Tag Archives: 2-3

Hey, Little Ant

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IMG_9611 [405969]Authors: Phillip and Hannah Hoose

Illustrator: Debbie Tilley

Publisher and Year: Tricycle Press, 1998

Number of Pages: 22

Genre: Fantasy/Poetry
IMG_9613 [405970]Analysis:“Hey, Little Ant” is a story about a child that contemplates whether or not he should spare an ant’s life. After putting himself in the ant’s shoes, the boy sees that maybe he shouldn’t squish the bug after all. This text could primarily work as a window. It is common in America to carelessly step on small bugs, such as ants. This book could give us a glimpse of the bug’s perspective. This book also allows children to step out of the egocentric world that they live in, where everything is “I view it this way, so that’s how it must be.” In the story, the power somewhat shifts from the big and mighty kid to the ant, who ultimately could’ve convinced the boy not to step on him. When the ant tells the kid to imagine that he was the ant and the ant the kid, the boy starts to feel for the ant.

Perceptually, the emphasis on the boy’s size compared to the ant really shows how superior we, as humans, feel to bugs and nature. This book is a very rhythmic book so that younger students can read it easier. Specific words bolded for emphasis, and bright colors are used as attention grabbers and positivity. The book also ends with a cliffhanger: Does the boy squish the ant?

Structurally, the child is enormous compared to the ant. The ant is always pictured very small, meaning he is weak. On the other hand, the child is very large, meaning he is the strong character. At one point, the ant and child switch sizes—perhaps a power swap.

Ideologically, this book teaches readers that empathy and kindness are great traits to have.

The Faithful Friend

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Title: The Faithful Friend

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Author: Robert D. San Souci

Illustrator: Brian Pinkney

Publisher and Year: Simon & Schuster Books for Young Adults, 1995

Number of Pages: 36

Genre: Fable, Folktale

Analysis: The Faithful Friend is a book about two friends, Clement and Hippolyte, who take a journey to find a young girl named Pauline for Clement. Once arriving things take a turn for the worse and Hippolyte must keep trying to not let the zombie’s spells harm Clement and Pauline. In the end Hippolyte sacrifices himself so Clement and Pauline can live happily ever after.

This book can function as a mirror or a window for two friends. Friends who truly care for one another, grow close like siblings, similar to Clement and Hippolyte. The actions portrayed by Hippolyte were sacrificial. This book could function as either a mirror or a window because for the mirror, two friends would be sacrificing for the other friend in this exact moment, but this book could be a window for friends who could see themselves sacrificing for the better of the other friend in the future.

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Perceptually, the book cover has two silver honor awards, a Caldecott Honor and Coretta Scott King Award, which stick out immediately. However, the colors on the cover are dark creating a bad feeling. The size and color of the text make it easy to read and flow from page to page.

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Structurally, the two boys are on the same level because of their similar status or power. However, Monsieur Zabocat, the plantation owner of Pauline, appears higher than Hippolyte, Clement and Pauline throughout the book. Since Zabocat is shown higher than the three friends, this shows that he has more power and status than the others. A horizon typically appears throughout the book, but the horizon disappears when Hippolyte is about to prevent the zombie’s spell from harming Clement and Pauline, which shows that danger is near. The text adds to the images because of the complexity of the message within. The words could cause some confusion if there was an absence of images. Both the images and the text work together to complete the message and story.

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Ideologically, sacrificial friendship is the main lesson to take away from the book. The author does a great job of showing the sacrifices that were made by one friend. However, some of the actions prior to the sacrifices like zombies, threats from Pauline’s owner, and spells are all actions and behaviors that children should not read about. The spells and zombies could easily scare young children. So, yes the lesson about friendship is important, but that lesson does not reveal itself until after the inappropriate action by some of the characters in the book. The concept as a whole is great, but some of the minor details are worrisome for children.

Trouble with Trolls

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Title: Trouble with Trolls

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Author: Jan Brett

Illustrator: Jan Brett

Publisher and Year: G. P. Putnam’s Sons, 1992

Number of Pages: 30

Genre: Fantasy

Analysis: In Trouble with Trolls, a young girl Treva and her dog, Tuffi, like to go on hikes up the mountain and then to ski down the mountain. Whenever they go up the mountain they encounter trolls that try and take her dog. Each time Treva runs into a different troll, she uses manipulation in order to save her dog from the trolls.

This book can function as a window for an audience who does not know about mountains, hiking or dogs. This book gives an insight into what life is like in the mountains. However, another function could be a mirror because people who live near or in mountains and are used to hiking or other problems that may arise while hiking may see themselves throughout the book.

