felt great knowing that she was able to deliver the cow's babies because the midwife doesn't let her watch as she helps mothers through labor. As the book continues, Alyce finally delivers a baby on her own. When the midwife gives up on helping a mother, she leaves to deliver another baby and get more money. The midwife tells Alyce to stay with the mother but do nothing, her baby will die unborn and the midwife will still collect money. But while the midwife is gone Alyce begins to help the mother like she helped the cow and with the knowledge she has from Jane and delivers her baby. Following this event people in the village begin to as for Alyce's advice and one day a boy comes asking for Alyce to help his mother through her labor. The boy asking for Alyce angers the midwife and when Alyce arrives at the family's cottage she feels she can't deliver the baby on her own. Alyce tells the boy to go get the midwife, the midwife comes to deliver the baby with ease. Alyce leaves feeling like a failure and instead of returning to the midwife's cottage she walks away from the village. Tired from walking and hungry, Alyce goes into an inn where she begins to work. The owners of the inn offer Alyce a room for her hard work and although Alyce has a place to live and food she is not happy at the inn. While at the inn Alyce begins to watch a very intelligent man but aware that Alyce will not speak to him, he speaks to her cat. When the man and Alyce finally speak he tells Alyce she is not dumb. Visitors from the village appear at the inn, one of these visitors being Jane. Jane reveals that Alyce was not a failure but a quitter and she doesn't want an apprentice who is a quitter. The story ends with Alyce delivering a baby at the inn then returning to Jane. Jane first sends Alyce away but Alyce does not give up and instead tells Jane that she is her apprentice.

Henry's Freedom Box

Title: Henry's Freedom Box
Genre: Historical Fiction
Author: Ellen Levine
Awards: Caldecott (2008)
Age Group: 7 to 9-year-olds

Teacher's Evaluation: I would use this book in a second or third-grade classroom. This book has cross-curriculum potential and is also beautifully illustrated. I think this book would help students visualize history or open them to something new to learn about.

Summary: This children's book is a true story about the underground railroad. The story begins by introducing Henry Brown, he is a young child who is a slave. Henry worked in his master's house with his siblings. The master was good to Henry and his family but his mother told him that like the leaves on trees things can change. One morning, Henry's ill masters called him to his bed to tell him that he is now the master's son's worker. Henry has to say goodbye to his family to go work for his new master. Years pass and Henry works hard and well in his master's factory. The master would beat anyone who wouldn't work well. As time goes on, Henry meets a woman named Nancy out one day as she shops for his mistress. Henry likes Nancy and later asks to marry her. Both their masters agree to their marriage. Henry felt so lucky that he could live in a home with Nancy even though they didn't have the same masters. Henry and Nancy began to have kids but one day Nancy shared with Henry that she feared that her master would sell their children to make money. The next morning at work someone tells Henry that his wife and children were sold. Henry runs to town during lunchtime only to see his family being carried away on a cart. A time full of sadness passes for Henry, then he goes to a doctor who believed slavery was wrong to help him escape. Henry had a plan to mail himself in a box to a place without slavery. Henry injures himself so he can miss work and the doctor mails him to Philadelphia. The story ends with men opening Henry's box and welcoming him to Philadelphia.

Bud, Not Buddy

Title: Bud, Not Buddy
Genre: Historical Fiction
Author: Christopher Paul Curtis
Awards: Newbery (2000)
              Dorothy Canfield Fisher Children's Book Award (2001)
Age Group: 9 to 12-year-olds

Teacher's Evaluation: As a teacher, I would use this in a fifth-grade classroom. I think this book is authentic to the main character's age. The book could be used to solidify the background knowledge of the Great Depression for students. I think it would be perfect for a whole class reading book or an in-class library book.

Summary: This book takes place during the Great Depression. The story is about a young boy named Bud. Bud's mother passed away four years ago when Bud was six years old. The book starts with Bud in an orphanage - Bud has no family alive and has never met his father. The reader learns quickly that Bud is a very tough person for his age. Bud is put into a foster home and the family's son decides to mess with Bud. Bud defends himself and the two boys fight, but the parents believe their son who blames everything on Bud. The family throws Bud into a shed and locks him in there to sleep in so they can return him to the orphanage the next day. Bud escapes from the shed and goes out on the lam. Bud cannot return to the orphanage so he decides to go to the library. Bud reunites with another boy who has run away from the orphanage and the two decide to stick together. The boys' plans are to find a train to hop on and find their way to California to make money picking fruit. The two boys make it to the train-hopping area but when it is time to hop on, Bud cannot make it on the train. Bud is now alone, again, with nowhere to go. Bud begins to think about the flyer of the musician in his briefcase full of his mother's items. The musician on the paper is a man with a similar last name to Bud, Bud starts to think maybe this man is his father and that is why his mother would keep and look at the flyers. Bud decides to take a trip to a nearby town that is on the flyers of the man. Walking in the middle of the night, a car stops and a man asks Bud where he is from in exchange for food. Bud is starving so he agrees to answer the man for food, but instead of telling the man the truth he lies and tells him the musician is his father and he lives with him. The man named Mr. Lewis sends the musician a telegram and takes Bud on a quick trip before driving him to the musician. When Bud arrives at the place where the musician is practicing with his band, Bud says that he is indeed his father. Everyone is shocked by this and the musician is very mean to Bud. The bandmates take in Bud and over the course of a few days trying to figure out the truth. It isn't until the end of the book and almost a week of living with the musician and his bandmate that Bud finds out the truth. By showing the musician the rocks his mother kept, the musician and his bandmates realize that Bud isn't the musician's son but his grandson.

The Snowy Day

Title: The Snowy Day
Genre: Caldecott
Author: Ezra Jack Keats
Awards: Caldecott Medal (1963)
              The New York Public Library's Book of the Century (1996)
              The Library of Congress's Books that Shaped America (2012)
Age Group: 5 to 7-year-olds

Teacher Evaluation: As a teacher, I would use this in a Kindergarten or First-Grade classroom for a read aloud. I think the illustrations in the book are amazing and the writing leaves time for questioning and probing students to think about the story. I also think that the book could be relatable to students near the age of the main character.

Summary: This short story is about a boy named Peter and his adventures on a snowy day. The book begins with Peter waking up and seeing all the snow that had fallen overnight through his window. After breakfast, Peter puts on his snow clothes and goes outside to play in the snow. As Peter walks through the snow he notices that the snow makes a crunching sound and he can leave footprints in the snow. Peter changes the way he walks to make different marks in the snow. Peter finds a stick and he uses the stick to make tracks in the snow and to hit snow off a tree which falls on top of his head. Since Peter is still very young he can't go play with the big boys in their snowball fight, instead, he makes a snowman and angels in the snow, he climbed a pile of snow and slid down, and he even packed a ball of snow to keep in his pocket for tomorrow. When Peter gets home he tells his mom all about his snow adventures. Before Peter went to bed he was surprised to see that his snowball wasn't in his pocket anymore and that night he dreamt that the Sun would melt all the snow. The next morning Peter's dream wasn't right because there was still snow outside and new snow falling. The story ends with Peter asking a friend to go play in the snow with him.

Breaking Stalin's Nose

Title: Breaking Stalin's Nose
Genre: Historical Fiction
Author: Eugene Yelchin
Awards: Newbery Honor (2012)
              American Library Association Notable Books for Children (2012)
Age Group: 8 to 12-year-olds

Teacher Evaluation: This book offers one perspective on Communism, that of a young boy who grew up loving it but slowly became aware of the faults and terrors. I think this book would be best in fourth grade and higher levels because of the content. I think it would be a great book to recommend to students who enjoy reading about history because of the historical context in it. The writing is also very authentic to a 10-year-old which I think would make the reading easy to follow for students.