Perceptually, the words are easy to read and the length is just right per page. The images seem to stop or create their own framing around the words. Since this pattern within the text repeats itself, at first the images mirror the meaning of the text but as the pattern continues some of the images begin to add meaning to the text.

Structurally, each image is detailed and framed. The frame around each image is detailed as well. However, on some of the pages the images seem to be coming out of the frame. For example, the underground cave for the trolls comes out of the frame and allows the audience to feel part of the sneaky action with the trolls, while the framed pictures only allow the audience to see a glimpse into Treva’s world. The partially framed and unframed structure creates two different experiences, depending on what is first seen while looking at each page. The images that crawl out of the frame blend in which can go unnoticed while first reading the book. After re-reading the book, the reader picks up on the detail of the underground cave outside of the frame creating a more involved feeling with the book a second or third time reading it.

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Ideologically, this book teaches a negative message and a positive lesson. First off, Treva is intelligent and creative. She uses problem solving skills and techniques that can be applicable and interesting for young children to read about. Students could learn how to use their creativity and problem solving skills to fix a situation. However, Treva’s intelligence and creativity is sneaky and she is manipulative of the trolls. Although teachers strive to teach problem solving skills to students, problem-solving skills should not be sneaky.

My Three Best Friends and Me, Zulay

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Title: My Three Best Friends and Me, Zulay

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Author: Cari Best

Illustrator: Vanessa Brantley-Newton

Publisher and Year: Farrar Straus Giroux, 2015

Number of Pages: 31

Genre: Fiction

Analysis: My Three Best Friends and Me, Zulay is about a blind African American girl, Zulay, her friends Maya, Nancy, and Chyng and how these four girls navigate their school day. Zulay experiences some challenges and differences in school, but she learns how to overcome those challenges with the help of her friends and teachers.

This book can act as a mirror for children who have a friend whom are blind. Another function this book could have is as a mirror for multicultural people because throughout the book different cultures are represented. This book can also function as a window for people who are not blind because children can read about the challenges that Zulay faces and learn about her daily life. A door can resemble this book as well because it can encourage people who know a blind person to help in any way possible.

Perceptually, the text is friendly and easy to read. For the most part, the text is well written and the length of the text per page is reasonable. However, there was one line in particular that is awful! The book states, “Then Ms. Turner will work with Zulay while the rest of us go to the gym” (p. 10). Zulay the child who is blind experiences social isolation during the school day.

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Structurally, the images are spot on to the way the text is read! The image of the classroom is inclusive, because every child’s nametag is also written in Braille. Zulay’s classroom even has a Brailler that Zulay can use to help her academically. On pages 10 and 11, Zulay’s independence and academic success can be seen through Zulay and Maya working together. Maya helps Zulay with drawing a 3D drawing, but then Zulay is able to help Maya with columns of tens and ones. The images on these two pages do not reflect Zulay’s disability at all. If a reader opened to these pages, they would see two girls in the classroom helping each other, not Zulay’s disability. Not visibly showing Zulay’s disability on each page, helped the audience to see Zulay as a academically succeeding student, not as a student with a disability.

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Ideologically, there is a  positive lesson and a negative lesson that could be taken from this picture book. First, instances of social isolation occur when Zulay must go work with Ms. Turner while all the other kids participate in a different activity. This negative lesson can teach children that it is okay to treat their peers with disabilities differently. Even though Zulay initially felt isolated and excluded, Ms. Turner and Zulay end up conquering a life skill. A positive lesson that the audience can take away is that children with disabilities are successful academically, socially and physically. Zulay was able to succeed academically by using Braille to help her read and write, she succeeded socially because by having three best friends and she succeeded physically by being able to walk with a cane and run with Ms. Turner.

The Name Jar

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Title: The Name Jar

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Author: Yangsook Choi

Illustrator: Yangsook Choi

Publisher and Year: Alfred A. Knopf, 2001

Number of Pages: 30

Genre: Realistic Fiction

Analysis: The Name Jar is about a young girl, Unhei, and her family’s adjustment after their move from Korea to America. Once in America, Unhei realizes that her name is different and she decides that she is going to come up with a new name using her classmates’ suggestions in the name jar. At the end of the book, Unhei realizes that she doesn’t feel like herself with any of the American names and decides to keep her Korean name because it makes her unique.

This book can function as a window for people not from Korea. The culture portrayed throughout the book teaches the audience lessons about differences between the American and Korean culture. Another function of this book is a mirror for people who move from Korea to the United States. This book allows Korean children who move to the United States to understand and relate to Unhei and her family.