Summary: This book is written about a young Russian boy during the time period of Stalin's rule. The young boy Sasha has grown up longing to be a Pioneer and a Communist hero like his father. Sasha's father works for the secret security and has helped catch many spies. The story starts with Sasha writing a letter to Stalin, telling him how he loves Communism and will work hard every day to become the best Pioneer he could possibly be. The next day, Sasha would be taking place in a ceremony to become a pioneer. Sasha details what is like to live during this time, he shares a home with many others, everyone knows each other. As Sasha talks about the community-type living, his father arrives home. Everyone respects his father, Sasha says that everyone looks scared of his father but he knows it is respect. His father picks him up and takes him to their room, a neighbor trailing behind. This neighbor has a big family and lives in a small room, Sasha feels sorry that his father and he have such a luxurious living space, unlike his neighbor. Sasha's father whispers to Sasha not to speak to this neighbor and shuts the door as the neighbor tries to peek into their room. Once the two are alone, Sasha reads the letter he wrote to Stalin to his father, who promises to give it to Stalin. His father tells him that his principal has asked him to be the special guest at the Pioneer ceremony tomorrow. Sasha is very excited that his father will be there at the ceremony, his father also ties the Pioneer scarf around Sasha's neck asking him what each part of the scarf represents. That night Sasha's father says something to him that does not settle with him, he tells him that if something were to happen to him to go to his Aunt and become a Pioneer. Sasha didn't understand the meaning of this until their doorbell rings, policemen come into their room looking for Sasha's father. They tear apart Sasha's room and take his father away. Sasha is now homeless, he tries to go to Stalin's office to tell them they have made a mistake his father is a Communist hero but realizes that is not the right thing to do. Sasha goes to his aunt only to get turned away by her husband out of fear. Sasha sleeps in the basement of his aunt's apartment building with the intention of going to school tomorrow, hopefully seeing his father their because by then he believes they will figure out that everything was a mistake. The next morning Sasha goes to school, he is worried that others will know his father has been arrested. He is teased by another boy who was once his friend about his mother being an American, no one knows this about Sasha. As the story continues, the reader gets to know that Sasha is the top of his class but Sasha runs into trouble when he accidentally breaks off the nose of a statue of Stalin. The book continues with Sasha worried that the truth of him breaking off the nose will come out, he knows if it does he will be arrested for terroristic acts. Sasha gets in trouble for getting involved in a fight and not going to the principal to say he will denounce his father. At the end of the book, Sasha is given the choice of being a Pioneer still, denouncing his father, and becoming a spy. Sasha takes the opportunity but right before he's about to carry the banner to show he is still with the Communist, he turns around and runs straight to the prison his father is in to see him.

Henry Huggins

Title: Henry Huggins
Genre: Realistic Fiction
Author: Beverly Cleary
Awards: ALA Notable Children's Book
Age Group: 8 to 10 year-olds

Teacher Evaluation: As a teacher, I would have this book available in the class library. I think that third to fourth-grade students would enjoy reading this book. Perhaps students that have read other Beverly Cleary books would have an interest in reading this book. Since the book has many short stories within it, I could possibly read the first chapter in class to introduce it to students and have copies available for students who want to continue to read.

Summary: This book is about a young boy named Henry Huggins. The book has many short stories about Henry written as chapters. The first chapter talks about how Henry Huggins typically has a normal life. Until one day on his way home he meets a skinny dog he names Ribsy. Henry calls his mom to see if he can bring Ribsy home with him. Henry's mom tells him he can keep the dog but he must make it home with the dog on the bus. Henry struggles to get Ribsy on the bus because there are rules about having a dog on the bus. Henry can't get on the first or second bus with Ribsy. Henry finally makes it onto the third bus home by hiding Ribsy in a grocery type bag, until Ribsy breaks out of the bag and causes a scene on the bus. The bus driver pulls over with the intention of throwing Henry and Ribsy off the bus. The police pull up next to the bus asking for Henry, his mother called because she was worried he was not yet home for dinner. The first story ends with Henry getting dropped off at his house with his dad welcoming Ribsy with a bone and his mom asking what will Henry do next. The next chapter is about Henry buying guppies, but the guppies keep having babies and take over his free time. He can't go outside to play like his friends do, Ribsy gets tired of being inside and leave him to go out, and he starts running out of space to put all the guppies. This chapter ends with Henry taking his guppies back to the pet store and getting a catfish instead. The third chapter is about how Ribsy's bark overpowers the sound of an oncoming car and Henry throws a football that doesn't belong to him into the car by accident. Henry has to find a way to make enough money to buy a football to replace the one that got thrown into the moving car. Henry starts to work for his neighbor by collecting "night crawlers", huge worms that come out at night, for a penny a piece. Henry stays out late to collect as many worms as he can to reach the amount he needs to but the football. Henry's parents come out and help him so he won't take longer collecting worms, the family reaches their total and they go home. The next morning, the doorbell rings and it is the owner of the car. The car driver explains he was in a hurry so he couldn't immediately turn around and he has been busy but he has come to return the football. This chapter ends with Henry telling his dad that he's going to buy a football like the one that was returned with the money he has earned. The next chapter is about Henry being in a school play that he doesn't want to be a part of. Ribsy ends up getting Henry out of a very main role in the play by dumping green paint on him. The following chapter is about Ribsy entering a dog competition. Henry tries his best to keep Ribsy well behaved and clean but Ribsy rubs dirt on himself. Henry sees other dog owners rubbing talcum powder on the white of their dogs to make them look cleaner, so Henry rushes home to get talcum powder to do the same. Henry starts rubbing talcum powder on Ribsy only to see his talcum powder isn't white it's pink and it won't rub off. Henry rubs the pink talcum powder on all the white spots on Ribsy so he won't look funny. During the dog competition, Ribsy won't' listen to Henry but they continue to progress on in the competition. The chapter ends with Ribsy winning the award for the most unusual dog. Henry and Ribsy also get their picture in the newspaper for winning. The final chapter of the book is about Ribsy's original owner finding Ribsy's picture in the newspaper. Henry is with his friends when Ribsy's new owner finds them. He explains how Ribsy got lost, but Henry does not want to give up Ribsy. His friend comes up with the idea to let Ribsy chooses. After a long teeter-totter between the boys, Ribsy eventually chooses to stay with Henry.

Ira Says Goodbye

Title: Ira Says Goodbye
Genre: N/A
Author: Bernard Waber
Awards: N/A
Age Group: 6 to 8-years-old

Teacher Evaluation: As a teacher, I think this book would be great to read before a writing activity. I think this story would be easily incorporated into a first-grade classroom. The book could be a stem for writing a short story about who the student's best friend is and maybe what they're favorite thing to do with their best friend is. I would also have a few volunteers share their story with the class and model one for them.

Summary: This book is about a boy named Ira and his best friend Reggie. Reggie is moving away to a different city. Ira takes the news about his best friend moving away very hard. He doesn't know how things will be without his best friend. The story details all the things that Ira and his best friend Reggie did together. One day, Reggie comes over and starts taking his things out of their tree house and plans on taking his pet turtle. Ira doesn't like that it feels like Reggie is already gone because of all his things getting taken out. Ira also tries to tell Reggie that by taking his turtle away, he's going to kill Ira's turtle because turtle best friends can't be separated. Ira is shocked when Reggie seems excited about moving. Reggie tells him all the wonderful things about the place he's moving to. Because Reggie seems to be okay with moving away, Ira gets irritated and gets mad at Reggie. When it is time for Reggie and his family to leave, Ira says goodbye to everyone but Reggie. Reggie's mom asks him if he's going to say goodbye to Ira when he starts to break down. Reggie's parents share that Reggie has been taking moving away really hard. Ira is surprised to hear that Reggie actually was not okay with moving away. Ira tells Reggie to take their pet best friend turtles with him. After Reggie leaves, Ira gets a phone call from Reggie inviting him to his new house so they can hang out. Ira gets so excited that he goes upstairs to pack days in advance.

Big Sister and Little Sister

Title: Big Sister and Little Sister
Genre: Realistic Fictions
Author: Charlotte Zolotow
Awards: N/A
Age Group: 5 to 8-years-old

Teacher Evaluation: I think this would be a great read-aloud book. Students in a Kindergarten to First-grade classroom could find this book relatable and easy to follow. If I wanted to extend on this story I could have my students make a picture story about their family or a specific family member. The drawing could be the way they take care of the person or how the person cares for them. Then the students would write a small story under, which I would help them with after they share with the class.

Summary: This is a short story about two sisters. The big sister cares for the younger sister in many ways. The story shows the various ways that the older sister cares for the younger one. She makes sure the younger sister stays on the sidewalk, holds her hand when they cross the street, teachers her the right way to do things, and comforts her when she cries. One day, the younger sister realizes all the big sister does for her and doesn't want her to always tell her what to do anymore. The little sister sneaks out to find a quiet place, with no one telling her what to do. The story ends with the older sister crying near the younger one in a tall field so the older sister can't see the younger one. She's crying because she can't find the little sister and the little sister comes out and comforts her. The little sister and big sister realize that both of them can help each other. The story ends with the girls walking back home with the realization that the big sister isn't the only one who can take care of the other.