Perceptually, the front cover leaves the reader with a mysterious feeling and numerous thoughts and questions about the entirety of the book.  The ambiguity of the front cover draws the audience in to read more of the book. Once starting to read the book, there is a lot of text per page, which means the author has a lot of information to share. Along with the length of the text, the color of the text was typically black on a white or light background. Occasionally the text was white on a dark background, but either way the text was simple and easy to read.

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Structurally, Unhei faces to the right, representing that she is less secure, but after she decides to keep her Korean name she faces towards the left. Unhei’s security within herself could be based off of lack of security after moving to a new country, making new friends, and having a new school. However, once she adjusts and learns that her name is special after all, Unhei has gained security within herself. Throughout most of the book, the images mirror the text further emphasizing what the text is saying in a different way.  However a couple times the text adds to the images. Typically the text is added to the images when something is written in Korean. Unhei’s stamp or letter from her grandmother were written in Korean and the reader could not have known what the stamp or letter said without having the text to support the images.

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Ideologically, this book portrays important life lessons for school age children. One lesson that is taught to the reader is that individuality helps make one unique and special! This book also demonstrates the meaning and importance of true friendship through Joey and Unhei’s friendship. From the beginning of the book, Joey was friendly to Unhei and wanted to get to know more about her. Joey was such an incredible friend that it was actually he who indirectly showed Unhei how special and important her name truly was.

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Barefoot: Escape on the Underground Railroad

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Title: Barefoot: Escape on the Underground Railroad

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Author: Pamela Duncan Edwards

Illustrator/Photographer: Henry Cole

Publisher and Year: HarperCollins Publishers in 1997

Number of pages: 28 pgs

Tags: Olivia Simkins, Realistic Fiction, 2-3, 4-5, Culture, Picture Book

Genre: Realistic Fiction

Analysis:

This book is about the path a runaway slave takes. It is from the perspective of the person’s foot and all the creatures it encounters along the way. The animals in the story help lead the foot to a safe house where the boy will stay.

This text functions as a window for its audience. The text is intended to let the reader in on what the barefoot has to go through in order to be safe. It helps the audience get a look into what it was like during an escape from a slave owner. With this book being aimed more towards younger readers, the audience has never experienced what it was like to escape and travel on the Underground Railroad. The only thing that I found interesting was that the writer and the illustrator are both Caucasian. I think they did a good job at creating the story however I feel that it may be more accurate if the writer was someone who experienced it or knew someone experienced it. However, the illustrator did an excellent job of making all the picture dark, mysterious, and having no frame giving the audience the feeling as if they were there with the main character. When looking more closely at the images, you can see whenever they show the slave owners walking through the woods looking for the boy, you can notice a horizon. The significance of this is to signify the on coming danger.

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Last Stop on Market Street

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Title: Last Stop on Market Street

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Author: Matt de la Pena

Illustrator/Photographer: Christian Robinson

Publisher and Year: The Penguin Group in 2015

Number of pages: 29 pgs

Tags: Olivia Simkins, Realistic Fiction, 2-3, 4-5, Culture, Picture Book, Family, Award Book

Genre: Realistic Fiction

Analysis:

This book is about a little boy named CJ who is taking a trip to the soup kitchen with his Nana. Along the way CJ questions his Nana about why they are walking in the rain, why they have to ride the bus and why he does not have an iPod. He learns along the way to enjoy the things he has. This book has won the Coretta Scott King Award and the Newberry Award and is a Caldecott Honor book as well.

This story could serve as a door, and a mirror. The readers can view it as a mirror because they connect to a part in the novel. They might be able to connect about the time they rode on the bus or the time they volunteered at a soup kitchen or some place else. It can also serve as a door to inspire the readers to help at their local soup kitchen or volunteer in their community. I also feel like the illustrator wanted to represent all the different cultures in the story but I found out some underlying ideological features in this book. I feel that there is stereotypes represented when CJ is asking his Nana about not having a car. His friend who has a car is Caucasian and CJ is African American. This could be problematic for some readers because it could make them feel like this book is presenting racist stereotypes.

After analyzing the perceptual features of this book, I have noticed the use of colors. In the beginning of the book CJ talks about walking out of church and how he felt free. The use of colors in this book supports that statement as well. The colors are all very bright, and when looking into what bright color represent, it states that they represent freedom.