Tight Times

Title: Tight Times
Genre: Realistic Fiction
Author: Barbara Shook Hazen
Awards: N/A
Age Group: 5 to 8-year-olds

Teacher Evaluation: As a teacher, I would use this book in a guided reading activity for Kindergarten. This book has various components and events for pausing and reflecting with students. It is a great book to check comprehension of the story by stopping and asking the students what is happening in the story. I also think it is a great story about how even in tough times there's always a sort of light that can bring happiness and good times back.

Summary: This is a short story about a family going through financial troubles. The story is told through the perspective of the child in the family. At the beginning of the story, the reader learns that all the child wants is a dog. His father had promised he could get a dog when he is bigger, which he is now. The child's father explains that the family is going through tight times which means they can't get a dog right now. The story continues with the father explaining to the child, using examples of his everyday life, what tight times mean. Towards the end of the story, the father comes home upset because he lost his job. When the mother gets home, she asks the narrator to step outside. While the narrator is sitting outside he finds a kitten, He goes inside to get the kitten milk but make noise and his parents come out to see what happened. His parents see the kitten in his hands and he explains to them how he found the kitten. The parents then start to cry and hug the child and kitten, telling the boy he can keep the kitten but no more asking about a dog. The story ends with the boy naming the kitten "dog" and hoping she likes to eat a "tight times" food which is lima beans.

Roller Girl

Title: Roller Girl
Genre: Realistic Fiction
Author: Victoria Jamieson
Awards: John Newbery Honor Book (2016)
Age Group: 8 to 12-year-olds

Teacher Evaluation: As a teacher, I would use this graphic novel preferably in a fifth-grade classroom. The novel is a coming-of-age story about a young girl entering middle school which I think would be highly relatable to students in this grade. I think the overall message of the book about finding who you are, growing up, and change would be perfect for a reflective journal activity. I also think it is important though to find an alternative because some students might not find this interesting, especially boys in this age group. Therefore, the book could also be a suggested book in the classroom library that students could grab for a reading assignment or enjoyment.

Summary: This graphic novel is about a young girl named Astrid. Astrid is about to enter middle school when many things start to change for her. The story begins with Astrid and her best friend Nicole going to a roller derby match with Astrid's mom. The girls have been best friends for a very long time but at the match, it is clear that there is a significant difference between the girls. Astrid seems to be very eager about the sport while Nicole shows more worry about injuries and curiosity about the boys there. The girls learn about a roller derby camp, Astrid really wants to join. Nicole doesn't want to join the roller derby camp and instead joins dance camp. Astrid gets really upset at the fact Nicole wants to join dance camp because a girl who is mean to Astrid goes there and Nicole is nice to her. The two girls go their separate ways but Astrid can't bring herself to tell her mom about their falling out. Astrid starts roller derby camp and quickly realizes that it is not as much fun as she thought without a friend. The first few days of camp are hard for Astrid, because she doesn't have friends and because she has not told her mom that she is not friends with Nicole anymore and doesn't have a ride home. As the story progresses, Astrid makes a friend at the camp named Zoey. Zoey and Astrid become close friends, they stay after camp and practice together, Zoey dyes Astrid's hair, and they volunteer to help a coach pass out papers for their bout. When the girls go to pass out papers advertising the bout, Nicole is there with the girl that was mean to Astrid and two boys. The girls and the group's interaction with each other are brief but Astrid can't help but follow them. Astrid and Zoey only to hear them talking about Astrid. Astrid's feelings get hurt by what the girls say and she confronts them. After confronting the girls, Astrid becomes more focused on training for the bout. Astrid and Zoey start to separate when Zoey is picked instead of Astrid to be the jammer. Astrid's day at camp once again gets harder because Zoey will not speak to her. One day, Astrid comes home to a very upset mother. Her mother ran into Nicole's mother shopping and found out the truth about Nicole not being at camp with Astrid. Astrid and her mother talk about what's been happening in Astrid's life. Astrid's mom makes her go apologize to Nicole and her mother for lying. When Astrid apologizes to Nicole she tells her she's going to go to the ballet recital for her dance camp to support her. After leaving Nicole's house, Astrid feels happy but sad still because she notices that she and Zoey have stopped talking because she became obsessed with practicing and not giving time to things Zoey wanted to do. Astrid attempts to make up with Zoey but it doesn't work as planned so instead Astrid comes up with a plan. She asks a roller derby star to make a poster for Zoey and she stays up all night making special cutouts of Zoey's favorite Broadway star. The next day at the bout, Zoey notices all the people holding the cutouts and how the roller derby star was cheering her on and thanks, Astrid. The story ends with Nicole coming to the bout and asking Astrid to go to dinner after but Astrid chooses instead to be with Zoey and her other friends. The roller derby star also compliments Astrid on how she played and to keep it up.

The War That Saved My Life

Title: The War That Saved My Life
Genre: Historical Fiction
Author: Kimberly Brubaker Bradley
Awards: Newbery Honor Book (2016)
              The Schneider Family Book Award (2016)
Age Group: 9 to 12-year-olds

Teacher Evaluation: As a teacher, I would definitely incorporate this book into a fourth to a sixth-grade classroom. I believe that the historical connections within the book could be related to possible social studies units throughout the school year. I also think that while the book may not be directly relatable to students, there are certain aspects of the book that is relatable. The book has many important messages throughout the book about love, bravery, family, and acceptance that I believe is important for children to read about.

Summary: This book is about Ada, a young girl living in London during World War 2. At the beginning of the book, the reader learns that something is wrong with Ada's right foot. Since Ada's right foot is twisted, her mom doesn't allow her to go to school or outside like her younger brother Jamie. Ada's mother is described as a very abusive mother, never showing Ada love throughout the beginning and even locking her in a cupboard as punishment. Shortly after the book begins, Jamie, Ada's younger brother asks his mother if he's going to be sent away like the other kids because of the war. This gives Ada the idea to escape since her mother mentioned that she was not allowed to go, Ada comes up with the idea to leave very early in the morning with Jamie. Jamie and Ada make it out of London and to a train station where families were taking in evacuee children. Jamie and Ada didn't get picked so the lady in charge said she knew just the person for them. The lady took the children to Miss Smith's house, Miss Smith seemed reluctant to take the children but did. Ada and Jamie were taken care of by Miss Smith she would feed them, bathe them, get them new clothes, and she even took Ada to the doctor to get crutches. At the doctor, Ada learned that her foot was called a clubfoot and it is typically fixed after birth but could still now be fixed with surgery. Ada felt more free with Miss Smith who allowed her to go outside with the pony and do other things. Ada made friends there and throughout the book begins to relax more about differences she has with the people there. Although her life is drastically different, it is hard for Ada to let go the emotional and mental hurt that her mother caused with her abuse. As the war drags on and gets closer to where they live Miss Smith is urged to let the children go but she cannot bring herself to. Miss Smith keeps Jamie and Ada with her and they have a bomb shelter built so when the sirens go off they have somewhere safe to go. Although near the end of the book, when the sirens do go off, Ada has a panic attack because the shelter smells the same as the cupboards her mom would make her go in. Miss Smith comforts Ada by wrapping her in covers after Ada becomes more able to go in the shelter because Miss Smith buys different things to hang in it to change to smell. Following nights in the shelter, one August day Ada took her pony out on a ride when she spotted a man coming ashore. The news had been saying to report suspicious activity so Ada rode to the police shelter to alert them. The man that Ada reported was a German spy. Jamie thought that Ada was a hero now and so did Miss Smith she was very proud of everything Ada had done to help. The book ends in September with Ada happily riding her pony home only to see her mother waiting for her. Her mother is quick to start verbally attacking both Ada and Miss Smith. Ada's mom forces the children to go back home with her because the government wanted her to pay Miss Smith to keep them. When the children return home it is back to how it was in the beginning only now Ada stands up for herself. She tells her mom they could go back to Miss Smith and she wouldn't have to pay anything, her mom is willing to do this because she admits she never wanted Ada or her brother. The children both plan to go back to Miss Smith in the morning when bombs start to strike. The children make it into a shelter and the next morning when they come out they see Miss Smith and run to her. Miss Smith came to come get them before the bombs started to strike. All three then return to the train station to go back home, only to see Miss Smith's home was hit directly by a German bomb. Miss Smith tells the children how they have saved her life and for the first time Ada feels joy being with Miss Smith, Jamie, and everyone there who cares for her.