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Papá and Me

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Title: Papá and Me

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Author: Arthur Dorros

Illustrator/Photographer: Rudy Gutierrez

Publisher and Year: HarperCollins Publisher and 2008

Number of pages: 24 pgs

Tags: Olivia Simkins, Realistic Fiction, 2-3, Culture, Picture Book, 4-5, Family

Genre: Realistic Fiction

Analysis:

This book is about a little boy, his Papá, and their day that they spend together. They make pancakes, go to the park and visit the little boy’s grandparents. This text can serve as a window or a mirror for the audience. It may serve as a window because it could be a new culture that one may not be familiar with. This book has a lot of Spanish words and phrases that are explained in English as well so the reader, if not familiar with the Spanish language, can follow along. It also has a glossary at the end to help define the unknown terms and has pictures to explain to the audience what a Mariachi band is and what the instruments they use look like. It can also serve as a mirror for an audience of the Hispanic culture. The reader may read this and be able to relate because they speak Spanish or because they are close to their father as well. They may also relate in going to visit their grandparents with their family. I feel that culture is represented well in this book through its use of the Spanish language. It also does an excellent job with its use of colors. The illustrations help to show movement through the lines and vibrant colors. The use of reds, oranges, and yellows show happiness. This book also distorts pictures to have the boy appear to be higher than the father when he talks about being high up in a tree.

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Marc Just Couldn’t Sleep

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Title: Marc Just Couldn’t Sleep

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Author: Gabriela Keselman

Illustrator/Photographer: Noewmí Vilamuza

Publisher and Year: Kane/Miller Book Publishers and 2004

Number of pages: 24 pgs

Tags: Olivia Simkins, Realistic Fiction, 2-3, K-1, Culture, Picture Book, Family

Genre: Realistic Fiction

Analysis:

Marc is a little boy who is scared of everything. In order to go to sleep, he makes sure his mom does everything she can to make sure nothing will be able to scare him anymore so he can fall asleep. Finally, his mom can do nothing more than sit on his bed with him and he finally falls asleep. This book could function as a mirror for the intended audience. I feel that it is a window because the audience reading this may be a parent or child that have experienced being afraid or not being able to fall asleep because something scared them. This book can also relate to parents because parents make a lot of scarifies for their children, even if it means going out of their way to make sure their child is not afraid of anything. The readers could relate in many ways. They could relate to it because their guardian or mom used to tuck them into bed or comfort them when they were scared. The audience can apply their schema and relate to it in some way. This book depicts an African American boy and his mother whose family culture is seen through out the different images in the book. Although, without the illustrations we would not be able to decided on our own what race or culture the main characters are. The illustrations add to the text giving us a visual as to what the characters and setting look like. It also helps to define unknown terms for readers and fill in the gaps so the audience can visually see what is happening in the story.

The story shows Marc rather small in the beginning of the story and as it goes on, he grows bigger and bigger. This shows that his character is getting stronger and stronger and in the parts where Marc is scared he appears to be small which shows his character as weak and frightened. The story does not have frames until the very end where Marc is shown in a round frame when he finally falls asleep showing that Marc is content and secure. When a picture book has frames in it, the audience is not apart of the story. They are just looking into it. However, this book does not have frames so, us as readers, are apart of the story and experiencing the story as it happens.

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Papa Gave Me a Stick

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Title: Papa Gave Me a Stick

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Author: Janice Levy

Illustrator/Photographer: Simone Shin

Publisher and Year: Star Bright Books and 2015

Number of pages: 28 pgs

Tags: Olivia Simkins, Fiction, 2-3, Culture, Picture Book, Fantasy, Animals, Adventure

Genre: Fiction

Analysis:

Antonio is a little boy who dreams of having a guitar. Throughout this story he meets animals and people who help him achieve owning his very own guitar. This story could act as a window for the audience. I feel that this story will not be one where the audience who read it will want to do exactly what Antonio did. This story will open up a window for everyone to view how Antonio handled the items he received and how they might have handled it differently. It also acts as a window into the Spanish culture. This book does an excellent job of incorporating the Spanish culture and language. Throughout the book it talks about mariachi bands and the different words/phrases in Spanish. As the readers read along, the text explains the words in English then tells the audience what the word for it is in Spanish. To go along with these words, it has a Glossary and the different instruments that are in a mariachi band. The illustrations do an excellent job of depicting the culture. This story also shows the little boy moving towards the right of the page as the story goes on. I believe that this shows that as the boy receives each item, he is moving forward, or closer to receiving the guitar that he has always wanting. However, this book bring up the ideological thinking that, the little boy was ungrateful of the gift he received from his father and by him not appreciating the different gifts that he was given long the way, it helped him get what he wanted.

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